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Transition: School to School

Transition: School to School . 1. Enrich continuity between early childhood programs and formal schools. Design strategies to support children when practices differ across settings. . School-to-School : OBJECTIVES.

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Transition: School to School

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  1. Transition: School to School 1

  2. Enrich continuity between early childhood programs and formal schools. Design strategies to support children when practices differ across settings. School-to-School:OBJECTIVES

  3. Goal: Provide children with stable classroom experiences over time Shared expectations, shared practices Address differences Support teachers across settings School School Connections

  4. What are the potential points of difference between Preschool & Formal School Environment? 4

  5. Academic demands / curricula Learning environment Social environment (peers) Family connection with school Time with teacher(s) What are the potential points of differences between Preschool & Formal School Environment? 5

  6. Shared Expectations and Practices Standards Aligned System Portal

  7. A RESOURCE FOR TRANSITION • Aligns standards • Aligns assessments • Aligns instructional practices • Promotes a shared understanding of school culture

  8. Shared Standards Promote Continuityfrom: Transitions for Young Children: Creating Connections Across Early Childhood Systems(Kagan, Tate) Standards are an essential element of a transition policy framework because they describe what children should learn in each setting. Establishing standards requires deep thinking about the nature of what children experience as they move from one setting to another. Alignment of expectations across age/grade levels promotes continuity in what children learn at different ages and facilitates effective transitions. Misalignment of standards contributes to discontinuity between settings. 8

  9. Shared Standards 9

  10. Standards-based Curriculum and Assessments

  11. Shared Instructional Practices • Environment • Mode of instruction • Social aspects • Family involvement

  12. School culture • Leadership • Safe and Supportive Schools Early Childhood Executive Leadership Institute

  13. Sharing Stories/Seeking Solutions

  14. 14

  15. 16

  16. Post training assignments: • Each participant must complete… • A Post Survey • An Implementation Project Stay informed and keep in touch through use of the TACEL Professional Learning Community at www.pdesas.org

  17. Implementation project 1. Review your prioritized areas for child-school, family-school, and school-school sections of BPR, and 2. Develop a plan for moving forward Remember resources are available in the Transition toolkit to assist in the planning process. 3. Within 3 weeks of series completion, log into TACEL PLC and post an update.

  18. We can….. Through effective transition planning... Be the change we hope to see in our communities! 19

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