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BETH ROUS UNIVERSITY OF KENTUCKY Working With Multiple Agencies to Plan And Implement Effective Transitions For Head Start Children Prepared for the Head Start Center on Inclusion Broadcast Call December 15, 2010

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A framework for thinking about collaborative transition services The current research literature on transition Key transition practices and strategies Free resources to support your transition planning efforts Today We Will Explore. 5

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A Framework For Thinking About Transition Rous, Hallam, Harbin, McCormick & Jung, 2007 6 Transition Practices & Activities Interagency Service System Supportive Infrastructure Alignment & Continuity Communication & Relationships Child & Family Preparation Child & Family Adjustment

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Measuring Transition Outcomes for Families Harbin, Rous, Peeler, Schuster & McCormick, 2007 7

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Measuring Transition Outcomes for Children Rous, Harbin, & McCormick, 2006 8

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WHAT DOES THE CURRENT RESEARCH TELL US ABOUT TRANSITION Evidenced Based Practices 9

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Research has found several transition practices such as establishing positive teacher-child relationships, and coordinating transition supports between sending and receiving programs were associated with better adjustment and increased learning in the new setting for young children. Bottom Line of Effective Transition Practices 10

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A good match between sending and receiving programs was associated with more successful transitions Teaching skills that children will need in the next educational setting prior to transition was associated with better adjustment and increased learning and development in the new setting. Factors Associated with Positive Transition Outcomes 11

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A close, positive relationship between a teacher and a child as a part of the transition process was associated with: improved cognitive skills, better social relationships, and fewer behavior problems for typically developing children. improved cognitive skills for children with developmental disabilities. 12 Factors Associated with Positive Transition Outcomes

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PRACTICES AND STRATEGIES TO SUPPORT CHILDREN AND FAMILIES IN TRANSITION Recommended Practices 13

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Practices = key elements of transition planning that are: broad and global, can be implemented in ways that reflect a shared understanding of the intent of the practice, and are regularly and consistently implemented across staff and programs. Strategies = program or classroom specific activities used to implement a practice Transition Practices & Strategies National Early Childhood Transition Center, Rous, 2009 14

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Organization of 21 Practices By NECTC Conceptual Framework: Interagency Structure (7) Continuity and Alignment (4) Communication and Relationships (2) Child and Family Preparation (6) Child and Family Adjustment (2) 15 National Early Childhood Transition Center, Rous, 2009 Interagency Service System Supportive Infrastructure Alignment & Continuity Communication & Relationships Child & Family Preparation Child & Family Adjustment

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Organization of the 1335 Strategies Strategies Home Visits Program Visits Training & PD Info to Families Parent to Parent Cross Program Communi- cation Cross Program Child & Family Info Sharing Individual Supports Program Policies 16

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Transition TiPS - Web-Based Toolkit of Transition Practices and Strategies Designed to assist in the identification of specific practices and strategies to programs identify possible transition supports and services Based on socially validated practices and strategies identified through NECTC research http://www.hdi.uky.edu/SF/NECTC/Home.aspx Or Google National Early Childhood Transition Center Accessing the Practices 17

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A primary contact person for transition is identified within each program or agency. Referral processes & timelines clearly specified. Enrollment processes & timelines clearly specified. Program eligibility processes & timelines clearly delineated. Staff & family members are actively involved in the design of transition processes & systems. Families meaningfully participate as partners with staff in program- and community-wide transition planning efforts. Agencies develop formal mechanisms to minimize disruptions in services before, during, & after the transition of the child and family. Interagency Structure 21

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Community- & program-wide transition activities & timelines are identified. Conscious & transparent connections are made between curricula & child expectations across programs/environments. Transition plans are developed that include individual activities for each child and family. Children have opportunities to develop & practice skills they need to be successful in the next environment. Continuity and Alignment 22

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Sample Strategies Arrange family visits (individual or very small group) to different programs and schools before the transition to programs occur. Conduct a home visit before program/school starts to build rapport with the child and family, to build rapport and gather information, and to discuss general classroom structure, activities, etc. Providers/Teachers arrange for children to visit their future teachers and classrooms. Provide opportunities for a child's family to talk with preschool & kindergarten staff about the special needs of their child &/or details like meals, transportation, & special services available. Transition plans are developed that include individual activities for each child and family. 23

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Arrange for the child and family to visit the class to orient to them to the new environment. A visit to the new setting prior to the transition allows the family to consider the individual needs of their child relative to the new environment. It can help the child and family participate in the transition process more confidently because they have a better understanding of the receiving classroom. Transition plans are developed that include individual activities for each child and family. 24

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The teacher can work with the family to help identify specific ways in which the new classroom can be modified to support the childs engagement and adaptation by using an observation guide during the initial class visit. 25

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Methods in place to support staff-to-staff communication both within & across programs. Staff roles & responsibilities for transition activities are clearly delineated. Communication & Relationships 26

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Sample Strategies Provide meeting time for teacher & paraprofessional for transition planning. Provide stipends to staff to collaborate & plan prior to beginning of school year. Preschool & kindergarten staff swap classes & teach for a time to understand sending & receiving environments. Develop partnerships & offer cross-training between regular & special education administrators & staff. Provide release time for teachers to support transition planning. Methods in place to support staff-to-staff communication both within & across programs. 27

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Staff-to-staff communication both within & across programs. 28 Sending practitioners identify child needs related to transition. The sending practitioners work with the family to develop a child transition profile to help with transition planning.

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The profile includes questions that can help identify specific skills, needs and supports to help plan for: child engagement in the new environment childs adaptation to the structure and culture of the new environment 29

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Staff know key information about a broad array of agencies & services available within the community. Individual child & family transition meetings are conducted. Families are aware of the importance of transition planning & have information they need to actively participate in transition planning with their child. Families needs related to transition are assessed & addressed. Families have information about and are linked with resources & services to help them meet their specific child & family needs. Families actively participate in gathering information about their childs growth and development. Child and Family Preparation 30

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Sample Strategies Provide family with information they need to help make decisions and about how their child's services will change after transition. Provide families with specific information about the new setting, such as the name of a contact person, skills this child would be expected to have, & assessments needed. Inform & educate families on all possible placement options, & the procedures & expectations of the programs. Support families in being part of the decision-making team about where/when their child will go for services after transition. Active Participation of Families in Transition Planning 31

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Receiving practitioners conduct a home visit before the child enters the new setting to build rapport with the child and family, gather information, and discuss general classroom structure, activities, and routines. Active Participation of Families in Transition Planning 32

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Initial home visits with the child and family should focus on: building a relationship with the child and family, describing the program to the family, determining what the familys worries and concerns are about the transition, and determining with the family what activities will support them in preparing their child for that first day in the new setting. 33

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Transition team members share appropriate information about each child making a transition. Staff follow-up on children after the transition to support their adjustment. Child and Family Adjustment 34

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Tools and Supports 35

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NECTC Website 36 http://www.hdi.uky.edu/SF/NECTC/Home.aspx

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Publications and Materials 37

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CONNECT Module Homepage

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Refined and Disseminated Foundations of Transition for Young Children

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Definition of the Practice Transition practices are an intentional set of activities that promote communication between sending and receiving practitioners, engage families in collaborative planning, and support the preparation and adjustment of children and families to a change in settings or programs. Central to these practices is a close, positive relationship between the child, family, and teacher in the receiving program. Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation > > > >

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Module 2: Resources Foundations video 4 video clips 13 activities 19 alternate activities 13 handouts 9 audio clips 22 instructors activity guides

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Opportunity for Questions Thank You 42 Additional information: http://www.hdi.uky.edu/SF/NECTC/Home.as pxhttp://www.hdi.uky.edu/SF/NECTC/Home.as px brous@uky.edu