ERIC Number: ED485212
Record Type: Non-Journal
Publication Date: 2005
Planning for Terrific Transitions: A Guide for Transition-to-School Teams. Participant's Guide. Revised
Hale, Denise; Brown, Glyn; Amwake, Lynn
US Department of Education
A survey of 3,600 teachers by the National Center for Early Development and Learning (Pianta et al., 1999; NCEDL, 1999) found that teachers were concerned about children's transitions to school. Teachers reported that almost half (48 percent) of children entering kindergarten had moderate or serious problems adjusting to the new experience. These findings suggest that many children would benefit from additional support and resources during this period of transition. In order to address this critical need, SERVE has developed a set of training materials called "Planning for Terrific Transitions: A Guide for Transition-to-School Teams" to help all stakeholders effectively plan, implement, and evaluate their transition process. Topics include forming a comprehensive transitions team, conducting a needs assessment, conducting focus groups, and evaluating goals and strategies. The training focuses on a five-step transition improvement process that teams will use to begin improving their own transition systems. After the training, teams will continue their transitions improvement work and complete each step in the process. Materials for use "back on the job" are included in the participant's manual.
Descriptors: Kindergarten, Transitional Programs, Young Children, School Readiness, Early Childhood Education, Cooperative Planning, Program Development, Program Evaluation, Needs Assessment, Focus Groups
SERVE, P.O. Box 5367, Greensboro, NC 27435. Tel: 800-755-3277 (Toll Free); Fax: 336-315-7457; Web site: http://www.serve.org.
Publication Type: Guides - Non-Classroom
Education Level: Early Childhood Education
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: SERVE: SouthEastern Regional Vision for Education, Greensboro, NC.
Grant or Contract Numbers: N/A