HEAD START®

Planning for Transitions

Training Guides for the Head Start Learning Community

Table of Contents | Preface | Introduction | Module 1 | Module 2 | Module 3 | Module 4 | Continuing Professional Development | Informational Resources Section

INTRODUCTION

Overview

Purpose

The purpose of this technical guide, Planning for Transitions, is to facilitate the successful transition of children and their families into and out of Early Head Start and Head Start programs. Program staff will also find it helpful as they plan for children's daily transitions from Head Start to home or a child care setting. As a companion to Effective Transition Practices: Facilitating Continuity, this guide builds on the concept that successful transitions involve the coordination and continuation of developmental and comprehensive services from birth through age eight. Planning for Transitions provides some of the skills and tools staff need to work with families and staff from other programs and agencies to facilitate this continuum of quality services.

Outcomes

After completing this training, participants will meet the following guide outcomes:

• Assess current transition planning practices and enhance their efforts to provide high-quality, coordinated services throughout the year

• Involve families and key partners from the community in a sustainable process of transition planning

• Develop transition goals, action steps, timelines, and tracking systems to continuously monitor the implementation and review the progress of transition plans

Audience

This guide is written for Head Start directors, families, and staff from all program areas. The material can also be used to conduct joint training sessions with staff and parents from other early childhood programs and community service agencies.

Performance Standards

The Head Start Program Performance Standards integrate transition requirements throughout the three program areas—Early Childhood Development and Health Services; Family and Community Partnerships; and Program Design and Management. This guide provides examples of how the transition planning tasks performed by staff in each area can be coordinated in an overall program plan.

The Head Start Program Performance Standards require grantees to develop and implement a systematic and ongoing transition planning process. In addition to providing a framework for transition planning, this guide supports the implementation of these standards by providing various planning tools and making suggestions for their use. These tools assist staff with five stages of transition planning—assess current practices, set goals, define action steps, implement action steps, and review progress to refine the plan.

The program performance standards require staff to establish and maintain procedures that support children and families transitioning into and out of Early Head Start, Head Start, and other placements and programs. The guide assists transition planning teams with the development of effective transition practices and procedures including:

• Coordinating record transfers with families, schools, and agencies

• Supporting communication among parents, Head Start staff, and their counterparts in elementary schools and other early childhood programs to facilitate program continuity

• Convening meetings that involve parents, kindergarten or elementary school teachers, child care staff, and Head Start teachers

• Initiating joint transition-related training of school or other child care staff and Head Start staff

Organization

This technical guide, Planning for Transitions, is divided into two sections—Skill-Based Training and Informational Resources. The Skill-Based Training section includes four training modules. These modules each contain important information about transition planning. Beginning with Module 1, the key concepts and skills build on each other throughout the guide. It is helpful to review previous modules before conducting training from Modules 2, 3, or 4. Throughout the Skill-Based Training section of the guide the trainer is referred to additional materials in the Informational Resources section. The additional materials can also be used independently to meet your program needs.

Skill-Based Training Section

Throughout the modules, transition planning is likened to traveling on a railroad system. The transition planning framework helps lay the track used to connect children, families, early childhood environments, and support services throughout the community.

Module 1: Getting on Track with Transition Planning provides a framework for effective transition planning and helps staff understand the benefits of planning. The activities help participants to develop planning and to set goals based on an assessment of current practices. Participants will develop skills they need to identify key partners and create a team.

Module 2: Bringing Families on Board for Planning allows staff to use planning tools and work as a team to improve outcomes for the children and families entering and leaving their program. The activities enhance the staff's capacity to obtain and share the information they need to develop individualized transition plans.

Module 3: Making Connections with Other Programs helps parents and staff assess and strengthen the relationships among sending and receiving programs. Participants develop strategies for learning about other programs, agreeing on goals, and sharing responsibility for developing and implementing joint transition plans with their counterparts in other programs.

Module 4: Accessing Services through Community Linkages encourages staff and parents to identify gaps in services that can occur when children and families transition. The activities help participants to create an interagency planning team to address these gaps. Staff develop strategies for gaining and sustaining the support of community service providers, frontline staff, parents, and administrators.

Each module contains workshop activities (for groups of up to twenty-five people) and coaching activities (for one to three participants). To help trainers and coaches, each module includes specific elements:

• Outcomes clarify the skills that participants will develop.

• Key Concepts provide a summary of the main ideas.

• Background Information gives more detail about the key concepts including examples. It may be presented as a mini-lecture or through handouts when introducing the activities.

• Activities convey the key concepts and help participants achieve the module outcomes through various experiences. Each activity includes a purpose, materials list, key questions, and points that trainers and coaches can use to facilitate adult learning.

• Trainer and Coach Preparation Notes provide additional information to help trainers and coaches prepare the activities.

• Next Steps: Ideas to Extend Practice suggest additional activities to help staff apply the skills and resources learned to their job.

• Handouts provide information and resources for each activity.

Informational Resources Section

The Informational Resources section contains documents which can enhance the understanding of key concepts in the guide. Although this section is designed to accompany the workshop and coaching activities, it also provides quick reference materials for planners outside the training.

• Digests summarize fundamental information about transition planning and comprehensive linked services. The brief articles reflect current research and express a consensus of expert views on transition issues.

• Program Profiles provide descriptions of transition programs from within and outside Head Start. The examples reflect the diverse nature of programs throughout the country.

• Hands-on Tools provide staff with transition planning tools such as sample forms, worksheets, and guidelines for developing joint transition efforts.

• Resources list resource materials, including books, journal articles, videotapes, and other documents.

Personal Planning Log (PDF/ 50 KB)

Road Map to the Guide

The Road Map to the Guide is designed to assist trainers and coaches in locating appropriate activities. It contains matrix charts showing key questions about transition planning and corresponding activities that address those questions.

The Trainer/Coach Action Sheet is included on page 7 to help guide trainers through the process of identifying and planning activities based on staff questions. To use the Action Sheet, follow these steps:

• Step 1: Brainstorm questions about transition planning.

• Step 2: Locate which modules address similar Key Questions as identified in the first column of the Road Map charts.

• Step 3: Refer to the columns labeled Skill-Based Training Activities and Other Activities to identify potential activities.

• Step 4: Review the recommended activities to determine how they can be used or adapted to meet program needs.

• Step 5: Choose key partners to be involved in each training and develop a training schedule.

Road Map to the Guide (PDF/ 320 KB)

Definition of Icons

Coaching - A training strategy that fosters the development of skills through tailored instruction, demonstrations, practice, and feedback. The activities are written for a coach to work closely with one to three participants.

Workshops - A facilitated group training strategy that fosters the development of skills through activities which build on learning through group interaction. These activities are written for up to 25 participants working in small or large groups with one or two trainers.

Next Steps: Ideas to Extend Practice - Activities assigned by the trainer immediately following the completion of the module to help participants review key information, practice skills, and examine their progress toward expected outcomes of the module.

Continuing Professional Development - Follow-up activities for the program to support continued staff development in the regular use of the skills addressed in a particular training guide. They include:

1) opportunities tailored to the participant to continue building on the skills learned in the training; and

2) ways to identify new skills and knowledge needed to expand and/or complement these skills through opportunities in such areas as in higher education, credentialing, or community educational programs.

At A Glance

Modules	Activity	Time	Materials
Module 1: Getting on Track with Transition Planning	Activity 1-1: Setting the Course (W)	60 - 90 minutes	Handout 1: Focus on the Child *Digest: Benefits of Transition Planning Newsprint, markers
	Activity 1-2: Framing a Plan (W)	60 - 90 minutes	Handout 2: Transitions Planning Framework *Digest: Planning for Transitions *Program Profiles Newsprint, markers
	Activity 1-3: Standardizing Transition Planning (C)	Two 30-60 minute sessions	Handout 3: Integrating Transition Services Head Start Program Performance Standards
	Activity 1-4: Getting on Track (C)	60-90 minutes	Handout 2: Transition Planning Framework Handout 4: Refining Plans Handout 5: Laying the Track *Hands-on Tools: Sample Transition Plans *Digest: Planning for Transitions
	Activity 1-5: Stepping Stones (W)	60-90 minutes	Handout 2: Transition Planning Framework Handout 4: Refining Plans Handout 5: Laying the Track *Hands-on Tools: Sample Transition Plans *Digest: Planning for Transitions Rope, Newsprint, markers
	Activity 1-6: Forming a Transition Team (C)	Two 45-60 minute sessions	Handout 1: Focus on the Child Handout 7: Building a Team Handout 8: Key Partners
Module 2: Bringing Families on Board for Planning	Activity 2-1: Sharing Information (W)	60-90 minutes	Handout 9: Situations Handout 10: Information Sharing between Home and Early Childhood Programs
	Activity 2-2: Assessing Transition Priorities (C)	Two 30-60 minute sessions	Handout 1: Focus on the Child Handout 10: Information Sharing between Home and Early Childhood Programs Handout 11: Transition Passport *Hands-on Tools: Information Release *Digest: Surviving the Late Spring Jitters
	Activity 2-3: Meeting with the Transition Team (C)	Three 30-60 minute sessions	Handout 2: Transition Planning Framework Handout 11: Transition Passport *Hands-on Tools: Actions Plan Outline *Hands-on Tools: Making Sure Your Plan Succeeds
	Activity 2-4: Using Planning Tools (W)	90-120 minutes	Handout 12: Transition Scenarios Handout 13: Planning Tools *Hands-on Tools: Action Plan Outline Notebook paper
	Activity 2-5: Fast Forward (W)	60 - 90 minutes	Handout 1: Focus on the Child Handout 2: Transition Planning Framework Handout 10: Information Sharing between Home and Early Childhood Programs Handout 14: Progress Report Blindfold, masking tape, scissors
Module 3: Making Connections with Other Programs	Activity 3-1: Program Linkages	60-90 minutes	Handout 15: Joint Transition Practices Handout 16: Mapping Connections
	Activity 3-2: Beyond Jargon (W)	90-120 minutes	Handout 2: Transition Planning Framework Handout 19: Learning about Other Programs newsprint, markers
	Activity 3-3: Coordinating Efforts (W)	90-120 minutes	Handout 2: Transition Planning Framework Handout 19: Learning about Other Programs Overhead projector or newsprint, markers Notepaper
	Activity 3-4: Agreeing on Goals and Action (W)	60-90 minutes	Handout 2: Transition Planning Framework *Program Profiles *Hands-on Tools: Joint Transition Practices *Hands-on Tools: Actions Plan Outline
	Activity 3-5: Benchmarking (C)	Three 30-60 minutes sessions	*Program Profiles *Hands-on Tools: Joint Transition Practices: Benchmarking *Hands-on Tools: Action Plan Outline
Module 4: Accessing Services through Community Linkages	Activity 4-1: Accessing Services (C)	Three 30-60 minute sessions	Handout 8: Key Partners Handout 20: Survey of Community Services Handout 21: Transition Services Request Form *Digest: Planning for Comprehensive Services Community Resource Directory
	Activity 4-2: Transition Resources (W)	Two 45-90 minute sessions	Handout 20: Survey of Community Services Handout 21: Transition Services Request Form Handout 22: Referrals and Applications *Digest: Planning for Comprehensive Services Community Resource Directory
	Activity 4-3: Reviewing the Map (C)	Three 60-90 minute sessions	Handout 2: Transition Planning Framework Handout 23: Expanding Support *Hands-on Tools: Joint Transition Practices: Formal Administrative Agreements *Hands-on Tools: Sample Transition Plans Assessment Tools
	Activity 4-4: Checking Back (W)	60-90 minutes	Handout 24: Reports from the Field

* = Refer to Informational Resources Section
W = Workshop Activities C=Coaching Activities
** = All activities use the Planning Folder and the Personal Planning Log