A Word From Cari
By Cari Olmsted

This issue of the Newsletter focuses on Transition and was edited by Ginger Fink of the QCDS staff. We hope this edition provides you with ideas and strategies as you provide this critical service to the children and families in your EHS and HS program.

Since 1965, all Head Start grantees and delegate agencies have been encouraged to initiate effective transition practices. Transition Services are also a critical part of IDEA as revised in 1997. In 1974, the Head Start Bureau launched a major demonstration of effective transition practices through Project Developmental Continuity. In 1986 - 87, the Commissioner of ACYF established a national Transition Steering Committee, which developed the pamphlet, "Easing the Transition from Preschool to Kindergarten", and 30 Head Start grantees were funded to demonstrate innovative approaches in the transition of Head Start children to elementary school. Additional activities at the national level occurred between 1988 - 1996 including: the dissemination of "Right From the Start", completion of the Transition Demonstration in 31 communities which began in 1991 and concluded in 1997, and an interagency agreement with the U.S. Department of Education's Office of Educational Research and Improvement to create and field-test "The Early Childhood Continuity Framework".

With the reauthorization of the Head Start Act in May 1994, and the subsequent drafting of Program Performance Standards for transition services, each Head Start grantee is now required to put such practices in place. See the following sections in the Performance Standards: Family Partnerships, 1304.40(h), (1) - (4); Community Partnerships, 1304.41(c)(1) - (3) and Services to Children with Disabilities, 1308.21 (a) (1) - (10), (b) &(c).

Section 642(d) of the Head Start Act seeks to ensure that Head Start parent involvement activities are designed to more effectively encourage parents to become full partners in the education of their children. It also requires that Head Start programs offer, directly or through referrals, family literacy services and parenting skills training. The Act also includes provisions to strengthen communication and coordination between Head Start programs and elementary schools, and to encourage ongoing parent involvement once Head Start children enter school.

The following four basic elements surround positive transition experiences:
1. Maintaining the frequency and quality of communication and ongoing cooperation between staff and across programs;
2. Involving the family in the transition;
3. Preparing children for, and involving children in, the transition process;
4. Providing program continuity through developmentally appropriate practices and curricula.
*Abstracted from an article by Michelle Plutro in the HS Bulletin, fall, 1996

Back to Top

Beyond Transition: Ensuring Continuity in Early Childhood Services

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC

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

CONTINUITY: A CONCEPT REVISITED
With more and more children participating in early childhood programs before they enter school, there is an increasing focus on the transition that occurs when children move from preschool to kindergarten. Many children have problems adjusting to elementary school programs that have a different philosophy, teaching style, and structure than those programs in which they participated during their earlier years. Transition efforts were designed to help ease the entry into school by preparing both children and families for the differences children will encounter.
But more recently, there has been a growing consensus that the key to effective services for young children is less through bridging the gap between different types of programs, and more through ensuring continuity in certain key elements that characterize all good early childhood programs. This notion of continuity is not new. In the late 1960s and early 1970s, efforts such as Project

TOWARDS CONTINUITY: THREE KEY ELEMENTS
If programs are to provide effective early childhood services throughout children's early years, they must share at least three characteristics: developmentally appropriate practice, parent involvement, and supportive services for children and families.

Developmentally Appropriate Practice…
Continuity across early childhood services is facilitated by the degree to which all programs are developmentally appropriate. Naturally, the setting, age range, and abilities of the children will differ across programs. As children progress from preschool to kindergarten and on to the primary grades, they show increased motor and language skills, they can pay attention longer, they can play more cooperatively, and they are more able to develop interests

that go beyond their immediate surroundings. Throughout the preschool and early elementary years, children learn best through active exploration of their environment and through interactions with adults, other children, and concrete materials that build on earlier experiences.

Programs for young children should not be seen as either play-oriented or academic. Rather, developmentally appropriate practice, whether in a preschool or a primary classroom, should respond to the natural curiosity of young children, reaffirm a sense of self, promote positive dispositions towards learning, and help build increasingly complex skills in the use of language, problem solving, and cooperation.

Parent Involvement…
One hallmark of any successful early childhood program is the degree to which it involves parents. Such involvement should not stop when children reach the schoolhouse door. Good schools for young children welcome family members in ways that go well beyond traditional parent activities such as fundraising and annual parent-teacher conferences. Ongoing communication between parents and teachers has become increasingly important. Parents can be involved as decision makers, volunteers, and staff. They can participate in parent education and support groups, be encouraged to observe the classroom, and, in general, take a more active role in their child's education both at school and at home.

Schools also need to respond to the diversity among families. Parent activities need to be responsive to the language and culture of the family and be tailored to meet specific needs of teen parents, single parents, working parents, blended families, and families with special service needs. Given the increasing number of working parents with young children, employers can be supportive of parent involvement by providing release time for parent participation and by initiating policies that support work and family life.

Supportive services that include school and parent representation promote collaborative processes and community development. The uniting of school and community resources and concerns, and the clear recognition of the fact that the school is embedded in its community, sustain healthy environments and contribute greatly to continuity for children and families.

CONCLUSION
Traditional notions of transition, which focus on bridging the gaps between different types of early childhood programs, are changing. Because we now know that young children learn in similar ways throughout the early years, all programs in the community should adhere to developmentally appropriate principles from infancy through the primary grades. In addition, parent involvement, family support, and linkages to health services, which often characterize preschool programs, should continue into the early years of elementary school. It is through the continuity of such services, in and out of the classroom, that we will eventually move beyond a concern for transition and ensure continuous and effective services throughout the early years.

Back to Top

Beyond Transition: Ensuring Continuity in Early Childhood Services
FOR MORE INFORMATION

Behrman, Richard (Ed.). THE FUTURE OF CHILDREN: SCHOOL LINKED SERVICES. Los Altos, California: Center for the Future of Children. The David and Lucile Packard Foundation, 1992.

Bredekamp, S. (Ed.). DEVELOPMENTALLY APPROPRIATE PRACTICE IN EARLY CHILDHOOD PROGRAMS SERVING CHILDREN FROM BIRTH THROUGH AGE 8. Washington, D.C.: NAEYC, 1987.

Epps, Willie J. "Issues in Strengthening Linkages and the Transitions of Children," NHSA JOURNAL 10 (Winter, 1991): 44-48.

Kagan, Sharon L. "Head Start, Families and Schools: Creating Transitions That Work," NHSA JOURNAL 10 (Winter, 1991): 40-43.

Katz, Lilian G. ENGAGING CHILDREN'S MINDS: THE PROJECT APPROACH. Norwood, New Jersey: Ablex Publishing Corporation, 1989.

Levy, J.E., and Copple, C. JOINING FORCES: A REPORT FROM THE FIRST YEAR. Alexandria, Virginia: National Association of State Boards of Education, 1989.

Lombardi, J. (Ed.). EASING THE TRANSITION FROM PRESCHOOL TO KINDERGARTEN. Washington, D.C.: Administration for Children, Youth and Families, OHDS, USDHHS, 1986. ED 313130.

Melaville, A., and Blank, M. WHAT IT TAKES: STRUCTURING INTERAGENCY PARTNERSHIPS TO CONNECT CHILDREN AND FAMILIES WITH COMPREHENSIVE SERVICES. Washington, D.C.: Education and Human Services Consortium, 1991. ED 330748.

National Association of State Boards of Education. RIGHT FROM THE START. Alexandria, Virginia: National Association of State Boards of Education, 1987.

National Association of State Boards of Education. CARING COMMUNITIES: SUPPORTING YOUNG CHILDREN AND FAMILIES. Alexandria, Virginia: National Association of State Boards of Education, 1991.

"Position Statement: Guidelines for Appropriate Curriculum Content and Assessment in Programs Serving Children Ages 3 Through 8." YOUNG CHILDREN 46 (March, 1991): 21-38.
--------
This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under OERI contract no. RI88062012. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of Education.

ERIC Identifier: ED345867
Publication Date: 1992-00-00
Author: Lombardi, Joan
Source: ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL.

Back to Top

ERIC: More Than a Database

In addition to its comprehensive database of education-related documents and journal articles, the 16 ERIC Clearinghouses also respond to requests for information serve as resource and referral centers for the public, search for information, and publish and disseminate free or low-cost materials. Here's what's available on the Web sites of a few of the ERIC Clearinghouses:

ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) http://ericec.org

Located at CEC, ERIC EC focuses on disabilities and gifted education. It offers numerous frequently asked questions (FAQs) on topics in special and gifted education; a collection of ERIC digests, fact sheets, and minibibliographies; links to other resources; and more.

ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC PS) http://ericeece.org

ERIC PS covers the physical, cognitive, social, educational, and cultural development of children from birth through early adolescence. It also manages the National Parent Information Network (http://npin.org), which provides information and communications support to parents and parent support organizations.

ERIC Clearinghouse on Assessment and Evaluation (ERIC TM) http://ericae.net

ERIC TM provides information concerning educational assessment, evaluation and research methodology, and resources to encourage the responsible use of educational data. It links to the ERIC database and features the Test Locator, which lists test descriptions, test publisher addresses, and location of test reviews.

ERIC Clearinghouse on Urban Education (ERIC UD) http://eric-web.tc.columbia.edu/

ERIC UD covers programs and practices in urban schools; education of African-American and Hispanic youth; education equity; and urban and minority experiences, social institutions, and services. Topics include administration and finance; compensatory education; community involvement; cultural diversity; technology in urban education; urban and minority families; and urban teachers.

Back to Top

Smooth Transitions for All Children: A Look at the Washington State Project STEPS Model
By Polly Taylor

For the past four years, Washington State has participated in a nationwide effort to build community systems that engage key stakeholders to plan for transitions that are more effective for children and their families. The STEPS model is designed to ensure an understanding of the components of transition combined with a process for developing and implementing a transition system for young children and their families in each community. Effective transitions prepare children to enter school ready to be successful. Project STEPS supports a community approach to helping families and children plan for transitions. Young children make daily transitions from home to a child development program such as the Head Start Early Childhood Education Assistance Program (ECEAP). They also make transitions to school when they start kindergarten. Changing learning environments can be traumatic to children and cause regression in their development. Parents may also find working with the new environment intimidating. Although these transitions are unavoidable, the negative effects can be minimized. Methods have been developed to foster partnerships with parents and among representatives from programs serving children. A cooperative approach to planning for transition has been developed and tested in many states. Currently 19 communities in Washington State have completed the STEPS training, with 8 additional communities being added in spring 2001. The community teams include representatives from childcare, Head Start of ECEAP, families, public schools and early intervention programs. Participants receive training and guidance in planning, team building, change management, group problem solving and joint decision-making. Participants develop a shared vision, define the scope of their activities, identify legal and programmatic needs, and address barriers to collaboration. The project supports a variety of follow-up activities for community teams and makes available to communities training in the Helpful Entry Level Skills Checklist-Revised.

The STEPS Model Components
Work at state and local levels revolves around four areas or components identified by Project STEPS as critical to transition systems development:

• The administrative component includes both getting the job done (process) and getting along with others (interagency coordination). It creates the atmosphere of cooperation needed for transition and coordinates the other three components.
  
  
• Family Involvement is a key factor for the successful transition of young children from one agency to another. Increased involvement of families, and facilitation of early linkages are both goals of the STEPS Model.
  
  
• Child Preparation is a key element of transitions. The STEPS demonstration project developed the Helpful Entry Level Skills Checklist and Instructional Strategies Manual as tools to assist.
  
  
• Staff Development, the skills and information needed for transition, may vary in terms of specific content required by staff - from teachers and therapists to administrative level, or from sending to receiving agency.

Overall, Project STEPS presents a comprehensive plan and suggests that a systems approach is the most likely to result in gentler and more effective changes for all.

Back to Top

Transition in the Field: Experiences of EOC of Clark County and Albina Head Start
By Chuck Smith

I went out to see how a couple of programs attend to transition and to discover what they have learned form their experiences. I spoke with Colleen Clark from Economic Opportunity Committee (EOC) of Clark County in Vancouver, Washington, and Lisa Lowery from Albina Head Start of Portland, Oregon, who graciously agreed to describe their programs and share their observations.

EOC of Clark County It's in the Plan…

The foundation of EOC's transition efforts lies in its transition work plan. This work plan was initially designed in 1997-98 through the work of Jan Jewett and an agency transition task force. The first thing I noticed was that the transition work plan had survived over time and served as a regularly used, practical reference. It also had the signs of a well-used plan: scribbles, notes, highlights, and dog-ears (but no coffee stains). The clear and broad scope of the goals and purposes of the agency transition efforts seem to act as a catalyst to go beyond achieving transition success with individual children and families. In addition to clarifying the specific tasks for staff, the goals also focused on creating community approaches for early childhood, primary, and intermediary education, and building communication networks with schools and services organizations.

There were a number of standard transition activities clearly outlined in the plan. These included field trips to kindergarten classes, sharing information with the schools, more extensive planning for children with special needs, preparing parents for advocating and working with the schools, holding year-end parent conferences, facilitating kindergarten registration, contact with kindergarten teachers, and encouraging family participation in local school activities. In addition, there were elements that had a focus on changing systems. Integrating transition performance standards into the overall operations in the agency via the guidance of an agency transition coordination team is a key feature of the plan, and guides many of the activities. Staff are encouraged to promote partnerships with school personnel and develop individualized strategies that fit their service setting. Parent initiated activities related to transition are to be supported. Follow-up is done to ensure that records are accurately forwarded when children do not transition to their projected school placement. Also, parents with English as a second language are connected with translation services to aid with transition.

The outcomes of the EOC efforts have been encouraging. The Vancouver School District provides EOC with composite kindergarten assessment ratings for the Head Start children entering kindergarten. As a group, Head Start participants ranked above the total group average in the assessment results. EOC is part of the Clark County Readiness Task Force: an education and business collaborative that recently produced two brochures focused on early childhood education and transition to kindergarten ("I Am Learning in Different Ways" and "How Will I Know My Child is Ready for Kindergarten"). Internally, staff have an increased awareness of the value of transition, individualizing, and promoting continuity of care for children. In addition, strategies for promoting parent advocacy in education are being applied more frequently in other areas.

Colleen also observed that the early groundwork of developing relationships among EOC staff, kindergarten teachers, and administrators has made it possible to initiate transition activities, sometimes in an informal manner. School personnel now seek out the Head Start program for assistance. She also noted that there seems to be more avenues for making informal agreements at the classroom level in smaller school districts.

Albina Head Start Relationships: Social Learning is Alive and Well…

Transition efforts at Albina Head Start have been accented by the agency's participation in a national Head Start research study between 1991-97. As one of 32 projects, the Portland Transition Project was a collaborative effort between Albina and Portland Public Schools, with program evaluation conducted by Northwest Regional Educational Laboratory. A major question behind the Transition Project was, "What would happen if we offered school aged children and their families the kind of relationship and services they experienced in Head Start?" In case you can't wait, here is the short answer. Relating to others in a way that conveys genuine care, respect, and concern not only helps people transform their lives; it also inspires others to act in a like manner. The power of connecting with people and providing help on their terms, and modeling a "different" way of being with children and parents is beautifully illustrated in Measuring Hope, a booklet containing real life stories from the Transition Project experience (available from Albina Head Start).

The Transition Project was driven by the work of Family Service Coordinators who played three major roles: classroom assistants helping children and teachers; social service providers assisting families in meeting basic needs and solving problems, and; communication facilitators teaching parents to be advocates, and strengthening connections between parents and teachers. Other major activities of the project included monthly family nights at the school to encourage family-school interaction, regular community forums for parents and teachers featuring nationally known leaders in education, and additional training on early childhood topics for school personnel. Although services were targeted for the children and families in the study (service was provided from kindergarten through 3rd grade), Family Service Coordinators interacted with all children in the classes, and family nights and forums were open to all families in the four schools where the project operated.

Despite the challenges inherent in trying to provide multi-agency collaborative services to families for four years (families moving, staff turnover, differing levels of investment in the project by service providers), the experience yielded some valuable insights regarding effective transition to kindergarten, and how programs can lay the groundwork. Lisa explained that, as a program, Albina staff now provide a clearer presentation of one of the main purposes for working with parents: to help parents to become effective advocates for their children. Also, the information and messages conveyed to parents have been fine-tuned over time. Staff impress upon parents the importance and value of maintaining contact with school staff (teachers pay more attention to your child, school staff become more responsive, and children place value on school in proportion to how much attention the parent directs towards the child's school experience). Parents are provided with questions that can be asked at school conferences, and are taught skills on how to follow-up on initial questions. Parents are customarily provided with the achievement test results for their local school: A knowledgeable consumer can be an effective advocate.

Currently, Albina is a host site of the Oregon Parent Information and Resource Center; a resource center and advocacy development program available to parents of children from kindergarten through 12th grade.

Considerations For Programs…

The experiences of these two programs can act as a springboard for ongoing transition discussions in your agency. Consider the following:

• What functions can the transition work plan have beyond describing what is to be done? Can this plan be constructed in a way that motivates staff and promotes innovation?
  
  
• How can you illustrate that early relationship development with receiving programs is valuable in creating results later?
  
  
• What kinds of outcome tracking opportunities are possible through relationships with public schools?
  
  
• What strategies are most effective in encouraging parents to remain actively involved in the education process after Head Start?
  
  
• What roles can your agency play in creating a community educational system that values and welcomes full parent participation?
  
  
• What is the right balance between focusing on helping individual families transition to kindergarten and changing how schools connect with families?

Back to Top

HEAD START TRAINING GUIDES: MORE HELP AT YOUR FINGERTIPS
By Connie Lucas-Branson

As previously stated in the last ROX Newsletter, "The Head Start Training Guides provide you with a wonderful amount of information to assist you in providing informative, relevant, useful, and practical information. And they are right at your fingertips." There are four Training Guides that deal with Transitions. They are "Infant and Toddler Transitions", "Effective Transition Practices: Facilitating Continuity", "Planning For Transitions", and "Transitions: Parents Are Key."

For a complete discussion on how the Training Guides are arranged, refer to the article written by Susan Leschinski in the Winter 2001 issue of ROX Head Start News. It is important to note that all the Training Guides are FREE to Head Start Staff and can be very helpful when planning training events for staff and parents. New staff will find the Training Guides a great resource for self-study and "Head Start 101" information.

Infant and Toddler Transitions

• Module 1: "Infant Transitions" addresses the importance of responsive relationships, security, trust, identity formation, and consistency during infant transitions.
• Module 2: "Toddler Transitions" describes the need for continuity in relationships that provide a secure base and ease transitions during the toddler years.
• Module 3: "Transitions Beyond Toddlerhood" focuses on the Head Start Program Performance Standard requirement that programs and families plan for the transition and placement of a child six months before his third birthday.

Effective Transition Practices: Facilitating Continuity

• Module 1: "Transition and Change" sets forth the key concept that transition is an ongoing process for children/families and that there are stages they will need to go through.
• Module 2: "Transition Continuity" addresses the importance of sharing information with all the key partners involved in the transition.
• Module 3: "Partnerships for Continuity" provides information on how to develop skills to plan, implement, and evaluate transition practices and policies with parents and key community partners.

Planning for Transitions

• Module 1: "Getting on Track with Transition Planning" emphasizes the importance of planning and identifying key partners to create a team.
• Module 2: "Bringing Families on Board for Planning" provides activities that will enhance staff's ability to obtain and share information they need to develop individualized transition plans.
• Module 3: "Making Connections with Other Programs" will help staff and parents assess the relationship with sending and receiving programs, and provides ideas for strengthening these relationships.
• Module 4: "Accessing services through Community Linkages" focuses on how to identify the gaps in services when children and families are being transitioned from one program to another, and strategies for addressing the gaps.

Transitions: Parents Are Key

• "It is designed to assist parents and staff in developing skills that support the Head Start Performance Standards related to transitions. The guide encourages active learning interaction and partnering through guided hands-on activities and tools based upon real life transitions."

The Training Guides can assist you in your own personal knowledge and provide ideas and activities for all staff development. If you want some help getting started using them ask your Grantee Support Specialist from the Quality Center or Quality Center for Disabilities Services. There are several fine HS Publications on transition available, check the web site at http://www.hskids-tmsc.org

Back to Top

"The Little Things," A Broader Interpretation of Transition
By Teri Walker, M.Ed. Early Childhood Director, Kittitas County Head Start/ECEAP

"The significance of our own lives is constantly being revealed in everything that we see, feel, express, or experience. In a very large measure our entire life may be said to celebrate a concert of little things." ~George Matthew Adams

When asked to write a transition plan for Kittitas County Head Start/ECEAP, I set forth to address moving into and out of a program. Then I remembered "the little things" and a broader interpretation of transition ensued.

Integral to life is change. Transition is simply a change or passage from one place, action, mood, or topic to another. It is this broad definition that allows potential to view transition plans for young children and their families as more than a way to enter or exit from a program. We know change is a state of flux often producing anxiety. With this in mind, the essense of a transition plan becomes focused on reducing uncertainty and unfamiliarity where ever and whenever possible. The following transition plan suggestions are designed as efforts to minimize anxiety associated with change, while promoting family empowerment. Three main focus areas comprise transition in regards to Head Start, including the time before, during, and after program services. Before Head Start services are received one must follow the recruitment, enrollment and orientation process. This is the time to begin building relationships with families. Each interaction point should be viewed as a transition activity. Recruitment messages set the stage for family expectations. Well-executed recruitment campaigns, which reflect a friendly and professional approach to services, will invite family participation.

The next step must reflect a "customer service" ethic. Enrollment should never be viewed as a perfunctory requirement…it is the door to relationship building. A welcoming attitude must be presented whether in-person, through the mail, or on line. Persons entering an establishment deserve to be greeted immediately and assisted in a quick and concise manner. Even an application form can indicate customer respect. Make sure forms can be completed comfortably, that only essential information is requested, adequate response space is provided, and copy quality is high.

Remember, families have choices. Thank them for partnering with your program to enrich their child's educational experience. Utilize registration and orientation to get better acquainted. Demonstrate a genuine interest in understanding and meeting the needs of individuals. This is a time to be flexible and accommodating to the greatest extent possible. Our program orientation includes both an initial home visit by classroom staff, and an "open house" style family visit involving all program areas.

Hopefully, by the time school starts, children and their families will have met the people with whom they'll have daily contact. They will have practiced loading and unloading from the bus, as well as have visited the classroom, dining area, restrooms and playground facilities.

From the first day of school and beyond, transition considerations are important throughout service delivery. Each day children deserve to be personally welcomed and well informed. The first few days of school are spent familiarizing children with the total classroom experience, establishing expectations and routines. There is so much to learn during this time, it is important to plan activities according to what is essential. For instance, learning to use scissors is not crucial to the beginning experience…so don't complicate matters by making scissors available.

Daily transitions either make or break the classroom experience. Even when children are comfortable with their routine, it is respectful to let them know what is going to happen throughout the day. Discussing the daily schedule, announcing the next activity, and preparing for change reduces the time and anxiety of daily transitions. For example, it is easier to transition to clean up after announcing, "5 minutes until clean up." Children have a chance to complete their work, know what to expect next, and when.

Families deserve similar consideration, sharing a general outline of family expectations allows families a chance to tailor their own involvement. After scheduling a family contact appointment, a reminder is often used. It is important to realize that the reminder is not just for staff convenience, it is a transition piece. A simple reminder allows families to set their thoughts in motion and to prepare themselves for their meeting. Involving families in planning the next contact is another crucial element to true interest and involvement.

It seems, just as relationships are developing, it is important to assist children and families in preparing to leave the program. Extended breaks provide opportunities to encourage children and families to continue to engage in activities, which stimulate development. Programs can assist by preparing materials and instructions for family-centered and independent activities for children. This is a great time to remind families that ideas need not be elaborate or expensive to be engaging. A spray bottle with water and a couple drops of food coloring can turn a winter break day, into a snow painting extravaganza. During Spring break, a packet of seeds, some dirt and a few peat pots add to the experience shared by reading a children's book about gardening. And who could resist the opportunity to enhance the sidewalk or house by "painting" with a large paintbrush and bucket of water--pure summer fun. Planning classroom time is expected; planning non-classroom time is another way to highlight transitions.

Finally, leaving the program and moving on to kindergarten becomes the focus. Exiting strongly involves establishing communication and interactions among staff, families, and receiving schools. This process entails a series of timely contacts. Our program begins with a Transition Passport completed by each family and teacher. The most impressive "sales" feature of the passport is a color photo of each child. From the beginning children have the opportunity to be viewed as individuals. The passport also features both a child profile and family involvement profile to provide helpful information to the receiving kindergarten teacher, prior to meeting with the family. The last page of the passport is the individual transition plan, a place for the family and sending teacher to carefully consider and note special considerations or accommodations which might ease the transition process.

When preparing to send a group of transition passports, it is good practice to enclose a letter to the receiving school. Provide a welcoming yet purposeful message such as, "We believe our collaboration with your school provides families an opportunity for smooth transition." Children and families are interested in seeing their new school. An invitation to arrange a site visit can begin with, "Thank you, your partnership is valuable to the families we both serve." To assume responsibility for this activity the note can include, "In anticipation of the upcoming school year, we would like to make arrangements for a representative from our staff to accompany families on a special visit to your school." And in closing, take charge, "I will be contacting you in the near future to make final arrangements and to answer any questions you might have." Arranging site visits in this manner promotes a family-friendly experience.

At the K-12 level, much of parent involvement and advocacy happens through participation in a parent group. Unfortunately, this can be an intimidating experience for some. Fortunately, we can help ease this transition for families. Instead of relying on parent groups to invite new members, create a proactive invitation to introduce entering families. "How exciting…(your program name) is pleased to announce we have involved families interested in your parent organization. Our program promotes family participation in education. As a result, you have the opportunity to reap the rewards of experienced volunteers. It would be my pleasure to make newcomer introductions at your next meeting. I will contact you in the near future to make further arrangements." This allows families to attend their first parent group meeting with familiar support.

It is important to encourage advocacy, involvement and leadership well beyond Head Start. To continue an environment of support, invite families leaving kindergarten to assume a mentoring role for new kindergarten families. This is also a great way to introduce families to Head Start and maintain relationships with families transitioning to kindergarten.

Transitions are simply points to pause in life before moving on. You can help children and families expect those pauses to be meaningful and enjoyable. Encourage celebration for a concert of little things.

Back to Top

Successful Transitions for Children with Chronic Health Conditions
By Betty Anderson-Shuler

Four-year-old Corey played quietly throughout the home visit while his mother, teacher, and family advocate worked on developing his kindergarten transition plan. Corey didn't seem to be paying much attention to the conversation that focused on the tremendous progress that he was making this year with social development, language and pre-literacy skills, and developing a plan to support his continued progress. Corey smiled and nodded from time to time and then went back to his cutting and gluing project. There were plans made for Corey and his mother to visit his new school and meet the kindergarten teachers. They identified books to read about kindergarten and change, and began a calendar to highlight important events to come. They planned for Corey's mom to meet with some of the other parents who's children will be going to the same school and began all the paper work necessary to transfer Corey's educational records. It had been a great year for Corey at Head Start and everyone was optimistic about his successful transition to kindergarten.

After the adults were finished talking and the teacher began packing up her special craft box, Corey suddenly and clearly asked, "Do they have peanut butter at my new school?" Everyone was silent. How could they have forgotten to plan for Corey's severe peanut allergy? Possibly, it was because the Head Start program had done such a competent job of setting up a safe environment for Corey that he had gone the whole year without any allergic reactions. His mother too, had relaxed her vigilance as she became comfortable that he was in a safe place with well-trained staff and a good emergency plan. Corey's teacher thanked and praised him for asking such an important question. A date was set for another meeting, including the health coordinator and the nutrition specialist, to begin developing a health transition plan for Corey.

Planning for the safe and successful transition for children with special health care needs is a clearly important part of quality transition planning. Planning for children with chronic health conditions should include establishing communication with school staff and the child's health care provider, support and involvement of parents, and activities to assist the child in knowing how that their health needs will be met and that the adults in the new environment can keep them safe. Activities for the child may include visits to the school to meet the school nurse and to see where and how their medications and medical supplies will be kept, visits with older children at the school with the same or similar medical condition, reading of stories about children with similar health diagnosis, and even dramatic play opportunities.

Parents often need extra support as they begin to advocate for their child in a new and bigger setting with a different set of rules and support services. It is important for parents to be made aware of the differences in services that may be available at the school. For example, Head Start programs often help parents with health appointments and transportation. Services such as this probably won't be available in the new program and parents may need support in problem solving how to accomplish these tasks. Head Start staff can help parents set up meetings at the new school to discuss their child's special needs and determine if the child may need a Section 504 accommodation. Head Start staff can also help parents acquire written materials, sample forms, pictures, and even videotapes that can help them explain their child's medical condition and necessary accommodations.

Bringing the school nurse and the child's health care provider into the planning process as early as possible often brings great rewards. When school nurses are aware early that a student with special health care needs is on the way, they can support placement in the best classroom (or school) and begin training school staff on the child's health status and response to emergencies before the beginning of the school year. Involving the child's health care provider can help in the development of a medically appropriate plan, and increases the provider's awareness of changes in the child's and in the caregivers' lives. In some circumstances the health care provider may even train school staff or make available someone from their office to provide training.

In Corey's case, the school nurse was able to support his placement in a classroom with a teacher who herself had life threatening food allergies, arrange for specially prepared school lunches, and even set up a supervised peanut-free table in the school lunchroom where Corey would be able to eat safely with his friends. By the time school started in September, the school staff had been trained, signed emergency plans were in place, and Corey was oriented to where his medications were stored and who to go to in an emergency.

The Head Start program provided Cory's mother with a copy of the Food Allergy & Anaphylaxis Network publication, The School Food Allergy Program, to support her as she educated staff and interested parents at Corey's new school. Cory was able to share the videotape from the kit, "The Elephant Who Couldn't Eat Peanuts" with his class during the second week of school. The Head Start nutrition specialist consulted with the school food service and provided staff training for the after-school childcare program that Corey would be attending.

Using the same principles that support successful transition for academic and developmental needs, while paying special attention to health concerns, creates a safe and successful transition for the child with special health care needs. In summary, Head Start programs can put together a multi-disciplinary team of professionals and the parents to develop the health transition plan, involve and support parents throughout the transition process, facilitate communication with the school staff and help prepare the child for the transition. The resources listed below may assist Head Start staff with planning for kindergarten transition for children with some of the more common, chronic health conditions. For additional information Head Start staff may contact their Quality Center or Quality Center for Disabilities Support Specialist, local school nurses and the local Public Health Department programs for children with special health care needs and childcare health. Remember too, to use the excellent Head Start Training Guide, Caring for Children with Chronic Conditions, when training staff to work with children with chronic health conditions and their families.

FOR MORE INFORMATION

FOOD ALLERGY
The Food Allergy & Anaphylaxis Network 703- 691-3179 www.foodallergy.org
The School Food Allergy Program. Students with Food Allergies: What Do the Laws Say?
The Childcare and Preschool Guide to Managing Food Allergies.

ASTHMA
Asthma & Allergy Foundation 1-800-7-ASTHMA www.aafa.org
Managing Asthma in School: An Action Plan (videotape).
American Lung Association 1-800-LUNG USA www.lungusa.org/asthma
Open Airways for Schools.
IAQ for School Action Kit.
IAQ Basics for Schools.
A is for Asthma (videotapes and support materials).

DIABETES
American Diabetes Association 1-800-342-2383 www.diabetes.org
Sample Section 504 Plan and Health Care Plan for a Student with Diabetes. Care of Children with Diabetes in the School and Day Care Setting - ADA position paper.
American Diabetes Association - Serving Oregon and Clark County Washington 503- 736-2770 x 25 www.diabetes.org/adaor/kids/printaudio
Taking Diabetes to School. Diabetes in the Classroom: A Guide for Schools. Care of Children with Diabetes in Childcare and School (videotapes).

EPILEPSY/SEIZURE DISORDERS
Epilepsy Foundation 1-800-332-1000 www.efa.org
Making Our School Seizure Smart.
Education Fact Sheet - About ADA and Section 504 Accommodations.
Seizure Disorders and the School I (videotape).
Because You Are My Friend (videotape).

Back to Top

Anticipating Transition Issues in EHS: Developing a Thoughtful Approach Developed
by the Region X Early Head Start Workgroup: Julianne Crevitan, Region X ACF/Head Start Branch; Terry Elofson, Region X Senior Early Childhood Associate for the Zero to Three National Resource Center; Mary Foltz, Region X Head Start Quality Center; Leslie Keller, Region X Quality Center and Quality Center for Disability Services; and Polly Taylor, Region X Quality Center for Disability Services.

In the Head Start Performance Standards we read: 1304.41 (C) (2) 2) To ensure the most appropriate placement and services following participation in Early Head Start, transition planning must be taken for each child and family at least six months prior to the child's third birthday. The process must take into account; the child's health status and developmental level, progress made by the child and family while in Early Head Start, current and changing family circumstances, and the availability of Head Start and other child development service in the community. As appropriate, a child may remain in Early Head Start, following their third birthday, for additional months until he or she can transition into Head Start or another program.

Perfectly Clear?

Transition planning is a complex process that needs to be individualized for each child, family, program, and community. To assist staff and families with transition processes, your program needs to assess its current capacity for transition planning. Program-wide dialogues with staff and parents will help with the process of developing policies and procedures that contribute and support well-conceptualized transitions for children and families. Here are some guiding questions to help you and your program develop a thoughtful and developmental approach to transitions to other programs and settings.

FAMILY PARTNERSHIPS

Throughout transition planning it is important to maintain a true partnership with the family. How does your program balance the importance of providing relationship-focused services with meeting procedural requirements? When and how is your program beginning the transition process with the family? What services, placements, or supports does the family want for their child after the Early Head Start program? How will this be articulated in the Family Partnership Plan? How does your program help the family explore available options for a "good fit" with the child's developmental and individualized needs? How do you prepare the children, families and staff for separation from the Early Head Start program?

SYSTEMS PLANNING

Community Assessment…

Does your community assessment indicate the available resources, centers, and providers of early childhood education, early intervention and family support services in each of your service areas? Do the receiving programs have a waiting list? What is the capacity of receiving programs to support families with complex issues? How can your program support that capacity? Are you fostering communication with potential community partners to ensure smooth transitions?

Self-Assessment…

What capabilities does your program have for serving three-year-old children? If you are a birth to five program, how does staff from Head Start and Early Head Start work together to integrate and coordinate goals, services and curriculum with families who have a child in both Early Head Start and Head Start? How are you working towards providing seamless services for all of the Early Head Start/ Head Start families in your program? What assessment strategies do you use to assure that your program options and services meet the needs of families?

Program Options…

If you are a birth to five program, how are you serving and adapting to the needs of young three year olds, regarding such issues as class size, ratio, curriculum, diaper changing, staffing patterns, continuity of care, and facilities? If you are a stand-alone Early Head Start program, does your local Head Start program serve three-year-olds? Are you familiar with their eligibility criteria? How are you working with your local Head Start program to ensure smooth transitions? How do you partner with them regarding adapting to the needs of three year olds (class size, ratio, curriculum, etc.)?

Program Governance Planning…

Has your policy council developed a philosophy and policies for serving three-year-olds? Does your program have clear policies regarding the age at which children must transition from Early Head Start? Do your program's eligibility, recruitment, selection, enrollment and attendance policies clearly address three-year-olds? Do your ERSEA policies reflect and support your program's philosophy regarding continuity, duration and intensity of services? If you are a birth to five program, do you have a clear policy and process for redetermining eligibility for three years olds?

Human Resources Planning…

How are you building the capacity of your resource, referral or service coordination team to respond to transition issues? Who leads the transition process for each family? Who is responsible for keeping track of the timelines in the process? How does communication and record-keeping take place throughout the transition planning process? What kind of training and supervisory support might you provide to best support staff's capacity in the transition process? How do you help staff prepare for their own reactions to transitions of children and families?

CONCLUSION

We have listed some questions for you to consider as you develop and strengthen your program's approach to transition planning for children, families and your communities. The process is not easy; it requires open dialogue, thoughtful planning, commitment, and time. The number of questions included may seem daunting or overwhelming. But we have tried to "tease out" some of the challenging aspects of facilitating successful, individualized transitions for children and families leaving Early Head Start. We encourage you to take an honest look at the strengths and weakness of your program's current transition policies, practices and goals. What is working? What are the challenges? Are all the key players involved in the self-assessment and planning processes? Once you consider your current transition practices, you will then be best prepared to modify or develop your policies and procedures so that they will contribute to and support well-conceptualized transitions for children and families as they move beyond their Early Head Start experience.

Back to Top

POSITIVE TRANSITIONS: Head Start and Public School Partnerships Beyond the Bus Stop
By Matthew Porter

Transition: the responsibility of two educational institutions to provide a smooth and effective procedure for a family to become actively involved in the long-term educational process for their child beginning in Kindergarten. This simple definition provides the framework for an understanding of the complexities involved in continuing the Head Start model of family empowerment within the Public School traditions.

In outcomes based educational systems how can we best help to facilitate the inevitable inclusion of children and parents who have had the Head Start experience? It appears, from my research, that the bonds between many Public School Systems and HS have gone through a positive transformation. In the not too distant past many Public Schools actively discouraged the participation of low-income families in their child's formal education. The Head Start model empowers parents to become the primary educators of their children. Also, parents are expected to provide time and effort in a wide range of activities such as volunteering in the classroom and governance of the program. Many traditional Public Schools don't or won't utilize parent empowerment models but positive changes are on the horizon.

The National PTA has developed a standard called the Continuity for Success Transition Planning Guide-Building Effective Transitions. This handy guide provides a transition checklist that is easy to use. Policy Councils, Family Service and classroom teachers would find familiar Head Start terminology utilized throughout this guide. The generic "best practices" ideas feature a nationwide positive cooperation system between Head Start and Public Schools. Continuity of active parent involvement is another component. You can find this guide on line at http://www.pta.org/programs/cfs/transition.htm

In the ERIC digest Beyond Transition-Ensuring Continuity in Early Childhood Services the author, Joan Lombardi, discusses continuity using a historical perspective. She emphasizes three key elements for success- Developmentally Appropriate Practice, Parent Involvement and Supportive Services. Her use of language provides clear meanings in a family friendly format. The historical bibliography is comprehensive and a nice touch. This article can be found at http://www.askeric.org/ search database #ED345867.

In a series of articles including Maintaining Ongoing Communication Between Preschool and Kindergarten Staff the authors provide practical guides with useful tips. They stress mutual respect and understanding as key elements. The table of contents allows all levels of staff to understand how critical this transition process is for the children and families they serve. See http://www.scoe.otan.dri.us/webfarm/transitions/contents.html

Hopefully these resources and others will provide with a solid framework for this critical period in childrens' lives. Cooperation between Head Start and the Public Schools begins at the top. As a Head Start Director your positive attitude will inspire your staff and your community. We are living in a time of "education reform" and certainly one of the main thrusts is testing and accountability. These same themes ran throughout our recent National Head Start Child Development Institute. Preparing the children in our charge is our, professionals and parents, responsibility and challenge. Working with our Public School partners will enable Head Start graduates to reach their full potential within the context of family empowerment.