Welcome to Transition Across Continuum of Early Learning Professional Development Series

Transition from early care to formal schooling

Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us

Welcome to

Transition Across Continuum of Early Learning

Professional Development Series



Works with a Kindergarten

Teacher____________

Has an Early Childhood

Education degree____________

Works in a Keystone STAR child care

program____________

Takes / welcomes preschool children

in kindergarten classrooms

____________

Networks with other Early Learning

programs____________

Is a Preschool Teacher

____________

Has had their own children in child

care

____________

Has taught both preschool and kindergarten

____________

Includes parents in transition

activities / planning____________

Has a copy of the early learning

standards in their classroom

____________

Integrates community leaders

in transition planning

____________

Knows what OCDEL stands for

____________

Has visited / utilized the SAS website

____________

Considers transition supports in daily

routines____________

Considers relationship building

in transition planning

____________

Has participated in a transition planning

meeting with a district/preschool

____________

Shares / receives year end child

outcome reports____________

Utilizes parents to support the learning

in the classroom____________

Has connected goals to transition

activities____________

Has made contact with an Elementary

Principal____________

Utilizes child screening results

____________

Uses a research-based curriculum

____________

Has worked in an kindergarten

classroom____________

Meets regularly with a Transition

Team____________

Evaluates transition practices for effectiveness

____________

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• NOUN - Movement, passage, or change from one position, state, stage, subject, concept, etc., to another

• VERB - To make a transition: He had difficulty transitioning from an enlisted man to officer.

• Synonyms - Changeover, passing, conversion.

Transition Definitions:

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Pennsylvania Learning Standards for Early Childhood

Providing a framework for Transition

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http://www.pakeys.org/uploadedContent/Docs/PD/Standards/Infant%20Toddler%202010.pdf

http://www.pakeys.org/uploadedContent/Docs/PD/Standards/Pre-Kindergarten%202010.pdf

http://www.pakeys.org/uploadedContent/Docs/PD/Standards/Kindergarten%202010.pdf



Why worry about implementing positive transition practices?



The sustainment ofdevelopmental and academic gains attained inquality early education settings.

(Howes, C. et. Al., 2007)

Implementation of effective transition strategies has been linked to:

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We know that positive outcomes occur when there is alignment of expectations and practices between

settings.



We know that parental

involvement is important to child

success.



We know that effective transition practices build POSITIVE

teacher /child relationships.



1. Understand OCDEL’s framework for transition,

2. Evaluate current transition practice, and

3. Identify a means to plan and implement continual quality improvement

OVERALL LEARNING OBJECTIVES

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This training consists of two phases with 3 modules covered during each phase.

Phase 1 (3 hour session)• Overview• Management of Transition Practices• School in Community

Take home assignment

Phase 2 (3 hour session)• Child to School• Family to School • School to School

Design of this Professional Development Series

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T.A.C.E.L.( Transition Across Continuum of Early Learning)—a framework for school readiness and school success based on aligning systems in which transition is understood as an on-going process beginning at birth and continuing through entrance into formal schooling to 3rd grade. Sending schools - This term refers to early learning centers, faith based providers, private preschool and any other early learning center in which children are enrolled or attend and which will transition children into a formal school.

Receiving schools -This term refers to any educational entity in which children attend their formal schooling.

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WHERE CAN I FIND THESE TOOLS?

Best Practice Rubric (BPR): A tool for self-assessment of transition practices which includes a continuum of effective strategies for both the sending and receiving schools.

Best Practice Worksheet: A tool for reflection on current practice, which details each indicator on the BPR and asks what’s working, what needs improvement, and what are my next steps.

Best Practice Action Plan: A tool used to score each BPR indicator, prioritize nest steps, and develop and plan to accomplish goals.



Transition Toolkit- What’s in there?

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www.pdesas.orgor

www.pakeys.org



Introducing the

Best Practice Rubric

for Transition

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Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us Best Practice Rubric

Management of Transition PracticesBest Practice Emerging Best Practice Progressing Best Practice Achieved

Audience Transition practices are in place and are implemented for limited groups of children (i.e. those children with IEPs, children identified “at risk”)

In addition to transition practices offered to limited groups of children, some transition practices are offered to ALL children.

All available transition practices are offered to ALL children.

Personnel Issues related to transition are handled by the guidance counselor or other district personnel as an add-on to position responsibilities.

Issues related to transition are handled by one, identified person as a dedicated portion of their job responsibilities.

There is a designated Transition Coordinator at the district level and one team leader within each feeder school.

Most, but not all, of individual schools serving Kindergartners within the district participate in transition activities.

All schools serving Kindergarteners within the district participate in transition activities. Some of these activities are coordinated events across the district.

In addition to the previous indicator, school district personnel also participate in and/or promote county-wide and/or state-wide transition initiatives.

Teachers volunteer time to engage in transition practices that extend beyond their contractual obligations.

Incentives are provided for teachers to engage in transition practices that extend beyond their contractual obligations.

Transition practices are incorporated into and are compensated as part of teachers’ contractual obligations.

Transition Plan A written Transition Plan is present. A written Transition Plan is current, is implemented, and is reviewed and updated periodically.

A written Transition Plan is current, is implemented and is reviewed and updated on an annual basis. Plan effectiveness is evaluated annually.

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Management of Transition Community School

Child SchoolFamily SchoolSchool School

Best Practices: Building Connections

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Transition Framework – Pianta

Create Points of Connections Between the Systems

Community – School Child – School

Family – School School – School

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Ecological model– Pianta

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Transition Framework – PiantaCreate Points of Connections Between the Systems Through:

1.Community - School - To facilitate continuity in the transition process within the community.

2.Child - School - To increase children’s familiarity with the classroom setting and those within it.

3.Family - School - To increase family collaboration and involvement with the school and transition process.

4 School - School - To provide children with stable classroom experiences across time.

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Welcome to Transition Across Continuum of Early Learning Professional Development Series

Documents

Transcript of Welcome to Transition Across Continuum of Early Learning Professional Development Series