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Working With Multiple Agencies to Plan And Implement Effective Transitions For Head Start Children

B E T H R O U S U N I V E R S I T Y O F K E N T U C K Y

Prepared for the Head Start Center on Inclusion Broadcast Call December 15, 2010

Today We Will Explore….

    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 5

A Framework For Thinking About Transition

Interagency Service System Communication & Relationships Transition Practices & Activities Child & Family Preparation Child & Family Adjustment Rous, Hallam, Harbin, McCormick & Jung, 2007 6

Measuring Transition Outcomes for Families Child and Family Preparation Child and Family Adjustment Harbin, Rous, Peeler, Schuster & McCormick, 2007 7

Measuring Transition Outcomes for Children Child and Family Preparation Child and Family Adjustment Rous, Harbin, & McCormick, 2006 8

Evidenced Based Practices

W H A T D O E S T H E C U R R E N T R E S E A R C H T E L L U S A B O U T T R A N S I T I O N

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Bottom Line of Effective Transition Practices

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.

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Factors Associated with Positive Transition Outcomes   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.

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Factors Associated with Positive Transition Outcomes  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

Recommended Practices

P R A C T I C E S A N D S T R A T E G I E S T O S U P P O R T C H I L D R E N A N D F A M I L I E S I N T R A N S I T I O N

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Transition Practices & Strategies

  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 14 © National Early Childhood Transition Center, Rous, 2009

Organization of 21 Practices

 By NECTC Conceptual Framework:  Interagency Structure (7)   Continuity and Alignment (4) Communication and Relationships (2) Interagency Service System Communication & Relationships  Child and Family Preparation (6)  Child and Family Adjustment (2) © National Early Childhood Transition Center, Rous, 2009 Child & Family Preparation Child & Family Adjustment 15

Organization of the 1335 Strategies

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

Accessing the Practices

   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 17

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Interagency Structure

       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. 21

Continuity and Alignment

    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. 22

Transition plans are developed that include individual activities for each child and family.  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. 23

Transition plans are developed that include individual activities for each child and family.

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. 24

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

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Communication & Relationships

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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. 26

Methods in place to support staff-to-staff communication both within & across programs.  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. 27

Staff-to-staff communication both within & across programs.

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. 28

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

Child and Family Preparation

      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 child’s growth and development.

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Active Participation of Families in Transition Planning  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.

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Active Participation of Families in Transition Planning

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.

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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 family’s 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

Child and Family Adjustment

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

Tools and Supports

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NECTC Website

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

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Publications and Materials

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CONNECT Module Homepage

Foundations of Transition for Young Children

Refined and Disseminated…

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

Module 2: Resources

 Foundations video  4 video clips  13 activities  19 alternate activities  13 handouts  9 audio clips  22 instructor’s activity guides

Thank You

Opportunity for Questions

Additional information: http://www.hdi.uky.edu/SF/NECTC/Home.as

px [email protected]

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