SUBJECT: Partnerships with other community agencies, formation of advisory committees, and development of transition services.

1. The Lead Center Teacher will contact Principal/Kindergarten Teachers to introduce themselves (Sept./Oct.) and set up an initial transition meeting in order to develop a plan of action. Objectives of initial meeting include:

• To become acquainted with Head Start and School/Community Program staff and share information about each others program.
• Give an overview of the Head Start philosophy and what the goals are for children and families.
• Explore how to provide more continuity of experiences and expectations for young children and a smooth transition from Head Start to the Public School System/Community Programs.
• Share developmentally appropriate activities that can be provided in the Head Start and Public/Private School Classroom.

2. Teachers may visit and observe each other’s programs to share their environments, daily schedule, small group activities, and meet parents.

3. Public/Private School staff will be invited to attend a Head Start parent meeting and talk about successful transitions and parent involvement in the Kindergarten classroom.

4. On-going training of Head Start staff around transition to include:

• Head Start philosophy
• Discuss barriers and the strategies to overcome them
• School Readiness, i.e. Early Literacy, Early Math, Social competency

5. Joint Open House in order to share environments, daily programs and meet parents.

6. Collaborate with School staff/Site council to ensure parents receive information and assistance about the public school at the kindergarten registration process.

7. As needed, plan an end of the year Case Conference meeting that includes Kindergarten teachers, Head Start staff and parents to share information that will meet the needs of individual children; i.e.: developmental progress, Individual Learning plan of strengths and needs, behavior plan, and to transfer records (health, social services, education). A release of information may be signed by the parent/guardian if they are willing to exchange information.

8. Once children move on to Kindergarten, Head start staff will be available to answer questions and discuss progress of the child as the need arises with permission form the parent/guardian. (Consent to Release Information form)

Education and preparing parents for transition and for their continuing role in their children’s education.

9. Involve parents in assessment activities.

• Ask parent to write observations and/or give verbal input of specific skills they notice in the classroom or socialization. i.e.: cutting, drawing, building etc/ and share information they observe about their child from home.
• Share information about the Outcome/Galileo and its role in developing goals and strategies on the Individual Learning Plan.
• Review their child’s progress regularly through informal meetings, parent conferences, Home Visits, and review of the child’s portfolio.
• Invite Kindergarten teachers and Principal to a parent meeting to discuss Kindergarten transition, parent involvement and other aspects of the Kindergarten experience.
• Head Start staff may accompany parents to a School site/Council (PTS) meeting before the end of the school year so Head Start parents can meet other parents and see how the Council Meetings are conducted.

Enact transition activities at the final parent conference.

• Distribute and discuss handouts on Transition Activities for children and their families.
• Distribute the "Calendar of Summer Activities", which provides ideas to enhance the preschoolers skills during the summer months.
• Review the child’s portfolio and discuss progress achieved and areas for continued growth.
• Parents will receive information to assist them in becoming advocates for their child’s education.
• Provide parents information on agencies serving young children with disabilities and childcare referral agencies.
• Teachers will develop individual transition plan with parents of children with special needs. (Child Assessment Results and Transition Checklist).
• Provide ESL information and translator referral as needed.
• Provide social service support and referrals for transition; i.e.: after school/extended day care, transportation, health care, (Kindergarten immunizations, physicals).
• Encourage parents to accompany their children during transition activities; i.e.: walking field trips to the elementary school, school bus ride, visits to the cafeteria, library, etc.
• Preparing children for and involving children in transition experiences.

10. Become familiar with the new environment by scheduling a visit to the elementary school/community programs. Visits can include a tour of the school and playground, eating lunch in the cafeteria, a bus ride, participating in a special event like an assembly or "morning sing".

k. Video tape and/or take pictures of the new school to look at when returning to Head Start; use pictures for dictation, follow up discussions and as a visual transition tool.

11. Mainstream Kindergartners and Head Start children when appropriate.

12. Invite Kindergarten children or an older sibling to visit Head Start and talk about his/her school experience.

13. Role-play what it is like to be in Kindergarten. Talk about what some new rules might be; i.e.: raising hands, lining up, sitting "Kindergarten style", more small group activities.

14. Integrate transition activities throughout the curriculum and lesson plan.

• Write stories about "your new school and what you think the school will be like".
• Use puppets to represent adults in the elementary school; i.e.: librarian, principal, teacher, and janitor.
• Provide props throughout the classroom; i.e.: school buses, desks, lunch boxes, cafeteria trays and kindergarten classroom materials.
• Provide books about Kindergarten, riding on a school bus, making new friends.
• Have children draw a picture about visiting a Kindergarten class. Make a class picture book out of them, dictate stories.