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Transition Programming, Practices, and Resources

By Michele Plutro, Education Specialist, Education Services Branch, Head Start Bureau

Program staff who have been around for several years may recall many of the efforts which have been aimed at effective transition practices. Some, however, may not know that these earlier projects were related to the goal of successful transitions for Head Start children entering elementary school.

Since 1965, all Head Start grantees and delegate agencies have been encouraged to initiate effective transition practices. Focus on transition issues and practices nationally began for Head Start in the 1970's through partnerships with Follow-Through Programs.

In 1974, the Head Start Bureau launched a major demonstration of effective transition practices through Project Developmental Continuity and provided additional attention to transition issues in 1977 through the Basic Educational Skills Project intended to stimulate developmentally appropriate approaches in partnership with families, Head Start programs, and community schools.

In 1986 the Commissioner of ACYF established a national Transition Steering Committee. Some accomplishments of the committee included the production of the pamphlet "Easing the Transition from Preschool to Kindergarten," and the 1986 and 1987 funding of 30 Head Start grantees to demonstrate innovative approaches in the transition of Head Start children to elementary school.

Additional projects and activities at the national level occurred in 1988 with the dissemination of "Right From the Start;" in 1990 through a cooperative agreement with the Girl Scouts of the USA; and from 1990 to 1996 through an interagency agreement with the U.S. Department of Education's Office of Educational Research and Improvement to create and field-test "The Early Childhood Continuity Framework."

The following four basic elements surround positive transition experiences:

1. Maintaining the frequency and quality of communication and ongoing cooperation between staff and across programs;
   
2. Involving the family in the transition;
   
3. Preparing children for and involving children in the transition process; and
   
4. Providing program continuity through developmentally appropriate practices and curricula.

Even more recent activities of ACYF and the Head Start Bureau include the drafting of new Head Start Program Performance Standards as required by the Head Start Act of 1994, and the continuing efforts of the Head Start Public School Early Childhood Transition Demonstration in 31 communities. This demonstration began in 1991 and will conclude in 1997. Research findings will be available the following year.

Beginning July 1, 1996, each Head Start grantee was eligible to apply for additional funds to assist with the implementation of transition services and plans. Program Instruction #96-14, which was mailed to each grantee, contains a number of specific strategies for enhancing transition efforts.

While all of this has been going on at the national level, many local Head Start programs have also given attention to organized, successful practices which support and facilitate transition for children and families. Some communities have well defined local policies and procedures in place; however, in many communities effective and coordinated transition practices are not yet a reality.

Therefore, with the reauthorization of the Head Start Act in May 1994, and the subsequent drafting of Program Performance Standards for transition services, each Head Start grantee is now required to put such practices in place.

Section 642(d) of the Head Start Act seeks to ensure that Head Start parent involvement activities are designed to more effectively encourage parents to become full partners in the education of their children and requires that Head Start programs offer, directly or through referrals, family literacy services and parenting skills training.

The Act also includes provisions to strengthen communication and coordination between Head Start programs and elementary schools, and to encourage ongoing parent involvement once Head Start children enter school.

It is known that children experience several periods of major transition: from home to a program, either infant-toddler or preschool; from a toddler program to a preschool program; from one preschool program to another; and from preschool programs to elementary school and then from grade to grade during the school years.

In order to continue to support programs as they improve and expand their transition services, ACYF/ HSB is preparing a series of transition materials. The first publication, Effective Transition Practices: Facilitating Continuity, will be sent to each grantee in November 1996. At least two other publications will follow in 1997: Planning for Transitions and Parents as Key Partners in Transition.

For copies of Head Start publications, or for a catalog of publications, contact:

Head Start Publications Management Center
PO Box 26417
Alexandria, VA 22313-0417
Fax: (703) 683-5769 E-mail: puborder@headstartinfo.org

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