Planning for Terrific Transitions: 

A Guide for Transitions-to-School Teams

Participant’s Guide
Associated with the School of Education,

University of North Carolina at Greensboro

Second Printing, Revised, 2005

First Printing, 2004

© SERVE 2004

Written by

Denise Hale

Glyn Brown

Lynn Amwake

Edited by

Karen DeMeester

Christy Casbon

Designed by

Jeremy McClellan

Owners of the Participant’s Guide for Planning for Terrific Transitions: A Guide for Transition-to-School

Teams are granted permission to photocopy the materials found behind Tab 3 to distribute for educational 

purposes. None of the forms or materials may be reproduced to generate revenue for any individual or 

program. Photocopies may be made only from an original Guide.

The content of this publication does not necessarily reflect the views or policies of the Institute of 

Education Sciences, U.S. Department of Education, nor does mention of trade names, commercial 

products, or organizations imply endorsement by the U.S. Government.

This document was produced with funding from the Institute of Education Sciences, 

U.S. Department of Education, under contract no. ED-01-CO-0015.
Table of Contents

 Tab 1: Training Materials

Facts & Findings ............................................................................................................................. 1

What Successful Transition Looks Like ....................................................................................... 3

Barrier Busters ............................................................................................................................... 5

Step 1 Instructions .......................................................................................................................... 8

Step 2 Instructions ........................................................................................................................ 10

Assessment Worksheet Columns ................................................................................................. 13

Selecting Information Gathering Methods ................................................................................ 15

Designing a Questionnaire: Key Points to Remember .............................................................. 16

Step 3 Instructions ........................................................................................................................ 17

Transition Plan Columns ............................................................................................................. 19

Step 4 Instructions ........................................................................................................................ 21

Implementation Progress Report Columns ................................................................................ 23

Step 5 Instructions ........................................................................................................................ 24

Reflections ..... 25

Tab 2: Case Study

Team Composition (Case Study’s Step 1) ................................................................................... 27

Transition Assessment Worksheet (Case Study’s Step 2) .......................................................... 30

Further Needs Assessment Findings (Case Study’s Step 2) ...................................................... 34

Transition Plan (Case Study’s Step 3) ......................................................................................... 37

Implementation Progress Report (Case Study’s Step 4) ........................................................... 39

Evaluation (Case Study’s Step 5) ................................................................................................ 40

Tab 3: On-the-Job Tools

Step 1 Instructions

Step 2 Instructions

Step 3 Instructions

Step 4 Instructions

Step 5 Instructions

Self-Assessment: Checklist for Sending Program Staff

Self-Assessment: Checklist for Kindergarten Staff

Blank Transition Assessment Worksheet .................................................................................... 77

Blank Transition Plan ................................................................................................................... 81

Blank Implementation Progress Report ..................................................................................... 85

Menu of Super Transition Strategies and Terrific Tips ............................................................. 87

Tab 4: References & Resources

References Cited or Consulted

Glossary

Additional Resources

 ...................... 103

Training Materials

Training Materials

Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Training Materials 1

Facts & Findings

 A nationwide survey of 3,600 kindergarten teachers was conducted by the National Center for Early 

 Development and Learning. 

 The results of this survey showed that teachers report that 48% of children have moderate or

 severe problems with transitions. The fact that nearly half of the nation’s kindergarten teachers

 are concerned about the needs of the children entering their classrooms indicates the need for 

 better transitions. This critical time in a child’s life is often related to a child’s later success in

 school. (Pianta & Cox, 1998; Logue & Love, 1992; Kagan, 1992; Ramey & Ramey, 1994)

 —National Center for Early Development and Learning. (1999, Summer). Research and policy brief: Transition to

 kindergarten. Chapel Hill, NC: University of North Carolina at Chapel Hill.

 The following lists the percentage of teachers who say that half or more of their students enter 

 kindergarten with needs in these areas:

£ Following directions ........................................ 46%

£ Improving academic skills ............................... 36%

£ Transitioning from their home environment ... 35%

£ Working independently ................................... 34%

£ Adapting to formal preschool experience ....... 31%

£ Working in groups ........................................... 30%

£ Acting with greater maturity ........................... 20%

£ Communicating with peers, teachers, etc.. ...... 14%

 —Pianta & Cox, 1999

 “Children who have academic and social difficulties in the early school years are likely to continue

 having problems throughout their school careers and in their later lives.”

 —Parker & Asher, 1987

 The influence of the family upon the child remains fundamental throughout the early years.

—Glickman & Hills, New Jersey Department of Education

Communication between preschool and kindergarten staff can be enhanced when those involved are

 familiar and comfortable with each other. If opportunities are provided for participants to ask

 questions and provide information about themselves and their programs in an open atmosphere, the

 foundation is laid for effective cooperation during the transition.

 —S. Bredekamp, National Association for the Education of Young Children

 In a study of 1,169 schools midway through the school year, researchers found:

£ Although 21% of the districts reported a wide range of transition activities, individual schools 

 rarely provided more than a few.

£ Over 50% of respondents said there was no communication between preschool and

 elementary school staff.

£ Only 13% of districts reported having written transition plans.

 —U.S. Department of Education

1

2

3

4

5
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

2 Training Materials

 A survey of 3,600 kindergarten teachers revealed that the majority of teachers reported using the 

 following transition practices:

£ Sending a letter to parents after the beginning of school

£ Holding an open house after school starts

£ Sending a brochure home after school starts

 The least commonly reported practices included:

£ Calling the child before or after school starts.

£ Visiting the child’s home or preschool program.

 —National Center for Early Development and Learning (NCDEL)

6
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Training Materials 3

What Successful Transition Looks Like

£ The Schoolboro County Children’s Collaborative formed a Kindergarten Transition Team comprised

 of preschool personnel (directors and teachers), parents, kindergarten teachers, school adminis- 

 trators, Head Start staff, and home care providers from all three school systems in their district. 

£ The team started with a survey of all the agencies involved to find out what, if anything, they were

 doing to address transition issues.

£ This team also worked together to develop policies around joint registration, confidentiality, and

 sharing information. 

£ The initial product of the Transition Team’s efforts was a written document spelling out the goals

 of the Transition Team, involved parties, ways to work together, and the responsibilities of all

 people involved in transition efforts.

£ The Transition Team now meets monthly to discuss progress, issues, advocacy, and upcoming events.

£ The Transition Team paved the way for staff to get involved. They started by hosting

 a one-day retreat for early childhood education providers, kindergarten teachers, school

 administrators, parents, health care providers, and special needs coordinators. Various

 topics were discussed using a roundtable format. This format enabled participants to

 share and learn about other programs and to start building connections. 

£ After the retreat, a School Readiness Rally was held. In preparation for the rally, child care

 teachers and kindergarten teachers were paired as training teams. During the rally, the teams of

 teachers answered parents’ questions about curriculum, transitions, what the children are learning

 as they play, the school’s ability to serve all children, and teacher qualifications and experiences.

£ Staff regularly visits different programs. Not only do kindergarten staff visit Early Childhood

 Education (ECE) programs and vice versa, but ECE staff visit other ECE programs to gain a

 better awareness of the range of programs and children served. Staff also attend joint training

 sessions in which they network, learn about ways to ease transitions, and explore developmentally

 appropriate practices for preschool-age children and kindergartners. 

£ Parents sign a contract that states that they will regularly read to their children, participate

 in school activities, and learn about healthy lifestyles. The Transition Team sponsors playgroups

 for upcoming kindergartners. The public school pre-K is a four-day program, and the fifth day of

 the week the classroom is used for the playgroups. The public pre-K staff is responsible for

 planning and supervising the activities. Parents and other ECE providers are encouraged to 

 participate as well. 

£ A multitude of activities occur at both the sending programs and receiving programs to ease the

 transition for children. For example, the ECE teachers lead field trips to local kindergartens in

 April, and from then until the end of the school year, the dramatic play areas of the classrooms are

 set up by the children as pretend kindergartens. The school bus comes to the ECE programs

 in May for orientation to public school bus procedures and rules. Also in May, kindergartners

 visit the classroom to talk about their experiences in moving to kindergarten. All children are

 encouraged to share their feelings during these talks. 
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

4 Training Materials

£ In the kindergarten classroom, teachers begin to help children with the transition well before

 school begins. In the late summer they send a personal “letter from the teacher” to all new

 students, welcoming them to kindergarten. Right before school starts, they call each parent and

 child to welcome them and answer questions. They have a system in place for older children to

 “buddy” with an incoming kindergarten child—sending notes, visiting, providing an escort at

 open house, etc. Kindergarten children prepare a video about what happens in their room and

 share it with ECE classes that will be moving up in the fall. A bilingual teacher prepares duplicate

 materials in Spanish and personally contacts all families for whom English is not the language 

 spoken at home.

£ Teachers are always coming up with new ideas, which are brought to the Transition Team for

 dissemination to other programs.

£ The whole community is involved in supporting this effort. The Schoolboro Chamber of

 Commerce sponsors a full-page ad in the Schoolboro Free Press that lists the names of incoming

 kindergartners and welcomes them to school. A local shopping mall hosts an annual resource fair

 that highlights community services that are available for young children and could be of

 assistance to the early childhood program. The public library prepares a list of books that are

 helpful in preparing children for kindergarten. Summer Read Aloud sessions at the library are

 organized around these books. The Transition Team also publishes community event calendars.

 Discussion Questions

 1. What do you think are the keys to success for Schoolboro County?

2. What positive outcomes do you envision in Schoolboro County for children? 

 Families? Teachers/staff?
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Training Materials 5

Barrier Busters

Early childhood educators and administrators describe a variety of barriers to providing effective 

transition practices. Here are some effective strategies for breaking down these barriers:

There is no forum for joint planning across the multitude of programs involved in serving children before 

they come to school.

£ Survey all the agencies involved to find out what, if anything, they are doing to address

 transition issues. 

£ Investigate who your most likely partners would be to work on transitions with you. 

£ Form a transition team if there is not one in place already. Transition teams can be formed

 both at the community level and at the program or school level. 

There is little support for formalized transition planning.

£ Participants must have the chance to learn about why transition planning is important and

 how they can help. Encourage attendance at transitions training, such as this one (Planning

 for Terrific Transitions: A Guide for Transition-to-School Teams).

£ Provide research that supports formalized transition planning to those from whom you are 

 seeking support.

Children will be attending many different kindergartens in the fall.

£ Invite kindergarten teachers from several schools to visit your classroom throughout the year.

 If teachers cannot get release time, they may still be willing to come for a breakfast or lunch

 on their own time on a day when school is out.

There is no consistent means for sharing information between programs about children and their families, 

including special needs, native language, and individual preferences.

£ Plan to provide numerous opportunities for the staff of both the pre-K and the kindergarten 

 to interact. 

£ Develop a packet or portfolio (with parental permission) that will precede the child into his

 new program. It should include samples of his work, his likes/dislikes, and strengths/needs.

£ Attach a photograph of the child and a child-dictated letter to personalize the packet.

£ Provide joint training, in which the staff from both early childhood programs and schools

 learn the same information and have a chance to get to know each other. 

It is difficult to arrange cross-program visits.

£ With careful planning, job swap days can be worked out where the kindergarten teacher and a

 child care provider exchange positions for the day. This way each early childhood educator

 gets a real feel for what the other’s job includes. 

£ Plan with parents and the receiving program to provide some common routines. This can be

 done via phone calls or e-mail. 
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

6 Training Materials

Programs are often isolated from each other, thus making communicating and working on common 

goals more difficult. There is a tradition of separateness that means we don’t often think of those in other 

programs as “colleagues.” We often think of our programs, our philosophies, and our approaches as 

superior to those in other types of programs.

£ Encourage regular communication via telephone or e-mail. Set up listserves for information 

 about early childhood issues and happenings.

£ Provide social situations where staff from both programs can meet. Have an early childhood

 educator party at your center.

£ Form a mentoring system. Pair with a kindergarten teacher to help build a stronger 

 personal relationship. 

It is difficult to be aware of all the different programs and supports that are available in 

the community.

£ Work with other community members interested in early childhood issues to host a

 community showcase. 

£ Have a poster contest that each program would prepare about available resources it provides.

£ Flyers, pamphlets, and other materials should be made available so that everyone can refresh

 his or her memories about where to look for resources when needed.

There is a lack of time to speak individually to parents about the process of transitioning the children 

into kindergarten.

£ Consider hosting a parent meeting early in the school year and invite a principal and/or a 

 kindergarten teacher to speak to the parents.

£ Use a spiral bound notebook to write individual notes home to parents about transition 

 activities going on in your community, reminders about scheduling an appointment for the 

 kindergarten physical, etc.

£ Call the schools and ask them if you can help disseminate information about any kindergarten 

 registration or event that your parents might be interested in attending. 

No funding is available to support transition efforts.

£ Share information with the community about the value of good transition practices. Community 

 support for activities can sometimes be initiated by letting others know about a need.

£ Some state initiatives, such as North Carolina’s Smart Start initiative, have funding for 

 early childhood education. Check with your local partnership to see if there is some money 

 available for projects that you wish to participate in.

Class lists are generated too late. 

£ Form or work with an existing transition planning team to advocate for earlier lists. See

 if there is a way to receive tentative class lists in the spring. Early lists enable pre-K teachers

 to help children become familiar with the next teacher and allow time for individualized joint

 planning between the two programs. Class lists also enable kindergarten staff to make

 summer contacts with the children and their families.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Training Materials 7

There is a lack of knowledge about how cultural and language differences can affect a child’s transition.

£ It is important for staff to realize that culture affects all aspects of a child’s life. A child’s

 beliefs, values, spiritual practices, rules for behavior, communication, and ways of knowing

 originate with the child’s home culture. Some cultures may expect cooperation and obedience

 within the group instead of competition and individual achievement. Other cultures may value

 creativity and artistic expression (Regional Educational Laboratory Network, 1999). Provide

 staff training around the issues of culture and home language. 

£ Invite community members and parents from different cultures to share photos, food, and 

 customs they have at parent and staff meetings.

£ If you have children whose home language is not English, provide materials in the home 

 language of that family. 

£ Hire staff members from the community who reflect the cultures and languages of the 

 children enrolled. 

£ Recognize that each home also has its own culture. How parents communicate, play, 

 discipline, etc. will be different in each home. 

£ Toys and materials in the classroom should reflect the various cultures of the children. 

It’s essential that both early care and education providers and schools work together to overcome the 

barriers to smooth transitions.

From Kindergarten Transitions: What Every Pre-K Teacher Should Know. Amwake, Lynn. North Carolina 

 Partnership for Children. 2002.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

8 Training Materials

Step 1 Instructions

Round Out the Team

In Planning for Terrific Transitions training, you will begin thinking about 

how to make a formalized, comprehensive transition team. At some point, 

the current transition team should plan a meeting to focus on how to “round 

out the team.” The steps below will help. Then, once newly invited transition 

team members have been accepted, set a next meeting date to welcome the 

newcomers and begin assessing your transition needs.

Putting together a comprehensive team is important in order to best 

represent the needs of children, families, and other transition partners. A 

solid team will help you work together effectively as you move forward 

into the planning and implementation stages. 

1. Review the following list of recommended and optional 

 team members.

 Recommended Team Members

£ At least 1 kindergarten teacher

£ At least 1 local Head Start representative

£ At least 1 other representative from an early childhood 

 feeder program

£ At least 1 kindergarten school administrator (e.g., principal,

 vice principal, curriculum specialist, transition coordinator)

£ At least 1 district representative (e.g., federal program

 representative, early childhood coordinator, curriculum specialist,

 special education coordinator)

£ At least 1 parent/other family caregiver (e.g., grandparent,

 guardian) representing an early childhood education program

Optional Team Members

£ Private child care professionals (e.g., family child care provider)

£ Representatives from other pre-K initiatives

£ Elementary school teacher

£ Guidance counselor

£ Librarian

£ Other school personnel (e.g., cafeteria worker, bus driver,

 janitor, teacher’s aide, office staff, safety patrol, art teacher, PE

 teacher, after-school personnel, migrant coordinator)

£ Older student

£ Parent/other family caregiver 

£ Community representatives (e.g., health care representative, early 

 intervention specialist, mental health professional, social worker, 

 local business representative, local government representative)

£Overview

£ Instructions
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Training Materials 9

2. Review which roles are already represented on the team. One way to 

 do this is to chart everyone’s name, role, and contribution to the 

 team. A designated team leader can facilitate this.

3. For those not yet represented, record several names for potential 

 additions. Consider their roles and contributions.

4. Narrow this list by considering “best bets” and best representatives

£ Who could serve on the team as a decision-maker with 

 authority over budget and resources? 

£ Who might be an implementer later on? 

£ Who has been actively involved with school improvement 

 efforts in the past? 

£ Who might be interested but may have barriers to participation?

£ Which parents reflect the diverse characteristics of the 

 children they’d be representing in areas such as ethnicity and 

 economic status?

£ Which feeder programs represent the kindergarten’s 

 largest feeder(s)? 

5. Narrow your list even further to those candidates who would be 

most effective:

£ Invested in children’s issues

£ Effective interpersonal communicators

£ Effective team players

£ Open to change

£ Able to recognize and accept differences amongst 

 team members

£ Clear about the group’s purpose

£ Committed to the group

£ Trusting and respectful

£ Able to produce clear assignments and timelines for action

£ Able to monitor their own work and the team’s functioning 

 on an ongoing basis

6. Make your final selections, ensuring that the team size is limited to 

 no less than 6, no more than 12 members.

7. Identify one individual with the authority to make decisions with 

 regard to budget and resources.

8. For those candidates on the list who may be reluctant, identify

 possible ways to overcome their barriers.

Six to twelve of the most qualified candidates will be selected. You will 

have a team that is comprehensive and balanced in terms of perspective, 

work initiative, and commitment to the team’s purpose. 

£ End Result
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

10 Training Materials

Step 2 Instructions

Assess the Situation

In Planning for Terrific Transitions training, you will begin the needs 

assessment process with your core transition team. On the job, you 

should set a meeting with the comprehensive transition team to focus 

on needs assessment. 

The initial part of the assessment consists of the team discussing needs and 

completing the Transition Assessment Worksheet. This worksheet may take 

several meetings to complete. Then the team seeks the input of others to 

gain even more perspective and to identify the best plan. 

Needs assessment is a critical part of the transition planning process. Without 

this exercise, transition planning becomes unfocused. Ineffective practices 

may go unidentified, real causes of problems may not be discovered, and new 

chosen strategies may be too impractical to implement or may not work at 

all. Taking time to assess needs and gather information upfront will help you 

figure out which practices to implement.

1. Complete each column of Part A: Assessing Current Practices on the 

Transition Assessment Worksheet.

£ List all current transition practices down the first column.

£ List the target connections for each practice.

£ Describe what works well for each practice.

£ Describe what doesn’t work well for all the involved 

 target parties.

£ Give suggestions for improving each practice.

£ Record additional information that you still need before you 

 decide on which practices to implement.

2. Complete each column of Part B: Assessing the Disconnections on

 the Transition Assessment Worksheet.

£ Record those connections with no or insufficient transition

 practices in place.

£ Suggest new practices to help strengthen those connections.

£ Record additional information that you still need before you

 decide on which practices to implement.

3. Complete each column of Part C: Additional Information.

£ Identify who, outside the team, should provide input. See 

 Part C of the Transition Assessment Worksheet for a list of 

 individuals who may participate.

 

£Instructions for 

 the Team’s Initial

 Discussions

£ Overview
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Training Materials 11

£ Discuss the different types of needs assessment methods 

 (questionnaires, non-targeted or targeted focus groups,

 interviews), information the team can expect to gather with 

 each, and the disadvantages of each.

£ Decide on a set of methods to gather the additional 

 information needed.

4. Implement further information gathering/needs assessment methods

 (questionnaires, focus groups, and/or interviews) and summarize 

 the results. Instructions for one type of method, focus groups, are

 given below.

Before the Focus Group

5. Identify a list of focus group questions. Questions should be an

 appropriate mix of specific questions from the Transition

 Assessment Worksheet and general questions, such as:

£ How do you think children feel when they move from 

 early childhood education into kindergarten or from home 

 into kindergarten? 

£ What kinds of stressors do you observe among children as

 they enter school? What do you think creates that stress?

£ What do you think would help create a smoother transition

 for children? What types of activities/strategies would be

 most helpful?

£ How you think parents feel as their children move 

 into kindergarten?

£ What types of activities/strategies would be most helpful 

 to parents?

6. Identify a sequence/flow of questions.

7. Arrange for a “recorder” to record information. 

8. Consider hiring an outside consultant, who can maintain an

 impartial perspective, to facilitate the focus group.

During the Focus Group

9. Convene the meeting by welcoming participants, thanking them for

 coming, and explaining the importance of their role with children 

 and their input. Tell the participants how long the session will last.

10. Explain the purpose of the meeting: to validate the team’s early 

 needs assessment work and continue focusing on gaps in the 

 transition system.

11. Explain each person’s role: to answer questions surrounding

 transitions and to share his or her point of view about how he or she

 is affected by current practices and how those practices affect

 children, families, and other transition partners.

12. Explain how the meeting will be conducted and introduce rules 

 of participation.

£Instructions 

 for Conducting 

 a Focus Group
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

12 Training Materials

13. Open discussion with a general statement about the need for

 effective transitions. For example, the leader might say, “Each year,

 thousands of children in our state enter kindergarten. They come

 from a variety of settings. Some children come from the local Head

 Start program, some come from local child care or pre-kindergarten

 programs. Some children have been at home all of their lives and

 have never attended any type of program. Regardless of children’s

 experiences prior to coming to kindergarten, we want to make sure

 that all of them have a smooth transition to school. To do that

 effectively, we need to learn from you what would be most helpful.”

14. Define the term “transition” for the group if needed: Transition means

 changes between different types of activities. In education, we think of

 them in terms of vertical transitions (changes that occur over time, 

 such as moving from early childhood education to kindergarten) and

 horizontal transitions (changes that occur during the same day, such as

 moving from school to after-school activities).

15. Facilitate the group to discuss a set of pre-determined questions.

16. The recorder records the group’s input.

17. Before concluding, ask for any additional comments from the 

 whole group. 

18. When all comments have been made, summarize the group’s 

 suggestions for improvement. 

19. The recorder records the suggestions onto chart paper as the 

 suggestions are summarized. 

20. Save the chart page containing suggestions so that the team can 

 later review the suggestions in a meeting and complete the 

Transition Plan.

21. Conclude the focus group by thanking everyone for his or 

 her participation.

Your Transition Assessment Worksheet will be fully completed. 

The most appropriate methods of further needs assessment will be chosen 

based on the input groups you selected and the types of information you 

still need. Your input groups will:

£ Be able to provide the additional information identified in

 Parts A and B. 

£ Be able to provide accurate observations of children and families. 

£ Be able to provide a full picture of how the community, 

 schools, families, and children are experiencing transition.

£ Be involved in the transition process.

£ Represent groups where gaps exist in the transition process.

Your further information gathering methods (questionnaire, focus groups, and/

or interviews) will be implemented and the results summarized. In your focus 

groups, a task-oriented, yet enjoyable atmosphere will be created where all 

participants provide input freely and all input is accurately captured.

£End Result
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Training Materials 13

Assessment Worksheet Columns

The following are guidelines for completing each column of the Needs 

Assessment Worksheet.

Part A

Current Practices

Begin the worksheet by listing all of your current practices down this column. 

Target Connections

For each practice, think about who is being targeted and record. 

What Works 

Start with the positive. Discuss what is most effective about each practice. This is important so that you 

maintain these positive aspects of each practice.

What Doesn’t Work

This column looks for a brief description of where the practice breaks down for children, families, 

schools, or whichever group the practice is aimed toward. It may be tempting here to record the “cause” 

of what’s not working, but save that for the next column. Here, it is important to clarify the effects on the 

groups being targeted. This will help identify real causes and make suggestions based on the real causes. 

Also, after you’ve improved the practices, you will know where to look for positive change. 

Possible Causes

Think about what might be causing the breakdowns by asking yourself: “Why isn’t this practice effective? 

What is the current effect of what I am doing?” Sometimes it is also interesting to think about the reasons 

behind a cause—the true source of a problem. 

Suggestions

What are some suggestions for improving this practice? Here, you are trying to address the causes and 

eliminate the breakdowns.

Additional Information

This is an important column because it will help you later to decide on further needs assessment activities. 

Here you ask yourself: What might help you confirm the information you’ve discussed as a team? Who 

else would you like to talk with? What else would you like to know? You’re trying to figure out what’s 

wrong and how to improve it.

Part B

Disconnections

This column asks you to list those connections for which there are currently no transition activities or that 

have too few or ineffective transition strategies in place and should be improved. 
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

14 Training Materials

Suggestions

This column focuses on new ideas and strategies for strengthening missing and weak connections.

Sometimes it’s difficult to come up with ideas for new practices. Consult resources such as the Menu of 

Super Transition Strategies and Terrific Tips, the Internet, professional publications, and the experiences 

of other programs for ideas. 

Additional Information

This column asks for the same information as it does in Part A: What more do you need to know and from 

whom do you need to gather this information in order to plan a new program of transitions?

Part C

Input Groups

An input group is the group of people from whom you will collect additional information. You may bring 

them all together and ask them questions, as in a focus group. Or, you may ask them questions in an 

interview or a mailed questionnaire. Here, you list those you’d like to involve in further needs assessment 

activities to get the best picture of the transition system and its effectiveness.

Methods of Information Gathering

How would you like to gather more input? When conducting a needs assessment, teams often rely on four 

types of information gathering methods: non-targeted focus groups, targeted focus groups, individual 

interviews, and questionnaires.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Training Materials 15

Selecting Information 

Gathering Methods

The following will help you choose the best information gathering methods 

for your needs assessment.

Method Common Usage Advantages Disadvantages

Non-targeted focus 

groups (single or 

multiple sessions)

Best used for mixed 

groups when personal 

contact is desired.

£ Gives you easy, reliable 

access to ideas, attitudes, 

and perspectives. Allows

you to see ranges of 

experience and needs 

across groups. Also enables 

participants to see what 

others are thinking and 

experiencing.

£ Allows you to probe a

topic in more depth.

£ More depth, but less 

breadth. 

£ Results are qualitative. 

May be time-consuming 

to sift through 

information.

£ May be difficult to 

accommodate schedules 

and pull group together.

Targeted focus groups 

(single or multiple 

sessions)

Best used for 

homogenous groups 

when personal 

contact is desired.

£ Gives you easy, reliable 

access to ideas, attitudes, 

and perspectives of a single 

group. Allows you to see 

the range of attitudes and 

needs within that group.

£ Allows you to probe a topic 

in more depth.

£ More depth, but less 

breadth. 

£ Results are qualitative. 

May be time-consuming 

to sift through 

information. 

£ May be difficult to 

accommodate schedules 

and pull group together.

Interviews Works well for very 

small groups or 

individuals when 

personal contact

is desired.

£ Allows face-to-face contact 

(or at least telephone 

contact).

£ Can clarify questions that 

may not be clear.

£ Can probe for further 

information.

£ Can observe the person.

£ Time-consuming.

£ Often have to 

accommodate the 

interviewee’s schedule.

Questionnaires Often used for very 

large groups when 

personal contact is 

not a priority.

£ Inexpensive.

£ Quick.

£ Respondents can remain 

anonymous.

£ Allows you to question a 

greater number of people. 

£ Can usually cover a lot 

of topics.

£ Tends to give only 

superficial or descriptive 

information.

£ May miss the 

respondents’ context.

£ Poor response rate.

£ May be limited by 

respondents’ reading 

level or understanding 

of English.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

16 Training Materials

Designing a Questionnaire: 

Key Points to Remember

£ Begin your questionnaire with a few non-threatening questions. (For example, “What age 

 children or grade level do you teach?”)

 £ Make the items as brief as possible. 

£ Emphasize the important words in each item.

£ Group items into clear, logical categories.

£ Include clear, concise instructions about how to complete the questionnaire.

£ State clearly what to do with the questionnaire when it is complete. (For example, should 

 the questionnaire be returned in a self-addressed stamped envelope? What’s the deadline 

 for returning the questionnaire?)

£ Provide incentives for a promptly completed questionnaire.

£ Make sure that the questionnaire is neat and easy to read.

£ Provide a well-written cover letter that explains the purpose and reasons respondents 

 were selected.

£ Test your questionnaire on representatives of the target audience. 

£ Leave adequate space for respondents to make additional comments.

£ Number and include some identifying information on each page. 

Adapted from Zemke R., & Kramlinger, T. (1985). Figuring things out: A trainer’s guide to needs and task analysis.

Reading, MA: Addison-Wesley Publishing Company, Inc.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Training Materials 17

Step 3 Instructions

Plan the Work

In Planning for Terrific Transitions Training, you will begin the transitions 

planning process with your core transition team. Back on the job, though, 

you will have to return to the drawing board and complete a full needs 

assessment. Once that is complete, you can meet with your transition team to 

review and make sense of the needs assessment results. It may take several 

meetings and additional research to then complete the Transition Plan. 

Thorough upfront thinking on the Plan will help identify strategies that are 

feasible, practical, and effective. This then sets the stage for a smooth year 

of implementation.

1. Review all needs assessment results (Transition Assessment

 Worksheet, data from focus groups, interviews, questionnaires).

2. Analyze your results by identifying patterns and themes that 

 point to goals.

£ Where are the greatest areas of concern?

£ Are there priorities that need to be addressed?

£ Where would improvements make the greatest impact?

£ Are there target connections that require attention?

£ Are there themes within the results that point to goals we 

 should set?

£ Do transition activities occur year-round or are they 

 concentrated at certain times of the year?

3. Set goals.

£ Base on needs.

£ Identify the direction or quality of change desired 

 (e.g., increased, consistent, effective).

£ State the outcome, not the process.

£ Include a time frame.

£ Make it attainable and realistic.

4. Identify indicators. 

£ Describe as an outcome what the goal will look like 

 once achieved.

£ Identify the direction or quality of change desired 

 (e.g., increased, consistent, effective).

£ Include the quantity of change, where applicable (e.g., 25%).

£ Overview

£Instructions
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

18 Training Materials

5. Complete each column on the Transition Plan: 

£ Indicator number

£ Transition Strategy

£ Action plan

£ Resources needed

£ Person responsible 

£ Evaluation method 

6. Research additional strategy options, costs, resources, or materials, 

 as needed. Research through the following:

£ Other schools and programs

£ Internet 

£ Professional journals

£ Menu of Super Strategies and Terrific Tips

£ Professional services

£ Sources of materials

7. Finalize all strategies and columns on the Transition Plan.

8. Publish the final Transition Plan.

9. Distribute the final Transition Plan, along with blank

Implementation Progress Reports (to report progress during

 implementation) to the transition team. 

All columns of the Transition Plan will contain the correct information. 

The Plan’s goals and indicators will be attainable, based on assessed needs, 

and expressed as outcomes that indicate the desired direction of change 

and target date of change. The slate of strategies planned will

£ Occur year-round. 

£ Include a plan for involving families.

£ Include a plan for individualizing transitions for children, 

 and accommodate a broad range of families.

£ Address implementation and other issues uncovered through 

 the needs assessment.

£End Result
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Training Materials 19

Transition Plan Columns 

The following are guidelines for completing each column of the Transition Plan.

Indicator Number

£ This is the first column.

£ Each indicator should correspond to strategies that will help the indicator to occur. 

£ There may be more than one strategy per indicator.

Transition Strategy

£ Consider all ideas from the needs assessment—or other ideas you research. 

£ Do not limit yourself until after you’ve done your research. 

£ Choose a slate of strategies that

 £ Will occur year-round. 

 £ Include a way to involve families.

 £ Include a plan for individualizing transitions for children.

 £ Make the plan diverse enough to accommodate a broad range of families.

 £ Include a plan for individualizing transitions for children. 

 £ Address implementation and other issues uncovered through the needs assessment.

Action Plan

You may want to use a separate piece of paper to draft your action plan and then transfer your final 

plan to this worksheet. 

1. List all the preparation tasks it’s going to take to implement the strategy. The second to last

 task should always be to implement the strategy; the last should be to evaluate it. You can

 always go back and add tasks that you forgot along the way. 

2. Make sure that each task begins with a verb, so that it directly conveys what you need to

 “do” to complete it.

3. Record end dates for each task. This requires several steps:

 (a) Note the number of full working days required to fully complete each task. The hard part

 here is to remember to include the time it will take to contact and coordinate with others.

 It may only take 15 minutes to sit down and write an agenda, but to share it with others,

 get feedback, revise it, and distribute it may take a whole work week. 

 (b) Record the fixed end dates that you know ahead of time. This includes the end date for

 the last task (i.e., implement the strategy). 

 (c) Record due dates for all remaining tasks, taking into consideration the number of working 

 school days on the calendar and any conflicting activities. 

 (d) Double-check the timeline from the top down using a calendar. 
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

20 Training Materials

Resources Needed

Research through the following:

£ Other schools and programs

£ Internet 

£ Professional journals, other industry materials

£ Menu of Super Strategies and Terrific Tips

£ Professional services

Person Responsible

List one of the following:

£ The person who will implement the transition strategy

£ The person who will manage implementation of the strategy, by delegating to others,

 managing the project, and monitoring progress

Evaluation Methods

These evaluate the strategies and indicators. Tools might include:

£ Focus groups 

£ Interviews

£ Surveys

£ Questionnaires

£ Observations

£ Checklists

£ Children’s records

£ Contact logs

£ Training sign-in sheets

£ Curriculum materials

£ Meeting documentation

£ Written policy
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Training Materials 21

Step 4 Instructions

Work the Plan

Implementation means putting your Transition Plan to work by carrying out 

all the steps you’ve planned by the dates and within the costs specified. The 

Transition Plan is put together before school starts; implementation is then 

ongoing throughout the year, with different transition activities happening 

each month. The team gets together at least every two months to report 

progress, discuss any related issues, and support each other’s efforts.

Some team members may be assigned to carry out specific transition 

strategies from beginning to end; other team members may manage the 

implementation of assigned strategies, delegating implementation tasks to 

others and monitoring their work. 

Whether you are actually implementing or managing implementation, you 

will improve your chances of success by possessing strong organizational, 

communication, and problem-solving skills. Organizational skills will help 

to keep implementation on target and efficient. Effective communication 

will help build relationships between all transition partners. Problemsolving skills will help you to overcome any challenges and barriers you 

may encounter along the way. 

Implementing

1. Document all action steps on a calendar on their planned dates.

2. Plan weekly tasks to complete each step.

3. Complete implementation tasks weekly, even small tasks such as

 making contracts, to keep in touch with the project.

4. Overcome barriers proactively by seeking advice from the team 

 as needed. 

5. Immediately report to the team leader all problems that require a 

 change on the Transition Plan.

6. Submit Implementation Progress Reports to transition team leader.

7. Meet all deadlines, unless a change in date is approved.

8. Prepare for evaluation.

Managing Implementation

9. Communicate to all implementers their assigned strategies, how 

 they should work together, and how to communicate with each other.

10. Record all steps, dates, and implementers’ names on a calendar.

11. Review the calendar frequently to check daily, weekly, and 

 monthly events.

£Overview

£ Instructions
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

22 Training Materials

12. Communicate frequently with implementers, related partners, 

 and families to ensure the action plan is followed according to 

 the Plan, to make necessary adjustments to the Plan, and to 

 ensure communication between all partners and families is 

 being maintained. 

13. Collect evaluation data or oversee collection.

14. Require implementers to submit periodic Implementation Progress 

 Reports to you (the manager). Submit these, in turn, to the

 transition team leader.

15. Attend transition team meetings at least every two months to

 discuss progress and challenges.

16. Seek approval, as needed, to make adjustments to the Transition Plan. 

17. Prepare for evaluation.

Strategies will be carried out. Communication with related partners will 

occur as often as needed. Effective relationships will be maintained. 

Adjustments to the Transition Plan will be made as problems arise.

£End Result
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Training Materials 23

Implementation Progress 

Report Columns

The following are guidelines for completing each column of the Implementation 

Progress Report. Much of the information on the Implementation Progress 

Report is taken directly from the Transition Plan.

Goal

A separate report should be completed for each goal. The goal and indicators are taken directly from the 

Transition Plan and are located at the top of the page.

Assigned Strategy

This is taken directly from the “Transition Strategy” column on the Transition Plan. 

Include the end dates for each strategy.

Steps for Completing Strategy

This is taken directly from the “Steps to Implement” column on the Transition Plan.

Include the deadlines for each of these steps as well.

Dates Completed

Here you are indicating the date you finished the step. It may be earlier than the deadline, after the 

deadline, or still a work in progress (in which case indicate).

Progress Since Last Report

Give brief narrative on the major tasks you’ve completed to work toward or complete each step.

Include any outcomes.

Challenges/Barriers/Changes to Implementation Plan

Include a narrative on anything that has made implementation difficult or that may require a change in the 

Transition Plan. Challenges that have not been resolved may be shared with the team for input. 

The team leader must approve any changes to the Transition Plan.

Budgeted Cost

This comes directly from the “Resources Needed” column on the Transition Plan.

Actual Cost to Date

This is a tally of how much money you have spent as of the date of the report.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

24 Training Materials

Step 5 Instructions

Measure Up

The subject of evaluation is introduced to the team while putting together the 

Transition Plan, when evaluation methods are selected. The team prepares 

for evaluation during implementation but generally conducts the evaluation 

once strategies have been implemented. Evaluation is used to identify 

which indicators have occurred, whether or not goals have been met, the 

effectiveness of each strategy, and revisions to the Transition Plan. 

There is no way of objectively judging the effectiveness of the Transition 

Plan without evaluation. It is a critical part of the process that can have 

profound effects on children and their families.

Prepare

1. Consider hiring an outside evaluation consultant with the time and

 special expertise needed to work with evaluation data.

2. Plan for evaluation logistics (e.g., correspondence, access to

 documentation, dates, times, places, facilitators).

3. Develop information gathering tools as needed (sets of questions,

 surveys, sign-in sheets).

4. When it’s time to begin an evaluation, review the Transition Plan

 and the preparation that has been completed.

Evaluate

5. Gather data on the subjects outlined and use the evaluation

 methods given on the Transition Plan.

6. Ensure all data is documented (e.g., verbal data should be

 recorded; written data, such as copies of children’s records or sign

 in sheets, should be secured).

7. Summarize results.

8. Meet as a team following each evaluation to share evaluation data

 and analyze results. 

9. If outcomes were not reached, identify possible causes and

 additional information to be gathered to verify causes. 

10. Make recommendations for adjusting the Transition Plan.

Adjustments to the Transition Plan will be made based on documented 

evaluation data.

£Overview

£Instructions

£End Result
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Training Materials 25

Reflections

Answer the following questions to reflect on this training.

What squares with my current thinking? What do I understand and agree with?

What’s still rolling around in my mind? What am I still unsure about?

What do I need to change?

What squares 

with my 

thinking?

What’s still

rolling 

around

in my mind?

What do 

I need

to change?

Case Study

Case Study

Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Case Study 27

Team Composition (Case Study’s Step 1)

This is a case study team that we will be following through each step of the transition improvement 

process. Here’s what happened when team members met to round out their team. The group used the 

Step 1 Instructions as a guide.

 The team took a few moments to review the following list of recommended and optional 

 team members.

Recommended Team Members

£ At least 1 kindergarten teacher

£ At least 1 local Head Start representative

£ At least 1 other representative from an early childhood feeder program

£ At least 1 kindergarten school administrator (e.g., principal, vice principal, curriculum

 specialist, transition coordinator)

£ At least 1 district representative (e.g., federal program representative, early childhood

 coordinator, curriculum specialist, special education coordinator)

£ At least 1 parent/other family caregiver (e.g., grandparent, guardian) representing an early

 childhood education program

Optional Team Members

£ Private child care professionals (e.g., family child care provider)

£ Representatives from other pre-K initiatives

£ Elementary school teacher

£ Guidance counselor

£ Librarian

£ Other school personnel (e.g., cafeteria worker, bus driver, janitor, teacher’s aide, office staff,

 safety patrol, art teacher, PE teacher, after-school personnel, migrant coordinator)

£ Older student

£ Parent/other family caregiver 

£ Community representative (e.g., health care representative, early intervention specialist, mental 

 health professional, social worker, local business representative, local government representative)

 They reviewed which roles were already on their team and charted their roles and contributions. The

 Transition Coordinator facilitated this process. Here’s the original core team:

£ Kindergarten Teacher—Nick Henry. Has been teaching for 15 years; knows skills needed to

 enter kindergarten.

£ Head Start Director—Phoebe Marshall. Represents a large feeder; has close relationships 

 with many incoming families. 

£ Early Childhood Program Director—Ellen Bishop. Member of Early Childhood Association.

£ Vice Principal—Kathy Bond. An administrator who can provide the needed “reality checks”

 along the way.

£ Transition Coordinator—Rachel Brooks. Knowledgeable on good transition practices;

 well-networked.

1

2
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

28 Case Study

£ Early Childhood Coordinator—Rolanda Howe. District level representation; has helped

 coordinate many districtwide policy changes.

£ Kindergarten Parent—Dan Brown. Brings perspective of his family who has recently gone

 through the ECE-to-kindergarten transition.

 The team then recorded several other possible candidates. The Transition Coordinator helped them 

 chart the roles and potential contributions of these candidates. 

£ Gwen Diaz (Early Childhood Education Parent)—Ms. Diaz was considered because the team 

 wanted to represent the large Hispanic population of the families they serve. Ms. Diaz was

 recommended by the migrant coordinator who indicated that Ms. Diaz was very interested in

 participating and committed to her child’s education. Ms. Diaz might have difficulty with

 transportation to meetings, so the team will make every effort to accommodate her and make

 her participation possible. 

£ Pat Henley (ECE Director)—Ms. Henley would represent one of our larger feeders. She is 

 heavily involved on at least 10 various child-focused committees. She may be already spread

 too thin.

£ Ethan Conn (Early Intervention Specialist, Community Representative)—Mr. Conn was 

 considered because the team wanted to represent the interests of the special needs population. 

 Mr. Conn not only has training with special needs children but also has worked with Head

 Start and many other early childhood organizations. He is also an especially effective

 communicator, having spoken publicly to at least a dozen well-attended events on various

 topics this year alone.

£ Doris Roberts (Media Specialist)—Before becoming a media specialist, Ms. Roberts was a

 committed third-grade teacher for 13 years and was known for running a tight ship and

 “bucking the system” for the sake of the children. Known as a “go-getter,” she is relied upon

 frequently to access resources in a timely fashion. She usually works independently.

£ Gerald Bradley (Chamber of Commerce Representative, Community Representative)—Mr.

 Bradley was selected as a candidate because early discussions on the topic of transitions have

 pointed to the need for more collaboration with the community to smooth transitions. 

£ Nancy Sullivan (ECE and Kindergarten Parent)—Ms. Sullivan would provide a well-rounded

 parental perspective in that she has two older children in elementary school as well as one

 preschooler and an infant.

£ Oggie Datillo (Bus driver, ECE Parent)—Mr. Datillo has been known on his bus route as

 “Oggie Doggie” for over 10 years by the children he serves. He is a kind man, and loved by

 the children. He understands the children and the characteristics of the neighborhoods from

 which they come. The team could rely on him for his insights and observations of

 children. He has expressed an interest in the team’s purpose now that his son is ready to

 transition into kindergarten.

 They narrowed the list by considering “best bets” and best representatives by discussing the following

 questions. Rachel Brooks placed a star on the additions list next to each person’s name who fit the

 description in each of the following questions:

£ Who could serve on the team as a decision-maker with authority over budget and resources? 

£ Who might be an implementer later on? 

£ Who has been actively involved with school improvement efforts in the past? 

£ Who might be interested but may have barriers to participation?

3

4
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Case Study 29

£ Which parents reflect the diverse characteristics of the children they’d be representing in areas

 such as ethnicity and economic status?

£ Which feeder programs represent the kindergarten’s largest feeder(s)?

 They narrowed their list even further to those candidates who would be most effective by considering 

 who might be the most

£ Invested in children’s issues.

£ Effective interpersonal communicators.

£ Effective team players.

£ Open to change.

£ Able to recognize and accept differences amongst team members.

£ Clear about the group’s purpose.

£ Committed to the group.

£ Trusting and respectful.

£ Able to produce clear assignments and timelines for action.

£ Able to monitor their own work and the team’s functioning on an ongoing basis.

 The team made its final selections, ensuring that the team size was limited to no less than six and no 

 more than twelve members. Their final count was 10 members.

 One individual with the authority to make decisions with regard to budget and resources was 

 identified: Kathy Bond, the Vice Principal.

 For those candidates on the list who had barriers, the group members discussed different ways to

 overcome the barriers. For example, they discussed how they could meet near the bus route Gwen

 Diaz uses or pick her up to attend meetings. 

 The team’s next step after the meeting was to approach the selected individuals and invite them to

 join the team. At the next meeting, these new members would be welcomed and the team would begin

 discussing transition needs assessment.

5

6

7

8

9
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

30Case Study

Transition Assessment Worksheet (Case Study’s Step 2)

This three-part worksheet will help the transition team begin thinking about the gaps in the current transition system and focus the needs assessment.

Part A: Assessing Current Practices

Current 

Practice 

and Month 

It Occurs

Target Connection(s)

i.e., child to child, 

school to child, 

school to family, 

school to school, 

or school 

to community

What Works

What is most 

effective about 

this practice?

What Doesn’t 

Work

Where does 

this practice 

breakdown for 

children, parent(s), 

teachers, others?

Possible Cause(s)

If breakdowns exist, 

what are some possible 

reasons for them?

Suggestion(s)

What are some 

suggestions for 

improving this 

practice?

Additional 

Information

What might help to confirm the 

information you’ve now gathered 

about this practice? Who else 

should you talk with? What else 

would you like to find out?

Open House 

(Oct)

School to childSchool to family

Friendly, easy 

atmosphere

Parents can come 

and go as they wish

Parents feel left out of 

the loop for the first few weeks of school

Mediocre AttendanceDoesn’t seem to 

stimulate future parent involvement 

May be held too lateUsually scheduled about 8 

weeks after the start of school

Only one open house at 

beginning of year

Consider scheduling 

open house a little earlier—maybe 4 weeks after school starts

Hold more than one 

open house

Kindergarten families: What would 

help them benefit from open house? What times are most convenient?

Kindergarten Round-up Registration (Apr)

School to childSchool to familySchool to 

community

Nets about 75% 

of incoming kindergarteners

About 25% of incoming 

kindergarteners not participating

Advertising not sufficient May need to look for 

a variety of ways to advertise

Kindergarten families: How did they 

learn about Kindergarten Roundup? Suggestions for other ways to publicize?

Letter to student and student’s family (Aug)

School to childSchool to family

Lets family know 

who kindergarten teacher will be for the fall

Teacher has no time to 

make personal contact

Parents feel uninformed 

until last minute

Don’t receive class list 

until just before school starts because students are still registering

Send letter out at 

least 2 weeks before the beginning of school, even a partial list

Include list for school 

supplies with the letter

Kindergarten administration: Can 

class list (even partial class list) be sent earlier?

Kindergarten Orientation (Aug)

School to childSchool to family

Lets family meet 

new teacher 

Orients family to 

kindergarten policies/practices

Policies/procedures too 

much to absorb so quickly for families

Emotionally 

overwhelming for families

Families often don’t 

have time to get supplies together

Held 1–2 nights before 

first day of school

Teachers are too busy 

preparing classrooms

Supply families with 

teachers’ contact information and encourage them to initiate contact

Hold orientation at 

least 3

−4 days 

before school starts

Kindergarten families: What do they 

want from the orientation experience? If orientation must be held 1–2 days before school, what might help it feel less overwhelming?

Kindergarten teachers: How can they be 

better supported so orientation might happen sooner? How can orientation be simplified?
Case Study

Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

31

Disconnections

List the target connections with no or 

insufficient transition practices in place.

Suggestions

What practices might help to strengthen this connection?

Additional Information

What might help to confirm your suggestions for 

improvement? Who else should you talk with? 

What else would you like to find out?

School to community Approach community collaborative and ask to present information on 

transitions and how members of the community/stakeholders can help to facilitate transitions.

Establish outreach program through local pediatricians and county health 

department to notify families of Kindergarten Round-up registration.

Obtain contact information for community collaborative.Identify other community groups that could be approached 

and contact them.

School to school Conduct joint training sessions with ECE and kindergarten staff.

Coordinate ECE and kindergarten staff exchange.Arrange periodic meetings that allow staff from sending/receiving 

programs to share philosophy, practices, and services.

Arrange for ECE classes to visit kindergarten classrooms. Older children 

can share songs or activities that younger children will do at the beginning of the kindergarten year.

For all special needs students, arrange for new teachers to visit children 

in their early childhood placement in order to observe children in settings familiar to them and begin establishing relationships.

Pre-K: Ask sending programs if suggestions like those (to 

the left) would be helpful. Ask them for topics they’d like to share/learn more about.

Child to child Buddy program (pair ECE children with older children).

Ask kindergarten children to prepare a journal or scrapbook about what 

happens in their room, and share this with ECE classes moving up in the fall.

Allow kindergarten children to prepare a video about what it’s like to 

be a kindergartener.

ECE and kindergarten: Ask sending and receiving teachers 

how to implement and maintain a buddy program. Ask for students they’d recommend.

Transition Assessment Worksheet (Case Study’s Step 2) Continued

Part B: Assessing the Disconnections
Case Study

Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

32

Transition Assessment Worksheet Continued

Part C: Gathering Additional Information

Input GroupsWho can give you the “additional information” you listed in Parts A and B of this worksheet? The input group should include individuals who are best able to provide input on what children, families, and other transition partners experience during transition; to help you to understand why current practices might be breaking down; and to offer suggestions for improvement. The input group also should be able to help strengthen currently weak connections. Input groups may include:£ Kindergarten teachers£ Head Start representatives£ Kindergarten school administrators (e.g., principal, vice principal, curriculum 

specialist, transition coordinator)

£ District representatives (e.g., federal program representative, early childhood

coordinator, curriculum specialist)

£ Parents or other family caregivers (e.g., grandparents, guardians) £ Private child care professionals (e.g., family child care provider)£ Representatives from pre-K initiatives£ Elementary school teachers£ Guidance counselors£ Librarians£ Other school personnel (e.g., cafeteria worker, bus driver, janitor, teacher’s 

aide, office staff, safety patrol, art teacher, PE teacher, after-school personnel, migrant coordinator)

£ Older student£ Community representatives (e.g., health care representative, early intervention 

specialist, mental health professional, social worker, local business representative, local government representative)

List names and titles here (or attach a separate sheet):Head Start (feeder program)Anna Amos, teacherRegina Price, teacher Wee Ones Preschool (feeder) Betty Guest, pre-K teacherSally Jones, pre-K teacherHappyland Preschool (feeder)Donna Cannon, DirectorLee Harrison, pre-K teacherJo Henderson, pre-K teacherKindergarten teachers:Roland JacksonPhyllis EspeyKindergarten administration:Reggie Diamond, PrincipalAlice Warren, Vice PrincipalLillian Stark, Curriculum Specialist

Early childhood education parents:Dottie and Michael JenkinsSteve and Francis DixonGlenda JacksonKrista WashingtonKindergarten parents: Liz and John HernandezMichele and Jim CarsonBarbara OdenHarry CookKim Lee FookCommunity collaborative representatives:Nancy Berry, County Health DepartmentJoe Green, Housing AuthorityDr. Roy Brown, Community Mental Health AgencyDr. Al Murray, PediatricianLucretia Johnson, Department of Children & Families
Case Study

Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

33

Methods of Information GatheringConsider the different types of information still needed (see Parts A and B of this worksheet under “Additional Information”). Then consider the input group selections (Part C, above). Given what you still need and from whom, determine the best method of information gathering. Different methods include:£Non-targeted focus groups (single or multiple sessions)

Best used when you need to tap into a range of attitudes and needs across groups and to probe a topic in more depth. Can be time-consuming to sift through information. Also may be difficult to pull group together.

£Targeted focus groups (single or multiple sessions)

Gives you easy, reliable access to ideas, needs, and attitudes of a single group and enables you to probe a topic in more depth. Can be time-consuming to sift through information. Also may be difficult to pull group together.

£Questionnaires

Allows you to cover many topics quickly and anonymously, but does not provide context or elaboration of responses. Often gets a poor response rate.

£Interviews

Allows personal contact, but generally should interview one person at a time (and no more than three people). Can be time-consuming.

List method(s) to be used here (or attach). Briefly describe what information will be gathered with each method and how it will be gathered:Based on the team’s assessment of current practices and “disconnections,” additional information needs to be gathered from the following groups:£Staff from early childhood feeder programs£Kindergarten staff £Kindergarten familiesTo gather information from early childhood staff, an interview will be conducted with Pre-K directors. Interview questions will focus on current efforts to facilitate children’s transition to school, as well as ideas for future work. Ask about current efforts to help transition special needs populations.In addition, a non-targeted focus group will be conducted with approximately 8–10 representatives from the three sending programs and kindergarten representatives. Questions will focus on current transition practices, ideas for future exchange programs and child prep activities (including a buddy system), the relationship between sending and receiving programs, and possible challenges/barriers. Possible follow-up questionnaire will be sent to all sending and receiving programs, if needed.A targeted focus group also will be conducted with parents of current kindergarten children. Approximately 15–20 parents will be invited to participate. Questions will focus on their children’s recent transition experiences. Specifically, parents will be asked to talk about what was helpful and what was not helpful and to offer ideas to ensure a smoother transition. Arrange transportation and child care as needed.Finally, interviews will be conducted with kindergarten school administrators, including the principal and vice principals. Questions will focus on ideas for connecting with other programs and agencies involved in the transition process, as well as possible challenges/barriers.

Transition Assessment Worksheet Continued

Part C: (Continued)
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

34 Case Study

Further Needs Assessment Findings 

(Case Study’s Step 2)

ECE Directors From Sending Programs

Interviews were conducted with each of the directors from local ECE sending programs (i.e., four sending 

programs). Interviews lasted approximately 30–45 minutes and were conducted at the director’s office. 

Directors were asked to respond to the following five questions:

£ What current strategies exist for helping children and families transition to school?

£ To what extent have these strategies involved collaboration with the public school?

£ How would you characterize your relationship with the public school?

£ What ideas do you have for improving the relationship and at the same time facilitating 

 transitions for children and families?

£ What do your current efforts include to help transition special needs children?

Results from the interviews indicated that ECE sending programs are making a strong effort to keep 

families informed of upcoming events and activities at the school. For example, ECE programs alert 

families to kindergarten registration and orientation. They also provide families with information about 

the types of documentation or information needed for enrollment. In addition to keeping families 

informed, all of the ECE programs reported that they schedule a visit in the spring to the local school. At 

that time, children and families are invited to tour the school and visit one of the kindergarten classrooms.

Each of the ECE sending programs characterized its relationship with the school as amicable, but less 

than collaborative. Suggestions for improving the relationship included joint meetings between ECE and 

kindergarten staff and joint staff development.

Regarding special needs children, three of the four directors indicated that they participate in team 

meetings for all children with Individual Education Plans. Two of the four directors also indicated that 

they translate materials into families’ native languages. One director reported that she had a staff member 

who assisted with translation. One director reported that she had no provisions in place to help transition 

special needs children. All agreed that additional strategies for helping special needs students to transition 

should be incorporated.

ECE and Kindergarten Staff

A focus group was conducted that included ECE and kindergarten staff. Of the 13 staff members invited 

to attend the focus group, 8 were present. There were 6 representatives from the various ECE programs 

and 2 teachers from the kindergarten program. The focus group was scheduled to last approximately one 

hour and was held in the conference room at the district office. Questions included the following:

£ What current strategies exist for helping children and families transition to school?

£ To what extent have these strategies involved collaboration between sending and 

 receiving programs?

£ What are the current barriers or challenges to collaborating?

£ What ideas do you have for improving collaboration and facilitating children’s and families’ 

 transitions to school?
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Case Study 35

With regard to the first question, ECE staff members reported that they spend some time talking with the 

children and parents about the upcoming move. Each class has several children’s books pertaining to the 

move to kindergarten, and they enjoy reading and talking about what children can expect. In addition, 

ECE teachers reported that a visit for the children to the kindergarten program is scheduled each spring. 

Finally, pre-K programs provide parents with information about registration and orientation schedules.

According to kindergarten teachers, their primary means for connecting with children and parents prior 

to the beginning of school is the districtwide round-up and the kindergarten orientation that is scheduled 

right before the beginning of school.

In terms of current collaboration, representatives from both programs agreed that there is little formal 

collaboration. Although teachers from the sending and receiving programs talk informally, nothing more 

formal has been planned.

Looking at current barriers and challenges, two of the ECE teachers reported that they often feel that the 

school does not value their role in the preparation and transition of young children. While kindergarten 

teachers disagreed with this statement, they reported that there is often little need to connect with ECE 

staff about individual children because kindergarten teachers tend to administer their own assessment of 

children’s skills at kindergarten entry. 

Another barrier to collaboration is time and convenience. Some of the participants reported that 

collaborative meetings are often “one more thing to do” in their busy schedules. 

Finally, most of the participants reported they would be willing to participate in joint planning meetings; 

however, they want some reassurance that the meetings will be productive and will lead to real improvements. 

Kindergarten Parents

A focus group was conducted with a group of current kindergarten parents of children who attended prekindergarten. Transportation and child care were arranged, if needed. Of the 20 parents invited to attend 

the focus group, 12 were present. The focus group was scheduled to last approximately one hour and was 

held in the conference room at the elementary school. Questions focused on the following topics:

£ To what extent do you feel that your ECE program and the school helped make it a 

 smooth transition to kindergarten?

£ What was helpful? What could have been improved?

Most parents reported that the schools and programs did a fair job of transitioning children and families; 

however, they felt that more could have been done. Several of the parents reported that they had little idea 

about kindergarten teacher expectations prior to their child entering school. Many felt that they could have 

been working with their children during the summer months; however, they were not sure what skills to 

work on. 

In addition, many reported that the two to three weeks around kindergarten entry were somewhat 

overwhelming. Their children needed supplies, and there were numerous forms to complete. They would 

have appreciated more contact from the school about what was needed and when it was needed.

Most parents felt that the school visit arranged by the ECE program was helpful; however, they felt 

that one more visit toward the end of the school year would give incoming kindergarteners an extra 

opportunity to process the change.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

36 Case Study

School Administrators

An interview was conducted with the elementary school principal. The interview lasted approximately 30–45 

minutes and was conducted at the school office. The principal was asked to respond to two major questions:

1. In what ways can you, as an administrator, support transition efforts?

2. In what ways would you like to see your school interface with parents and other community

 agencies and programs to make sure that children are ready to enter school?

The principal reported that he sees his role primarily as someone who oversees the process. “I trust my 

teachers to know what children and families need to transition.” In addition, he sees himself as the person 

who initiates connections with other administrators. For example, if the school needs to work with another 

program, the principal would initiate the contact.

With regard to the second question, the principal reported that he would like to see the school work more 

closely with other community agencies. He reports that he currently sits on a community task force and 

could easily suggest that an upcoming program focus on transitions and children’s readiness.

Additional Information Gathered

Parents of Upcoming Kindergarteners 

A questionnaire was administered to parents of upcoming kindergarten children. Provisions were made 

for reading and language issues. Questionnaires were distributed through the early childhood sending 

programs. (Although this method limits results to children and families who are already enrolled in a 

program, trying to distribute questionnaires to families whose children were not enrolled in a program 

proved to be difficult and costly.) Approximately 120 questionnaires were distributed to parents. Of those 

120, 72 were returned (Response rate = 60%). 

Parents were asked to answer questions regarding the scheduling of the open house and orientation. In 

addition, parents were asked what information would be most useful to them as their children move 

from early childhood education to kindergarten. Results indicated that scheduling the open house and 

orientation during the evening was most convenient for families. However, some families complained 

that they received little notice regarding these events and had difficulty arranging child care for younger 

siblings. Other families reported that because the open house and orientation started at 5:30, they often 

had to leave work early and take time off. 

Early childhood education parents were also surveyed (via questionnaire) regarding their interest in being 

involved in future school activities. Almost everyone indicated they were interested. Those interested 

indicated the types of activities they were interested in and special resources or talents they could 

contribute. They also supplied contact information.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

37Case Study

Transition Plan (Case Study’s Step 3)

The Transition Plan is used both as a planning tool to plan year-round transition activities and as a management tool to help guide implementation.

Indicator 

Number

Transition 

Strategy and End Date

Include the month 

the strategy 

will occur

Action Plan

(Steps and End Dates)

Include end dates for each step

Resources Needed 

After researching, list 

dollar amount, personnel, 

materials, etc.

Person 

Responsible

Evaluation Method

Describe the source of information or 

document that will confirm effectiveness of 

strategies and achievement of indicators

1 Conduct and evaluate 

joint training sessions with ECE and kindergarten staff (March 2003−June 2003).

£ Survey via questionnaire ECE and

kindergarten staff to determine training needs relative to transitions (Nov. 15, 2002).

£ Review program calendars to 

determine possible dates for three trainings (Nov. 21, 2002).

£ Identify three topics for training, 

including identifying early delays (Dec. 1, 2002).

£ Prepare agendas (Dec. 1, 2002).£ Arrange for speakers/trainers 

(Dec. 1, 2002).

£ Confirm dates (Dec. 19, 2002).£ Confirm places (Dec. 19, 2002).£ Begin planning of evaluation 

(Jan. 24, 2003).

£ Develop flyers (Jan. 27, 2003).£ Develop mailing lists 

(Feb. 4, 2003). 

£ Send out flyers (Feb. 22, 2003).£ Conduct sessions 

(March 2003–June 2003).

£ Evaluate (August 2003).

£ Speakers @ $200 £ Meeting places @ $150 £ Paper for flyers @ $35£ Postage to mail flyers 

@ $20

Transition Coordinator (assisted by Kindergarten Parent)

Focus group with staff members who participated in joint training sessions to determine their perceptions of training. Initial question ideas:£ What has changed as a result of participating in 

the training sessions?

£ To what degree will training improve 

consistency between programs’ policies?

£ Do you have a better understanding of the 

other programs?

£ What would you change about the program 

of training to help improve relationships and coordination between programs?

Goal: Effective coordination between ECE programs and public school (i.e., school-to-school connections) by Fall 2003. Indicator 1: Directors and other staff members from sending ECE programs report improved relationships with public school. Indicator 2: There is consistency between program policies and practices that help create connections and smooth transitions for children entering school. Indicator 3:Indicator 4: 
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

38Case Study

Indicator 

Number

Transition Strategy 

and End Date

Action Plan

(Steps and End Dates)

Resources Needed Person 

Responsible

Evaluation Method

1 Coordinate and 

evaluate ECE and kindergarten staff exchange (Feb. 2003).

£ Identify sending programs and staff 

who are interested in participating (Dec. 1, 2002).

£ Review program calendars to 

determine possible dates (Dec. 10, 2002).

£ Confirm dates (Jan. 12, 2003).£ Coordinate activity with 

participants (Jan. 31, 2003).

£ Hold staff exchange (Feb. 2003).£ Evaluate (Feb. 2003 and 

May 2003).

N/A Vice Principal 

(assisted by Early Childhood Coordinator)

Focus group with staff members who participated in the exchange to determine their perceptions of the exchange.Initial question ideas:£ To what degree will exchange promote 

consistency between programs’ policies?

£ Do they have a better understanding of the 

other programs?

£ What would you change about the exchange to 

help improve relationships and coordination between programs?

Distribute questionnaire to directors of ECE programs to determine their perceptions of the relationship between sending and receiving programs.

1 and 2 Arrange periodic 

meetings that allow staff from sending/receiving programs to share philosophy, practices, and services. Evaluate (throughout 2003).

£ Identify possible meetings dates 

(Nov. 12, 2002).

£ Confirm meeting dates, place, 

and time (Nov. 22, 2002).

£ Confirm list of attendees and 

addresses (Dec. 9, 2002).

£ Draft invitation (Dec. 18, 2002).£ Develop agenda for each meeting 

(Dec. 18, 2002).

£ Arrange for refreshments 

(Dec. 18, 2002).

£ Send out invitations and program 

agenda (Jan. 8, 2003).

£ Hold first meeting (Feb. 2, 2003).£ Hold ongoing periodic meetings 

quarterly (Upcoming meetings April 12, 2003; June 8, 2003; Sept. 2003).

£ Evaluate (May 2003, Oct. 2003, 

and Oct. 2004).

Meeting place @ $50Refreshments @ $50Paper for agenda @ $35Postage @ $20

ECE Director (assisted by kindergarten teacher and early childhood parent)

Conduct an audit of both programs’ policies and practices to check for the degree of consistency between them. Take a baseline before meetings begin and then re-audit one year after meetings conclude to determine degree of change.In the short term, distribute questionnaires to staff members who attended meetings to determine their perceptions.Questions should focus on whether or not the meetings are beneficial. Do participants have a better understanding of the other staff members and their programs? What things did they learn that were new to them? What things did they already know? What were the similarities/differences? What else would they like to get out of the meetings and how should the meetings be run? Is there consistency between program policies and practices that relate to transition?

Transition Plan (Case Study’s Step 3) Continued
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

39Case Study

Implementation Progress Report (Case Study’s Step 4)

This report should be completed periodically and submitted to the transition team leader to monitor implementation progress.Name(s): Rachel Brooks—Transition Coordinator (Assisted by Dan Brown) Date: January 26, 2003 Goal: Effective coordination between ECE programs and public school (i.e., school-to-school connections) by Fall 2003. Indicator 1: Directors and other staff members from sending ECE programs report improved relationships with public school. Indicator 2: There is consistency between program policies and practices that help create connections and smooth transitions for children entering school. Indicator 3:Indicator 4: 

Assigned Strategy

List separately 

and include 

end date

Steps for 

Completing Strategy 

Include end dates

Dates

Completed Progress Since Last Report Challenges/Barriers/ Changes to the Implementation Plan Budgeted Cost Actual Cost to Date

Conduct joint training sessions with ECE and kindergarten staff(March 2003).

Survey via questionnaire ECE and kindergarten staff to determine training needs relative to transitions (Nov. 15, 2002).

Nov. 12, 2002 Rachel contacted directors 

at Wee Ones Preschool, Paper County Head Start, and Kids Discovery Center regarding staff training needs. Directors identified three areas for training: classroom management, serving diverse families, and identifying early delays.

Director from Wee Ones out on sick leave for next month so didn’t get any input.

Review program calendars to determine possible dates (Nov. 21, 2002).

Nov. 21, 2002 Rachel set dates.

Arrange for trainers/speakers (Dec. 1, 2002).

Nov. 18, 2002 Dan secured speakers. One speaker is an expert on 

individualizing transitions but not an actual trainer. Fees lower than expected.

$200 $150

Confirm places(Dec. 19, 2002).

Dec. 19, 2002 Dan checked on four different 

sites for meetings with ECE and kindergarten staff. 

Original places we talked about unavailable. All others over double the price. Need to talk with team about budget and options. Also, none available until April.

$150—meeting sites

Begin evaluation planning (Jan. 24, 2003).

Jan. 24, 2003 Rachel developed additional bank 

of questions for focus group. 

Need input from team on list of questions; need to narrow.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

40 Case Study

Evaluation (Case Study’s Step 5)

Data Gathering

In August of 2003, after all joint training sessions were held with ECE and kindergarten staff, an 

independent evaluator led a focus group with a selected group of staff members who participated in 

training. Of the 19 staff members who were selected to participate in the focus group, 12 participated:

£ 9 feeder program representatives, including 2 directors and 7 other staff

£ 3 kindergarten representatives, including 2 teachers and 1 teacher’s aide

The indicator being evaluated was “Directors and other staff from sending ECE programs report 

improved relationships with public schools.” The strategy being evaluated was “Conduct joint training 

sessions with ECE and kindergarten staff.”

Results Summary

Staff members were asked to respond to the following questions. A summary of the data is also given.

£ What did you learn from the training sessions that will help you to do your job better 

 in the future? Open responses included 

 £ How to assess children. 

 £ How to conduct observations.

 £ How to engage non-English speaking families. 

 £ Things to consider to individualize transitions.

 £ Steps to take to individualize transitions.

 £ The value of talking with parents regarding individual children’s interests and needs.

 £ The value of speaking with other teachers.

£ Do you have suggestions for improving this program of training?

 £ The majority felt that future trainings would be helpful, maybe three times per year.

 £ Other topics desired: developmentally appropriate classrooms and leadership.

 £ The majority of respondents agreed that they would prefer future trainings to be held on

 teachers’ workdays.

£ Have any program changes been made in the months following training? If so, to what degree

 did training prompt the change? 

 Four of the ECE programs feeding into two of the kindergartens have begun discussing 

 alignment of the assessment and screening process. This was prompted by training. No 

 other changes reported.

£ Do you have a better understanding of the other program as a result of these training 

 sessions? If yes, how have the trainings contributed to your understanding? If no, what would

 have been more helpful?

 All respondents said yes. The trainings especially helped respondents understand the 

 philosophies and expectations of other programs.

£ Do you feel these training sessions have been productive and will lead to real improvements 

 in children’s transition experiences? Explain. 

 

 
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Case Study 41

 All respondents said yes. Several indicated that the sessions on screening

 assessment procedures and serving diverse families were more applied and, 

 therefore, were especially helpful. 

£ Do you feel, in general, that relationships between ECE programs and elementary

 programs improved as a result of these training sessions? Explain.

 All respondents said yes. Additional opportunities for communication have

 personalized each program with the other.

£ Do you have any other suggestions for improving relationships between ECE

 programs and elementary programs? 

 £ Hold trainings a few times per year.

 £ Hold staff exchanges.

Post-Evaluation Meeting

The independent evaluator provided a summary of the focus group to Rachel Brooks, Transition 

Coordinator. In turn, the Transition Coordinator and Kindergarten Parent presented to the team the 

evaluation data and implications. They summarized that the focus group respondents, for the most part, 

said that the relationship between early childhood education staff and elementary staff had improved 

since the first joint training session. Although there is room for improvement in terms of the level of 

coordination and “dependency” needed between them, the indicator had been met. The team concluded 

that this training was a first step in the right direction. 

Recommendations

The team decided that workshops should be held three times per year on teachers’ workdays on topics 

designed to connect the early childhood education staff to elementary staff. Other strategies should be 

incorporated to increase the level of coordination between early childhood education and elementary staff.

On-the-Job Tools

On-the-Job Tools

Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Step 1 Instructions

Round Out the Team

In Planning for Terrific Transitions training, you will begin thinking about 

how to make a formalized, comprehensive transition team. At some point, 

the current transition team should plan a meeting to focus on how to “round 

out the team.” The steps below will help. Then, once newly invited transition 

team members have been accepted, set a next meeting date to welcome the 

newcomers and begin assessing your transition needs.

Putting together a comprehensive team is important in order to best 

represent the needs of children, families, and other transition partners. A 

solid team will help you work together effectively as you move forward 

into the planning and implementation stages. 

1. Review the following list of recommended and optional 

 team members.

Recommended Team Members

£ At least 1 kindergarten teacher

£ At least 1 local Head Start representative

£ At least 1 other representative from an early childhood 

 feeder program

£ At least 1 kindergarten school administrator (e.g., principal,

 vice principal, curriculum specialist, transition coordinator)

£ At least 1 district representative (e.g., federal program 

 representative, early childhood coordinator, curriculum 

 specialist, special education coordinator)

£ At least 1 parent/other family caregiver (e.g., grandparent, 

 guardian) representing an early childhood education program

 Optional Team Members

£ Private child care professionals (e.g., family child care provider)

£ Representatives from other pre-K initiatives

£ Elementary school teacher

£ Guidance counselor

£ Librarian

£ Other school personnel (e.g., cafeteria worker, bus driver, 

 janitor, teacher’s aide, office staff, safety patrol, art teacher, 

 PE teacher, after-school personnel, migrant coordinator)

£ Older student

£ Parent or other family caregiver 

£ Community representatives (e.g., health care representative, 

 early intervention specialist, mental health professional, 

 social worker, local business representative, local 

 government representative)

£Overview

£Instructions
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

2. Review which roles are already represented on the team. One way

 to do this is to chart everyone’s name, role, and contribution to the

 team. A designated team leader can facilitate this.

3. For those not yet represented, record several names for potential

 additions. Consider their roles and contributions.

4. Narrow this list by considering “best bets” and best representatives.

£ Who could serve on the team as a decision-maker with 

 authority over budget and resources? 

£ Who might be an implementer later on? 

£ Who has been actively involved with school improvement 

 efforts in the past? 

£ Who might be interested but may have barriers 

 to participation?

£ Which parents reflect the diverse characteristics of the 

 children they’d be representing in areas such as ethnicity 

 and economic status?

£ Which feeder programs represent the kindergarten’s 

 largest feeder(s)? 

5. Narrow your list even further to those candidates who would be 

most effective.

£ Invested in children’s issues

£ Effective interpersonal communicators

£ Effective team players

£ Open to change

£ Able to recognize and accept differences amongst 

 team members

£ Clear about the group’s purpose

£ Committed to the group

£ Trusting and respectful

£ Able to produce clear assignments and timelines for action

£ Able to monitor their own work and the team’s functioning 

 on an ongoing basis

6. Make your final selections, ensuring that the team size is limited to

 no less than 6, no more than 12 members.

7. Identify one individual with the authority to make decisions with 

 regard to budget and resources.

8. For those candidates on the list who may be reluctant, identify 

 possible ways to overcome their barriers.

Six to twelve of the most qualified candidates will be selected. You will 

have a team that is comprehensive and balanced in terms of perspective, 

work initiative, and commitment to the team’s purpose. 

£End Result
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Step 2 Instructions

Assess the Situation

In Planning for Terrific Transitions training, you will begin the needs 

assessment process with your core transition team. On the job, you 

should set a meeting with the comprehensive transition team to focus on 

needs assessment. 

The initial part of the assessment consists of the team discussing needs and 

completing the Transition Assessment Worksheet. This worksheet may take 

several meetings to complete. Then the team seeks the input of others to 

gain even more perspective and to identify the best plan. 

Needs assessment is a critical part of the transition planning process. Without 

this exercise, transition planning becomes unfocused. Ineffective practices 

may go unidentified, real causes of problems may not be discovered, and new 

strategies chosen may be too impractical to implement or may not work at 

all. Taking time to assess needs and gather information upfront will help you 

figure out which practices to implement.

1. Complete each column of Part A: Assessing Current Practices on

 the Transition Assessment Worksheet.

£ List all current transition practices down the first column. 

£ List the target connections for each practice.

£ Describe what works well for each practice.

£ Describe what doesn’t work well for all the involved 

 target parties.

£ Give suggestions for improving each practice.

£ Record additional information that you still need before you 

 decide on which practices to implement.

2. Complete each column of Part B: Assessing the Disconnections on

 the Transition Assessment Worksheet.

£ Record those connections with no or insufficient transition 

 practices in place.

£ Suggest new practices to help strengthen those connections.

£ Record additional information that you still need before you 

 decide on which practices to implement.

3. Complete each column of Part C: Additional Information.

£ Identify who, outside the team, should provide input. See

 Part C of the Transition Assessment Worksheet for a list of 

 individuals who may participate.

£ Discuss the different types of needs assessment methods 

 (questionnaires, non-target or targeted focus groups,

 interviews), information the team can expect to gather with

 each, and the disadvantages of each.

£Overview

£Instructions

 for the Initial

 Discussions
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

£ Decide on a set of methods to gather the additional 

 information needed.

4. Implement further information gathering/needs assessment

 methods (questionnaire, focus groups, and/or interviews) and

 summarize the results. Instructions for one type of method, focus

 groups, are given below.

Before the Focus Group

5. Identify a list of focus group questions. Questions should be an

 appropriate mix of specific questions from the Transition

 Assessment Worksheet and general questions, such as:

£ How do you think children feel when they move from 

 early childhood education into kindergarten or from home 

 into kindergarten? 

£ What kinds of stressors do you observe among children as 

 they enter school? What do you think creates that stress?

£ What do you think would help create a smoother transition

 for children? What types of activities/strategies would be 

 most helpful?

£ How you think parents feel as their children move 

 into kindergarten?

£ What types of activities/strategies would be most helpful 

 to parents?

6. Identify a sequence/flow of questions.

7. Arrange for a “recorder” to record information. 

8. Consider hiring an outside consultant to facilitate the focus group

 who can maintain an impartial perspective.

During the Focus Group

9. Convene the meeting by welcoming participants, thanking them for

 coming, and explaining the importance of their role with children

 and their input. Tell the participants how long the session will last.

10. Explain the purpose of the meeting: to validate the team’s early 

 needs assessment work and continue focusing on gaps in the 

 transition system.

11. Explain each person’s role: to answer questions surrounding

 transitions and to share his or her point of view about how 

 current practices affect him or her, children, families, and other

 transition partners.

12. Explain how the meeting will be conducted, and introduce rules 

 of participation.

13. Open discussion with a general statement about the need for effective

 transitions. For example, the leader might say, “Each year, thousands of 

 children in our state enter kindergarten. They come from a variety of

 settings. Some children come from the local Head Start program, some 

£Instructions 

 for Conducting 

 a Focus Group
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

 come to us from local child care or pre-kindergarten programs. Some

 children have been at home all of their lives and have never attended

 any type of program. Regardless of children’s experiences prior to

 coming to kindergarten, we want to make sure that all of them have a

 smooth transition to school. To do that effectively, we need to find out

 from you what would be most helpful.”

14. Define the term “transition” for the group, if needed. Transition

 means changes between different types of activities. In education, 

 we think of these changes in terms of vertical transitions (changes

 that occur over time, such as moving from early childhood

 education to kindergarten) and horizontal transitions (changes that

 occur during the same day, such as moving from school to after-

 school activities).

15. Facilitate the group to discuss a set of pre-determined questions.

16. The recorder records the group’s input.

17. Before concluding, ask for any additional comments from the 

 whole group. 

18. When all comments have been made, summarize the group’s 

 suggestions for improvement. 

19. The recorder records the suggestions onto chart paper as the 

 suggestions are summarized. 

20. Save the chart page containing suggestions so that the team can 

 later review the suggestions in a meeting and complete the 

Transition Plan.

21. Conclude the focus group by thanking everyone for his or 

 her participation.

Your Transition Assessment Worksheet will be fully completed. 

The most appropriate methods of further needs assessment will be chosen 

based on the groups you selected and the types of information you still 

need. Your input groups will

£ Be able to provide the additional information identified in

 Parts A and B.

£ Be able to provide accurate observations of children 

 and families. 

£ Be able to provide a full picture of how the community, 

 schools, families, and children are experiencing transition.

£ Be involved in the transition process.

£ Represent groups where gaps exist in the transition process.

Your further information gathering methods (questionnaires, focus groups, 

and/or interviews) will be implemented and the results summarized. 

In your focus groups, a task-oriented, yet enjoyable atmosphere will 

be created where all participants provide input freely and all input is 

accurately captured.

£End Result
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Step 3 Instructions

Plan the Work

In Planning for Terrific Transitions Training, you will begin the 

transitions planning process with your core transition team. Back on the 

job, though, you will have to return to the drawing board and complete 

a full needs assessment. Once that is complete, you can meet with your 

transition team to review and make sense of the needs assessment results. 

It may take several meetings and additional research to then complete the 

Transition Plan. 

Thorough, upfront thinking on the Plan will help to identify strategies that 

are feasible, practical, and effective. This then sets the stage for a smooth 

year of implementation.

1. Review all needs assessment results (Transition Assessment

 Worksheet and data from focus groups, interviews, and questionnaires).

2. Analyze your results by identifying patterns and themes that point 

 to goals.

£ Where are the greatest areas of concern?

£ Are there priorities that need to be addressed?

£ Where would improvements make the greatest impact?

£ Are there target connections that require attention?

£ Are there themes within the results that point to goals we

 should set?

£ Do transition activities occur year-round or are they

 concentrated at certain times of the year?

3. Set goals.

£ Base on needs.

£ Identify the direction or quality of change desired

 (e.g., increased, consistent, effective).

£ State the outcome, not the process.

£ Include a time frame.

£ Make it attainable and realistic.

4. Identify indicators. 

£ Describe as an outcome what the goal will “look like” 

 once achieved.

£ Identify the direction or quality of change desired (e.g., 

 increased, consistent, effective).

£ Include the quantity of change, where applicable (e.g., 25%).

£Overview

£Instructions
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

5. Complete each column on the Transition Plan. 

£ Indicator number

£ Transition Strategy

£ Action plan

£ Resources needed

£ Person responsible 

£ Evaluation method 

6. Research additional strategy options, costs, resources, or materials, 

 as needed. Research through the following:

£ Other schools and programs

£ Internet 

£ Professional journals

£ Menu of Super Strategies and Terrific Tips

£ Professional services

£ Sources of materials

7. Finalize all strategies and columns on the Transition Plan.

8. Publish the final Transition Plan.

9. Distribute the final Transition Plan, along with blank

Implementation Progress Reports (to report progress during

 implementation) to the transition team. 

All columns of the Transition Plan will contain the correct information. 

The Plan’s goals and indicators will be attainable, based on assessed needs, 

and expressed as outcomes that indicate the desired direction of change 

and target date of change. The slate of strategies planned will

£ Occur year-round. 

£ Include a plan for involving families.

£ Include a plan for individualizing transitions for children, 

 and accommodate a broad range of families.

£ Address implementation and other issues uncovered through 

 the needs assessment.

£End Result
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Step 4 Instructions

Work the Plan

Implementation means putting your Transition Plan to work by carrying out 

all the steps you’ve planned by the dates and within the costs specified. The 

Transition Plan is put together before school starts; implementation is then 

ongoing throughout the year, with different transition activities happening 

each month. The team gets together at least every two months to report 

progress, discuss any related issues, and support each other’s efforts.

Some team members may be assigned to carry out specific transition 

strategies from beginning to end; other team members may manage the 

implementation of assigned strategies, delegating implementation tasks to 

others and monitoring their work. 

Whether you are actually implementing or managing implementation, you 

will improve your chances of success by possessing strong organizational, 

communication, and problem-solving skills. Organizational skills will help 

to keep implementation on target and efficient. Effective communication 

will help build relationships between all transition partners. Problemsolving skills will help you overcome any challenges and barriers you may 

encounter along the way. 

Implementing

1. Document all action steps on a calendar on their planned dates.

2. Plan weekly tasks to complete each step.

3. Complete implementation tasks weekly, even small tasks such as

 making contacts, to keep in touch with the project.

4. Overcome barriers proactively by seeking advice from the team 

 as needed. 

5. Immediately report to the team leader all problems that require a

 change of the Transition Plan.

6. Submit Implementation Progress Reports to the transition 

 team leader.

7. Meet all deadlines, unless a change in date is approved.

8. Prepare for evaluation.

Managing Implementation

9. Communicate to all implementers their assigned strategies, how 

 they should work together, and how to communicate with each other.

10. Record all steps, dates, and implementers’ names on a calendar.

11. Review the calendar frequently to check daily, weekly, and 

 monthly events.

£Overview

£Instructions
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

12. Communicate frequently with implementers, related partners, and

 families to ensure the action plan is followed according to the Plan,

 to make necessary adjustments to the Plan, and to ensure

 communication between all partners and families is being maintained. 

13. Collect evaluation data or oversee collection.

14. Require implementers to submit periodic Implementation Progress

 Reports to you (the manager). Submit these, in turn, to the

 transition team leader.

15. Attend transition team meetings at least every two months to

 discuss progress and challenges.

16. Seek approval as needed to make adjustments to the Transition Plan. 

17. Prepare for evaluation.

Strategies will be carried out. Communication with related partners will 

occur as often as needed. Effective relationships will be maintained. 

Adjustments to the Transition Plan will be made as problems arise.

£End Result
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Step 5 Instructions

Measure Up

The subject of evaluation is introduced to the team while putting together 

the Transition Plan and selecting evaluation method. The team prepares for 

evaluation during implementation, but generally conducts the evaluation 

once strategies have been implemented. Evaluation is used to identify 

which indicators have occurred, whether or not goals have been met, the 

effectiveness of each strategy, and revisions to the Transition Plan. 

There is no way of objectively judging the effectiveness of the Transition 

Plan without evaluation. It is a critical part of the process that can have 

profound effects on children and their families.

Prepare

1. Consider hiring an outside evaluation consultant with the time and 

 special expertise needed to work with evaluation data.

2. Plan for evaluation logistics (e.g., correspondence, access to 

 documentation, dates, times, places, facilitators).

3. Develop information gathering tools as needed (sets of questions, 

 questionnaires, sign-in sheets).

4. As it becomes time to begin an evaluation, review the Transition

 Plan and the preparation that has been completed.

Evaluate

5. Gather data on the subjects outlined and use the evaluation

 methods given on the Transition Plan.

6. Ensure all data is documented (e.g., verbal data should be

 recorded; written data, such as copies of children’s records or 

 sign-in sheets, should be secured).

7. Summarize results.

8. Meet as a team following each evaluation to share evaluation data

 and analyze results. 

9. If outcomes were not reached, identify possible causes and

 additional information to be gathered to verify causes. 

10. Make recommendations for adjusting the Transition Plan.

Adjustments to the Transition Plan will be made based on documented £ evaluation data. End Result

£Instructions

£Overview
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Self-Assessment for Sending Program Staff

Directions: You may use this checklist for individual reflection, to prompt group discussion, or as a way to 

track progress as you improve your transition practices. For each item, place an “X” next to the appropriate 

word to indicate whether you believe that example of best practice is followed by your program.

Sample Strategies for Maintaining Ongoing Communication Between Early Childhood Programs 

(ECP) and Kindergarten Staff

ECP and Kindergarten Staff

1. Get to know each other and share information about our programs. __Yes __Partially __No

2. Work together to implement a formal plan for effective transitions. __Yes __Partially __No

3. Provide accurate and unbiased information about programs. __Yes __Partially __No

4. Respect each other and have an honest acceptance of each 

 other’s professional roles. __Yes __Partially __No

5. Periodically visit receiving programs to observe. __Yes __Partially __No

6. Plan joint activities for registration, workshops, and other activities. __Yes __Partially __No

7. Participate on each other’s policy advisory committees when possible. __Yes __Partially __No

8. ECP staff assists in screening for kindergarten, as applicable. __Yes __Partially __No

9. Discuss the transfer of specific records to the school while 

 respecting parental rights to privacy. __Yes __Partially __No

Sample Strategies for Preparing Children for Transition 

We

10. Provide for a wider range of developmental interests and 

 abilities than the chronological age range suggests. __Yes __Partially __No

11. Design experiences to stimulate learning in all areas—physical, 

 social, emotional, and intellectual. __Yes __Partially __No

12. Plan activities that are responsive to individual differences in 

 ability, interests, cultural backgrounds, and linguistic styles. __Yes __Partially __No

13. Provide an environment in which children can learn through 

 active exploration and interaction with concrete materials, adults, 

 and other children. __Yes __Partially __No

14. Organize the environment to allow children to select their own 

 activities from a variety of choices. __Yes __Partially __No

15. Organize the day so that children work individually or in small 

 informal groups most of the time. __Yes __Partially __No

16. Provide many opportunities for children to see how spoken and 

 written language are related. __Yes __Partially __No

17. Schedule visits to the new school for the children. __Yes __Partially __No

18. Discuss new activities, schedules, rules, and bus routes to help the 

 children feel comfortable and confident. __Yes __Partially __No

19. Read books to the children about changes and moves. __Yes __Partially __No

20. Invite children to express their feelings through dramatic play. __Yes __Partially __No
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

21. Invite kindergarteners or older siblings to visit and talk about 

 the change. __Yes __Partially __No

22. Make phone books so that children can keep in contact with their 

 friends from ECP over the summer. __Yes __Partially __No

23. Encourage parents to provide activities that allow their children to 

 make a greater variety of friends than just those that are in their 

 ECP classroom. __Yes __Partially __No

24. Use both formal and informal times to talk to the children about 

 kindergarten and allow them to express their feelings. __Yes __Partially __No

25. Have children dictate a letter to their new teacher, telling them what 

 they’ve learned and what they look forward to learning the next year. __Yes __Partially __No

26. Keep a portfolio of each child’s progress throughout the year. At the 

 year’s end, we share this book with each child and show him or her 

 how much he or she has gained and grown. __Yes __Partially __No

Sample Strategies for Involving Parents in the Transition

We

27. Provide parents with information about the school their child 

 may be attending. __Yes __Partially __No

28. Encourage parents to attend open house/back-to-school night. __Yes __Partially __No

29. Discuss child care options with working parents and provide 

 information and referrals. __Yes __Partially __No

30. Invite kindergarten staff to come to a parents meeting at the ECP

 to provide an overview of the program and answer questions. __Yes __Partially __No

31. Discuss the transfer of records with parents and provide “release of 

 information” forms. __Yes __Partially __No

32. Create a story about the new school for parents to read to 

 their children. __Yes __Partially __No

33. Introduce parents to others with children attending the same school. __Yes __Partially __No

34. Discuss any changes in services available to parents. __Yes __Partially __No

Sample Strategies for Reaching Into the Community

We

35. Participate in community forums on kindergarten transitioning. __Yes __Partially __No

36. Participate in community-wide workshops for pre-K staff. __Yes __Partially __No

37. Organize an annual effort to identify books about being ready 

 for “big school.” __Yes __Partially __No
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Self-Assessment for Sending Program Staff (continued)

“Pick 6” to Improve

Take a minute to reflect on how you answered the previous questions. Are there areas where you see 

a need for improvement? Are there areas where you currently don’t have any activities? You can use 

the space below to note some strategies you would like to use. A good way to start is to “Pick 6” new 

strategies (three to begin shortly and three that may take longer to institute).

Choose 3 strategies to begin in the

Short Term

Choose 3 strategies to begin in the

Long Term
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Self-Assessment for Kindergarten Staff

Directions: You may use this checklist for individual reflection, to prompt group discussion, or as a way to 

track progress as you improve your transition practices. For each item, place an “X” next to the appropriate 

word to indicate whether you believe that example of best practice is followed by your program.

Sample Strategies for Maintaining Ongoing Communication Between ECP and Kindergarten Staff 

ECP and Kindergarten Staff

1. Get to know each other and share information about our programs. __Yes __Partially __No

2. Work together to implement a formal plan for effective transitions. __Yes __Partially __No

3. Provide accurate and unbiased information about programs. __Yes __Partially __No

4. Respect each other and have an honest acceptance of each other’s 

 professional roles. __Yes __Partially __No

5. Periodically visit each sending program to observe. __Yes __Partially __No

6. Plan joint activities for registration, workshops, and 

 other activities. __Yes __Partially __No

7. Participate on each other’s policy advisory committees 

 where possible. __Yes __Partially __No

8. Conduct joint kindergarten screenings, as applicable. __Yes __Partially __No

9. Discuss the transfer of specific records to the school while 

 respecting parental rights to privacy. __Yes __Partially __No

Sample Strategies for Preparing Children for Transition

We

10. Invite parents to visit the school with their children during the 

 school year before the child starts kindergarten. __Yes __Partially __No

11. Hold a back-to-school night in August prior to the beginning 

 of school. __Yes __Partially __No

12. Send a personal “letter from the teacher” to all new students in 

 the late summer, welcoming them to kindergarten. __Yes __Partially __No

13. Provide for a wider range of developmental interests and abilities 

 than the chronological age range suggests. __Yes __Partially __No

14. Compare types of activities among ECP programs and begin 

 kindergarten with similar activities so children begin their 

 kindergarten experiences with confidence. __Yes __Partially __No

15. Design experiences to stimulate learning in all areas—physical, 

 social, emotional, and intellectual. __Yes __Partially __No

16. Plan activities that are responsive to individual differences in 

 ability, interests, cultural backgrounds, and linguistic styles. __Yes __Partially __No

17. Provide an environment in which children can learn through 

 active exploration and interaction with concrete materials, 

 adults, and other children. __Yes __Partially __No

18. Organize the environment to allow children to select their own 

 activities from a variety of choices. __Yes __Partially __No
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

19. Read books to the children about changes and moves. __Yes __Partially __No

20. Invite children to express their feelings through dramatic play. __Yes __Partially __No

21. Invite kindergarteners or older siblings to visit and talk about 

 the change. __Yes __Partially __No

22. Make phone books so that children can keep in contact with their 

 friends from ECP over the summer. __Yes __Partially __No

23. Encourage parents to provide activities that allow their children 

 to make a greater variety of friends than just those that are in their 

 ECP classroom. __Yes __Partially __No

24. Use both formal and informal times to talk to the children about 

 kindergarten and allow them to express their feelings. __Yes __Partially __No

25. Have children dictate a letter to their new teacher, telling them 

 what they’ve learned and what they look forward to learning the

 next year. __Yes __Partially __No

26. Keep a portfolio of each child’s progress throughout the year. At 

 the year’s end, we share this book with each child and show him 

 or her how much he or she has gained and grown. __Yes __Partially __No

Sample Strategies for Involving Parents in the Transition

We

27. Provide parents with information about the school their child 

 may be attending. __Yes __Partially __No

28. Encourage parents to attend open house/back-to-school night. __Yes __Partially __No

29. Discuss child care options with working parents and provide 

 information and referrals. __Yes __Partially __No

30. Invite kindergarten staff to come to a parents meeting at the 

 ECP to provide an overview of the program and answer questions. __Yes __Partially __No

31. Discuss the transfer of records with parents and provide “release 

 of information” forms. __Yes __Partially __No

32. Create a story about the new school for parents to read to 

 their children. __Yes __Partially __No

33. Introduce parents to others with children attending the 

 same school. __Yes __Partially __No

34. Discuss any changes in services available to parents. __Yes __Partially __No

Sample Strategies for Reaching Into the Community

We

35. Participate in community forums on kindergarten transitioning. __Yes __Partially __No

36. Participate in community-wide workshops for pre-K staff. __Yes __Partially __No

37. Organize an annual effort to identify books about being ready 

 for “big school.” __Yes __Partially __No
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Self-Assessment for Kindergarten Staff (continued)

“Pick 6” To Improve

Take a minute to reflect on how you answered the previous questions. Are there areas where you see 

a need for improvement? Are there areas where you currently don’t have any activities? You can use 

the space below to note some strategies you would like to use. A good way to start is to “Pick 6” new 

strategies (three to begin shortly and three that may take longer to institute).

Choose 3 strategies to begin in the

Short Term

Choose 3 strategies to begin in the

Long Term
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Current Practice 

and Month It 

Occurs

Target Connection(s)

i.e., child to child, 

school to child, 

school to family, 

school to school, 

or school to 

community

What Works

What is most 

effective about 

this practice?

What Doesn’t 

Work

Where does 

this practice 

break down 

for children, 

parent(s), 

teachers, others?

Possible Cause(s)

If breakdowns exist, 

what are some 

possible reasons for 

them?

Suggestion(s)

What are some 

suggestions for 

improving this practice?

Additional 

Information

What might help to confirm 

the information you’ve 

now gathered about this 

practice? Who else should 

you talk with? What else 

would you like to find out?

Transition Assessment Worksheet

This three-part worksheet will help the transition team begin thinking about the gaps in the current transition system and focus the needs assessment.

Part A: Assessing Current Practices

(1 of 4)
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

(2 of 4)

Disconnections

List the target connections with no or 

insufficient transition practices in place.

Suggestions

What practices might help strengthen this connection?

Additional Information

What might help to confirm your suggestions for 

improvement? Who else should you talk with? 

What else would you like to find out?

School to community Approach community collaborative and ask to present information on 

transitions and how members of the community/stakeholders can help to facilitate transitions.

Establish outreach program through local pediatricians and county health 

department to notify families of Kindergarten Round-up registration.

Obtain contact information for community collaborative.Identify other community groups that could be approached 

and contact them.

School to school Conduct joint training sessions with ECE and kindergarten staff.

Coordinate ECE and kindergarten staff exchange.Arrange periodic meetings that allow staff from sending/receiving 

programs to share philosophy, practices, and services.

Arrange for ECE classes to visit kindergarten classrooms. Older children 

can share songs or activities that younger children will do at the beginning of the kindergarten year.

For all special needs students, arrange for new teachers to visit children 

in their early childhood placement in order to observe children in settings familiar to them and begin establishing relationships.

Pre-K: Ask sending programs if suggestions like those (to 

the left) would be helpful. Ask them for topics they’d like to share/learn more about.

Child to child Buddy program (pair ECE children with older children).

Ask kindergarten children to prepare a journal or scrapbook about what 

happens in their room, and share this with ECE classes moving up in the fall.

Allow kindergarten children to prepare a video about what it’s like to 

be a kindergartner.

ECE and kindergarten: Ask sending and receiving teachers 

how to implement and maintain a buddy program. Ask for students they’d recommend.

Transition Assessment Worksheet (Continued)

Part B: Assessing the Disconnections
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Transition Assessment Worksheet (Continued)

Part C: Gathering Additional Information

Input GroupsWho can give you the “additional information” you listed in Parts A and B of this worksheet? The input group should include individuals who are best able to provide input on what children, families, and other transition partners experience during transition; to help you understand why current practices might be breaking down; and to offer suggestions for improvement. The input group also should be able to help strengthen currently weak connections. Input groups may include the following:£ Kindergarten teachers£ Head Start representatives£ Kindergarten school administrators (e.g., principal, vice principal, curriculum 

specialist, transition coordinator)

£ District representatives (e.g., federal program representative, early childhood

coordinator, curriculum specialist)

£ Parents or other family caregivers (e.g., grandparents, guardians) £ Private child care professionals (e.g., family child care provider)£ Representatives from pre-K initiatives£ Elementary school teachers£ Guidance counselors£ Librarians£ Other school personnel (e.g., cafeteria worker, bus driver, janitor, teacher’s 

aide, office staff, safety patrol, art teacher, PE teacher, after-school personnel, migrant coordinator)

£ Older student£ Community representatives (e.g., health care representative, early intervention 

specialist, mental health professional, social worker, local business representative, local government representative)

List names and titles here (or attach a separate sheet):Head Start (feeder program)Anna Amos, teacherRegina Price, teacher Wee Ones Preschool (feeder) Betty Guest, pre-K teacherSally Jones, pre-K teacherHappyland Preschool (feeder) Donna Cannon, DirectorLee Harrison, pre-K teacherJo Henderson, pre-K teacherKindergarten teachers:Roland JacksonPhyllis EspeyKindergarten administration:Reggie Diamond, PrincipalAlice Warren, Vice PrincipalLillian Stark, Curriculum Specialist

Early childhood education parents:Dottie and Michael JenkinsSteve and Francis DixonGlenda JacksonKrista WashingtonKindergarten parents: Liz and John HernandezMichele and Jim CarsonBarbara OdenHarry CookKim Lee FookCommunity collaborative representatives:Nancy Berry, County Health DepartmentJoe Green, Housing AuthorityDr. Roy Brown, Community Mental Health AgencyDr. Al Murray, PediatricianLucretia Johnson, Department of Children & Families

(3 of 4)
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Methods of Information GatheringConsider the different types of information still needed (see Parts A and B of this worksheet under “Additional Information”). Then consider the input group selections (Part C, above). Given what you still need and from whom, determine the best method of information gathering. Different methods include:£Non-targeted focus groups (single or multiple sessions)

Best used when you need to tap into a range of attitudes and needs across groups and to probe a topic in more depth. Can be time-consuming to sift through information. Also may be difficult to pull group together.

£Targeted focus groups (single or multiple sessions)

Gives you easy, reliable access to ideas, needs, and attitudes of a single group and enables you to probe a topic in more depth. Can be time-consuming to sift through information. Also may be difficult to pull group together.

£Questionnaires

Allows you to cover many topics quickly and anonymously, but does not provide context or elaboration of responses. Often gets a poor response rate.

£Interviews

Allows personal contact, but generally should interview one person at a time (and no more than three people). Can be time-consuming.

List method(s) to be used here (or attach). Briefly describe what information will be gathered with each method and how it will be gathered.Based on the team’s assessment of current practices and “disconnections,” additional information needs to be gathered from the following groups:£Staff from early childhood feeder programs£Kindergarten staff £Kindergarten familiesTo gather information from early childhood staff, an interview will be conducted with Pre-K directors. Interview questions will focus on current efforts to facilitate children’s transition to school, as well as ideas for future work. Ask about current efforts to help transition special needs populations.In addition, a non-targeted focus group will be conducted with approximately 8–10 representatives from the three sending programs and kindergarten representatives. Questions will focus on current transition practices, ideas for future exchange programs and child prep activities (including a buddy system), the relationship between sending and receiving programs, and possible challenges/barriers. Possible follow-up questionnaire will be sent to all sending and receiving programs, if needed.A targeted focus group also will be conducted with parents of current kindergarten children. Approximately 15–20 parents will be invited to participate. Questions will focus on their children’s recent transition experiences. Specifically, parents will be asked to talk about what was helpful and what was not helpful and to offer ideas to ensure a smoother transition. Arrange transportation and child care as needed.Finally, interviews will be conducted with kindergarten school administrators, including the principal and vice principals. Questions will focus on ideas for connecting with other programs and agencies involved in the transition process, as well as possible challenges/barriers.

Transition Assessment Worksheet (Continued)

Part C: (Continued)

(4 of 4)
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams Indicator Number Transition Strategy and End Date Include the month the strategy will occur Action Plan (Steps and End Dates) Include end dates for each step Resources Needed After researching, list dollar amount, personnel, materials, etc. Person Responsible Evaluation Method Describe the source of information or document that will confirm effectiveness of strategies and achievement of indicators 1 Conduct and evaluate joint training sessions with ECE and kindergarten staff (Marc £ Survey via questionnaire ECE and kindergarten staff to determine training needs relative to transitions (Nov. 15, 2002). £ Review program calendars to determine possible dates for three trainings (Nov. 21, 2002). £ Identify three topics for training, including identifying early delays (Dec. 1, 2002). £ Prepare agendas (Dec. 1, 2002). £ Arrange for speakers/trainers (Dec. 1, 2002). £ Confirm dates (Dec. 19, 2002). £ Confirm places (Dec. 19, 2002). £ Begin planning of evaluation (Jan. 24, 2003). £ Develop flyers (Jan. 27, 2003).

£ Develop mailing lists 

£ Speakers @ $200 £ Meeting places @ $150 £ Paper for flyers @ $35£ Postage to mail flyers 

@ $20

Transition Coordinator (assisted by Kindergarten Parent)

Focus group with staff members who participated in joint training sessions to determine their perceptions of training. Initial question ideas:£ What has changed as a result of participating in 

the training sessions?

£ To what degree will training improve 

consistency between programs’ policies?

£ Do you have a better understanding of the 

other programs?

£ What would you change about the program 

of training to help improve relationships and coordination between programs?

(1 of 3)

Transition Plan

The Transition Plan is used both as a planning tool to plan year-round transition activities and as a management tool to help guide implementation.

Goal: Effective coordination between ECE programs and public school (i.e., school-to-school connections) by Fall 2003. Indicator 1: Directors and other staff members from sending ECE programs report improved relationships with public school. Indicator 2: There is consistency between program policies and practices that help create connections and smooth transitions for children entering school. Indicator 3:Indicator 4: 
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Transition Plan (Continued)

Indicator 

Number

Transition 

Strategy and End Date

Include the month 

the strategy 

will occur

Action Plan

(Steps and End Dates)

Include end dates for each step

Resources Needed 

After researching, list 

dollar amount, personnel, 

materials, etc.

Person 

Responsible

Evaluation Method

Describe the source of information or 

document that will confirm effectiveness of 

strategies and achievement of indicators

1 Conduct and evaluate 

joint training sessions with ECE and kindergarten staff (March June 03).

£ Survey via questionnaire ECE and

kindergarten staff to determine training needs relative to transitions (Nov. 15, 2002).

£ Review program calendars to 

determine possible dates for three trainings (Nov. 21, 2002).

£ Identify three topics for training, 

including identifying early delays (Dec. 1, 2002).

£ Prepare agendas (Dec. 1, 2002).£ Arrange for speakers/trainers 

(Dec. 1, 2002).

£ Confirm dates (Dec. 19, 2002).£ Confirm places (Dec. 19, 2002).£ Begin planning of evaluation 

(Jan. 24, 2003).

£ Develop flyers (Jan. 27, 2003).£ Develop mailing lists 

(Feb. 4, 2003). 

£ Send out flyers (Feb. 22, 2003).£ Conduct sessions 

(March 03–June 2003).

£ Evaluate (Aug. 2003).

£ Speakers @ $200 £ Meeting places @ $150 £ Paper for flyers @ $35£ Postage to mail flyers 

@ $20

Transition Coordinator (assisted by Kindergarten Parent)

Focus group with staff members who participated in joint training sessions to determine their perceptions of training. Initial question ideas:£ What has changed as a result of participating in 

the training sessions?

£ To what degree will training improve 

consistency between programs’ policies?

£ Do you have a better understanding of the 

other programs?

£ What would you change about the program 

of training to help improve relationships and coordination between programs?

(2 of 3)
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Transition Plan (Continued)

Indicator 

Number

Transition 

Strategy and End Date

Include the month 

the strategy 

will occur

Action Plan

(Steps and End Dates)

Include end dates for each step

Resources Needed 

After researching, list 

dollar amount, personnel, 

materials, etc.

Person 

Responsible

Evaluation Method

Describe the source of information or 

document that will confirm effectiveness of 

strategies and achievement of indicators

1 Conduct and evaluate 

joint training sessions with ECE and kindergarten staff (March 0

£ Survey via questionnaire ECE and

kindergarten staff to determine training needs relative to transitions (Nov. 15, 2002).

£ Review program calendars to 

determine possible dates for three trainings (Nov. 21, 2002).

£ Identify three topics for training, 

including identifying early delays (Dec. 1, 2002).

£ Prepare agendas (Dec. 1, 2002).£ Arrange for speakers/trainers 

(Dec. 1, 2002).

£ Confirm dates (Dec. 19, 2002).£ Confirm places (Dec. 19, 2002).£ Begin planning of evaluation 

(Jan. 24, 2003).

£ Develop flyers (Jan. 27, 2003).£ Develop mailing lists 

(Feb. 4, 2003). 

£ Send out flyers (Feb. 22, 2003).£ Conduct sessions 

(March 03–June 2003).

£ Evaluate (Aug. 2003).

£ Speakers @ $200 £ Meeting places @ $150 £ Paper for flyers @ $35£ Postage to mail flyers 

@ $20

Transition Coordinator (assisted by Kindergarten Parent)

Focus group with staff members who participated in joint training sessions to determine their perceptions of training. Initial question ideas:£ What has changed as a result of participating in 

the training sessions?

£ To what degree will training improve 

consistency between programs’ policies?

£ Do you have a better understanding of the 

other programs?

£ What would you change about the program 

of training to help improve relationships and coordination between programs?

(3 of 3)
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams Assigned Strategy List separately and include end date Steps for Completing Strategy Include end dates Dates Completed Progress Since Last Report Challenges/Barriers/ Changes to the Implementation Plan Budgeted Cost Actual Cost to Date

Implementation Progress Report

This report should be completed periodically and submitted to the transition team leader to monitor implementation progress.

Name(s): _______________________________________________________________________________ Date: ________________________________________________________________Goal: ___________________________ Indicator 1: _____________________ Indicator 2: _____________________ Indicator 3: _____________________ Indicator 4: _____________________ 
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Families

Community Peers

Educational

Settings

Early

Education

Elementary

School

CHILD

Menu of Super Transition 

Strategies & Terrific Tips

This menu is full of ideas 

for new transition practices. 

There are transition ideas that 

will strengthen schools’ ties 

with children, families, the 

community, and other schools 

as well as help children connect 

with other children. Use this 

Menu as a resource for ideas 

to complete a Transition Plan, 

along with other resources 

such as other schools and 

programs, the Internet, 

professional journals, other 

industry materials, and your own 

experience. Note: The suggested 

months noted for conducting 

each of the activities in this 

menu are only suggestions. Many 

of the activities can be conducted 

at any point during the year.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Connecting Children to Children Will Help Smooth Transitions

By connecting children to their peers, you are providing another means of supporting transitions for children. Children begin to feel more 

comfortable in their new environment when they see some familiar faces, both of same-age peers and those peers that are a little older. 

Transition Strategy Month

Ask kindergarten children to prepare a journal about what happens in their room and to share it with preschool classes that will be moving up in the fall.

September

Encourage parents to provide activities that enable their children to make a greater variety of friends than just those that are in their preschool classroom. These can be sports activities, musical and dance activities, taking their child to the library, going to the local parks, etc. 

September

Arrange for elementary school children from different cultures to be “pen pal buddies” with a child who will be entering school the next year from the same cultural background. They can share pictures, stories for the family to read in their home language, and other materials.

October

Have kindergarten children prepare a video about what it is like to be a kindergartener. NovemberCreate a puppet show about kindergarten. Allow the children to use the puppets to talk about their fears. JanuaryInvite a kindergarten child who previously attended your program to return to the preschool and talk about what it is like to go to elementary school. He or she could also share any rules that are different from the preschool. If possible, have the child share some examples of class work or photos.

March

Have a system in place for older children to “buddy up” with an incoming kindergarten child. Have the older child write or dictate a note in the spring to the preschooler. They can send notes, photos, drawings, etc. about the school prior to the child coming. Arrange for the older child to be an escort during open house or school visitation. Once the preschooler enters school, allow for some play time between the two children at recess or allow them to eat together. Some schools have “reading buddy” programs that continue the process. The reading buddy can read to the kindergarten child before nap time. This allows nonjudgmental oral reading for the older child, and some special one-on-one for the younger child.

March

Take class photos near the end of school to give as goodbye gifts. Mount them on card stock and allow the children to decorate the “frames.”

April

When children who do not have English as a first language visit the school, have an older child that speaks the same language show the family around the school and spend some time with the younger child by playing a game or reading him or her a book.

April

Make phone books so that children can keep in contact with their friends from preschool over the summer. Copy name and numbers and have children decorate “phone book” covers. Obtain parental permission to share phone numbers.

May

Have summer playgroup sessions where incoming kindergarteners can meet new friends prior to coming to school. These can be fun days on the school playground or “parties” in the cafeteria.

June
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Connecting Children to Schools Will Help Smooth Transitions

Children feel more connected when their school and preschool experiences are similar.

Transition Strategy Month

Help children create “Time Capsules” of their preschool experiences. You can use a shoebox or other storage type box. Have the children decorate their boxes and have a label printed out that says “ ’s Preschool (or Head Start) Treasures.” Have the children select favorite things they would like to go in their boxes—videos, photos, favorite drawings, souvenirs, etc. Tell the children to take their boxes home and look back at them when they want to think about preschool. 

July or whenever children leave your program

Provide class lists early so that teachers, families, and children can begin to communicate. This list does not need to be considered final, but at least a core group can be assigned to each teacher. 

As early as possible

Send a personal note or postcard welcoming each child as soon as your class list is assigned. As early as possibleDefine personal space for each child—a cubby, desk, bin, etc.—that is identified with his or her name or photo. Write an individual note to each child welcoming him or her to school. Place the notes in children’s cubbies. 

August

Take a Polaroid or digital photo (or take film to a one-hour photo) of everyone on the first day of school and post it along with the children’s names, bus numbers, and favorite things to do. 

August or September

Hold a “Back to School” pep rally. August or SeptemberPrepare a Welcome to School or About Our School book. Have photos of all the staff in the book, as well of photos of children as they participate in kindergarten activities. You can send this book to the feeder schools or you can have it available at the beginning of the school year.

August or earlier

Set up an area in your classroom with photos of parents and family. Allow children to “visit” their families throughout the day. AugustTurn the dramatic play area into a kindergarten classroom. If possible, borrow some materials from a local kindergarten to enhance the play experience. Post pictures of children getting on a bus, eating in the cafeteria, visiting the school library, and playing on the playground, in the gym, in the art room, or in different areas of the school. 

December

Write a welcome note for each child to be placed in his or her cubby or on their desk on the first day of school. August or SeptemberAllow for staggered entrance into school. (1/3 come 1st day, next 1/3 the 2nd day, and final 1/3 the 3rd day of school. Last 2 days of the week have all the children come.)

August or September

Define a personal space for each child’s belongings labeled with the child’s name, photo, or drawing. August or SeptemberHelp children feel comfortable and confident by listening to their fears and concerns and discussing them openly. Share your feelings about change with the children. Let them know that new things are hard for adults, too.

January
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Transition Strategy Month

Preschools can practice kindergarten activities, rules, songs, or stories. FebruaryDevelop portfolios for children with special needs. This serves as a way to introduce the child to the new teachers. Include the child’s artwork, photographs of the child, and questionnaires completed by the families.

Ongoing

Use both formal and informal times to talk to the children about kindergarten. Ask questions such as, “What do you think kindergarten will be like? How will it be different from our class? How will kindergarten be the same as our class?” Write the answers on flip chart paper and review and add to them over time. 

February

Use circle time to talk about growing up. Bring in materials from other classrooms that the children have outgrown—stacking rings, baby blocks, toddler pull toys, chubby crayons, etc. Talk about the fact that the children are learning newer skills and that they changed classrooms as they got older and started using more advanced materials. Ask children to remember things they couldn’t do when they first came to preschool and can do now. Make predictions about what the children will be learning in kindergarten that they can’t do now. Write these predictions on a chart and post them in the room.

April

Have a “kindergarten day” at the preschool. Plan for scheduled activities similar to those in a kindergarten room. MayHave children dictate a letter to their new teacher and tell them what they’ve learned and what they look forward to the next year. If the name of the teacher is not known, simply write, “Dear kindergarten teacher.” 

May

Keep a portfolio of each child’s progress throughout the year. At the year’s end, share his or her portfolio with each child and show them how much they have gained and grown throughout the year.

May

Share your feelings about change with the children. Let them know that new things are hard for adults, too. Ongoing

Connecting Children to Schools Will Help Smooth Transitions (Continued)

Children feel more connected when their school and preschool experiences are similar.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Connecting Families to Schools Will Help Smooth Transitions

How involved the family is in the child’s education makes a big difference in the child’s outcomes. 

Families and schools benefit from the mutual sharing of information.

Transition Strategy Month

Make a calendar of special dates to share with families. This can include school holidays, special events, etc. JuneGo on home visits. This lets you get to know the children and their families. July or as soon as possibleConduct a family needs assessment. Make initial contact with the family and begin developing a plan for family support. First two weeks of schoolHost a “Back to School” night for incoming kindergarten children and their families. The children can take part in sample activities, tour the school and a school bus, and meet other children who will be attending school there. Parents can meet other parents as well and possibly make connections for carpooling, etc.

August

Consider having a “Staggered Start” of kindergarten where smaller groups of children attend the first day of school. This can be done by having 1/3 of the children for each of the first three days of school and all children on the other two days of the first week. This allows the teacher to have more individual time with each child. The teacher may want to have children come with their parents for the first hour or so. You can also have shorter days as well for the first week.

August

Have a family picnic before school starts or just after school starts. August or SeptemberEncourage parents to come and share how to operate any adaptive equipment that their child with special needs might require. This could be done before the first day of school so there is enough time to fully educate the teachers and allow some time to practice with the equipment. 

August

Encourage parents to volunteer at the elementary school as well as at the early childhood program. SeptemberSurvey parents of children with special needs to find out their opinions on the transition process. Encourage them to provide input on where improvements might be made.

September

Invite future families to attend Fall Festival at your school. Talk to the PTA about providing postage for the invitations. OctoberInvite parents of special needs children to present to the local interagency coordinating council about what means of support would most benefit their families and what special transition concerns they are facing.

November

Schools can create learning materials for children to use at home with the parent. Throughout the yearProvide a wide range of ways to gather information from families about their child with special needs. You can provide questionnaires, audiotapes, or videotapes that allow the families to provide information specific to their child’s needs and the best way to address those needs. 

January
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Transition Strategy Month

Hold end-of-the-year parent-teacher conferences. Share transition efforts with the parents. If you are concerned that a particular child is very fearful about the impending change, invite the parents in to work on a specialized transition plan for that child.

February or later

Invite parents to PTA or PTO the year before their child attends the school. MarchProvide information to parents about the program their child will be attending. You should include the address, the phone number, the principal’s name, dates scheduled for registration, and school hours.

April

Discuss the transferring of records to the kindergarten with the parents. Provide release of information forms to be signed by the parents. AprilWrite a classroom story about the new school for parents to read to their children. AprilDiscuss with parents any changes of services that will be occurring. AprilHave parents complete a Family Transition Questionnaire. A sample form can be found in the Terrific Transitions: Ensuring Continuity of Services for Children and Their Families publication. Pass the information on to the child’s kindergarten teacher or school (with parental permission).

April

Discuss after-school child care options with working parents. Provide information and referral to appropriate after-school programs. MayHave parents complete the Information About My Child form found in Terrific Transitions: Ensuring Continuity of Services for Children and Their Families publication. Gather the forms and deliver them to the schools that the children will be attending. 

May

Have parents help their children create an All About Me book. Each child will share this with his or her new teacher and classmates. MayInvite parents to bring a friend or other family member on visits to the preschool or elementary school. Many family members who are not comfortable with the English language find it easier if they aren’t attending by themselves. 

Ongoing

Encourage families to come for assistance if their child’s fears about attending a new school seem out of proportion. Discussing these concerns with the school guidance counselor, the teacher, or the principal can be very helpful. After talking with the family, make any necessary referrals to other agencies (e.g., Child Mental Health) as quickly as possible to help facilitate the transition.

Ongoing

Schedule end-of-the-year individual conferences with families to share transition planning with them. May

Connecting Families to Schools Will Help Smooth Transitions (Continued)

How involved the family is in the child’s education makes a big difference in the child’s outcomes. 

Families and schools benefit from the mutual sharing of information.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Connecting Schools to Schools Will Help Smooth Transitions

The connections between schools help children and their families as they transition to elementary school.

Transition Strategy Month

Host an open house for staff from all child care centers and kindergarten classrooms. Have presentations about what their programs are like. Allow them to get acquainted with one another and to share materials they will be using during the next school year.

August

Make scrapbooks about your school or center and share them with other schools and centers. AugustHave one program (either preschool or elementary) host a “coffee and donuts” morning for program administrators in order to allow time for the programs to discuss ways of meeting the needs of diverse families. They can talk about the transition process and identify ways to improve it. 

August

Conduct joint workshops and trainings throughout the year. SeptemberPlan for joint kindergarten registration days. These can be held at child care centers, Head Start centers, local family resource centers, etc. Preschool staff can assist the kindergarten staff with the registration process. 

Ongoing

If there are school or child care newsletters sent out, send a copy to the other schools where you receive children from or send children to. This provides a constant update of activities and builds familiarity with each other’s programs.

Throughout the year

Develop photo albums of staff from each agency and provide copies to each other to help children and adults become familiar with faces they will be seeing. 

Ongoing

Arrange for records to be shared between the early childhood setting and the kindergarten setting. This should only be done with written permission from parents. Items to be shared can include developmental checklists, behavior checklists, portfolios of children’s work, etc.

September

Host a joint program meeting between staff at the elementary school and staff at the local preschools. Play a game of “alphabet soup” where acronyms and terminology from different programs are matched.

October

Invite special visitors from the school to come to the preschools—librarian, principal, cafeteria workers, bus drivers, custodians, art teacher, physical education teacher, office workers—and have them conduct an activity with the children that relates to their function at the school. 

March

For children that have special needs send the paperwork to the new school in plenty of time for the new teacher to be able to review the contents. You might highlight items that merit particular attention before the first day of school. Follow confidentiality guidelines when sharing information.

April

Design a program that teams up an early intervention teacher, a preschool teacher, and a kindergarten teacher and provides opportunities for joint training. 

April

If children are prescreened for kindergarten, plan the screening to be held in conjunction with the preschool. This way, preschool staff can be present during the screening. This can also be done at the preschool site so that children will have a familiar setting for the screening.

May
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Transition Strategy Month

If necessary, provide equipment and technical assistance in order for parents and caregivers to make a video about a child that will be moving to a new program. This is a great way to introduce the parents to the new teacher, to demonstrate how to operate any special equipment, and show the child at play.

Ongoing

Have children dictate a letter to the preschool teacher to be sent to the kindergarten teacher. It should tell what they have learned and what they look forward to in kindergarten. 

May

Arrange for a school bus to visit the sending programs. Let children practice getting on and off the school bus (coping with steep steps, safety issues), and have the driver explain safety rules.

June or earlier

Connecting Schools to Schools Will Help Smooth Transitions (Continued)

The connections between schools help children and their families as they transition to elementary school.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

Connecting Community to Schools Will Help Smooth Transitions

Ongoing collaboration is essential for building strong connections. 

Transition Strategy Month

With a family’s permission, have the local paper do a community piece on how one child with special needs transitions into the regular school. Highlight the different community agencies that support this transition, and describe their roles in the transition plan.

August

Sponsor a full-page newspaper ad that lists the names of incoming kindergarteners and welcomes them to school. SeptemberHost community-wide workshops for kindergarten and preschool staff. Such topics as universal precautions, home visiting, behavior management, chronic illnesses, recognizing stress in children, etc.

Ongoing

Host a resource fair that highlights community services that are available for young children and could be of assistance to the early childhood programs.

September

Have the public library prepare a list of books that will be helpful in preparing children for kindergarten. If possible, arrange for a community volunteer to come and read the books from this list to the children throughout the children’s preschool year.

October

Host community forums—half-day to all-day events that are attended by families and all agencies involved in early childhood (health department, social services, schools, child cares, family care homes, Head Start, etc.) The purpose is to raise community awareness around transition issues and to promote collaboration to address gaps. The forum can be guided by the following questions: What agencies provide early care and education services to young children and their families? How are community programs that serve young children alike and different? What are our expectations of children and how do these expectations differ? What do we do now as a community to prepare children and families for smooth transitions into kindergarten (including children with and without experience attending preschool, children with and without special needs, children with and without English as their first language)? How can we provide increased continuity of experiences and expectations for all young children and their families? (from Patricia Wesley’s Smooth Moves to Kindergarten)

January

Host meetings and meals at local churches and businesses during the weeks before kindergarten registration. Describe the process and provide translations of written materials and interpreters when necessary.

March

Arrange for community-wide health screenings as a part of kindergarten round-up or registration. AprilMake special arrangements for community members to assist families that are non-English speaking. These community members can assist with providing special information and with completing forms. 

April

Publish community event calendars. Annually 

References & Resources

References & Resources

Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

References and Resources

References Cited or Consulted

Appalachian Educational Laboratory, West Virginia Educational Association. (1994). Early childhood 

transition: Preparing children and families for change. Charleston, WV: Author.

Chandler, L., Fowler, S., Hadden, S., & Staharski, L. (1995). Planning for your child’s transition to 

preschool: A step-by-step guide for families. Champaign, IL: Family and Child Transitions into Least 

Restrictive Environments, University of Illinois at Urbana-Champaign.

Frank Porter Graham Child Development Center. (1999, Winter). Early developments: Kindergarten 

transition. Chapel Hill, NC: University of North Carolina at Chapel Hill.

Kraft-Sayre, M. E., & Pianta, R. C. (2000). Enhancing the transition to kindergarten. Charlottesville: 

University of West Virginia, National Center for Early Development & Learning.

Maxwell, K. L., & Eller, S. K. (1994). Research in review: Children’s transition to kindergarten. Young 

Children, 49(6), 56–63. 

Melaville, A. I., Blank, M. J., & Asayesh, G. (1993). Together we can: A guide for crafting a pro-family 

system of education and human services. Washington, DC: U.S. Department of Education, U.S. 

Department of Health and Human Services.

National Center for Early Development & Learning. (1999, Summer). Research and policy brief: 

Transition to kindergarten. Chapel Hill, NC: University of North Carolina at Chapel Hill.

National PTA. (2000). Building successful partnerships: A guide for developing parent and family 

involvement programs. Bloomington: National Education Services.

Pianta, R. C., & Cox, M. J. (1999). The transition to kindergarten. Baltimore: Paul H. Brookes.

Pianta, R. C., & Kraft-Sayre, M. (2003). Successful kindergarten transition: Your guide to connecting 

children, families, and schools. Baltimore: Paul H. Brookes.

Ramey, C. T., & Ramey, S. L. (1994). The transition to school: Why the first few years matter for a 

lifetime. Phi Delta Kappan, 76(3), 194–198.

Regional Educational Laboratories Early Childhood Collaboration Network. (1995). Continuity in early 

childhood: A framework for home, school, and community linkages. Washington, DC: Author.

Rosenkoetter, S. F., Hains, A. H., & Fowler, S. A. (1994). Bridging early services for children with special 

needs and their families: A practical guide for transition planning. Baltimore: Paul H. Brookes.

SERVE. (1999). Terrific transitions: Ensuring continuity of services for children and their families. 

Tallahassee, FL: Author.

U.S. Department of Health and Human Services, Administration for Children, Youth, and Families. 

(1986). Easing the transition from preschool to kindergarten: A guide for early childhood teachers 

and administrators. Washington, DC: Author.

U.S. Department of Health and Human Services, Administration for Children, Youth, and Families. 

(1997). Planning for transitions: Training guides for the Head Start learning community. Rockville, 

MD: Aspen Systems Corporation.

Wesley, P. W. (2001). Smooth moves to kindergarten. Chapel Hill, NC: Chapel Hill Training Outreach Project, Inc.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

References and Resources

Glossary

Collaboration The process by which organizations or individuals make a 

commitment to work together on a specified problem and unite

to achieve common goals, that cannot be achieved by each 

organization working alone.

Confidentiality Child-specific information is shared between agencies only when the 

family provides written permission to do so. Professionals also refrain 

from discussing or commenting on any children or their families to others.

Continuity Refers to the experiences children and families have as they move 

from one environment to the next. When the two environments are 

similar or compatible, the result is transitions that have been eased, 

supported, or smoothed.

Developmentally appropriate practice “results from the process of 

professionals and families making decisions about the well-being 

and education of children based on at least three important kinds of 

information or knowledge: (a) what is known about child development 

and learning; (b) what is known about the strengths, interests, and 

needs of each individual child in the group in order to adapt for and be 

responsive to individual needs; (c) knowledge of the social and cultural 

contexts in which children live to ensure that learning experiences are 

meaningful, relevant, and respectful for the participating children and 

their families” (NAEYC, 1997).

Feeder program An early childhood education program in an elementary school’s 

catchment area. 

Head Start A comprehensive child development program that has served low-income 

children and their families since 1965. Their goal is to increase school 

readiness for low-income children. 

For more than 25 years, federal law has guaranteed a free and 

appropriate public education to children with disabilities. In 1997, 

reauthorization by the United States Congress strengthened this law.

Readiness The condition of children when they enter school, based on five 

domains of development: health/physical development, social/emotional 

development, approaches to learning, language development and 

communication, cognition, and general knowledge. 

Receiving program The school and staff where a child enters kindergarten.

Sending program The multitude of places that serve children prior to kindergarten. These 

programs include Head Start, child care centers and homes, preschool and 

other pre-K programs, early intervention programs, and nursery schools.

Developmentally Appropriate 

Practices (DAP)

Individuals with Disabilities 

Act (IDEA)
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

References and Resources

Title I Part of the Improving America’s Schools Act (PL 103-382), re-authorized 

in 1994. It was originally enacted, as Chapter I, in 1965. It provides 

grants to allow local school districts to develop and operate programs 

designed to assist low-income students and their families. The legislation 

stipulates that each district must prepare a plan for the transition of each 

child from preschool to kindergarten. The primary goal has been to 

supply funds to schools serving low-income and educationally deprived 

students. 

Transitions These are changes between different types of activities. In education we 

think of them in terms of vertical transitions (changes that occur over 

time, such as moving from preschool to kindergarten) and horizontal 

transitions (changes that occur during the same day, such as moving from 

school to after-school activities).

Transition planning The process of preparing children and families for change.

Transition teams Groups of people dedicated to transition planning and implementation; 

usually includes administrators and staff from early childhood education 

and kindergarten programs, parents, and representatives from community 

organizations.

Transition implementation Carrying out the strategies that the transition team has planned in order 

to ensure continuity.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

References and Resources

Additional Resources

 Appalachian Educational Laboratory, West Virginia Educational Association. (1994). Early childhood 

transition: Preparing children and families for change. Charleston, WV: Author.

 Chandler, L., Fowler, S., Hadden, S., & Staharski, L. (1995). Planning for your child’s transition to 

preschool: A step-by-step guide for families. Champaign, IL: Family and Child Transitions into 

Least Restrictive Environments, University of Illinois at Urbana-Champaign.

 Frank Porter Graham Child Development Center. (Winter 1999). Early developments: Kindergarten 

transition. Chapel Hill, NC: University of North Carolina at Chapel Hill.

 Kraft-Sayre, M. E., & Pianta, R. C. (2000). Enhancing the transition to kindergarten. Charlottesville: 

University of West Virginia, National Center for Early Development & Learning.

 Lombardi, J. (1992). Beyond transition: Ensuring continuity in early childhood services. Retrieved 

from www.ericfacility.net/ericdigests/ed345867.html

 Maxwell, K. L., & Eller, S. K. (1994). Research in review: Children’s transition to kindergarten. 

Young Children, 49(6), 56–63. 

 Melaville, A. I., Blank, M. J., & Asayesh, G. (1993). Together we can: A guide for crafting a profamily system of education and human services. Washington, DC: U.S. Department of Education, 

U.S. Department of Health and Human Services.

 National Center for Early Development & Learning. Retrieved from www.ncedl.org

 National Center for Early Development & Learning. (1999, Summer). Research and policy brief: 

Transition to kindergarten. Chapel Hill, NC: University of North Carolina at Chapel Hill.

 National Coalition for Parent Involvement in Education. Retrieved from www.ncpie.org

 National Parent Information Network. Retrieved from www.npin.org

 National PTA. Retrieved from www.pta.org

 National PTA. (2000). Building successful partnerships: A guide for developing parent and family 

involvement programs. Bloomington: National Education Services.

 National PTA, National Head Start Association. (1999). Continuity for success: Transition planning 

guide. Retrieved from www.pta.org/parentinvolvement/helpchild/cfsbooklet.pdf

 North Central Regional Educational Laboratory. Retrieved from www.ncrel.org/sdrs/areas/issues/

students/earlycld/ea700.htm

 Pianta, R. C., & Cox, M. J. (1999). The transition to kindergarten. Baltimore: Paul H. Brookes. 

 Ramey, C. T., & Ramey, S. L. (1994). The transition to school: Why the first few years matter for a 

lifetime. Phi Delta Kappan, 76(3), 194–198.

 Ready Schools Report. Retrieved from www.negp.gov/Reports/readysch.pdf

 Regional Educational Laboratories Early Childhood Collaboration Network. (1995). Continuity in early 

childhood: A framework for home, school, and community linkages. Washington, DC: Author.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

References and Resources

 Rosenkoetter, S. F., Hains, A. H., & Fowler, S. A. (1994). Bridging early services for children with special 

needs and their families: A practical guide for transition planning. Baltimore: Paul H. Brookes.

 Rous, B. (2002). Early childhood transition and resources and practices: Annotated bibliography. 

National Center for Collaborative Planning, Interdisciplinary Human Development Institute, 

University of Kentucky. Retrieved from www.ihdi.uky.edu/stepsweb

 SERVE. (1999). Terrific transitions: Ensuring continuity of services for children and their families. 

Tallahassee, FL: Author. Retrieved from www.serve.org/publications/ecttc.pdf

 STEPS Training and Outreach Project. Retrieved from www.ihdi.uky.edu/stepsweb

 Teaching Strategies for Early Childhood Educators. Retrieved from www.teachingstrategies.com

 U.S. Department of Health and Human Services, Administration for Children, Youth, and Families. 

(1986). Easing the transition from preschool to kindergarten: A guide for early childhood teachers 

and administrators. Washington, DC: Author.

 U.S. Department of Health and Human Services, Administration for Children, Youth, and Families. 

(1997). Planning for transitions: Training guides for the Head Start learning community. 

Rockville, MD: Aspen Systems Corporation.

 Wesley, P. W. (2001). Smooth moves to kindergarten. Chapel Hill, NC: Chapel Hill Training Outreach 

Project, Inc.

Collaboration/Team Building/Developing Partnerships

 Continuity for success: Transition planning guide (PDF Version). Retrieved from www.pta.org/

parentinvolvement/helpchild/cfsbooklet.pdf

 Dorfman, D., & Fisher, A. (2002). Building relationships for student success: School-familycommunity partnerships and student achievement in the Northwest. Portland, OR: Northwest 

Regional Educational Laboratory.

 Ellis, D., & Hughes, K. (2002). Partnerships by design: Cultivating effective and meaningful schoolfamily-community partnerships. Portland, OR: Northwest Regional Educational Laboratory.

 Head Start Bureau. (2000). Training guides for the Head Start learning community: Community 

partnerships, working together. Rockville, MD: Head Start Bureau, Administration for Children, 

Youth, & Families, Department of Health and Human Services.

 Head Start Bureau. (2000). Training guides for the Head Start learning community: Partners in 

decision making: Rockville, MD: Head Start Bureau, Administration for Children, Youth, & 

Families, Department of Health and Human Services.

 Jeppson, E., Thomas, J., Markward, A., Kelly, J., Koser, G., & Diehl, D. (1997). Making room at the 

table: Fostering family involvement in the planning and governance of formal support systems. 

Chicago: Family Support America. 

 National PTA Board Sensitivity Training Session Actions for Diversity (listing for creating an 

inclusive environment). Retrieved from www.pta.org/parentinvolvement/helpchild/respectdiff/

resources/action.asp#reaching

 North Central Regional Educational Laboratory. (1996). School-community collaboration. New Leaders 

for Tomorrow’s Schools, 2(1). Retrieved from www.ncrel.org/cscd/pubs/lead21/2-1toc.htm
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

References and Resources

 Parent Leadership Development Project. (2002). Parent leadership development: Building strong 

voices for children (Facilitator’s Guide). Chapel Hill, NC: Author.

 U.S. Department of Education. (1996). Putting the pieces together: Comprehensive school-linked 

strategies. Washington, DC: Author. Retrieved from www.ncrel.org/sdrs/areas/issues/envrnmnt/

css/ppt/putting.htm

 University of North Carolina, FPG Child Development Institute, Parent Leadership Development Project.

Cultural Diversity

 Center for Research on Education, Diversity, and Excellence (CREDE). Retrieved www.crede.ucsc.edu

 Family Diversity in Urban Schools. Retrieved from http://eric-web.tc.columbia.edu/digest/pdf/148.pdf

 Increasing the School Involvement of Hispanic Parents. Retrieved from http://eric-web.tc.columbia.

edu/digest/pdf/80.pdf

 Phillips, D., & Crowell, N. (1994) Cultural diversity and early education: Report of a workshop. 

Washington, DC: National Academy Press. Retrieved from www.nap.edu/readingroom/books/

earlyed/index.html

 Rettig, M. (1995). Play and cultural diversity. The Journal of Educational Issue of Language Minority 

Students. Boise State University. Retrieved from www.ncela.gwu.edu/miscpubs/jeilms/vol15/

playandc.htm

 Understanding diversity: Ideas, activities, and best practices. Retrieved from www.pta.org/

parentinvolvement/helpchild/respectdiff/understand.asp

Evaluation

 American Association of School Administrators. Using data to improve schools: What’s working. 

Retrieved from www.aasa.org/cas/UsingDataToImproveSchools.pdf

 Basic guide to program evaluation. Retrieved from www.mapnp.org/library/evaluatn/fnl_eval.htm

 Center for Applied Linguistics. K–12 resources for English language learners. Retrieved from www.

cal.org/topics/k12ed.html

 Krueger, R. A., & Casey, M. A. (2000). Focus groups: A practical guide for applied research (3rd ed.). 

Thousand Oaks, CA: Sage.

 Morgan, D. L. (1993). Successful focus groups: Advancing the state of the art. Newbury Park, CA: Sage.

 MPR Associates. (1998). Tools for evaluating school progress at your fingertips: Using everyday data 

to improve schools. Retrieved from www.mprinc.com/ps/ayf/index.html

 National Center for Research, Standards, and Student Testing (CRESST). Retrieved from www.cresst.

org/index3.htm

 Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Beverly Hills, CA: Sage.
Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

References and Resources

Involving Families

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transition: Preparing children and families for change. Charleston, WV: Author.

 Families and Advocates Partnerships for Education. Retrieved from www.fape.org

 Family and Community Involvement links from NCREL. Retrieved from www.ncrel.org/sdrs/areas/

pa0cont.htm

 Family Support America. Retrieved from www.familysupportamerica.org/content/home.htm

 The Hard to Reach Parent. Retrieved http://eric-web.tc.columbia.edu/npinpdfs/hardtoreach.pdf

 National Parent Information Network. Retrieved from www.npin.org

 National PTA. (2000). Building successful partnerships: A guide for developing parent and family 

involvement programs. Bloomington: National Education Services.

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lifetime. Phi Delta Kappan, 76(3), 194–198.

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childhood: A framework for home, school, and community linkages. Washington, DC: Author.

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Brookes.

 SERVE. (1999). Terrific transitions: Ensuring continuity of services for children and their families. 

Tallahassee, FL: Author.

 Together we can: A guide for crafting a profamily system of education and human services. Retrieved 

http://eric-web.tc.columbia.edu/npinpdfs/twc.pdf

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and administrators. Washington, DC: Author.

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Children With Special Needs

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preschool: A step-by-step guide for families. Champaign, IL: Family and Child Transitions into 

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Planning for Terrific Transitions: A Guide for Transitions-to-School Teams

About SERVE

About SERVE

The SERVE Center for Continuous Improvement at UNCG, under the leadership of Dr. Ludwig 

David van Broekhuizen, is an education organization with the mission to promote and support 

the continuous improvement of educational opportunities for all learners in the Southeast. The 

organization’s commitment to continuous improvement is manifest in an applied research-topractice model that drives all of its work. Building on research, professional wisdom, and craft 

knowledge, SERVE staff members develop tools, processes, and interventions designed to assist 

practitioners and policymakers with their work. SERVE’s ultimate goal is to raise the level of 

student achievement in the region. Evaluation of the impact of these activities combined with 

input from stakeholders expands SERVE’s knowledge base and informs future research.

This rigorous and practical approach to research and development is supported by an experienced 

staff strategically located throughout the region. This staff is highly skilled in providing needs 

assessment services, conducting applied research in schools, and developing processes, products, 

and programs that support educational improvement and increase student achievement. In the last 

three years, in addition to its basic research and development work with over 170 southeastern 

schools, SERVE staff provided technical assistance and training to more than 18,000 teachers and 

administrators across the region.

The SERVE Center is governed by a board of directors that includes the governors, chief state 

school officers, educators, legislators, and private sector leaders from Alabama, Florida, Georgia, 

Mississippi, North Carolina, and South Carolina.

SERVE’s operational core is the Regional Educational Laboratory. Funded by the U.S. 

Department of Education’s Institute of Education Sciences, the Regional Educational 

Laboratory for the Southeast is one of ten Laboratories providing research-based information 

and services to all 50 states and territories. These Laboratories form a nationwide education 

knowledge network, building a bank of information and resources shared and disseminated 

nationally and regionally to improve student achievement. SERVE’s National Leadership Area, 

Expanded Learning Opportunities, focuses on improving student outcomes through the use of 

exemplary pre-K and extended-day programs.

SERVE Main Office £ P.O. Box 5367 £ Greensboro, NC 27435 

800-755-3277 £ 336-315-7400 £ Fax 336-315-7457

www.serve.org

PTTPG