Transition Procedures

Number:ED9 Transition Procedures / Effective Date: / Relates toCFR #:1304..41(c)(1-3); 1304.40(h)(1-4); 642A of 2007 Head Start Act

SUBJECT: Transition Planning and Services

PERFORMANCE OBJECTIVE:

Staff will ensure smooth transitions for children and families into Early Head Start and Head Start, and from Head Start to the next placement.

OPERATIONAL PROCEDURES

1.All Transitions from One Setting to Another

Parents/guardians are actively involved in the transition planning and the transition process in order to understand what to expect in new environments and to enhance the success of the child and family in the new environment.

2.Transition from Postnatal Services to Early Head Start or Child Care

A.During the third trimester, the Home Visitor will introduce the Early Head Start home-base and center-base options to the expectant parents.

i)Provide the parents with print and other media that describe the Head Start center- and home-base options, or other types of child care available in the community; e.g., family day care, center based care for infants, and child care Resource and Referral agencies.

ii)Invite expectant parents to visit an infant/toddler center, and/orattend a Home Base Socialization.

iii)Provide the family with information on other available high quality resources and programs, if needed.

iv)Assist the family to set up a file or folder for important documents: birth certificate, immunization records, medical card, and any other documents needed for application and enrollment.

B.By the second postnatal home visit, the Home Visitor will work with the parents to assess their interests and needs and continue development of a plan to transition the infant into the appropriate EHS program option.

i)Determine the types of support the family needs, timelines for meeting the needs, and the roles that EHS staff will play to assist the family.

ii)Home based services may be a desirable option for the young infant if family needs and circumstances allow it.

ii)If the mother needs to return to work, support the family in making the best child care decision for their young infant.

iii)Very young infants (less than six weeks old) should not be exposed to crowded environments and may be too young for group socializations.

3.Transition from Infant Classroom to Toddler Classroom

A.When children enrolled in infant/toddler centers reach 18 months old they will transition from the infant classroom to the toddler classroom. Using the Transition Plan form (link), planning for this transition begins about the time the child reaches 16½ months old.

i)The Primary Care Teacher for the child will partner with the child’s parents/guardians to develop plans for the transition which is documented on the Transition Plan form.

ii)The child’s daily schedule will include the following components, per Community Care Licensing Section 101430: Quiet and active play

  • Rest and relaxation
  • Eating
  • Toileting
  • Individual activities
  • Being held by a caregiver

Transitioning from the infant room to the toddler room will not compromise the emergent

daily schedule.

4.Transition from Early Head Start to Head Start or Other Placement

A.Children in the EHS program will begin the transition process to preschool or other option when they reach30 months of age.They may possibly remain in the EHS program until 36 months of age.

B.The child’s Primary Care Teacherwill work with the parents/guardians to review the following areas six(6) months prior to the child’s third birthday:

i) Using the Transition Activities Sheet (link), the Primary Care Teacher will hold a conference with the parents/guardiansto coordinate the Transition Plan. The Transition Plan will address:

  • providing parents/guardians with information on the Head Start preschool program;
  • the Head Start program options; e.g., center or home base; other options outside the

program;

  • the application and enrollment process;
  • the eligibility guidelines, including recertifying for income eligibility for Head Start;

Placement is not guaranteed - this must be shared with the parent/guardian and

documented on the Transition Plan.

  • communication with receiving placement to facilitate continuity of program and services;
  • communication with any of the other agencies with which the family might be involved;
  • activities to help the child prepare for the next setting;
  • discussion with parents/guardians of the child’s developmental progress (COPA< portfolio);
  • status of all health and developmental screenings;
  • any required authorization from parents/guardians to release information;
  • arranging for parents/guardian to visit the next setting;
  • scheduling IEP/IFSP meeting for children with special needs;
  • review of family partnership goals
  • any other questions, concerns, or needs that the family might have.

5.Tranistion from Head Start to Kindergarten

A.The following procedures are designed to ease the transition from Head Start to Kindergarten by addressing four key elements: maintaining open communication and cooperation between preschool and Kindergarten staff, preparing the children for transition, involving parents/guardians in the transition, and promoting program continuity of servicesand developmentally appropriate curricula.

B.The appropriate service area managers will plan and present staff training regarding transition planning and processes annually.

C.Head Start will make every effort to establish and maintain a cooperative relationship with the various school districts that will be receiving children.

i) Throughcommunity partnerships, staff will enlist the cooperation of the county offices of education in both counties to develop agreements that address ways to facilitate sharing of information about programs; e.g., distributing written material, facilitating joint training, visiting classrooms, inviting preschool staff to back-to school nights, inviting Kindergarten staff to parent meeting, orientation, etc.

ii)The Lead Center Teacher of each preschool center will visit the school closest to of the Head Start Center(s) that she oversees. The purpose of the visit is to:

  • introduce herself/himself to the school administrators;
  • share information about Head Start, the curriculum, and the Head Start Outcomes Framework;
  • discuss scheduling time for 4-year-old Head Start children to visit school classrooms, library, cafeteria;
  • discuss the advantages of having parents/guardians tour the school in the spring;
  • invite school administrators and Kindergarten teachers to visit Head Start classrooms;
  • determine what the school’s expectations are for Head Start children who will be entering the following fall, and what Head Start can do to prepare them;
  • discuss developmentally appropriate curricula;
  • prepare lists of incoming children for receiving schools and distribute to them in the spring; and
  • any other items that might be pertinent to cooperative relationships between Head Start and the school(s).

D.Involving parents in the transition planning and processes

i)Transition to Kindergarten for children who will attend Kindergarten the following year is an on-going process and will begin at the beginning of the school year. Teachers, Family Advocates, and Home Visitors will:

  • begin discussions of and planning for transition when the child enrolls and at home visits, parent-teacher conferences, and Family Partnership planning meetings. Special transition meetings may be held as needed;
  • determine which school the child will be attending; if the parent/guardian does not know which district they reside in, staff will research and advise them;
  • provide parents/guardians with written materials provided by the schools, including school policies and procedures, the packets of information schools give to parents/guardians in the fall, if available (with the understanding that some changes are possible);
  • in the spring, arrange for parents/guardians to visit the school, meet school staff, tour the facilities inside and outside, accompanying them and providing translation services as necessary;
  • present transition information at parent meetings and by placing written transition materials in cubbies;
  • provide information to parents/guardians about the importance of their involvement in their child’s school, and on parents rights and responsibilities, including their right to privacy;
  • inform parents/guardians of dates for Kindergarten registration;
  • with parental written permission, prepare packets for of the child’s Head Start records, including Outcomes/DRDP (COPA) progress reports and other relevant assessments, special services received by the child, language needs.
  • prepare a school readiness activities kit for the parents/guardians to do with the child over the summer months.

E.Preschool to Kindergarten Transition Activities for Children

i)Schedule visits to the elementary school to visit the Kindergarten classroom, library and story time, playground, restrooms, water fountains, and school bus. Schedule dates for them to eat in the school cafeteria. If possible, take pictures to share with parents.

ii)Discuss with children new activities, schedules, bus routes.

iii)Encourage children to express their feelings about school by asking questions, dramatic play, dictating a story, etc.

iv)Read books about changes, moves, going to school.

v) If possible, create games that address new procedures, like lining up. However, avoid drilling them or creating anxiety.

vi)If possible, invite the Kindergarten teacher to come and talk about going to school.

vii)Individualize the child’s learning program to practice things he/she will be doing in Kindergarten, incorporating as many of the school’s expectations as possible, again without drilling or creating anxiety. Individualize for each child in accordance to his/her developmental level in all domains.

Edited on 04-03-2012

08-07-2012

09-05-2012

10-08-2012

01-30-2013

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