LOS ANGELES COUNTY PRE-K TO KINDERGARTEN TRANSITION SYSTEMS ALIGNMENT FRAMEWORK September 11, 2020 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 1 School Readiness means that children are ready for school, families are ready to support their children’s learning, and schools are ready for children. 2 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Message from Debra Duardo, M.S.W., Ed.D., Superintendent Los Angeles County Office of Education Welcome to the Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework. This framework has been developed by a workgroup consisting of superintendents, principals, directors, PreK teachers, kindergarten teachers, parents, and staff from the Los Angeles County Office of Education, California Department of Education, Office of Head Start, First 5 Los Angeles, Office for the Advancement of Early Care and Education, Parent Teacher Association (PTA), Baldwin Park USD, Garvey SD, Pomona USD, Child Care Resource Center, and the Campaign for Grade-Level Reading, in association with the Broad Academy fellowship. In developing this framework, the workgroup’s goal was twofold: (1) to provide a roadmap for school districts and early childhood programs in Los Angeles County to align their operating systems to better support a sustained and effective prekindergarten to kindergarten transition system, and (2) to provide policies and practices that should start from the time the child enters preschool through their transition into kindergarten. The importance of quality preschool experiences is well documented. Children who attend highquality preschool programs experience positive social-emotional, behavioral, and cognitive outcomes and are better prepared for success in elementary school. For those benefits to continue, we need to ensure there’s a very personalized, warm handoff from one system to the next. We can’t wait until high school or middle school to get them on the right path and ensure that their families have the supports and the resources they need. Linking the educational services provided by local educational agencies (LEAs) with those provided by early childhood education agencies is crucial to the success of our educational systems. We have to start now. Continued success requires a sustainable system where all parties—preschools, kindergartens, administrators, teachers, staff, parents, children, community partners—buy in, engage, and feel supported. We need leaders to ensure expectations are clear, lines of communication remain open, and successful transition of children always remains and is recognized as a priority for all. We must work to ensure that our LEAs are ready to receive our children with universal design and supports for preschool children and their families. We must act now. Thanks to each of you who participated in making this framework happen. Your commitment over the past year and a half will continue to resonate in the lives of our children, our families, and our communities for many years to come. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 3 4 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 TABLE OF CONTENTS I. INTRODUCTION AND BACKGROUND 6 Purpose of Developing a Framework 6 About This Framework 7 State and National Context 9 Alignment and Transitions from Preschool to Kindergarten 11 Sustaining Preschool Gains 11 PreK through Third Grade Systems Alignment 12 Importance of Successful PreK to Kindergarten Transitions 14 Specialized Transition Supports 16 Transition Supports in Los Angeles County 18 PreK and Kindergarten Commonalities 23 Policy Implications 27 L.A. COUNTY TRANSITION FRAMEWORK Framework Using a Systems Approach – Three C’s of Transition Impacting Child Outcomes 28 28 Developing a Systems-Based Transition Action Plan 37 III. CONCLUSION 38 IV. APPENDICES 39 II. Appendix A: Transition Action Planning Template 39 Appendix B: Distance and Virtual Learning: Continuity of 43 Learning Experiences and Transitions Appendix C: Additional Transition Resources 45 V. REFERENCES 47 VI. ACKNOWLEDGMENTS 49 List of Tables Table 1: Table 2: Table 3: Table 4: Table 5: Table 6: Percent of Survey Respondents - Program Transition Policies and Practices Commonalities Between Preschool and Kindergarten Three C’s of Transition Impacting Child Outcomes – LEADERSHIP/ADMINISTRATORS Three C’s of Transition Impacting Child Outcomes – FAMILIES Three C’s of Transition Impacting Child Outcomes – SCHOOLS Three C’s of Transition Impacting Child Outcomes – COMMUNITIES 19 24 32 33 34 35 Table of Figures Figure 1: Ecological and Dynamic Model of Transition Figure 2: Three C’s of Transition Impacting Child Outcomes Figure 3: Transition Action Plan 15 29 37 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 5 INTRODUCTION AND BACKGROUND Purpose of Developing a Framework The transition to kindergarten is an important milestone in a child’s life and is often filled with both excitement and anxiety for children and parents alike. Alignment between a child’s experience prior to kindergarten and their experience in kindergarten can have a significant impact on how they experience the transition itself and their elementary school experience overall. This “sensitive period” in development is important for later school success (Rimm-Kaufman, Pianta, & Cox, 2000). “I want my child to transition well and thrive in his new environment.” – SPA 3: San Gabriel Valley parent The purpose of this framework is to provide a roadmap for school districts and early childhood programs in Los Angeles (L.A.) County to align their operating systems so that they better support a sustained and effective prekindergarten to kindergarten transition system, and policies and practices that start from the time the child enters preschool through the period in which they move into kindergarten. A “system” is defined by Merriam-Webster as a “regularly interacting or interdependent group of items forming a unified whole.” While this framework is focused specifically on a system of transition from preschool to kindergarten, supporting transitions throughout a child’s early years (preschool through third grade) is critical to their long-term academic success. PreK1 through third grade systems alignment—or efforts to create seamless learning and teaching experiences across settings and systems from early childhood through the elementary grades—involves coordination of standards, curricula, instructional practices, assessment of students’ progress, and teachers’ professional development across time and grade levels, as well as across levels within a system (e.g., classroom, school, district, state) (Valentino & Stipek, 2016). This alignment must be in place for transition practices and policies to be effective and sustainable. 1 6 PreK is used here to refer to all early learning programs and settings that children may experience before (“pre-”) kindergarten entry. In some contexts, PreK is used to describe those services focused on three- and four-year-old children only, whereas in other contexts it also includes infant/toddler programs and settings. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents I. Back to Table of Contents Successful transitions require intentional planning, communication, time, and resources. This framework provides schools and programs with helpful ideas, examples, and resources to plan and implement transition strategies across the four subsystems essential for successful transitions: leadership/administrators, families, schools, and communities. With Los Angeles County Office of Education as leader and initiator of a safe space for innovation, this framework was designed as a “continuum of support” model for children as well as a planning tool for practitioners. About This Framework The Los Angeles County Office of Education (LACOE) hosted the county’s first-ever Bridging Head Start to Kindergarten Transitions Symposium on June 1, 2019, which brought together parents, teachers, and administrators from Head Start and state preschool programs and elementary and charter schools across L.A. County. The purpose of the symposium was to begin a countywide dialogue between local elementary schools, early education providers, and L.A. County Head Start grantees, focused on strengthening transitions from early learning2 to the K–12 systems for children, families, and schools. L.A. County Transitions Workgroup Vision All children and families in Los Angeles County experience seamless and supportive transitions from their preschool experience through third grade. With support from the Office of Head Start and California Department of Education (Early Learning and Care Division and California Head Start State Collaboration Office), LACOE subsequently established the L.A. County Transitions Workgroup. The workgroup’s goal was to develop a transitions framework to be used by Los Angeles County’s school districts, charter schools, and all early learning providers. The foundation of transitions is readiness, whereby children are ready for school, families are ready to support their children’s learning, and schools are ready to receive children. 2 Early learning is used here to refer to child development between the ages of birth to five. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 7 To develop the L.A. County PreK to Kindergarten Transition Systems Alignment Framework, the workgroup consulted with parents, teachers, staff, administrators, directors, principals, and superintendents from preschool programs, kindergarten and elementary schools, and relevant community stakeholders through surveys, focus groups, and one-on-one interviews. The workgroup also closely reviewed transition recommendations from experts, including the Office of Head Start’s Public Schools Collaboration Demonstration Project, Transitions and Alignment from Preschool to Kindergarten published by the Education Commission of the States in September 2018, and the California Assembly Blue Ribbon Commission on Early Childhood Education Final Report published in April 2019. 8 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents The workgroup consists of superintendents, principals, directors, PreK teachers, kindergarten teachers, parents, and staff from LACOE, California Department of Education (CDE), Office of Head Start, First 5 Los Angeles, County Office for the Advancement of Early Care and Education, Parent Teacher Association, Baldwin Park Unified School District, Pomona Unified School District, Garvey School District, the Child Care Resource Center, and the Campaign for Grade-Level Reading, in association with the Broad Academy fellowship. (See the Acknowledgments section for a list of workgroup members.) Back to Table of Contents State and National Context Recognizing the pivotal nature of kindergarten transitions, Congress has outlined precise expectations of both preschool and elementary providers—close coordination, systematic procedures, ongoing communications, joint staff training, and family involvement—first in the Improving Head Start for School Readiness Act of 2007 (§ 642A) and again in the Every Student Succeeds Act of 2015 (§ 1120B). More specifically, these two acts call for both local educational agencies (LEAs) and Head Start programs—and where possible other early learning providers—to jointly carry out activities that include developing and implementing a systematic procedure for receiving records; establishing channels of communication; conducting meetings involving parents, kindergarten or elementary school teachers, and Head Start teachers or, if appropriate, teachers from other early childhood development or early learning and care programs; organizing and participating in joint transitionrelated training of staff; and linking the educational services provided by LEAs with the services provided by local Head Start agencies and other early childhood development or early learning and care programs. The State of California also incorporated transition activities into the Education Code (§ 8974): “School districts with early primary programs shall provide educational continuity from preschool through kindergarten and grades 1 to 3.” This includes mandates to “establish connections with public preschool programs” and “promote joint activities for teachers and administrators of public preschool programs... in areas such as program planning and staff development training related to developmentally appropriate curriculum and assessment practices for young children.” In addition, pursuant to Education Code § 8235(a), part-day and full-day state preschool programs shall include “age and developmentally appropriate programs designed to facilitate the transition to kindergarten for three- and four-year-old children in educational development, health services, social services, nutritional services, parent education and parent participation, evaluation, and staff development.” In school systems, the Local Control Funding Formula (LCFF) has specific resources to serve the needs of the whole child and support LEAs, schools, and families.3 The funding plans and reports can provide early learning programs with the information they may want or need to work with their local planning efforts on how best to support transition. 3 For more information: https://www.cde.ca.gov/eo/in/lcff1sys-resources.asp Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 9 10 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents I. Alignment and Transitions from Preschool to Kindergarten Sustaining Preschool Gains The importance of quality preschool experiences is well documented. Children who attend high-quality preschool programs experience positive social-emotional, behavioral, and cognitive outcomes and are better prepared for success in elementary school (Barnett, 2011; Burchinal, 2010). This is especially true for children from low-income families who are at greater risk of poor academic outcomes. Because of deep-rooted equity issues in communities and schools, low-income children of color fare significantly worse than their peers on measures of academic achievement and school adjustment throughout the school years (Brooks-Gunn, 2007). For these children, high-quality preschool experiences can be particularly important to support better attendance rates and test scores, reduced placement in special education, and grade retention through later years (Reynolds, 2007; Karoly, 2005). Research has shown that early gains from preschool can fade over time for some children (Lee & Loeb, 1995; U.S. Department of Health and Human Services, Administration for Children and Families, 2010). One reason for the “fade-out effect” is likely to be the lack of continuity and support as children transition from preschool to elementary school. Sustaining and building upon the progress children make in preschool is critical to ensuring they succeed in school. Therefore, school readiness is grounded in providing children with the skills necessary for continuous success, Creating a seamless system including an environment that is supportive and ready of education by aligning early to receive them and their families. Creating a seamchildhood through third grade less system of education by aligning early childhood and developing effective transithrough third grade and developing effective trantions policies and practices sitions policies and practices is critical to ensuring is critical to ensuring children’s children’s early gains are sustained and economic and early gains are sustained and racial disparities are reduced. economic and racial disparities are reduced. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 11 PreK through third grade systems alignment holds promise as an approach to sustaining the gains that young children acquire through their preschool experience. However, there are challenges to successful systems alignment, not the least of which is the complexity of the PreK system. The PreK “system” in California is a mixed-delivery system that includes child care centers (for-profit, not-for-profit, and school-based), care provided in private homes (including both licensed family child care and license-exempt family, friend, and neighbor care), and federally funded programs like Head Start and Early Head Start. The public education system is also an important part of the PreK system, providing school district–based preschool programs funded by federal Title I, Proposition 98 state preschool, and local school district funds. The diversity of California’s PreK system is both a strength, in terms of giving parents more options to best meet their needs, and a challenge, in terms of ensuring equal access to quality experiences that prepare young children for success in school. These differences in quality across the various types of PreK settings can translate to differences in the degree to which children attending those programs are prepared for the transition to kindergarten. Although both the preschool and elementary education systems provide care and education The diversity of California’s PreK to young children, preschool is not typically seen system is both a strength, in terms of as a part of our nation’s public education system. giving parents more options to best However, with increased accountability placed meet their needs, and a challenge, on schools and teachers to show progress in in terms of ensuring equal access third grade reading scores and ongoing concerns to quality experiences that prepare about persistent achievement gaps, schools are young children for success in school. embracing the importance of preschool in preparing children for later school achievement. While there is a growing interest in better-connected education for preschool and elementary children, the differences between the PreK and K–12 school systems continue to pose a challenge to full systems alignment. The two systems differ in important ways, including teaching philosophy, expectations of children and parents, and policies and regulations. PreK, and early childhood education in general, focuses on child-centered approaches to support multiple domains of development (e.g., social, emotional, cognitive, motor, behavioral). This teaching philosophy, referred to as Developmentally Appropriate Practice (DAP), is grounded in the science of child development and recognizes that there are individual differences in the timing of developmental milestones in young children, but that there is a predictable sequence to development (National Association for the Education of Young Children, 2009). DAP also recognizes that children reach developmental milestones at different points in time within each developmental domain. Children are viewed as naturally interested in learning and motivated to explore and interact with the world around them. It is recognized that play is central to that exploration and learning. The early educator’s role is 12 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents PreK through Third Grade Systems Alignment Back to Table of Contents “I know it’s going to be different because [the teacher] is going to have a bigger class and more students. But I hope that I can still have some type of communication with her. I know they’re really busy and so I won’t be the mom everybody hates.” – SPA 3: San Gabriel Valley parent to engage children in authentic and meaningful learning experiences that are individualized to each child’s interests, abilities, and learning styles. In contrast, the public elementary school system has increasingly focused on standards, assessments, and accountability. This approach is grounded in the idea that children should learn a common set of skills and knowledge by specific ages and that teachers should provide learning experiences to facilitate that achievement. Between 1999 and 2011, there was a major shift in kindergarten teachers’ expectations of children, characterized by a greater emphasis on academic learning, higher expectations for literacy and math, and the use of teacher-directed, rather than child-directed, instruction (Bassok, Latham, & Rorem, 2016). For example, in 1999, 31 percent of teachers expected children to learn how to read by the end of kindergarten, whereas 12 years later that expectation increased to 80 percent. During this period, there were also significant reductions in the time spent on art, music, and science and a greater reliance on textbooks, worksheets, and workbooks in kindergarten. The cause for this shift is most commonly attributed to the heightened accountability pressures associated with the federal No Child Left Behind Act (NCLB). But other factors, such as the increase in the number of children enrolled in preschool and the corresponding increase in the incoming skills of kindergarten students, are also likely to have had an influence on kindergarten “becoming the new first grade” (Bassok, Latham, & Rorem, 2016). Not only do these trends indicate a widening of the gap between preschool and elementary school expectations, teaching philosophy, and approach, but these changes also translate into children having increased difficulty transitioning into kindergarten. Efforts to bridge the gap between systems and ease this transition for children are more important now than ever before. LEAs must make themselves ready for the children they are receiving by implementing an aligned system of supports for preschool children and their families. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 13 For children, the transition to kindergarten often means that they are leaving behind caring and trusting relationships with early educators and peers, as well as a familiar environment that allows for independent choice and is more play-based than the one they are entering. The transition to kindergarten means that children must adapt to a new environment full of new people, greater academic expectations, and a more complex social environment that includes older children from multiple grades. For children who are not in a formal child care setting prior to kindergarten, the adjustment to kindergarten is even more profound. According to a study by the National Center for Early Development and Learning in which 3,600 kindergarten teachers were asked to assess children’s adjustment to kindergarten, Nearly half of nearly half of children (48%) were perceived to have some challenges children have (Rimm-Kaufman, Pianta, & Cox, 2000). The most common challenges some challenge that teachers observed in children were difficulty following directions, transitioning. insufficient academic skills and knowledge, and difficulty working independently. The transition to kindergarten requires adjustment for families as well. For those whose children participated in high-quality preschool, kindergarten can often mean less communication with teachers, less family support and connectedness with other parents, and new logistical challenges associated with a more defined daily schedule that often requires finding after-school care and transportation (Patton & Wang, 2012). Many parents have mixed feelings about their child’s transition to kindergarten. Pianta and Kraft-Sayre (1999) conducted a study of parents’ observations of their children’s adjustment to kindergarten and found that just over half (53%) felt positive about the transition and over one-third (37%) had some anxiety about it. When asked about what they need to feel more comfortable with their child’s transition to kindergarten, Wildenger and McIntyre (2010) found that over half the parents surveyed wanted more information about what was expected of their children in kindergarten and how their chil“So I talked to him about going to kinderdren’s current skills align with those expectations. garten. He says he’s scared. So, I try to do the same thing, to try to say it’s going The Ecological and Dynamic Model of Transition to be okay. And I have kids and friends (Rimm-Kaufman & Pianta, 2000) is a commonly just like him. It’s just going to be a bigger used framework to describe the transition proclass, bigger school. So, I just hope that cess and the importance of looking at transition he sees it like that. I just tell him it’s going from various perspectives in order to support to be fun, just how it is here. So, you don’t children and families through the transition into have to be scared about anything.” kindergarten. As depicted in Figure 1, this model – SPA 4: Metropolitan Los Angeles parent acknowledges the importance of the interconnected and interdependent social contexts in which children develop, with the developing child 14 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents Importance of Successful PreK to Kindergarten Transitions – SPA 3: San Gabriel Valley parent Back to Table of Contents “I’m actually scared for him to go to kindergarten because he doesn’t seem to get his emotions out in a positive way.” “I hope they don’t just see us as regular people. That they see us as family.” – SPA 3: San Gabriel Valley parent at the center, surrounded by the family, teachers, peers, and community. These relationships are critical in facilitating a smooth transition to kindergarten. The model includes five principles that outline critical features of effective transition practices: (1) foster relationships as resources; (2) promote continuity from preschool to kindergarten; (3) focus on family strengths; (4) tailor practices to individual needs; and (5) form collaborative relationships. The principles emphasize the critical role of involving the family early (prior to entering kindergarten) and in a way that addresses individual families’ needs and strengths, rather than relying solely on one-size-fits-all approaches like group orientations and informational flyers (Rimm-Kaufman & Pianta, 2000). These principles matter in terms of both children’s and parents’ adjustment and outcomes. When schools implement effective transition practices such as having preschoolers visit kindergarten classrooms, sharing information with parents prior to kindergarten entry, and having teachers visit families at home, parents are more engaged and children show better outcomes. Using a nationally representative sample of children from the Early Childhood Longitudinal Study–Kindergarten Figure 1: Ecological and Dynamic Model of Transition4 4 Graphic source: National Center on Early Childhood Development, Teaching, and Learning (2020): Planning for the Transition to Kindergarten: Why It Matters and How to Promote Success. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 15 “[I hope]... that the teacher has some kind of information about my child. Simple things. Personality, what they know, strengths, weaknesses.” – SPA 7: East parent Specialized Transition Supports Some families, like those whose children have special needs, are dual language learners (DLL),5 or have experienced trauma, may need specialized transition supports. While young children with special needs are often already receiving services from their local school district under Part B of the Individuals with Disabilities Education Act (IDEA) prior to kindergarten, the transition to kindergarten can still be a major change for these children and families. The transition may involve moving from part-day to full-day care or from one school to another, and may also mean changes in that child’s educational plan. Children with special needs are supported by an Individualized Education Program (IEP) team that will conduct a thorough evaluation of the child and work with the family to determine the appropriate kindergarten setting “I would sum that up in one word, which is for the child. This may include a mainstream or dialogue. Yes. You know, my daughter is facing inclusion classroom, self-contained classroom, some challenges in kindergarten. And we are in or placement in a specialized school that can best constant, daily [communication], but definitely meet the needs of the child. multiple times a week... with the principal.” Children whose home language is explicitly and systematically supported experience significant 5 16 – SPA 3: San Gabriel Valley parent Dual language learners (DLL) are young children aged birth to five learning two or more languages at the same time. English language learners (ELLs) are children five and older in the K–12 education system. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents sample (ECLS-K), researchers found that the number of transition practices implemented prior to kindergarten and during the fall of kindergarten was associated with more parent involvement in school and better academic outcomes for their children at the end of kindergarten (Little, Cohen-Vogel, & Curran, 2016). These researchers also found that transition practices implemented in the preschool setting are associated with better social-emotional outcomes. Other research shows that children who attended preschool classrooms that implemented more transition practices were rated by kindergarten teachers as more socially competent and as having fewer behavioral issues (LoCasale-Crouch, Mashburn, Downer, & Pianta, 2008). In both studies, the association between transition practices and positive outcomes was stronger for low-income children. Unfortunately, low-income children were also found to be less likely to attend preschools and schools that implemented transition practices (Shulting, Malone, & Dodge, 2005; LoCasale-Crouch, Mashburn, Downer, & Pianta, 2008). Back to Table of Contents social, linguistic, cognitive, and cultural longterm benefits (National Academies of Sciences, “His facial expressions are awesome. Also, Engineering, and Medicine, 2017). Therefore, it is he’s really good learning the dual language... critical that PreK–3 educators work with families we speak both English and Spanish here.” to support the home language, as well as the acquisition of English. Partnering with families – SPA 3: San Gabriel Valley parent is critical to a smooth transition to kindergarten, and even more so for the families of DLL children, as these families may have been born in a different country and may not be familiar with the U.S. school system. It is important for schools to establish a strong partnership with these families so that the child’s unique talents, interests, and perspectives are fully understood and supported, even if the teacher does not speak the child’s home language. Districts must also have a sound communication plan in place to address any language barriers that may exist. To effectively support families through the transition to kindergarten, school staff must understand and be able to articulate the benefits of supporting the child’s home language and help families understand that the child’s transition to proficient academic English may take up to five years (National Academies of Sciences, Engineering, and Medicine, 2017). Families of DLL children also need support in understanding how the Because of the child’s new school will partner with them to make decisions about potential negative placement in a bilingual or English language learners (ELL) kindergarten. impact of adverse This information should be communicated in the family’s home childhood expelanguage. As the proportion of DLL children continues to increase and riences (ACEs) on schools continue to recognize the long-term benefits of bilingualism, children’s developspecialized supports for transitioning these children successfully into ment, these children kindergarten need to become more prevalent. are at particularly high risk for a range Children who have experienced trauma, homelessness, and/or of negative outcomes involvement with the child welfare system may also need augmented across the lifespan. and specialized transition supports. Because of the potential negative impact of adverse childhood experiences (ACEs) on children’s development, these children are at particularly high risk for a range of negative outcomes across the lifespan. They often have difficulties with executive functioning skills, such as paying attention, starting tasks and staying focused, regulating emotions, and self-regulation, which are all critical skills for kindergarten and later school success (Centers for Disease Control and Prevention, 2020). Specialized outreach and transition supports are particularly important for families whose children have experienced trauma. Partnerships between preschools, schools, child welfare, and mental health services are needed to ensure that these children and families have the support they need. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 17 It is clear that children who have special needs, who are dual language learners, or who have experienced trauma will need individualized supports to make the transition to kindergarten a smooth one. In the next section, data on the prevalence of transition practices in L.A. County school districts and early childhood education programs is presented, as well as data on parents’ views on the transition from preschool to kindergarten and what supports they feel are most needed. Transition Supports in Los Angeles County The L.A. County Transitions Workgroup collected and reviewed data from key stakeholders, including parents, school administrators, and school staff, to gain a deeper understanding of current transition practices and the needs and desires of parents relative to supporting their children’s transition from PreK to kindergarten. The methodology included three studies—one quantitative and two qualitative— including a survey of school administrators and teachers, empathy interviews with parents, and parent focus groups. Below is a summary of the data as it relates to school administrators, teachers, and parents. School Administrator and Teacher Survey The survey of L.A. County school administrators (superintendents, principals, managers) and teachers (n=239) asked respondents to indicate their level of agreement with various statements about their school district or program’s transition practices and policies. Responses of both administrators and teachers were aggregated for analysis. As shown in Table 1, more respondents agreed with the positive 18 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents Despite the research demonstrating that students of color, DLL/ELLs, and students who are more economically disadvantaged benefit the most from transition supports, schools that serve a greater proportion of these students are shown to provide fewer PreK to kindergarten transition supports (Little, Cohen-Vogel, & Curran, 2016). Back to Table of Contents statements about their school or program’s family-focused transition policies and practices The survey found that 69% of than the systems alignment transition strategies. respondents agreed they have a system Specifically, 85 percent of respondents agreed in place for preschools to share child that family engagement was a priority in their information with elementary schools district or program and 66 percent agreed that and 52% of preschool teachers are their district or program effectively reaches out visiting kindergarten classes, but more to families during transition. With the exception than half agreed that the systems do of preschools sharing child information with not align. elementary schools (69%) and preschool teachers visiting kindergarten classes (52%), fewer than half of respondents agreed with statements regarding their school district or program’s efforts to align the two systems. This included involving preschool teachers in districts’ professional learning communities (45%), collaboration between preschool and kindergarten teachers on transition supports (35%), having kindergarten teachers visit preschool classes (20%), and providing cross-training for preschool and kindergarten teachers (20%).6 Table 1: Percent of Survey Respondents – Program Transition Policies and Practices N=239 Family Supports Systems Alignment Supports SURVEY ITEM AGREE OR STRONGLY AGREE Family engagement is a priority for our district/program. 85% The district/program is effective in reaching out to families regarding transition. 66% Our district has a system in place for preschool programs to share child information with the receiving school. 69% Preschool teachers visit kindergarten classes as part of the transition process. 52% Preschool teachers are provided the opportunity to participate in the district’s Professional Learning Communities. 45% Kindergarten and preschool teachers collaborate to facilitate preschool to kindergarten transitions. 35% Kindergarten teachers visit preschool classes as part of the transition process. 20% The district/program provides cross-training opportunities for preschool and kindergarten teachers. 20% An empathy interview uses a human-centered approach to understand the feelings and experiences of others. For more information regarding the quantitative and qualitative data collection, please contact the Los Angeles County Office of Education at (562) 940-1770. 6 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 19 Overall, it was clear that most respondents felt there was room for improvement, particularly with respect to systems alignment transition practices. While schools and early childhood education programs value the importance of successful transition and have made it a priority, not all schools and programs have implemented a comprehensive set of policies and practices to support alignment. Parent Interview and Focus Group Data Empathy interviews were conducted with a total of thirteen parents of preschool-age children (i.e., four or five years old); six of the parents had children in school district–based preschools and seven parents had children in a nonprofit preschool setting. The interviews were conducted between November and December 2019, using a protocol of sixteen open-ended questions developed by the Transitions Workgroup and informed by existing research. In addition to the interviews, four focus groups were conducted with a total of twenty-four parents who had at least one child under age five. One focus group was conducted at a school district and the other three were held at nonprofit early care and education organizations. 20 “There are parents that kind of always have a face-to-face with the teacher as they pick up their child and drop off their child. But once they go to kindergarten, there’s no longer face-to-face. It’s only that if they schedule meetings.” “I would say that definitely the teachers, the staff, we do have parent meetings. And in those meetings, they do... they do give out information, especially on enrollment. And then, I think, at the end of a school year. What your child is expected to know in kindergarten. So there are a lot of meetings and all that and school readiness.” – SPA 3: San Gabriel Valley parent – SPA 7: East parent Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents Survey respondents were also asked how well their school district or program was doing in implementing various preschool to kindergarten transition supports; fewer than 25 percent indicated they were doing well on these practices. As with the items in Table 1, more respondents felt that their district or program was doing well when it came to family-focused transition practices like providing parents with school readiness resources (22%), sharing information about what to expect in kindergarten (22%), and inviting parents to transition workshops (22%). However, fewer respondents felt that their school or program was doing well implementing systems alignment practices like holding joint meetings between elementary school and preschool staff (5%), providing opportunities for preschool and kindergarten teachers to meet and collaborate (4%), and offering joint training of preschool and kindergarten teachers and staff (5%). For example, fewer than 5 percent of respondents felt that their district or program was doing well when it comes to having preschool and kindergarten teachers meet to collaborate on transition or having principals visit preschool classrooms. Back to Table of Contents In analyzing the qualitative data, three key themes emerged that are critical in supporting successful transition: information sharing, relationship building, and individualized supports. Information Sharing – Many parents noted that both preschools and elementary schools put effort into sharing information with parents prior to kindergarten entry. The information is typically focused on how to enroll their child, what to expect, and how to complete the necessary paperwork. Parents care about their child’s future and want information that will help them thrive in their new learning environment and set them up for success. Parents with older children who already transitioned to kindergarten were the most at ease with the process. Some parents felt they received an adequate amount of transition information regarding the school and services, while others felt they received no information, and most were somewhere in between. Parents are particularly eager for information on how to enroll their child in kindergarten and the skills their child is expected to have at entry. Parents also found it helpful when preschool teachers gave them ideas for how to support their child’s readiness including activities to do at home and over the “And what I’m also hoping is that the summer before kindergarten. teachers will recognize how verbally gifted Relationship Building – Relationships are critical she is and will kind of, you know, push her to cultivate that and really develop that.” for successful transitions. As highlighted in the Ecological and Dynamic Model of Transition – SPA 3: San Gabriel Valley parent (Rimm-Kaufman & Pianta, 2000), the stronger the communication and relationships between a child’s social contexts (e.g., family, school, peers, community) the more likely there will be a smooth transition to kindergarten. Parents talked about the importance of open communication and dialogue with teachers and staff as critical components to relationship building. While parents in the interviews and focus groups felt that they received a lot of information to support transition, many did not feel supported in establishing relationships with kindergarten teachers and other parents as they were in preschool. In addition, they hoped teachers would understand their child’s needs without the same level of parent input. There are many tools, such as apps and texts, that kindergarten teachers are utilizing to fill the communication gap, and many parents find them to be useful. However, they noted that the relationship between teachers and families is different between preschool and kindergarten. They understood the reason for the differences, such as larger class sizes and safety on the school campus, but many preferred the family-like relationship of the preschool setting. Individualized Support – Many parents expressed concerns that their child’s unique strengths might not be recognized by their new school. They want their children to thrive and many felt that the transition to elementary school would mean that teachers have much larger groups of children and will not have the time to get to know each child and family individually. Parents with children who have IEPs are Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 21 Back to Table of Contents “I want my child to speak Spanish and English—we are doing our part at home with expectations to speak Spanish, but this is not reinforced at school, so he thinks that only English is important.” – SPA 3: San Gabriel Valley parent concerned with how the kindergarten teacher will support their child’s individual needs. Parents value the emphasis that preschools place on social-emotional development and are concerned that kindergarten is too focused on academic learning and following rules. They want the emphasis on social-emotional learning to continue in kindergarten and be recognized as a strength, like cognitive abilities, throughout their child’s education. Families with children who are DLLs have unique concerns about how their child’s language development is supported. Most parents recognize the value of bilingualism and want their child’s home language to be valued and supported through the transition to kindergarten. It is clear from the data collected that schools and preschool programs are doing a lot to support children’s transition from preschool to kindergarten. However, it is also apparent that there are areas that need to be strengthened. While results indicated an emphasis on transition supports for children and families, they also highlighted a need for stronger systems alignment and establishment of meaningful, ongoing connections between staff and teachers in both systems. Data also suggests that family-focused transition practices could be strengthened by carrying over aspects of the preschool setting parents valued most: deep connections between parents and “One thing is she’s somewhat teachers, ongoing and meaningful communication, introverted. So, you know, sometimes she and individualized supports for children, partiwithholds social situations for that reason. cularly for those with unique needs. The following So I’m hoping that, you know, her introversion sections provide practical guidance and resources doesn’t become an obstacle to her for schools and early childhood programs to align connecting with other children.” their transition systems with sound policies and – SPA 3: San Gabriel Valley parent practices that support and strengthen the children, families, schools, and communities they serve. 22 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents I. PreK and Kindergarten Commonalities An important aspect of effective preschool to elementary transition is the alignment of early learning standards, curriculum, instruction, and assessment. The alignment of these elements ensures • • • • Coherence or interconnectedness between standards—what children are expected to know and do Curricula—what children are taught Instruction—how children are taught Assessments—what and how children’s progress is measured (Atchison & Pompelia, 2018, p. 7) This “increases consistency of children’s experiences across and within grades in order to create a continuum of learning” (Howard, 2010, p. 5). It is essential for school districts to partner with preschool programs in their community to establish a process for articulation and alignment. Through regular articulation meetings or professional learning communities, silos that exist in education may be broken down. Table 2 summarizes key content and resources to facilitate conversations and collaborative work around aligning early learning standards, instruction, assessment, and learning environments. The tighter the alignment of these elements, the smoother the transition and the greater the likelihood of positive child outcomes as children move from an early childhood setting to the K–12 system. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 23 Table 2: Commonalities Between Preschool and Kindergarten Early Learning Standards The intent of aligning preschool to kindergarten learning standards (learning expectations) is to provide seamless transition from grade to grade. Being aware of the alignment within standards and how alignment correlates to core curriculum will prevent gaps in learning. Preschool Learning Foundations (PLF) & Frameworks, Vol 1-3 PLF describes developmental continuums (48–60 months) across nine domains. Head Start Early Learning Outcomes Framework (ELOF) ELOF describes the continuum of learning for preschoolers across five central domains. California Common Core (CCC) State Standards and California State Standards Alignment of PLF and CCC Document *To the maximum extent appropriate, children with disabilities are educated with typically developing peers in regular classes with the use of supplementary aids as necessary. PRESCHOOL COMMONALITIES BETWEEN PRESCHOOL AND KINDERGARTEN KINDERGARTEN Social and Emotional Development Domain • Social and Emotional Understanding • Empathy and Caring • Initiative in Learning Social and Emotional Development Domain • Self-Awareness • Social Awareness (Empathy) • Responsible Decision-Making (Initiative) • Self-Management (Self-Regulation) • Relationship Skills (Social and Emotional Understanding) Social and Emotional Development Domain • No kindergarten standards specific to social and emotional. CDE supports elementary in social-emotional learning in the Core Social Emotional Competencies developed by the Collaborative for Academic, Social, and Emotional Learning. Language and Literacy Domain • Phonological Awareness – Recognition of sounds and syllables. The foundations for phonological awareness are written only for older four-year-olds. • Letter Knowledge – Recognize half the uppercase and half the lowercase letters • Writing – Write letters and letter-like shapes Language and Literacy Domain • Listening and Speaking • Comprehension of Age-Appropriate Text • Phonological Awareness (syllables, onset-rime, delete onsets) – At around 60 months • Writing – Use drawing and dictation to compose opinion pieces, narrative, and informative texts Language and Literacy Domain • Phonological Awareness (rhyming words; isolating and pronouncing initial, medial, and final sounds; and phoneme manipulation) • Phonics – Decode • Letter-Knowledge – Know all uppercase and lowercase letters • Writing – Compose opinion pieces, narrative, and informative texts Mathematics Domain • Number Sense – Counting numbers up to 20 • Patterning – Recognize and expand patterns • Measurement – Non-standard units of measurement • Geometry – Simple shapes Mathematics Domain • Number Sense (Counting) & Number Operations • Classification – Sort and classify • Measurement – Compare, order, and measure • Geometry – Create and compose shapes, identify 3-D shapes and positions in space • Mathematical Reasoning to solve problems Mathematics Domain • Number Sense – Numbers up to 100 and operations in base ten (with numbers 11-19) • Measurement – Concepts of time and calendar • Geometry – Identify, analyze, compare, create, and compose a variety of shapes • Mathematical Practices (e.g., reason abstractly) Science Domain • Curiosity and ability to raise questions about objects and events in their environment Science Domain • Observation and Investigation/Experimentation • Documentation and Communication • Compare and Contrast • Physical Sciences – Properties of materials • Earth Sciences – Properties of earth (land, air, water) • Life Sciences – Properties of plants and animals Science Domain • Statistics, Data Analysis, and Probability Physical Development Domain • Balance – Holding still • Manipulative Skills – Increase fine motor skills • Spatial Awareness – Use own body as reference Physical Development Domain • Body Awareness – Identify body parts • Spatial Awareness • Balance – When moving in different directions • Locomotor Movement – Balance while walking and variety of other skills, such as jog, run, hop, jump • Manipulative Skills – Increase coordination with throwing, kicking, striking, bouncing, etc. • Muscular Strength – Climb ladders • Flexibility – Stretch without bouncing • Active Physical Play or Aerobic Activity Physical Development Domain • Balance – Using up to five body parts • Spatial Awareness – Travel within large group without bumping into others or falling • Movement Concepts – Create shapes using body parts in a variety of combinations • Fitness Concepts – Participate in physical activities that are enjoyable and challenging English Language Development • Listening, Speaking, Reading & Writing Back to Table of Contents ELEMENT Table 2: Commonalities Between Preschool and Kindergarten Assessments The intent of aligning preschool through kindergarten instructional assessments is to make sure there is consistency with monitoring and measuring children’s progress in development and learning to inform instructional practices and sustain children’s developmental growth. *Children with disabilities may benefit from more frequent progress monitoring. Instruction The intent of aligning instruction is to provide developmentally appropriate teaching practices that provide an optimal balance of adult-guided and child-guided experiences. *The goal of Universal Design for Learning (UDL) is to use a variety of teaching methods to remove any barriers to learning and give all students equal opportunities to succeed. It supports children with disabilities, children with a variety of learning preferences, and DLLs. Universal Design for Learning Learning Environments The intent of aligning preschool to kindergarten learning environments is to ensure that the physical spaces allow students to encounter places where they are safe to take risks, explore, investigate, experiment, communicate, create, and learn. *UDL guidelines outline the importance for teachers to create an environment that is safe and minimizes distractions. PRESCHOOL Desired Results Developmental Profile (State Mandated) COMMONALITIES BETWEEN PRESCHOOL AND KINDERGARTEN Desired Results Developmental Profile-K (DRDP-K) • Approaches to Learning • Social Emotional Development • Language and Literacy Development • English Language Development • Cognition (Math & Science) • Physical Development–Health • History–Social Science • Visual and Performing Arts KINDERGARTEN Kindergarten Assessments • Kindergarten Readiness Checklist (district created) • Benchmark assessments (district approved) • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Dual Language Learners • English Language Proficiency Assessments Early Childhood Assessments NAEYC Social-Constructivist approach: Building knowledge through skills previously learned through experiments, discovering, role-play, and collaboration. • Child-Initiated/ Child-Centered • Cognitive-Constructivist approach: Active knowledge building, re-construction of meaning, critical thinking, deep understanding, and stimulation of questioning • Teacher-guided experiences • Interactive Learning (questioning, feedback, modeling, scaffolding) • Use of technology • English Language Development Strategies for DLLs Developmentally Appropriate Practice Preschool Curriculum Frameworks, Vol. 1–3 Preschool English Learner Guide Video: Play in Early Childhood Video: Transitional Kindergarten Implementation Guide: Effective Instruction Classroom is set up for free choice and interest areas. Classroom is set up with tables for individual seating and some activity areas. Early Childhood Environment Rating Scale Video: Transitional Kindergarten Implementation Guide: Learning Environment • Cognitive Learning Process: Acquisition of general and specific skills, e.g., learning how to decode • Teacher-directed instruction methods (didactic) • Concept/subject-driven instruction (based on curriculum programs) • Learning centers (assigned or on rotation) • Independent seat work (e.g., paper-pencil assignments and/or manipulatives) Curriculum Frameworks Video: Effective Early Learning Strategies Classroom is set up with desks for individual seating. Video: Reimagining Classrooms: TED Talk Back to Table of Contents ELEMENT 26 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents I. Policy Implications A smooth transition between preschool and kindergarten promotes an optimal path for children’s growth and development over time. This alignment not only ensures that children are prepared for what they will learn and what is expected of them in kindergarten, but also helps families feel connected to their new school and creates a foundation for a strong home-school partnership. The ideas, best practices, and tools shared in this framework are intended to be a resource for local communities, preschool providers, K–12 schools, and families so that they can work together to create a seamless and supportive PreK to kindergarten transition system. To truly sustain these transition policies and practices and ensure systems are aligned from PreK through the early grades, it is recommended that policymakers develop solutions that address system barriers that make alignment challenging. The following policy implications were developed through conversations with the L.A. County Transitions Workgroup and present ways to address many of these barriers: Collaborative Planning: Support school district administrators to implement PreK–3 alignment strategies and involve early childhood educators as part of the planning and implementation of those efforts. Joint Learning and Planning: Provide paid release time and substitutes for PreK and kindergarten teachers to participate in joint professional development and to collaborate with other teachers both within and across systems. PreK–3 Leadership Development: Develop and support elementary school leaders to become preschool to third grade (PreK–3) leaders who are knowledgeable about early development and learning and are focused on building connections between PreK and K–12. Align PreK–3 Teacher Preparation: Support efforts to increase bachelor’s degrees for preschool teachers, strengthen K–3 teacher preparation to include greater emphasis on early childhood development, and incorporate transition best practices into teacher preparation and credential programs. Assessment Data Continuity: Establish a valid and reliable measure of student skills that can be used to assess growth over time and across grades and that captures skills and growth of all children (including those who are DLLs and who have IEPs). Reduce Class Sizes and Provide More Classroom Support: Support efforts to reduce class sizes and increase the number of classroom aides so that teachers can have the time and resources to focus on individual children’s needs and strengths and engage in more frequent dialogue with parents. Data Systems: Establish a data system that links individual student level assessment data from early childhood to elementary data to enable K–3 teachers to better meet children’s individual needs and build upon their strengths. Streamline Volunteer Process: Support more parent and community engagement by simplifying the process to increase understanding so that more people will want to volunteer their time. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 27 L.A. COUNTY TRANSITION FRAMEWORK Framework Using a Systems Approach – Three C’s of Transition Impacting Child Outcomes The L.A. County Transitions Workgroup leveraged a wide variety of data for the development of a comprehensive, countywide preschool to kindergarten transition framework, including input from workgroup members, lessons learned through active participation in the Office of Head Start and Public Schools Collaboration Demonstration Project, and insight data from parents, teachers, administrators, and other stakeholders from across L.A. County. Successful transition, including the transition from preschool to kindergarten, requires many parts working together to create a solid systems approach. Over time, successful systems alignment helps to ensure that the valuable gains achieved in PreK are not lost, but rather sustained into kindergarten and beyond, thus reducing the school readiness achievement gap. In part one, a system was defined by Merriam-Webster as “a regularly interacting or interdependent group of items forming a unified whole.” This definition aligns with the Office of Head Start’s whole child approach to school readiness: children are ready to learn, families are ready to support them, and schools are ready for the children and families they are receiving (OHS ECLKC website). Data analysis from the workgroup’s surveys, interviews, cited research, and feedback data from the parents, teachers, and leadership/administrators demonstrated that transition to kindergarten activities for children and families are typically provided; however, less emphasis is placed on systems alignment and ongoing connections among leadership/administrators, teachers, families, and community organizations. This resulted in three key themes identified as critical in supporting successful transitions: information sharing, relationship building, and individualized supports. The themes were used to identify the Three C’s of Transition approach of interconnecting components: 1. Coordination—defined as alignment and articulation across subsystems, including intentional information and data sharing (theme one: information sharing) 2. Cooperation—defined as commitment between subsystems to work together to achieve identified actions and procedures (theme two: relationship building) 3. Collaboration—defined as supporting mutual relationships between subsystems that result in a collective and shared purpose and addressing the unique needs of children (theme three: individualized supports) 28 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents II. Back to Table of Contents The workgroup intentionally considered the third theme, individualized supports, when identifying strategies and resources within the framework, addressing the individual child’s and family’s unique strengths and needs, including DLLs, children with special needs or disabilities, children experiencing adverse childhood experiences, and children experiencing homelessness. “How the foundation for positive transitions is laid across all levels of the system to support children, families, and staff through transitions can have far-reaching effects on children’s well-being and academic success.” – Office of Head Start, 2020, https://eclkc.ohs.acf.hhs.gov/transitions TION A IN COMMUNITY CO ORATION AB LL SCHOOL COO RD Figure 2: Three C’s of Transition Impacting Child Outcomes LEADERSHIP FAMILY CO O PE R AT IO N Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 29 • Leadership/Administrators—including school boards, superintendents, principals, preschool program directors, and supervisors who must set the tone and expectations of the entire organization using a systems approach. It is key that all leaders that impact decision-making are part of the transition system. • Families—including parents, guardians, and other significant caregivers and caretakers, such as grandparents, extended family, and older siblings. Families have the best understanding of their child and should be encouraged and supported to be their first educator. • Schools—including early childhood education programs and local educational agencies (LEAs), both educators and other school staff, such as school librarians, special education providers, physical education instructors, etc. • Community—applying Rimm-Kaufman and Pianta’s (2000) Ecological and Dynamic Model of Transition to school readiness, the workgroup added Community, which includes community organizations and programs such as local libraries, Parent Teacher Associations (PTA), parks and recreation programs, and external service providers. 30 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents Based on this whole child, systems approach, the workgroup identified four essential subsystems needed for a comprehensive and successful transition from preschool to kindergarten. The interconnectedness of the subsystems and components ensures that the transition focus is not reliant on any one individual or group, but rather a group of individuals that represent a cross sector. The four subsystems are as follows: Back to Table of Contents The approach in this framework is aligned with the recently updated recommendations from the National Center on Early Childhood Development, Teaching, and Learning (2020): Planning for the Transition to Kindergarten: Why It Matters and How to Promote Success. The recommendation includes the following: • Approach transition collaboratively, and include the diverse perspectives of learners and their families • Involve all key stakeholders in the process, including families, educators, leaders, members of children’s cultural and linguistic communities, and individuals representing children with disabilities • Align children’s experiences across systems in early learning settings and kindergarten classrooms To support successful transition system alignment, Tables 3 through 6 focus on the Three C’s of Transition (Coordination – Cooperation – Collaboration) and how they are supported in each of the four subsystems (leadership/administrators, families, schools, and communities). The tables detail strategies and resource links to consider when planning for successful transitions from preschool to kindergarten. The information, grounded in research, is gathered from practitioners and parents to support educators in filling the gaps that historically have existed between preschool and elementary education. Where applicable, links to resources are included in the tables or in Appendix C. Please note that Tables 3 through 6 are not all-inclusive, but provide examples and guidance to help programs develop their plan of action for embedding a systems approach to transition throughout the organization. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 31 Table 3: Three C’s of Transition Impacting Child Outcomes – LEADERSHIP/ADMINISTRATORS LEADERSHIP and ADMINISTRATORS LEADERSHIP/ ADMINISTRATORS Superintendents Boards Principals Directors Managers Supervisors COORDINATION COOPERATION COLLABORATION Alignment and articulation across subsystems (Information Sharing) Commitment between subsystems to work together (Relationship Building) Supporting mutual relationships between subsystems (Individualized Supports) • Identify PreK–K leadership team membership and lead coordinator • D evelop a process for collaboration and establish a PreK–K shared vision and plan • Identify a communication strategy to build understanding and obtain buy-in from administrators, teachers, families, and community members • Establish a data management system and data-sharing processes (e.g., child-level data) • Identify an evaluation process to determine effectiveness of PreK–K collaboration, articulation, and planning process • Ensure that transition is included in the distance learning process and during breaks 7 RESOURCES 7 32 • • • • • • • Set clear expectation of implementing systems approach • Build a culture of collaboration and cohesiveness between preschool and elementary systems supported by all stakeholders (e.g., district board, superintendent, directors, administrators, teachers, parents) • Build shared understanding around developmentally, linguistically, and culturally appropriate practices and leadership • E stablish PreK–K goals that are in alignment with existing initiatives and community efforts • Develop relationships and work closely across school systems and providers to ensure positive child outcomes for all students, including student subgroups, such as children with disabilities and dual language learners • Schedule, coordinate, and implement joint professional development activities to accommodate both preschool and elementary teachers, as well as administrators • Emphasize importance and benefits of attendance from preschool through elementary • I dentify key strategies and activities to support alignment and articulation (e.g., design a variety of professional learning experiences) Education Commission of the States: Transitions and Alignment from Preschool to Kindergarten National Association of Elementary School Principals: Leading Pre-K-3 Learning Communities Los Angeles Unified School District Birth to Eight Roadmap National P3 Center Transition and Alignment: Two Keys to Assuring Student Success Trying Together: Kindergarten Transition See Appendix B for additional information. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents Three C’s of Transition Impacting Child Outcomes Table 4: Three C’s of Transition Impacting Child Outcomes – FAMILIES Back to Table of Contents Three C’s of Transition Impacting Child Outcomes FAMILIES FAMILIES Parents Guardians Caregivers/ Caretakers COORDINATION COOPERATION Alignment and articulation across subsystems (Information Sharing) Commitment between subsystems to work together (Relationship Building) • Identify the school and program(s) you would like your child to attend • Attend kindergarten orientation sessions and transition events prior to the school start date • Become familiar with the School of Choice (if available) and enrollment process, including timeframes, school rules, and expectations • Become familiar with your rights and the local educational agency’s (LEA’s) role under federal and state laws, such as your rights under the Individuals with Disabilities Education Act (IDEA) • Learn about before-school and after-school programs and other magnet academic and extracurricular programs • Learn about how well prepared children are at the schools you are interested in by becoming familiar with CDE’s School Accountability Report Card (SARC) • Participate in parent groups, committees, and organizations, such as Parent Teacher Association (PTA), School Site Council (SSC), etc. • Request a site tour to familiarize yourself with the elementary campus to determine if it fits your child’s needs • Regularly attend school events, such as Back to School Night, Open House, and parent meetings • Schedule an appointment to meet the elementary staff and introduce yourself and your child • Join a parent/family peer-to-peer network or support group • Develop an understanding of the importance and benefits of regular attendance COLLABORATION Supporting mutual relationships between subsystems (Individualized Supports) • Work with teachers and administrators to identify your child’s strengths and gaps to support your child’s unique educational needs • Make attendance a priority— for every day the child does not attend, that is time lost in the instructional process • Always communicate with the school any circumstances that may interfere with consistent attendance in order to access support from the school and/or community programs • Attend a transition event, symposium, or conference to become familiar with the processes involved in preschool to kindergarten transition • Create a transition folder or portfolio for your preschool child with key information such as medical and dental records, allergies, Individualized Education Programs (IEP), etc. • Become familiar with how the elementary school system differs from the preschool system • Ask teachers for transitions activities and supports when doing distance learning and for school break periods 8 RESOURCES 8 • • • • • • • • List of public schools by school district and by charter: Public Schools Directory CDE School Accountability Report Card: CDE SARC website A Parent’s Guide to the SARC The Transition to Kindergarten and Out-Of-School-Time Programs: Tips for Parents and Caregivers Your Child Is Going to Kindergarten: Making the Move Together Transition to Kindergarten: Activity Calendar for Families Family Engagement in Transitions: Transition to Kindergarten Transitions to Kindergarten: Supporting Children Who Are Dual Language Learners (DLLs) See Appendix B for additional information. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 33 Table 5: Three C’s of Transition Impacting Child Outcomes – SCHOOLS SCHOOLS SCHOOLS LEAs Charters Preschools Family Child Care Homes Educators School Staff COORDINATION Alignment and articulation across subsystems (Information Sharing) • Create a sense of community across school systems (preschool to elementary) by coordinating joint events for staff, students, and families • Invite elementary teachers to visit the preschool’s special events (e.g., culminating theme gallery walks or family math classroom events) • Provide articulation or planning time to discuss shifts in pedagogical approaches and instructional content from preschool through third grade COOPERATION Supporting mutual relationships between subsystems (Individualized Supports) • Become familiar with staff, routines, and environments by participating in preschool and elementary school joint events or activities (e.g., attend school assemblies or special events) • Attend and engage in joint professional development opportunities (preschool– kindergarten) • Establish relationships between preschool and elementary teachers and be responsive to each other’s inquiries • Recruit and prepare families to participate in preschool to elementary collaboration meetings, including preschool teachers, transitional kindergarten and/or kindergarten teachers, administrators, and parents • Exchange school/program data and share child-level data with receiving elementary teacher • Provide receiving teacher with child’s portfolio that may include observation and assessment data, which offers a baseline for social, emotional, and early academic skills • Exchange and share resources that increase understanding of early learning standards (e.g., for children in foster care, dual language learners, students with special needs, children experiencing homelessness, and gifted and economically disadvantaged students) • Provide parents transition activities and supports when doing distance learning and over school break periods9 RESOURCES 9 34 • • • • • • • COLLABORATION Commitment between subsystems to work together (Relationship Building) • Participate in crossgrade-level classroom visits (e.g., preschool, transitional kindergarten, and kindergarten) and debrief to reflect on developmentally appropriate practices, early learning standards, learning environments, assessments, and social interactions • Participate in joint planning and articulation (preschool–kindergarten) to discuss shifts in pedagogical approaches, instructional content, and formative assessments and plan for differentiated instruction • Coordinate PreK–K supports for children with disabilities and special needs • Complete a comprehensive IEP re-evaluation meeting • Ensure regular school attendance by clarifying school attendance policies and supports available for families NAEYC: Developmentally Appropriate Practice Position Statement: 2020 PACE (Policy Analysis for California Education) – PreK-3 Alignment Challenges and Opportunities in California PACE: Practice Brief Report – Fostering Pre-K to Elementary Alignment and Continuity Data-Sharing Between Head Start Programs and Receiving Elementary Schools Council for Exceptional Children National Education Association IDEA Resources ECLKC: Children with Disabilities See Appendix B for additional information. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents Three C’s of Transition Impacting Child Outcomes Table 6: Three C’s of Transition Impacting Child Outcomes – COMMUNITIES Back to Table of Contents Three C’s of Transition Impacting Child Outcomes COMMUNITIES COMMUNITIES Libraries Dept. of Children and Family Services Parks & Recreation Regional Centers Medical Providers Local Volunteers Related Service Providers (e.g., Occupational and Speech Therapy) COORDINATION Alignment and articulation across subsystems (Information Sharing) • Identify community organizations and programs that can or could support the school(s) and the children and families they serve (e.g., after-school and summer programs) • Identify community organizations and programs that can or could serve the unique characteristics, diversity, and needs of the families and children in the community • Assess current transition activities and processes in the community to identify what is effective and where program improvement is needed • Share data and common data points across programs • Share resources across programs, such as Community Transition Resource Handbook or Calendar • Use common or standardized transition documents and forms • Ensure schools and families are aware of community resources, including those for special populations, such as those experiencing homelessness10 RESOURCES 10 • • • • COOPERATION COLLABORATION Commitment between subsystems to work together (Relationship Building) Supporting mutual relationships between subsystems (Individualized Supports) • Develop MOUs and partnerships with community organizations that support school goals (e.g., library programs, city or county parks and recreation dept.) • Establish an intentional transition network • Host a collaborative transition event, inclusive of all stakeholders in the community • Incorporate leadership practices for successful transitions to kindergarten • Engage in community events around school and kindergarten entry • Coordinate with the local library to host a story time focused on kindergarten transition • Provide information about the kindergarten registration or transition process to distribute to families attending community events • Establish or utilize existing transition teams, liaisons, or coordinators to support linkages between community organizations, programs, preschools, and LEAs • All stakeholders embrace and understand the importance of continuity of transition activities across their programs • All programs become more knowledgeable of the differences inherent in each of the systems (funding, regulations, organizational structure, staff qualifications, etc.) • Establish a transition task force inclusive of parents, educators, administrators, and community representatives to establish connections and coordinate the transition process • Establish relationships and partnerships to leverage community resources that support children, families, and schools (e.g., homeless liaisons) Education Commission of the States: Transitions and Alignment from Preschool to Kindergarten NCECDTL: Transition to Kindergarten: Collaborations, Connections, and Six Steps to Success NCECDTL: Leadership Practices for Successful Transitions to Kindergarten NCPFCE: Family Engagement In Transitions: Transition To Kindergarten See Appendix B for additional information. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 35 36 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents II. Developing a Systems-Based Transition Action Plan Kindergarten transition work is most effective when strong leaders build a collaborative workgroup and a focused plan. The Transition Action Planning Template can be used to guide the development of a transition plan that strengthens the partnership between preschool programs and their local receiving elementary schools. The Template will allow workgroup members an opportunity to identify current practices that foster connections to receiving schools; brainstorm and identify activities; establish roles, responsibilities, and timeframes; and plan for improvement. Figure 3 provides a brief overview of the seven steps that should be included when developing an action plan. (See Appendix A for Transition Action Planning Template) Figure 3: Transition Action Plan 1 Identify key stakeholders 7 2 Assess evidence of current practices Reevaluate and refine goals 3 Assess challenges and opportunities 6 Implement action plan 4 5 Develop the actual plan Communicate information to the workgroup Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 37 CONCLUSION The Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework is intended to support school districts and early childhood programs in Los Angeles County to align their systems to better support a sustained and effective preschool to kindergarten transition. It highlights the importance of strengthening the subsystems that surround the developing child (leadership/administrators, families, schools, and communities) by focusing on the Three C’s of Transition—Coordination, Cooperation, and Collaboration—and the critical role of ongoing and open communication to support all three aspects of transition. The policy and program examples and tools provided within the framework are meant to support districts and programs to develop a comprehensive systems-based transition action plan. Over the next several months, the Workgroup will provide training on the Framework and strategies on how programs can make this Framework a part of their ongoing operational culture. We are hoping that together we take a strategic systems approach to how we bridge the gap for all preschool children transitioning into kindergarten and work with children, families, and the community for each child’s long-term sustainable gains. 38 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents III. Back to Table of Contents IV. APPENDICES Appendix A: Transition Action Plan and Template Step 1: Identify key stakeholders to be part of the transition workgroup that will be committed to the process. Team members should include preschool and kindergarten teachers, school liaisons, principals, directors, education managers, parents, and community representatives. Identify the transition workgroup lead. Step 2: Assess evidence of current practices. What is the reality of what’s happening now with transition activities (sharing information, building relational supports, etc.)? Identify the strengths, benefits, challenges, and opportunities for improving transition activities practiced in your school and community. For each activity currently happening, identify the type of connection it fosters and the intended outcome. Step 3: Develop a survey to assess challenges and opportunities for current practices. Distribute survey to key stakeholders. Aggregate and analyze data results to determine what’s working and what’s not working with the current practices. Step 4: Analyze feedback from Steps 2 and 3 and communicate to the workgroup. Brainstorm to envision the future and identify goals to accomplish. Consider the types of connections, types of activities, and when the activities will be achieved. Step 5: Develop the action plan, including all key components. The action plan should include: (1) connections to be made; (2) identified activities; (3) person(s) responsible; (4) established benchmarks/measures; and (5) completion dates. Plan, prioritize, and finalize details through coordination. Look at calendar to assign realistic timelines, determine how often and when sub-teams will meet, and establish who is responsible for next steps and follow-up. Step 6: Implement the action plan. Don’t wait until it is perfect. Focus on the following: (1) communicating the plan; (2) articulating clear expectations; (3) securing resources; (4) tracking successes; (5) monitoring and frequently checking in; (6) staying adaptable and flexible; and (7) communicating results frequently. Step 7: Reevaluate and refine your goals, create new ones if necessary, and plan steps to take. The workgroup needs to keep their motivation strong to complete the goal. Communicate regularly. Consider scheduling a weekly or monthly evaluation, which could include measuring progress and evaluating barriers/obstacles. Make necessary adjustments and keep the workgroup going. Celebrate. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 39 TRANSITION ACTION PLANNING TEMPLATE Name of Organization: Step 1: Who are the crucial individuals that will be involved in developing and implementing a comprehensive plan? Workgroup Members Af?liation Contact Information (PhonefEmail) Information Designated Team Leader and Contact Step 2: What are the organization?s current practices? Type of connection Sharing information Building relational supports Fostering alignment between settings Evaluation Child?School Family?School School?School Community?School 0 slualuog ,Lo alqei 01 meg Type of connection Sharing information Building relational supports Fostering alignment Evaluation between settings Benefits: Challenges: Opportunities: Step 3: What are the challenges and opportunities for current practices? Type of connection What?s Working What?s Not Working Child?School Family?School School?School Community?School Step 4: What brainstorming ideas does the team have after analyzing information from steps 2 and 3? Type of connection What are suggested connections we will make? What are suggested activities we will implement to support the connection? What are the benchmarks for achievement? Child?School Family?School 0 slualuog ,Lo alqei 01 meg Type of connection What are suggested connections we will ma ke? What are suggested activities we will implement to support the What are the benchmarks for achievement? connection? School?School Community?School Step 5: Based on Step 4, what are the final decisions that will be presented to the entire group and approved by administration? What activities will Who will be responsible What are the What is the completion Type of What connection we implement to for the connection and benchmarks for date for all benchmarks? connection will we make? support the who will support? achievement? connection? Child?School Family?School School?School Community? School Step 6: Implement Plan Do not wait until it is perfect. Step 7: Reevaluate your goals, create new ones if necessary, update document, communicate to all stakeholders, and celebrate. 0 slualuog ,Lo alqei 01 meg Appendix B: Distance and Virtual Learning: Continuity of Learning Experiences and Transitions When in-person instruction and services are disrupted due to summer break, a pandemic, or other unforeseen circumstances, the distance and virtual learning strategies outlined in this section should be fully activated. Program staff, families, and teachers all play an integral role in children’s successful transition. Distance and virtual learning is a valuable form of continuing education and transition services in which children, their families, and teachers can engage using varied technologies to facilitate communication and successful transitions. Distance and virtual learning includes three key elements: 1) Strengthening the home-school connection 2) Embracing parents and families as lifelong educators 3) Respecting parents’ role as the child’s first teacher Distance and virtual learning provides the unique opportunity to continue providing individualized education and services to children and families as they transition from preschool to kindergarten. Embracing a whole child approach to serving children and families, educators should collaborate, as much as possible, with other subsystems (refer to Tables 3 through 6) to allow the continuation of all necessary services to support successful transitions for children leaving preschool and entering kindergarten, including coordinating transition services during the summer. Continuity of learning experiences is essential to provide consistency in educational experiences to families and children. It is critically important that steps be taken throughout the school year for PreK and kindergarten teachers and administrators to apply relationship-based practices and maintain supportive relationships. The family and child’s relationship with the schools can deepen during the distance-learning period and benefit them when they return to standard program operations. Family engagement is critical to the success of the kindergarten transition. 43 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents IV. Back to Table of Contents Tips for Supporting Continuity of Learning Experiences FAMILIES Create and practice routines for the morning and evening that you will follow during the school year. Help your child get up, get dressed, and be ready to learn at a reasonable time Practice activities with your child that encourage independent skills, such as tooth brushing, putting away toys, self-feeding, hygiene, toileting, following instructions, etc. Encourage your child to speak with other children to learn what kindergarten is like. Read with your child, including books about going to kindergarten. Find out if the new school has an open house at the end of summer to visit the classroom again. Plan fun virtual and on-site activities with your child, spend time outside, visit the library and local museums, and take advantage of free events, like a farmers’ market or summer festival. Learn about free online resources available for your child. Provide meaningful alternatives to screen time for your child (e.g., building items using cardboard boxes, gardening, cooking). Share photos or videos of your child’s creation and activities with the teacher. Music is magical, so explore singing and dancing to online applications, television shows, and movies that are age-appropriate and that you and your child would enjoy. Choose a good place in your home for your child to learn. Set up a physical location that’s dedicated to school-focused activities. SCHOOL Plan a “welcome back to school” activity (e.g., virtual assembly or virtual pep rally). Create a weekly transition bulletin with built-in hyperlinks that provides parents and teachers with access to transition activities, strategies, tips, and resources (e.g., read-aloud/e-books, videos). Create virtual lessons that all transitioning children may have access to during the summer. Offer virtual parent support groups via online platforms on a regular basis. Create a “transition to kindergarten” video for parents to watch on a virtual platform, with an introduction and overview of the receiving school and staff. Utilize learning activities that familiarize families and children with the transition to kindergarten. Communicate with families of children to identify any challenges and supports needed and/or celebrate successes through a virtual platform. Provide an opportunity for parents to discuss the impact of school closure and emergency situations. Consider trauma that families are experiencing. Schedule one-on-one virtual meetings with the parent to discuss child needs, developmental progress, school readiness, and what’s expected for kindergarten. Prepare transition activities that parents can do with their child during the summertime. Activities should be made available for all children regardless of whether the child is in a center or home-based program or receiving services virtually. Provide families with a transition kit (supplies and materials) that can be utilized at home. Plan virtual joint professional development opportunities for preschool and kindergarten teachers during and outside of normal working hours. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 44 Appendix C: Additional Transition Resources The following table provides links to additional resources that may be helpful when planning for successful transition from preschool to kindergarten. Establishing an Early Childhood Education Leadership Team to Coordinate PreK–3 Efforts Transition and Alignment: Two Keys to Assuring Student Success Education Commission of the States: Transition and Alignment from Preschool to Kindergarten National P3 Center Bridging ECE and PreK–12 Systems New Project: Head Start to Kindergarten Transitions Foundation for Child Development: Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches Education Development Center: First 10 Approach Buffet Early Childhood Institute: Superintendents’ Early Childhood Plan National Association of Elementary School Principals: Leading Pre-K-3 Learning Communities All Things PLC: Advocates for Professional Learning Communities: Finding Common Ground in Education Reform California Department of Education: CA Early Childhood Educator Competencies California Department of Education: Transition from Preschool to Kindergarten Providing High-Quality PreK–3rd Grade Joint Professional Development NAEYC: Developmentally Appropriate Practice Position Statement – 2020 New America – Education Policy Supporting PreK–3 Vertical Articulation and Planning Policy Analysis for California Education (PACE) - https://edpolicyinca.org/ Practice Brief Report – Fostering Pre-K to Elementary Alignment and Continuity PreK–3 Alignment Challenges and Opportunities in California Preschool to Third Grade Alignment: What Do We Know and What Are We Learning? Preschool Through Third Grade Alignment and Differentiated Instruction: A Literature Review National League of Cities: Educational Alignment for Young Children Voices in Urban Education: Promoting Seamless Transitions from Preschool to Kindergarten and Beyond 45 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents IV. Back to Table of Contents Establishing Data Management Systems & Data-Sharing Processes Head Start Early Childhood Learning & Knowledge Center (ECLKC) - https://eclkc.ohs.acf.hhs.gov/ Data-Sharing Between Head Start Programs and Receiving Elementary Schools Office of Planning, Research and Evaluation (OPRE) Understanding Children’s Transitions from Head Start to Kindergarten, 2019–2022 Quality Start LA: Quality Ratings California Department of Education - Local Control and Accountability Plan LCAP Survey sample: ABC Unified School District Executive Summary Draft Trying Together: Kindergarten Transition Connecting with Preschool Programs FreePreschool.org Free Preschool Search by State Child Care Alliance of Los Angeles Find Child Care Search California Department of Education: Early Learning and Care Coordinating PreK–3 Supports for Children with Disabilities and Special Needs Council for Exceptional Children U.S. Department of Education - Free Appropriate Public Education for Students with Disabilities Early Childhood Technical Assistance Center (ECTA Center) Transition from Preschool Special Education to Kindergarten Practice Guides for Practitioners CDE Special Education Overview Head Start Early Childhood Learning & Knowledge Center (ECLKC): Children with Disabilities National Education Association (NEA): A Successful Kindergarten Transition Children’s Books about Kindergarten Scholastic Books About Starting Kindergarten Head Start Selected Children’s Books About Kindergarten Head Start Transition to Kindergarten Selected Children’s Books About Kindergarten Other Resources Head Start ECLKC: Virtually Transitioning from Head Start to Kindergarten Ready Freddy Pathways to Kindergarten Success: 2020 School Readiness Calendar Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 46 REFERENCES Attendance Works and Healthy Schools Campaign. (2015). Mapping the Early Attendance Gap: Charting a Course for School Success. Attendance Works. Retrieved April 9, 2020, from https://www.attendanceworks. org/wp-content/uploads/2017/05/Mapping-the-Early-Attendance-Gap_Final-4.pdf Barnett, W. (2011). Effectiveness of early educational intervention. Science, 333, 975-978. Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten the new first grade? AERA Open, 1(4), 1-31. Brooks-Gunn, J. E. (2007). Racial and ethnic gaps in school readiness. In M. C. R.C. Pianta, School Readiness and the transition to kindergarten in the era of accountability (pp. 283-306). Baltimore: Paul H. Brookes. Burchinal, M. V. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25, 166-176. Centers for Disease Control and Prevention. (2020, April 3). Preventing Adverse Childhood Experiences. Retrieved from Centers for Disease Control and Prevention: https://www.cdc.gov/violenceprevention/ acestudy/fastfact.html Chang, H. N., Osher, D., Shanfield, M., Sundius, J., & Bauer, L. (2019). Using Chronic Absence Data to Improve Conditions for Learning. Attendance Works and American Institutes for Research (AIR). Retrieved April 9, 2020, from https://www.attendanceworks.org/wp-content/uploads/2019/06/Attendance_Works_Using_Chronic_ Absence__091619.pdf Fenlon, A. (no date). Paving the Way to Kindergarten for Young Children with Disabilities. Retrieved March 24, 2020, from Reading Rockets: https://www.readingrockets.org/article/paving-way-kindergarten-youngchildren-disabilities Karoly, L. A. (2005). Early childhood interventions: Proven results, future promise. Santa Monica: RAND. Retrieved March 28, 2020, from https://www.rand.org/pubs/monographs/MG341.html Koppich, J. E., & Stipek, D. (2020). PreK–3 Alignment: Challenges and Opportunities in California. Policy Analysis for California Education. Retrieved February 26, 2020, from https://edpolicyinca.org/publications/ prek-3-alignment Lee, V. E., & Loeb, S. (1995). Where do Head Start attendees end up? One reason why preschool effects fade out. Educational Evaluation and Policy Analysis, 17, 62-82. Little, M. H., Cohen-Vogel, L., & Curran, F. C. (2016). Facilitating the transition to kindergarten: what ECLS-K Data tells us about school practices then and now. AERA Open, 1-18. doi:10.1177/2332858416655766 LoCasale-Crouch, J., Mashburn, A. J., Downer, J. T., & Pianta, R. C. (2008). Pre-kindergarten teachers’ use of transition practices and children’s adjustment to kindergarten. Early Childhood Research Quarterly, 124-139. 47 Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents V. Back to Table of Contents McCabe, L. A., & Sipple, J. W. (2011). Colliding Worlds: Practical and Political Tensions of Prekindergarten Implementation in Public Schools. Educational Policy, 25(1), e1-e26. Retrieved January 28, 2020, from http://epx.sagepub.com/content/25/1/e1 Melnick, H. A. (2017, June). Understanding California’s Early Care and Education System. Palo Alto, CA: Learning Policy Institute. Retrieved August 1, 2018, from Learning Policy Insitute: https://learningpolicyinstitute.org/ product/understanding-californias-early-care-education-system-report National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi:https://doi.org/10.17226/24677 National Association for the Education of Young Children. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC. Patton, C., & Wang, J. (2012). Ready for success: Creating collaborative and thoughtful transitions into kindergarten. Cambridge: Harvard Family Research Project. Retrieved February 2020, from https://archive.globalfrp. org/publications-resources/browse-our-publications/ready-for-success-creating-collaborative-andthoughtful-transitions-into-kindergarten Pianta, R. C., & Kraft-Sayer, M. E. (1999). Parents’ observations about their children’s transitions to kindergarten. Young Children, 54(3), 47-52. Reynolds, A. J. (2007). Effects of a school-based early childhood intervention on adult health and well-being: A 19-year follow-up of low-income families. Archives of Pediatric and Adolescent Medicine, 161(8), 730-739. Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15(2), 147-166. Rimm-Kaufman, S., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21(5), 491-511. Shulting, A. B., Malone, P. S., & Dodge, K. A. (2005). The Effect of School-Based Kindergarten Transition Policies and Practices on Child Academic Outcomes. Developmental Psychology, 860-871. U.S. Department of Health and Human Services, Administration for Children and Families. (2010). Head Start Impact Study: Final report. Washington, DC. Retrieved March 24, 2010, from https://www.acf.hhs.gov/sites/ default/files/opre/hs_impact_study_final.pdf Valentino, R., & Stipek, D. (2016, May). PreK-3 Alignment in California’s education system: obstacles and opportunities. Retrieved February 26, 2020, from Policy Analysis for California Education: https://edpolicyinca.org/ publications/prek-3-alignment-californias-education-system-obstacles-and-opportunities Wildenger, L. K., & McIntyre, L. L. (2010). Family Concerns and Involvement During Kindergarten Transition. Journal of Child and Family Studies. doi:10.1007/s10826-010-9403-6 For more information regarding the quantitative and qualitative data collection, please contact the Los Angeles County Office of Education at (562) 940-1770. Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 48 Back to Table of Contents V. ACKNOWLEDGMENTS Transitions Workgroup Members Anita Chu, Superintendent, Garvey School District Eileen Carrillo Lau, Director, Pomona Unified School District Arturo Valdez, Deputy Superintendent, Los Angeles County Office of Education (LACOE) Elizabeth Arreola, Parent Intern, LACOE HSEL Avery Seretan, Program Officer, First 5 Los Angeles Jenifer Lipman, Program Manager, LACOE HSEL Becca Patton, Director, Early Care and Education, First 5 Los Angeles Jessie Cuadra, Manager, Head Start Birth to Five, Child Care Resource Center Betty Zamorano-Pedregon, Director, Head Start Birth to Five, Child Care Resource Center Kathy Castillo, Kindergarten Teacher, Pomona Unified School District Claudia Ruiz, Principal, Pomona Unified School District Colin Legerton, Communications Specialist, LACOE Head Start and Early Learning Division (HSEL) Daniel Orosco, Project Director, LACOE HSEL (former) Danielle Mitchell, Director, LACOE Curriculum and Instructional Services Debra Colman, Director, Office for the Advancement of Early Care and Education, County Department of Public Health Dow-Jane Pei, Region IX Program Specialist, Office of Head Start 49 Jacqueline Lopez, Coordinator III, LACOE HSEL Katie Fallin Kenyon, Consultant, Kenyon Consulting, LLC Keesha Woods, Executive Director, LACOE HSEL Marissa Pacheco, Child Development & Education Consultant, LACOE HSEL Melissa Cerrato, First Grade Teacher & Former Head Start Teacher, Garvey School District Micah Ho, Intern, LACOE HSEL Ricardo Rivera, Director, Early Childhood Education, Baldwin Park Unified School District Rosa Macias, Early Learning Analyst, LACOE HSEL Rudy Torres, Director of Education Technology & Innovations, Garvey School District Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 Back to Table of Contents Transitions Workgroup Members (Con’t) Primary Writers Sandra Gonzalez, Director of Child Development, Garvey School District Keesha Woods, Executive Director, LACOE Sarah Neville-Morgan, Deputy Superintendent, Opportunities for All Branch, California Department of Education Sardis Rodriguez, Early Learning Analyst, LACOE HSEL Katie Fallin Kenyon, Ph.D., Kenyon Consulting, LLC Colin Legerton, LACOE Jenifer Lipman, Ed.D., LACOE Jacqueline Lopez, LACOE Rosa Macias, LACOE Sheila Twaddell, Head Start Teacher, Pomona Unified School District Marissa Pacheco, LACOE Sonja Robinson, Program Manager, LACOE HSEL Sonja Robinson, LACOE Stephanie Myers, Director, Head Start State Collaboration Office, California Department of Education Sardis Rodriguez, Ed.D., LACOE Translation Susannah Baxendale, Community Representative, LACOE HSEL Policy Council and Parent Teacher Association (PTA) Oscar Carmona, Senior Language Interpreter/Translator, LACOE Whitcomb Hayslip, Consultant, Retired Special Education Administrator Publication Yolie Flores, Chief Learning Officer, Campaign for Grade-Level Reading & Fellow, Broad Academy Melissa R. Franklin, Ed.D., Chief Executive Officer, Growth Mindset Communications Bumpercar, Inc. A Multicultural Advertising + Design Agency Virtual Conference Facilitation Head Start California Los Angeles County PreK to Kindergarten Transition Systems Alignment Framework - September 2020 50 Debra Duardo, M.S.W., Ed.D., Superintendent Los Angeles County Board of Education, 2020-21 Monte E. Perez, President • Douglas R. Boyd, Vice President James Cross • Betty Forrester • Alex Johnson Ellen Rosenberg • Thomas A. Saenz 9300 Imperial Highway Downey, CA 90242-2890 (562) 922-6111 www.lacoe.edu