SISI - Standards and Indicators

Standard 1 - Academic Performance – Curriculum
1.1c The district initiates and facilitates discussions between schools in the district in order to eliminate unnecessary overlaps and close gaps
1.1d There is evidence of vertical communication with an intentional focus on key curriculum trasition points withing grade configurations (e.g., from primary to middle and middle to high)

Scenario

Jaime doesn't want to go. She is starting a new school today. She's in kindergarten now, a big kid. But she doesn't know anything about kindergarten! Where will she go? Who will be her teacher? Will it be hard? “Why can't I just go to my old school”, she wonders.

Add to these worries the fact that Jaime will also be going to school longer (all day) and the differences between pre -school and kindergarten and one can see that this transition can be difficult for children.

Introduction

The word “transition” simply means going through a change or moving from one situation to another. Changes are a natural part of life for everyone. If you think back over your life, you can probably identify several “transitions” you've gone through. Some transitions are more significant than others; some involve changes in many aspects of a person's life, whereas other changes may only impact one or two aspects of life.

In the early childhood field, the word “transition” is used in many different ways. Traditionally, “transition” has been used to describe the period of time that falls between two different types of activities. “Transition” may also be used to describe the time period in which children move from home to school, from school to after-school activities, from one activity to another within a preschool, or from preschool to kindergarten. In each case, early childhood professionals have been concerned with easing the transition between two different types of activities or environments.

With more and more children participating in early childhood programs before they enter school, there is an increasing focus on the transition that occurs when children move from preschool to kindergarten. Many children have problems adjusting to elementary school programs that have a different philosophy, teaching style, and structure than those programs in which they participated during their earlier years. Transition efforts must be designed to help ease the entry into school by preparing both children and families for the differences children will encounter. (Lombardi, Joan (1992)

Going through changes or “transitions” - whether big or small - takes effort.  People may have a variety of feelings to cope with - anger, excitement, nervousness, sadness, and/or happiness. Even changes that are seen as “positive” (for example, a wedding) can be stressful. In addition to dealing with feelings, people also may have to learn how to behave differently due to the change or transition.

Think about these transitions from the perspective of children and their families.

• How big of a change do you think it is in daily routines for children and their families when a child starts school? (Big!) When a child finishes school? (Also big!)
• How stressful or emotional can these changes be for children and their families? (Very!)
• What are some of the issues children and their families may be facing during these transitions?

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Strategies

The following guidelines for effective transition are provided by Sue Dockett & Bob Perry (University of Western Sydney) in the article entitled: Starting School: Effective Transitions:

Effective transition programs:

• establish positive relationships between the children, parents, and educators;
• facilitate each child's development as a capable learner;
• differentiate between "orientation-to-school" and "transition-to-school" programs;
• draw upon dedicated funding and resources;
• involve a range of stakeholders;
• are well planned and effectively evaluated;
• are flexible and responsive;
• are based on mutual trust and respect;
• rely on reciprocal communication among participants;
• take into account contextual aspects of community and of individual families and children within that community.

Below are some teacher strategies for helping young children feel more comfortable in a new environment:

• Be available at the door at the beginning, as well as at the end, of the day. If possible, arrange for another adult to be in the classroom to supervise children who have already arrived so you are free to greet each child.
• Welcome children before chatting with parents so that children know that they're important. Listen and look for clues about how they might be feeling.
• Greet all parents warmly and professionally. Be a good listener to keep two-way communication open. For extended conversation, arrange for a phone call later.
• Respect individual styles. Some children will zip past you to play with friends, while others might be slow to warm-up and may need extra encouragement to enter the room.
• Establish greeting rituals. Place a pocket chart near the door. Children can drop their name cards into the chart so that their friends know they've arrived.
• Provide comfort corners. Soothing sand play and huggable, fuzzy stuffed animals help children who need extra nurturing upon entering the classroom.
• Develop circle-time starters. If you have group time first, establish welcoming routines by singing a "Hello" song or songs that mention the children's names: "Here is "
• Make goodbyes to parents less stressful. Provide a neutral "goodbye place," such as a window where children can throw kisses or exchange waves.
• Generate enthusiasm. Lend a book or game which must be returned the next day. This is also a great conversation starter at the door!
• Greet families cheerfully at the day's end. Give children time to complete their activities and review their day (Miller, 2000, p14, 2/3p).

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Barriers

Teachers report that while 52% of children have a successful entry into kindergarten, 48% have moderate or serious problems. Nearly half of the teachers are concerned about many of the children entering kindergarten.

Teachers are most frequently concerned about children's skills in following directions and academics. Here are the percentages of teachers who say that about half of their class or more enter kindergarten with needs in the following areas:

• following directions---46%
• academic skills---36%
• home environment---35%
• working independently---34%
• formal preschool experience--31%
• working in a group---30%
• immaturity---20%
• communicating---14%

These findings have ramifications for pre-school educators and pre-school curriculum. A best practice (and requirement for children with disabilities) is for pre-school and elementary educators to meet regarding incoming students in the spring prior to the school year in which the transition will occur.  The needs identified, above, may serve as a framework student planning (e.g. can this child follow directions? Can the child work independently?, etc.)
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Resources

Kentucky Resources

http://www.kyschools.org/cgi-bin/MsmGo.exe?grab_id=98211642&EXTRA_ARG=SUBMIT%3DSearch&host_id=1&page_id=698&query=early+childhood&hiword

The Early Childhood Regional Training Centers were established to provide training, technical assistance, consultation, workshops, conferences and lending of materials. They provide services to local school districts for early childhood programs for special needs and at-risk children age three to five. They provide peer-to-peer services to local school districts and other service providers.

http://www.kyschools.org/cgi-bin/MsmGo.exe?grab_id=98211642&EXTRA_ARG=SUBMIT%3DSearch&host_id=1&page_id=326&query=early+childhood&hiword=EARLY+CHILDHOOD

Early Childhood Resources include materials and website links for many of the issues of importance to parents and teachers of children ages birth to five. Some of the topics of interest to early childhood parents and educators include growth and development of infants, toddlers and preschoolers; understanding and working with children with disabilities; social/emotional growth; parenting skills; early literacy, getting ready for school; child care; transitions; curriculum; various early childhood programs; multiculturalism and diversity; the arts; brain development; materials and supplies.

http://www.kyschools.org/cgi-bin/MsmGo.exe?grab_id=98211642&EXTRA_ARG=SUBMIT%3DSearch&host_id=1&page_id=905&query=early+childhood&hiword=EARLY+CHILDHOOD

Primary Links are educational websites that provide interested stakeholders with resources regarding developmental and educational issues affecting primary children

 http://www.ihdi.uky.edu/nectc/

The National Early Childhood Transition Center. The primary objective of the National Early Childhood Transition Center is to investigate and validate practices and strategies that enhance the early childhood transition process and support positive school outcomes for children with disabilities.

http://www.ihdi.uky.edu/projects/kytp/

The Kentucky Early Childhood Transition Project (KECTP) is a training and technical assistance project funded through the Kentucky Department of Education, Division of Extended Learning, Preschool Services, the Cabinet for Health Services, Kentucky Early Intervention System and The Cabinet for Families and Children, Child Care Division.

The project is an outgrowth of Project STEPS (Sequenced Transition to Education in the Public Schools) which began as a three year federally funded demonstration grant to Child Development Centers of the Bluegrass, Inc. in Lexington, Kentucky, in 1984 and continued through federal funding as an National Outreach Project. The Kentucky Early Childhood Transition Project focuses on transition "best practices” aand on the interagency process of transition systems development.

http://www.ihdi.uky.edu/projects/kytp/index.htm http://www.ihdi.uky.edu/stepsweb/

http://commissionkids.state.ky.us/firststeps/default.htm

www.kentuckyschools.org-p1...

Specialized Transition Resources

http://www.louisville.edu/edu/edsp/itc/

The Council's mission is to create a seamless system of support for persons with disabilities moving successfully through school into community living. It will be accomplished through innovation and leadership, interagency cooperative planning, information sharing and the collaborative use of resources on a statewide level.

Mid-South Regional Resource Center

These individuals are assigned primary responsibility for assisting state and local education agencies with secondary education and transition services related to special education.

Transition Contact: Jeanna Mullins

Mid-South Regional Resource Center ((MSRRC)

The Alliance for Systems Change, Interdisciplinary Human Development Institute/UK

1 Quality Street Suite 722

Lexington, KY 440507

859-257-4921 x 80388 (Phone) 859-257-4353 (Fax)

 jmullin@uky.edu

 http://www.ihdi.uky.edu/msrrc/

Kentucky Department of Education

Preston Lewis, Division of Exceptional Children Services

500 Mero Street, 8th Floor Capitol Plaza Tower

Frankfort, KY. 40601

502-564-4970

plewis@kde.state.ky.us

Rehabilitation Services Administration (RSA)

This RSA Regional Office staff member assigned primary responsibility for transition services for students with disabilities.

Ralph PPacinelli RSA Regional Commissioner Rehabilitation Services Administration -

Region IV U.S. Department of Education OSERS

61 Forsyth Street SW Room 18T91

Atlanta, GA 330303

404-562-6330 (Phone) 404-562-6346 (Fax)

 Ralph.pacinelli@ed.gov

 http://www.ed.gov/offices/OSERS/RSA/

Department of Vocational Rehabilitation

The Department of Vocational Rehabilitation Services provides services to people who are unemployed or under employed due to a disability.

Bruce Crump, Commissioner

502-564-4440

Department of the Blind

The Department of the Blind provides services to people who are unemployed or underemployed due to visual impairment.

Denise Placido, Commissioner

502-564-4754

Additional Resources

http://www.nccic.org/faqs/transition.html

Administration on Families and Children

 http://www.pta.org/programs/cfs/cfsbooklet.pdf

Parent Teacher Association/Head Start Transition Planning Guide http://mi.essortment.com/parentchildsep_rvzd.htm

“How to ease the parent/child separation anxiety”. This article suggests varies strategies for helping both parent and child separate when it's time for school. http://okok.essortment.com/kindergartensta_rkkt.htm

 Provides general guidelines for parents to use in determining a child's readiness for kindergarten. http://nc.essortment.com/ismychildread_rhum.htm

General guidelines for parents to consider when determining if a child is ready for kindergarten

http://ctct.essortment.com/preschooleducat_rdej.htm

Tips for parents on how to prepare children for preschool success!

http://mn.essortment.com/preparingfor_ryff.htm

This article focuses on ways that parents can help children get ready for kindergarten.

http://users.stargate.net/~cokids/transition.html

A list of strategies from different pre-schools and kindergartens on how to ease the transition from pre-school to kindergarten

http://www.fpg.unc.edu/~ncedl/PDFs/TransFac.pdf

National Center for Early Development and Learning at the University of North Carolina/Chapel Hill. Provides a fact sheet regarding transition into Kindergarten.

Helping the separation anxious school refuser.; By: Scott, Judith; Cully, Marlane., Elementary School Guidance & Counseling, Apr95, Vol. 29 Issue 4, p289, 9p, 1 chart

Discusses separation anxiety and ways to help elementary school students who suffer from it and refuse to go to school.

Problem recognition; Prevention; School refusal; Accomplishing the return to school. Troublesome year-end transitions.; By: Schall, Jane., Instructor-Primary, May/Jun98, Vol. 107 Issue 8, p65, 5p, 2 charts

Presents tips for helping students cope with end-of-school transitions. Fears kids face and how to respond to those fears; Holding discussions about children's anxieties; Behaviors which signal that children are wrestling with feelings and thoughts they do not understand

DOBIE'S BLUEPRINT FOR SUCCESS FOR PRE-K, K, AND 1ST GRADE STUDENTS.; By: Howell, Glenda; Stenberg, Nancy., Education, Summer2002, Vol. 122 Issue 4, p715, 6p

 In this article, the "Dobie Method" approaches learning through an integrated and intergenerational programming. It provides a continuous circling of multiple opportunities to support learning for all people involved in a child's education.

Welcome celebration begins the school year for parents, kids.; Curriculum Review, Dec92, Vol. 32 Issue 4, p16, 1/3p

Presents information about the welcome celebration at Riis Elementary School hosted by teachers and staff for parents and children on the first day of school year. How the event was celebrated; Main thrust of the program.

 http://users.stargate.net/~cokids/transition.html

Ideas shared by preschool programs and school districts on how to ease the transition from preschool to elementary school

References

Chapman, Mimi V.; Sawyer, Jeffery S.., Children & Schools, Oct2001, Vol. 23 Issue 4, p235, 6p Bridging the Gap for Students at Risk of School Failure: A Social Work-Initiated Middle to High School Transition Program.;

Hurrelmann, K., Engel, U., Holler, B., & Nordlohne, E. (1988). Failure in school, family conflicts, and psychosomatic disorders in adolescence. Journal of Adolescence, 11, 237-249.

Compas, . E., & Wagner, B. M. (1991). Psychological stress during adolescence: Intrapersonal and interpersonal processes. In M.C.E. Colsten & S. Gore (Eds.), Adolescent stress: Causes and consequences (pp. 67-85). New York: Aldine de Gruyter

Miller, Susan A..,Great Greetings for Great Days!;  Early Childhood Today, Aug/Sep2000, Vol. 15 Issue 1, p14, 2/3p

Lombardi, Joan (1992); Beyond Transition: Ensuring Continuity in Early Childhood Services. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana IL.

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Key Words

Head Start, First STEPS, transition, planning, child, family, community, early, individual

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