Transitions Terrific

Ensuring Continuity of 

Services for Children

and their Families
Transitions Transitions

Terrific

Ensuring Continuity

of Services

for Children

and their

Families
2

Special thanks to the following individuals who provided

information, feedback, and other assistance in the development

of this publication:

David Cipolloni, Program Consultant, Pierson Montessori Center, Pierson, Florida

Oliver Harwas, Migrant Advocate, Okeechobee County Schools, Okeechobee, Florida

Kim McCorrison, Elementary Specialist, J.A. Thompson Elementary School,

Vero Beach, Florida

Beth Rous, Principal Investigator/Director of Early Childhood Projects,

Human Development Institute, University of Kentucky, Lexington

Pam Winton, Director of Dissemination, National Center for Early Development

and Learning, Chapel Hill, North Carolina

Special thanks also to the following SERVE staff who

contributed to the development of this publication:

Charles Ahearn, Director of Publishing and Quality Assurance

Donna Nalley, Senior Editor, Publishing and Quality Assurance

Glyn Brown, Early Childhood Specialist, SERVEing Young Children

Lynn Amwake, Early Childhood Specialist, SERVEing Young Children

Steve Chapman, Program Specialist, Publishing and Quality Assurance

Nancy Livesay, former Program Manager, SERVEing Young Children

Kelly Dryden, Senior Graphic Designer, Publishing and Quality Assurance

Christa Karantinos, former Graphic Designer, Publishing and Quality Assurance

Acknowledgments

The content of this publication does not necessarily reflect

the views or policies of the Office of Educational Research

and Improvement, 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 office

of Educational Research and Improvement, U.S. Department of Education, under contract no. RJ96006701.

In Association with The School of Education,

University of North Carolina at Greensboro

First Edition

First Printing, 1997

Second Printing, 1998

Revised Printing, 1999
3

4

Transitions and Continuity

Transitions .............................. 4

Defining Transitions .................... 4

Horizontal and Vertical

Transitions..................................... 5

Continuity................................ 5

Providing Continuity.................... 5

Elements of Continuity ................ 6

7

Transitions in Special Setting

Special Needs ................................. 7

Culture and Language.................. 8

10

Transition Planning

Preparing for Change ............ 10

Facilitating Transitions and

Providing Continuity ............. 10

Working Together in

Transition .............................. 10

Role of Administration or

Leadership Team......................... 10

Staff Development and

Training ....................................... 12

Preparing Children for

Transition .............................. 12

Tips for Supporting Children’s

Transition..................................... 12

Contents

Getting Families Ready for

Transition .............................. 13

Evaluating and Monitoring

Transition Activities ............. 14

15

State and National

Initiatives in Transition

16

References

Suggested Readings ................ 16

17

Appendix

Sample Transition Timeline .. 18

Preparing Your Family for

Transition .............................. 19

Sample Letter to Families ...... 20

Sample Family Transition

Questionnaire ........................ 21

Information About My Child .. 22

Learning About Transition ..... 23

24

About SERVE

25

SERVE Publications

Ordering Information
4

Transitions and Continuity

Transitions

Defining Transitions

I

n the field of early childhood care and education, the

word transitions has traditionally been used to describe those changes between different types of activities. More recently, transitions has been used to refer to

differences in services among environments, agencies,

or institutions (Lombardi, 1992). The most significant

transitions seem to occur as children move from home

to preschool, preschool to early elementary school, or

school to after-school activities. They also occur as children and families seek and receive health and educational services from a variety of providers.

Transitions and

Continuity

The focus on transitions first began with

the increasing prominence of pre-kindergarten and mandated kindergarten programs in the early ‘80s and with the recognition that one of the most significant

changes that occurs in a child’s life is the

transition to formal school. On one level,

the transition from home (or preschool)

to school is simply a change in physical

location. However, this transition is often much more complicated than simply changing buildings or settings. For

children entering school, it means learning a new set of rules and behaviors, adjusting to a new peer group, and getting

to know new teachers. For their families, it means making sure that records

and information about the child are

transferred, meeting and communicating with teachers, attending school programs, and adapting to established school

and district policies.
Transitions and Continuity

5

Horizontal and Vertical Transitions

Kagan (1992) has described two types of transitions:

horizontal and vertical transitions. Horizontal transitions refer to movement across various settings that a

child and his or her family may encounter within the

same time frame (Regional Educational Laboratories

Early Childhood Collaboration Network, 1995). For

example, Sarah is a special-needs child who lives at

home and attends a local preschool where she receives

physical therapy, speech therapy, and support from a

social worker. Sarah routinely sees a variety of people

and makes transitions from one service to another each

day. When those movements or changes are supported

or smoothed by the various service providers, Sarah

and her family experience horizontal continuity.

In contrast, vertical transitions refer to movement

among care/education programs, health services, and

social services across time (Regional Educational Laboratories Early Childhood Collaboration Network,

1995). For example, Sarah received rehabilitative services through an early intervention program during

her infancy. Now, she receives special education and

related services through the public school system. As

she continues to grow older, she must make transitions

from one service setting to another. Sometimes, service providers do little to share information or link their

services. At other times, they work hard to collaborate

and coordinate their efforts. Strong vertical continuity

means that there is a connection between services proEarly Signs of Successful Transitions to School

How will you know if the process developed in your program or school has been successful in helping

children, parents, educators, and communities? According to Ramey & Ramey, 1994, some early signs are

■ Children will like school and look forward to going to school.

■ Children will show steady growth in academic skills.

■ Parents will become actively involved in their children’s education—at home, in school, and in the

community.

■ Classroom environments will promote positive feelings for both teachers and children.

■ Teachers, staff members, and families will value each other.

■ Schools and programs will celebrate cultural diversity in their communities.

■ Developmentally appropriate practices will be visible within the classroom.

■ The community will show consistent investment in the education of children and will strive to increase

available learning opportunities.

vided early in a child’s development and those provided

at later points in time (Regional Educational Laboratories Early Childhood Collaboration Network, 1995).

The ideal, of course, would be for horizontal services

to remain in place over time as a child progresses vertically from home (or preschool) to school through the

care and education system.

Continuity

Providing Continuity

Efforts to help smooth children’s transitions evolved

out of a concern that, for some children, movement from one activity to another—or from one environment to another—is often overly abrupt and may

interfere with the child’s ability to adjust. In order to

deal with transitions, processes need to be developed

that make it comfortable and easy for children (and

their families) to move and change from one program

to another. Continuity (and discontinuity) refers to the

experiences children and families have as they move

from one environment to the next (Love, Logue,

Trudeau, & Thayer, 1992). If the two environments

are similar or compatible, there is a continuity of experience. That is, when rules and expectations established

in the first environment are maintained, children are

able to make a smoother transition. However, if the

two environments are different or incompatible and

children and families aren’t prepared for these differ-
6

Transitions and Continuity

ences, then children may experience discontinuity as

they make the transition from one environment into

the next. For these children, the behaviors learned in

the first environment are no longer appropriate, and

new behaviors must be learned (Love et al., 1992). In

studying transitions, researchers have found that when

transitions are eased, supported, or smoothed, the gaps

between activities, experiences, or services are

“bridged,” and continuity results.

Creating continuity means building bridges for the transitions that young children and their families naturally

move through. Educators, social service providers, and

others are learning the importance of working together

over time to assist children and families as they make

these necessary transitions through the care and education systems.

Elements of Continuity

To ensure continuity of experience for children andtheir families, a number of elements have been

identified. For example, Kagan (1992) offers the following five strategies that are most effective in promoting success:

■ Written transition agreements between Head Start

programs (and other early childhood programs such

as early intervention and childcare) and schools,

which delineate roles and responsibilities

■ Attention to children’s needs, including the transfer

of names and records

■ Planned transition efforts that function throughout

the year

■ Training for parents that educates them about the

school system and available services

■ Visits by school staff to Head Start (and other public

and private) programs and vice versa

Similarly, Love and his colleagues (1992) have identified three activities they believe are most effective in

promoting a successful transition to kindergarten: (1)

coordinating pre-kindergarten and kindergarten programs (including curriculum and orientation visits for

families), (2) establishing communication between prekindergarten and kindergarten staff, and (3) involving parents in transition activities.

In 1995, researchers from the Regional Educational

Laboratories’ Early Childhood Collaboration Network identified the following eight elements critical

to the development of continuity. According to the

Laboratory Network, all eight elements should be

addressed in order to achieve overall continuity.

(1) Families are an integral part of the home, school,

and community partnership and the primary

decision makers concerning their children’s care

and education.

(2) Home, school, and community partners share

leadership and guide decision making.

(3) Care and education, health, and social services

focus on the full range of needs and circumstances

of individual children and their families.

(4) Services are consistent with the home culture of

the families, and communication is provided in the

home language.

(5) Home, school, and community partners maintain

open communication and respect confidentiality.

(6) Home, school, and community partners work

together to build their knowledge and skills and

the capacity of community services.

(7) Care and education services are developmentally

andculturally appropriate.

(8) Home, school, and community partners document

their efforts and use evaluation information to

improve policies, programs, and practices.

Although researchers differ slightly in

their notions of what facilitates

successful transitions, there is

agreement that if programs

are to provide effective

early childhood services

throughout children’s

early years, they

must share many of

the listed elements.

Wheel of

Elements
Transitions in Special Settings

7

Special Needs

Until recently, most of the education research on

transitions focused on young children’s entry

into school; however, this often is not the only

transition for which children and families must prepare.

This is particularly true of children who have special

needs. When a newborn infant has been identified as

at-risk for developmental delay, the transition from hospital to home can be very stressful. Even when infants

are healthy and show no signs of illness or physical difficulty, new parents often feel anxious, apprehensive,

and a bit overwhelmed. In the case of Sarah, a child

with special needs, it is important for the

hospital to assist the family in developing a transition plan and coordinating efforts with the

infant’s primary care physician or pediatrician, as

well as representatives

from the local health

department (Healthy

Start, Maternal and

Infant Program),

infant-toddler services (local interagency coordinating council, service providers),

and others (Bridging Early Services

Transition Taskforce, 1995a). Likewise, when Sarah

reaches school age, she

may once again require

hospitalization for her

medical condition. It continues to be important for Sarah and

her family to receive support and help

in preparing for these necessary return visits. Sarah’s

classmates and teachers, as well as her family, may also

need assistance when she prepares to leave school to be

hospitalized for medical care.

As children grow and develop, the programs they attend and the services provided by the various agencies

will change. For example, the home-based intervention

program may shift to services being provided in a center-based program. Additionally, programs that previously focused on providing medical services may give

way to educational services as the child becomes older

and more independent (Swan & Morgan, 1993).

The federal laws concerning early intervention and preschool special education programs create several differences between programs that may affect children

and families during transition. Understanding the differences between the laws that govern early intervention and those that govern services to three- to fiveyear-olds may help families prepare for the changes that

will occur. It is critical that families understand the

differences in the programs and how the new program

will address their children’s changing needs. Some of

the changes that might occur between early intervention and preschool programs include

■ Location of services (home-based versus centerbased)

■ Inclusive settings versus segregated settings

■ Frequency and availability of services

■ Options and requirements for family participation

To prepare special needs children for change and ensure

that transition will unfold smoothly, it is important that

parents, family members, educators, and service

providers communicate well in advance. Researchers

at the University of Illinois at Urbana-Champaign

(Donegan, Fink, Fowler, and Wischnowski, 1994)

point out these six strategies to prepare a child for an

upcoming change:

■ Begin early.

■ Talk about the new setting in positive ways.

■ Encourage the child to ask questions and express

fears.

■ Engage the child in concrete experiences.

■ Teach the child specific skills and routines that will

be useful in the new program.

■ Communicate and share information between

programs in advance.

Transitions

in Special

Settings
8

Transitions in Special Settings

Tran

They also point out the following additional strategies

that families and providers can use following initial entry

into a new setting to ensure a successful adjustment:

■ Incorporate information obtained from the sending

program and family into the receiving program plan.

■ Maximize parental involvement and support during

the initial entry and adjustment.

■ Individualize communication with the child’s family.

■ Adjust expectations for the child’s behavior.

Culture and Language

While it is important to consider a child’s special needs when planning for transition, it

is also important to take into consideration

the child’s home culture and language. When children

move into settings outside the home, they often encounter people and experiences that are unfamiliar to

them. This is particularly true of children whose families may be recent immigrants to this country, migrant

families, those who use only their native language in

the home, and families with limited skills in their native language and/or in English. Facilitating transitions

and creating continuity for young children and their

families hinges on supporting the family’s culture and

language (Regional Educational Laboratories’ Early

Childhood Collaboration Network, 1995). For programs serving a highly diverse population, the policies

and practices developed by the program must demonstrate respect and appreciation for the culture and language of the children and families they serve. In practical terms, this may mean

■ Hiring staff from the community who reflect the

community linguistically and culturally in order to

reach out to families and involve them in meaningful

ways (Fleck, 1995)

■ Ensuring that children have an opportunity to see

familiar cultural articles in the learning environment

■ Providing opportunities for children to learn and

communicate in their home language

Simply gaining an understanding of the home language

and culture of the children and families being served

and providing opportunities for communication can

help align expectations and smooth transitions.

To learn more about how to ensure continuity for non-English

speaking children in early childhood settings, read next about

what two programs in Florida are doing to promote transitions and support the family’s home culture and language.

Like many of Florida’s communities, Okeechobee

County and Volusia County schools serve a diverse population of students, including a large migrant population. Like other migrant communities,

there is a high percentage of families who speak Spanish as their primary language. As a result, many of

the children enter school with limited-English proficiency. This language limitation, coupled with other

factors such as low-income and poor literacy rates

among adults, makes early school success difficult

for these children.

Okeechobee County Migrant

Pre-K Program

The Okeechobee County Migrant Pre-K Program is

designed to help schools connect with families and

make the transition from pre-k to kindergarten a positive experience. The county has responded to the

needs of the migrant community by implementing a

number of services.

■ Hiring a school-based migrant aide to provide

academic assistance to students in grades K-2

■ Conducting regular home visits

■ Providing bilingual teacher aides

■ Maintaining low teacher/student ratios

■ Locating pre-k classrooms on the school campus

■ Arranging for migrant pre-k students to tour

kindergarten classrooms prior to the conclusion

of the school term

■ Ensuring that all migrant pre-k staff are included

in staff development activities and school faculty

meetings

■ Providing English Speakers of Other Languages

(ESOL) training to all migrant pre-k teachers

■ Conducting a summer home-based outreach

program to reinforce readiness skills

■ Providing a school-based migrant advocate who

can assist families with academic, social, and

health services

Exemplary Programs
Transitions in Special Settings

9

nsitions

Pierson Montessori Center

Located in Volusia County, Pierson Montessori Center

is an early childhood program that enrolls 80 children

from birth through five years of age. The Center is located in rural northwest Volusia County to serve its

predominantly Mexican farmworker community.

Pierson Montessori Center has been recognized by both

the American Montessori Society (AMS) and the National Association for the Education of Young Children

(NAEYC) as a model program.

In an effort to facilitate children’s transition from preschool into elementary school, Pierson Montessori

Center has focused on two important factors within

an overall framework of philosophy and pedagogy: supporting children’s home language and culture and interfacing with local schools who will be receiving children from Pierson Montessori Center.

From the time that they enter the program until they

leave, children are related to and instructed in their

home language. Children are provided daily instruction in their home language, and use of the home language is built into children’s experiences at the center.

This means that books and stories are read to children

in their home language and that home culture is reflected in the activities and materials provided.

The philosophy of the Montessori program places great

emphasis on the child as an individual and maintains

that a child’s early years are of crucial importance for

optimal development. The highly individualized nature

of this approach greatly facilitates children’s acquisition

of home language prior to the acquisition of a second

language for the development of true bilingualism and

biliteracy.

Connecting with local schools is also part of Pierson

Montessori Center’s efforts to facilitate children’s transition. Staff from the center have visited local schools

and observed kindergarten classrooms. Similarly, school

personnel have been invited to tour the center and observe children in the context of the program. Staff periodically meet with kindergarten teachers and school

principals to discuss teaching philosophies and expectations, in hopes that such dialogue will create a

greater mutual understanding and appreciation.

Prior to movement from preschool into kindergarten, children are provided with an opportunity to

visit future classrooms and meet future teachers. The

instruction of these children also begins to change,

moving from self-directed activities to more teacherdirected activities.

A critical component of this program is linking families to appropriate services. Because many of the

families are unaware of available resources, as well

as apprehensive about accessing them, staff members make every effort to bring families and community service agencies together.

Outcome

As a result of these programs, young children are

entering school better prepared and ready to learn.

The majority of children from Pierson Montessori

are doing well in their respective schools and grade

levels. Test scores and report card indices are generally in the upper percentiles. According to

Okeechobee County teachers, children who participate in the Migrant Pre-K Program demonstrate

greater readiness for kindergarten than children who

did not participate in the program. There is also evidence that student attendance is improving. Since

formation of the program, children’s attendance in

preschool has improved dramatically and remains

steady throughout the year.

For more information about these programs, contact:

Okeechobee County Schools

Oliver Harwas, Migrant Advocate

700 SW Second Avenue

Okeechobee, FL 34974

941-462-5025

Pierson Montessori Center

David Cipolloni, Program Consultant

592 S. Volusia Avenue, County Road 3

Pierson, FL 32180

904-749-6995

904-749-6997 FAX
10

Transition Planning

Trans

Ter

Preparing for Change

When a child moves from one agency or program to another, it can be a very distressing

and upsetting time. Just as politicians have

“transition teams” to assist them with their new roles,

children and families need teams to help them prepare

for change. Preparing children and families for change

is called transition planning. For special needs children,

the federal law requires that planning for transition

begin at least 90 days prior to the child’s third birthday;

some states require an even earlier intervention (Chandler, Fowler, Hadden, Stahurski, 1995). For all children,

planning for transition is an important step. (See

“Sample Transition Timeline” in the Appendix.)

Facilitating Transitions

and Providing Continuity

Birth, graduation, marriage, divorce, death—these

are all major transitions in our lives. Other lesser

transitions occur almost daily—the drive from

home to work and the change from employee to parent.

While these transitions might be stressful, they are expected. Unfortunately, sometimes children and their

families experience unexpected events as they make

transitions within the care and education system that

trigger different thoughts and feelings. For example,

some children and their families may feel excited and

hopeful, whereas others may feel anxious and overwhelmed. It is important that educators recognize this

and assist families in the process. (See “Preparing Your

Family for Transition” in the Appendix.) Here are some

ways to help families deal with those feelings:

■ Provide information about the transition process.

■ Connect families with others who have experienced

similar transitions.

■ Let families know that adjusting to transitions takes

time.

■ Encourage families to participate in their children’s

educational process.

■ Include parents in decision making.

■ Communicate on a regular basis with parents.

Working Together

in Transition

Role of Administration or Leadership Team

Perhaps those most responsible for ensuring a

smooth transition for children and families are the

administrators or leadership team. It is the leadership

of the organization that sets policies and establishes

procedures designed to improve transitions. Often, various programs or agencies find it difficult to coordinate

services due to differing administrative structures,

funding sources, legal requirements, and program philosophies. An effective administrative structure not

only demonstrates support at the top, but also sets the

tone for future work (Byrd, Rous, Stephens, Dyk, &

Perry, 1991). Administrators can promote successful

transition efforts by

■ Initiating and supporting the development of a

transition plan

■ Forming a transition team

■ Serving as an active member of the transition team

■ Proactively initiating contact with sending and

receiving sites

■ Sponsoring or hosting special activities or programs

■ Allocating resources to support transition efforts

■ Seeking and sharing the latest information on

effective transition programs

■ Scheduling staff time for planning and working

together

■ Providing incentives for involvement

■ Modeling collaboration

Transition

Planning
Transition Planning

11

itions

rific

Exemplary Programs

Transitions into kindergarten at J.A. Thompson

Elementary are made with “Red Carpet Style!”

Located at Vero Beach, Florida, J.A. Thompson Elementary is a public school of approximately 500

students. The campus is home to a K-5 program, several exceptional student programs, as well as a Head

Start program.

Creative teachers, strong administrative support, a

desire to ensure a smooth transition into kindergarten, and a family-friendly philosophy have led to the

creation, development, and implementation of three

innovative transition programs: Tiger Cub Camp,

Red Carpet Roundup, and Staggered Start.

Tiger Cub Camp

The Tiger Cub Camp, for future kindergartners, is a

one week, half-day program held 2-3 weeks prior to

the start of school. This unique initiative provides

future students with classroom, whole group, small

group, lunchroom, and playground experience in a

relaxed camp-type atmosphere. Using a theme of

school spirit (J.A. Thompson Tigers), students become familiar with the campus, rules and procedures,

and school personnel. Teachers have an early opportunity to meet, work with, and observe students.

Other services offered during Tiger Cub Camp include physicals and immunizations on site, parent

involvement activities, and home visits.

Of course, Tiger Cub Camp requires funding and

administrative support—grants, business partners,

and collaborative efforts with other agencies both in

and out of the school district are important. J. A.

Thompson Elementary School has also been successful obtaining funding from the Full-Service School

grant, and the August 1996 camp was funded by

Indian River, Okeechobee, and Martin County Collaborative (IROKM). Collaborative efforts with the

school district for transportation and food service,

as well as with Head Start, have contributed to the

all-around success of the program. Surveys conducted

among the families and teachers participating in the

program indicate that positive results are recognized

and appreciated by all.

Red Carpet Round-Up

Red Carpet Round-Up is an enhanced spring registration day for future kindergarten students and their

families. Parents and future students are invited to

spend the morning in the kindergarten classrooms

with the teachers and students. They experience firsthand thematic, integrated lessons; interact with the

current students; and meet the teachers as they demonstrate what they do best...teaching! Pertinent registration information is presented, questions are

answered, and fun is had by one and all. The children who participate in this adventure are the Head

Start students on site, other preschool students who

reside in the attendance zone, and younger siblings

of any current students along with their families.

An undertaking of this nature can only reach its

potential with community collaboration and, again,

administrative support.

Staggered Start

Staggered Start is a four-day program of staggered

participation for the new kindergarten students during the first week of school. Students attend only

one of the first four days of school in a small group

with the entire class in attendance on the fifth day.

This arrangement allows the teachers and students

to learn about each other and experience school with

a low teacher/student ratio. A waiver is required for

this and can be written with the assistance and support of the School Improvement Team.

AtJ.A. Thompson Elementary, the transition from

home to school for new students is taken in small,

positive steps, making the journey enjoyable for everyone. Everyone starts the school year confident,

comfortable, and ready!

J.A. Thompson Elementary School

contact:

Kim McCorrison, Elementary Specialist

1110 18th Avenue, SW

Vero Beach, FL 32962

561-564-3240
12

Transition Planning

Staff Development and Training

Well-trained staff at both the sending and receiving program are critical to the successful transition of children and families. It is important that members of both staffs have sufficient knowledge and skills

to work effectively with each other. Knowledge of specific activities, goals, and personnel will help staff members maintain effective communication and will foster

an atmosphere of understanding and trust, collaboration, cooperation, and teamwork (Byrd et al., 1991).

To accomplish this, many programs have begun to provide training that is relevant to personnel from all programs (e.g., Head Start, childcare, preschool, and kindergarten). Joint training promotes continuity of services, builds relationships, eliminates an “us-versusthem” mentality, and helps to define the transition activities that will facilitate children’s entry into the new

program (Bridging Early Services Transition Taskforce,

1995b).

It is important that training be scheduled by program

representatives to ensure convenience and accessibility. Programs may also find it helpful to share financial

and organizational responsibilities. For example, one

program may contribute to the actual cost of a speaker

or consultant, while the other program provides the

facility, refreshments, or materials, so that training is a

joint investment (Swan & Morgan, 1993).

Preparing Children

for Transition

To ensure a smooth transition between programs,

it is important that staff members from both

the sending and receiving program develop activities that will facilitate children’s adjustment. Children need to know what is expected of them in the

new program and need to be presented with opportunities to practice appropriate behaviors. They should

look forward to the experience with a sense of excitement and anticipation, rather than a feeling of fear or

dread. Transition activities for young children can include stories, games, role playing, and field trips. The

following are tips that staff members from both programs can use to help plan and implement transition

activities for children.

Tips for Supporting Children’s Transition

I

f you are sending a child to another program, here

are some suggestions that you may find helpful:

■ Develop written policies and procedures that will

guide transition efforts.

■ Provide opportunities for staff to visit programs that

will be receiving children.

■ Participate in joint transition planning with

receiving program.

■ Offer parent education regarding receiving program.

Some ideas for facilitating communication

between sending and receiving programs

include the following:

■ Plan joint inservice training and workshops on

topics applicable to both settings.

■ Plan cross-program visitation.

■ Schedule regular meetings and sharing sessions.

■ Encourage communication via telephone,

e-mail, or conference to discuss a particular

child.

■ Develop a packet that will follow the child into

the new program. Include information such as

work samples, likes/dislikes of the child, and

strengths/needs seen in the child.

■ Celebrate successes together.

■ Use peer coaching to support and assist each

other.

■ Provide social situations where staff from both

programs can meet.

■ Develop written policies and procedures

regarding transition.
Transition Planning

13

■ Inform parents that their children will be attending

a new program. Invite them to participate in the

transition planning with you (See “Sample Letter

to Families” in the Appendix.)

■ Talk to children about the differences between the

sending and receiving programs.

■ Encourage children to talk about any concerns or

fears they may have about the new program.

■ Provide opportunities for children to visit the new

program several times, to meet staff and tour the

new building.

■ Arrange for the children to visit the new program

while it is in session.

■ Talk with the children about some of the rules that

will be used in the new program and give them an

opportunity to practice those new behaviors. For

example, teach children using developmentally

appropriate activities and games to line up and move

in lines, if that is a rule in the new program.

■ Ask children to write or dictate a story about going

to their new school. Allow them to create a puppet

show around the story they have written.

■ Read stories to children that discuss changes or

moves.

■ Invite a kindergarten child or older sibling to visit

the preschool and talk about the school he/she

attends.

■ Survey parents to find out what services or

information they need to help their children make a

successful transition. (See “Sample Family

Transition Questionnaire” in Appendix.)

If you are receiving a child from another program, here

are some suggestions that you may find helpful:

■ Provide opportunities for staff to visit programs that

will be sending children.

■ Develop written policies and procedures that will

guide transition efforts.

■ Participate in joint transition planning with the

sending program.

■ Review records for new children entering the

program and identify current skill level of these

children. Adapt curriculum to their level and build

from there.

■ Provide new parents with a schedule of the best times

to call or visit the program.

■ Invite new parents and children to an open house.

Offer a tour of the facility and make sure that parents

meet staff who will be working with children.

■ Talk about the new program with the children.

Allow them an opportunity to ask questions and

discuss any fears or concerns they may have.

■ Provide an opportunity for parents and staff to meet,

and allow parents to ask questions about their

children’s program. (See “Information About My

Child” in the Appendix.)

■ Review new procedures and rules daily during the

first few weeks of class, and gradually fade these

instructions.

■ Use familiar curriculum materials from the sending

program to supplement existing curriculum.

■ Find out if new children know each other. Assign

children to “buddies.”

■ Send a personal letter or note card to all new students

welcoming them into the classroom.

Getting Families Ready

for Transition

Families should be active partners with staff in the

transition process. Parent involvement in the planning contributes to children’s success in school.

(See “Learning About Transition” in the Appendix.) The

following list offers activities and suggestions that may

be helpful to parents as they assist their children during

periods of transition:

■ Check with your child’s current program for any

documents or information to be sent to the new

program. This information will be helpful in

providing for your child’s continued growth and

development. Be sure that service providers have

obtained written consent before allowing them to

share records or other information.

■ Keep a journal of your child’s activities, skills, and

interests. This may help you to provide quick

information to those who will be working with your

child.

■ Help your child get excited about the new program.

Talk often about the new activities he or she will do

there and how much fun it will be.
14

Transition Planning

■ Help your child feel comfortable and more confident

about the move by discussing any concerns or fears

he or she might have.

■ Visit and tour your child’s new school or program.

■ Ask if your child can bring a favorite toy or item

from home to comfort him or her during this

transition period.

■ Be prepared to share any strategies or methods for

working with your child.

■ Try to meet all staff members who will be a part of

your child’s day in the new program (e.g., teacher,

teacher’s aide, bus driver, specialists).

■ Ask your child’s new teacher or specialists to observe

your child in his or her current program.

■ Talk with families of other children who are

currently enrolled in the program.

■ Find out what is being offered to new families and

make a point to attend those functions (e.g., open

house, observation opportunities, support groups).

■ Help your child begin to develop some basic self-help

skills such as independent toileting, handwashing,

tying shoes, and buttoning and zipping clothes.

■ Inquire about special transportation if your child

needs to move from one program to another during

the day.

■ Involve yourself in school meetings such as PTA/

PTO or school advisory council.

■ Maintain ongoing contact with your child’s teacher,

either through phone calls, notes, or regular meetings,

to discuss the child’s adjustment and progress.

Evaluating and Monitoring

Transition Activities

As with any program, it is essential to evaluate the

effectiveness of the program and its services. The

primary purpose behind evaluation of transition

activities is to determine if transition planning is having

a positive effect on children and families. That is, are children and families able to move through the process with

smooth, uninterrupted services (Rous, Hemmeter, &

Schuster, 1994)?

When evaluating a transition plan, it is important that

there be procedures in place for conducting both formative and summative evaluations. A formative evaluation will track the implementation of services and

monitor the system for difficulties. Information gathered during the formative evaluation will be used to

improve the relationship among transition partners and

the practices they employ. Some questions for transition partners to consider include the following:

■ Is the transition plan effective in identifying children

and families who need services?

■ Are there policies and procedures in place that

support transition efforts? If not, what are the gaps?

■ Are the activities effective in smoothing the

transition and ensuring continuity of services?

■ How well is the collaboration between transition

partners working?

In contrast, the purpose of summative evaluation is to

determine if the services provided are helpful or effective. To answer this question, it is important that service providers collect data that help them to determine

the impact of their policies and procedures. Outcomes

related to providing continuity may include data related to the level of family involvement in different care

or education programs, children’s adjustment to a new

care or educational setting, or children’s developmental progress. A thorough evaluation will use a variety

of data sources including surveys, interviews, existing

records, direct observations, and meeting minutes (Regional Educational Laboratories’ Early Childhood Collaboration Network, 1995).

Building an evaluation component into the transition

plan allows transition partners to continually clarify

their efforts and assess the effectiveness of their policies and practices (Melaville, Blank, & Asayesh, 1993).

Information gathered during the evaluation can be used

to fine tune efforts and set priorities for action. It also

aids in communicating about the transition services to

everyone in the community, including parents, schools,

and community agencies (Regional Educational Laboratories’ Early Childhood Collaboration Network, 1995).
State and National Initiatives in Transitions

15

In addition to the above legislation, Title I of the Improving America’s School Act (PL 103-382) was enacted in 1994. Through this legislation, grants became

available that would allow local school districts to develop and operate programs designed to assist low-income students and their families. This legislation stipulates that each district must prepare a plan for the transition of each child from Head Start, or other early childhood development programs, to kindergarten. The goal

of this legislation is to create as much continuity as

possible for five-year-olds entering kindergarten.

Although efforts to assist children and their families

in the process of transition may differ slightly, most

legislation requires attention to the following key elements (West Virginia Education Association & Appalachian Educational Laboratory, 1994):

■ Serving underserved children or those with special

needs and their families

■ Establishing communication and coordination

between service providers

■ Involving families as partners in planning and

decision making

When transitions are handled hastily, children and

families may experience distress that leads to other difficulties. However, by developing a transition plan prior

to a child’s entrance into a new setting or program,

both staff and parents can prepare for and ensure the

delivery of appropriate services.

State and

National

Initiatives

in Transitions

Preparing the child for success in the future environment is a critical component of transition. As a result, specific practices and requirements have been

mandated through legislation that will help children and

families as they make the transition between home, preschool, and kindergarten settings. To date, much of the

attention in establishing transition services has focused

on those most likely to encounter difficulties in regular

settings—special needs children and those from disadvantaged families (West Virginia Education Association

& AEL, 1994). Of the laws relating to young children,

there are three pieces of legislation that most directly

relate to the need for states to establish transition services: Individuals with Disabilities Education Act

(IDEA), Part H; IDEA, Part B; and Head Start. Part H

(infants and toddlers) and Part B (preschool) of the Individuals with Disabilities Education Act (PL 102-119)

were created to provide a seamless delivery of services

for young children between birth and age 5. Head Start

legislation encourages Head Start programs to coordinate and collaborate with other education and social service agencies to better serve children and their families.
16

References

References

Bridging Early Services Transition Taskforce (1995a).

Hospital to home: A guide for transition planners.

McPherson, KS: Author.

Bridging Early Services Transition Taskforce (1995b).

It’s a big step: A guide for transition to kindergarten.

McPherson, KS: Author.

Byrd, R., Rous, B., Stephens, P., Dyk, L., & Perry, E.

(1991). Sequenced transition to education in the public

schools: Project STEPS replication manual. Lexington,

KY: Child Development Centers of the Bluegrass, Inc.

Chandler, L., Fowler, S., Hadden, S., Stahurski, L. (1995).

Planning your child’s transition to preschool: A stepby-step guide for families. Champaign, IL: FACTS/LRE

University of Illinois at Urbana-Champaign.

Cook M.J.& Johnson, L.J. (1992). Rise-Tec: Transition

model.Montgomery, AL: Alabama State Department

of Education, Division of Special Education Services.

Donegan, Fink, Fowler, & Wischnowski (1994)

Entering a new preschool: How service providers and

families can ease the transitions of children turning

three who have special needs.Champaign, IL: FACTS/

LRE University of Illinois at Urbana-Champaign.

Fleck, K. (May, 1995). “Supporting the transition to

elementary school.” Principal, 74(5), 25-27.

Kagan, S. (1992). “The strategic importance of linkages

and the transition between early childhood programs

and early elementary school.” In Sticking together:

Strengthening linkages and the transition between

early childhood education and early elementary school

(Summary of a National Policy Forum). Washington,

D.C.: U.S. Department of Education.

Kentucky Early Childhood Transition Project (May,

1995). Families and the transition process: Primary

style, (May, 1995). Lexington, KY: Author.

Logue, M.E. & Love, J.M. (May, 1992). “Making the

transition to kindergarten.” Principal, 71(5), 10-12.

Lombardi, J. (1992). “Beyond transition: Ensuring

continuity in early childhood services.”ERIC Digest.

ERIC Clearinghouse on Elementary and Early

Childhood Education. EDO-PS-92-3.

Love, J.M., Logue, M.E., Trudeau, J.V., & Thayer, K.

(1992). Transitions to kindergarten in American

schools. Portsmouth, NH: RMC Research

Corporation.

Melaville, A., Blank, M., & Asayesh, G. (1993). Together

we can: A guide for crafting a profamily system of

education and human services. Washington, D.C.: U.S.

Department of Education.

Ramey, C.T. & Ramey, S.L. (November, 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. (November, 1995).

Continuity in early childhood: A framework for home,

school, and community linkages. Washington, D.C.:

Author.

Rous, B., Hemmeter, M.L., & Schuster, J. (1994).

“Sequenced transition to education in the public

schools: A systems approach to transition planning.”

Topics in Early Childhood Special Education, 14(3),

374-393.

Swan, W.W. & Morgan, J.L. (1993). Collaborating for

comprehensive services for young children and their

families: The local interagency coordinating council.

Baltimore, MD: Paul H. Brookes Publishing

Company.

U.S. Department of Health and Human Services,

Administration for Children, Youth, and Families,

Head Start Bureau (1986). Easing the transition from

preschool to kindergarten: A guide for early childhood

teachers and administrators. Washington, D.C.:

Author.

West Virginia Educational Association & Appalachian

Educational Laboratory (November, 1994). Early

childhood transition: Preparing children and families

for change. Charleston, WVA: Author.

Suggested Readings

Kadel, S. (1993). Interagency collaboration: Improving

the delivery of services to children and families.

Tallahassee, FL: SouthEastern Regional Vision for

Education.

Love, J.M., Logue, M.E., Trudeau, J.V., & Thayer, K.

(1992). Transition to kindergarten in American

schools (Final report of the National Transition

Study). Washington, D.C.: U.S. Department of

Education, Office of Policy and Planning.

Maxwell, K.L. & Eller, S.K. (1994). “Research in

review: Children’s transition to kindergarten.” Young

Children, 49(6), 56-63.

Rosenketter, 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, MD: Paul H. Brookes

Publishing Company.

U.S. Department of Education (1996). Putting the pieces

together: Comprehensive school-linked services for

children and families. Washington, D.C.: Author.
Appendix

17

Appendix
18

Appendix

* Steps that are required as part of the IFSP

 Date Responsibility

Hold the first planning meeting to begin the transition process.

Develop a transition plan (as part of the six-month IFSP review)

and provide information concerning child and parent rights and

options for services.*

Identify goals, objectives, and methods to prepare the child and

family for transitions.*

The family provides consent for release of information to public

school and other programs or services.*

Identify necessary evaluations to determine eligibility for special education and related services and conduct evaluations.*

The transition team discusses eligibility for (continued) special

education services and other issues related to transition, and

identifies future program options (MDC meeting).*

Members of the transition team visit program options.

If the child is eligible to receive special services, the transition

team writes the Individualized Education Plan (IEP) and identifies new program(s) and services.

The family and child visit the new program and meet with the

teacher and related services staff.

The early intervention staff transfers records and contacts the

new program staff to exchange information.*

The child starts the new program on the eligible or agreedupon date.*

The family meets with the new program staff to assess child

adjustment.

Early intervention and the new program staff evaluate the transition process, including child adjustment and family satisfaction.

Sample Transition Timeline

(Adapted from Chandler, Fowler, Hadden, Stahurski, 1995)

This sample transition identifies what steps will be followed in the transition process, who is responsible for eachstep, and when each step will be accomplished, This includes steps that are required by law as part of the

Individualized Family Service Plan (ISFP) and steps that are options to consider when developing a transition plan.
Appendix

19

Preparing Your Family for Transition

(Chandler, Fowler, Hadden, Stahurski, 1995)

Transition can be an exciting time, one that can provide new opportunities for your child and family.

It also can be a time of great change and adjustment.

Your child or family may need to adjust to new teachers and therapists, new children, different schedules

and daily routines, new classroom activities, and new

options for parent involvement. You may find that both

you and your child experience separation anxiety. It

may be hard to “let go” of the staff and services in the

early intervention program and to learn to trust and

communicate with new staff. Your family may need to

learn about the public school system, your child’s and

family’s rights, new evaluations and technical terms,

and how to advocate for the child when necessary.

All children and families make adjustments during

transition. The amount of time required for these adjustments varies across children, families, and programs. It is normal to experience some uncertainty and,

with that, some stress during transition. This is true

for all families and children who start a new program,

regardless of whether the child has special needs. Families who participate in transition planning report reduced stress. Some strategies that families have used

to prepare for transition are listed below.

■ Plan ahead for transition. Don’t wait until the last

minute to begin thinking about transition. Give

yourself and your family time to make decisions and

adjust to the changes that will occur.

■ Realize that stress, uncertainty, and separation

anxiety are normal emotions. Many, if not all,

parents experience these feelings when their child

starts preschool or kindergarten.

■ Ask questions throughout the transition process. You

have a right to obtain information about transition

and to be involved in the transition planning.

■ Attend transition planning meetings. Share

information with the team about your child and your

family, your resources, your priorities, and any

concerns that you may have.

■ Talk with other families who have made the

transition from early intervention to preschool

programs.

■ Talk with members of your family about transition

and some of the changes that may occur.

■ Learn about your child’s and family’s rights, how to

interact with new program staff, and how to advocate

for your child in the new program.

■ Visit different programs to help select the program

that best meets your child’s needs.

■ Try to identify aspects of the new program that may

be different or difficult for your child, and give your

child experiences with those aspects before the new

program begins. For example, if you think that your

child will have trouble working or playing alone, you

might give your child an opportunity to play alone

for short periods of time each day.
20

Appendix

Sample Letter to Families

This letter could be sent to each family whose child will be entering a new school or program next year. It can be

personalized to fit your particular situation.

(Date)

(Parent name)

(Address)

Dear (parent’s name):

I am writing to let you know that your child may be enrolled in a new school or program next year. Sometimes, when

children are moving into a new program or school, the change can be scary and uncomfortable. Now is the time for

us to begin thinking about and planning for the change. We want to make sure that when (child’s name) begins (his/

her) new program that (he/she) feels comfortable and confident about the move.

I would like to meet with you and discuss how we can best help (child’s name) make a smooth transition into the new

program. You will also have the opportunity to visit the new school/program as well as meet with new teachers and

staff members.

Please call me at your convenience to set up a time. I believe that by working together, we can make this a successful

transition for (child’s name). If you have additional questions, ideas, or comments, I can be reached at (phone

number) between the hours of ____ and ____.

Sincerely,

(teacher’s name)
Appendix

21

Sample Family Transition Questionnaire

(Adapted from Cook & Johnson, 1992)

This brief questionnaire may be given to parents to help them determine and/or clarify their needs and concerns.It also represents one way of learning more about what children and families need in order to make a smooth

transition.

Read the following questions carefully, and circle your answers. Please add any additional comments or questions

that you might have.

I need more information about or assistance in

1. Preparing my child for a new school or classroom Yes No

2. Arranging a visit to my child’s new school/program Yes No

3. Identifying the school or program that my child will be attending Yes No

4. Contacting other parents whose children are currently enrolled

in the school/program Yes No

5. Locating community services that may provide

additional resources Yes No

6. Understanding my legal rights and responsibilities Yes No

Additional Questions or Comments:

Name
22

Appendix

I would like to be involved in my

child’s program in these ways:

This form may be given to parents as a way of eliciting information and involving them in the educational planning

for their children. Teachers and caregivers can use this in an initial meeting with parents or send it home with the

children at the beginning of the year (adapted from Kentucky Early Childhood Transition Project, May 1995).

Information About My Child

These things please me most

about my child:

These are things my child

does well:

My child really likes . . .

Right now, I am most

concerned about . . .

I would like my child to learn

to do these things:

My child learns best when . . .

I think these services would

help my child:

Our family could also use

help with . . .
Appendix

23

Learning About Transition

(Chandler, Fowler, Hadden, Stahurski, 1995)

An important step in promoting a positive transition for your child and family is learning about the transitionprocess. At least three months before your child makes the move from early intervention to preschool, someone

from the early intervention program will meet with you to talk about transition and work with you to develop a

transition plan.* Some of the topics that should be discussed during transition meetings are the following:

■ What is involved in transition?

■ When will your child make the transition to a new

program?

■ What decisions need to be made related to the

changes in service delivery?

■ Who will be involved in making decisions?

■ When will the decisions be made?

■ What is your family’s role in the transition process?

■ Is your child eligible for special education and related

services?

■ What options are available (for example, community

preschool, pre-kindergarten, self-contained special

education)?

■ How can you get information and learn about service

options?

■ What are the differences between early intervention

and preschool programs?

■ What are your child’s and family’s legal rights related

to special education services?

■ How can you prepare your child and family for

transition?

Your family should feel free to ask questions during transition meetings and at any time during the year. Often

it is helpful to make a list of questions or topics that you

wish to discuss with program staff or the transition team.

Space is provided here for you to write questions that

you have or issues that you want to talk about.

* Federal law requires that planning for transition begin at least 90 days before a child turns

three; in some states, such as Illinois, state law requires that planning begin even earlier, at

least six months before the third birthday.
24

About SERVE

About SERVE

SERVE is an education organization with the mission to promote and support the continuous improvement of educational opportunities for all

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School Board Member Training in the Southeast RDBMT 20/$20.00

Schools for the 21st Century: New Roles for Teachers and Principals HTSTC 10/$20.00

Selecting High-Quality Charter Schools: What Policymakers Can Do PBSCS 10/$10.00

South Pointe Elementary School: A Public-Private Partnership (Year 1) RDSP1 10/$8.00

South Pointe Elementary School: A Public-Private Partnership (Year 2) RDSP2 10/$8.00

South Pointe Elementary School: A Public-Private Partnership (Year 3) RDSP3 10/$8.00

Southern Crossroads: A Demographic Look at the Southeast SRSCR 20/$20.00

Supporting Family Involvement in Early Childhood Education: A Guide for Business SRSFI 10/$20.00

Teachers of the Year Speak Out: Key Issues in Teacher Professionalization PBTOY 10/$10.00

Technology Infrastructure in Schools; Plugging In: Choosing and Using Educational Technology;

and Using Technology to Improve Teaching and Learning SOTPU all 3/$10.00

Together We Can: A Guide for Crafting a Profamily System of Education and Human Services SRTWC 10/$20.00

Welfare to Work: Early Childhood Care and Education PBWTW 10/$10.00

Youth Apprenticeship: A School-to-Work Transition Program HTYAP 10/$20.00
28

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