TRANSITION TO PRESCHOOL: National Survey Findings and Implications for State Policy Beth Rous, Katherine McCormick & Teri Nowak, University of Kentucky

In This Session We Will….. Review three current large scale studies in the area of transition Present preliminary findings from a new large scale study of transition to preschool Discuss state and local policy implications

Most of what we currently know about transition is based on two large scale studies: – National Head Start/ Public School Transition Study – Transition at Kindergarten from NCEDL Research What we know about the transition of young children:

National Head Start/Public School Early Childhood Transition Demonstration Project Sample – 4,284 kindergartners who were Head Start graduates and their caregivers – 28 sites in 435 schools in 81 districts in 28 states Instrumentation – Measures of (1) family ecology, (2) child – PPVT & academic status, and (3) child and family PERCEPTIONS of school adjustment & attitudes toward school (Ramey et al., 2000)

Head Start/Public School Results 76% of the children reported liking school a lot (considered by the authors as reflective of positive transitions) More than 30% of the families reported some strategy for promoting positive school experiences and transition to school Some differences based on site/demographics

Key indicators of a successful transition to kindergarten include: Families show positive attitudes toward school and learning Teachers recognize and value difference and provide DAP Linkage of all stakeholders in positive and mutually supporting focused efforts

National Center for Early Development & Learning (NCEDL) Sample – Random stratified sample from population of over 117,000 (target sample of 10,071 resulting - final sample of 3,595 teachers) Instrumentation (Survey) – Included 21 transition to kindergarten practices – Included 16 potential barriers to transition to kindergarten (Pianta et al., 2002)

Preschool to Kindergarten Results Most common practices were: – talk with families after school starts – letter to families after school begins – open house after school starts Least common practices were: – home visiting (before or after) – a visit to the preschool

Preschool to Kindergarten Results Significant differences were evidenced based on different levels of demographic indicators – “children who are likely to benefit most from personalized, proactive, and intense practices aimed at facilitating transition to kindergarten are the least likely to be the recipients of such practices” (Pianta et al., page 83 )

What we know about children Some experience interacting with other adults and familiarity with cooperating and following their directions is important to successful transition A regular routine or schedule that provides children with a sense of predictability helps promote successful transition

What we know about families Family involvement in the both the school and their child’s education makes a difference. All families should have a personal contact with the school (preferably the child’s teacher) before school starts that is low stress and designed for the school to LISTEN to the parents. Families can be involved by preparing children for classroom work in several ways such as: – reading to children, visiting a library, participating in story time, singing songs, playing games, and conversing regularly about day-to-day activities.

What we know about families Families can be involved by preparing children for classroom work in several ways such as: – reading to children, – visiting a library, – participating in story time, – singing songs, – playing games, and – conversing regularly about day-to-day activities.

What we know about programs Teachers should communicate with one another and the family about the child’s needs and the classroom experiences that are and will be offered in their settings. Teachers should visit each other’s classrooms. Teachers should meet to connect their curriculum and expectations to one another Teachers should meet with parents to talk about the transition needs of individual children.

What we know about communities Communities should develop transition plans, processes, and evaluation of transition plans and identify who is responsible for implementing these plans. A variety of transition strategies should be offered to families and tailored to meet their individual needs rather than implementing a one-size-fits-all program.

What we know about communities Collaboration in developing and implementing transition plans requires flexibility and sensitivity to the unique perspectives and constraints of the programs involved. Schools and programs can implement a transition planning process that results in each school or program developing their own transition plan, with little additional financial resources.

What we know about state policies and practices States can initiate and support the development of transition planning in local programs, schools and communities. States MUST develop a conceptual model that is shared by all stakeholders. – Identify key constituencies – Identify leadership – Timelines of key events – Identify the responsibilities of key constituencies

A Conceptual Framework for Transition Rous, Hallam, Harbin, McCormick and Jung, 2005

NECTC National Preschool Survey Study the Transition into Public Preschool Collaborative Replication of the NCEDL National Kindergarten Transition Survey (1996)

Study Purpose To determine the current status of transition practices at public school preschools in the U.S. (rate of use) To identify common barriers and facilitators to recommended transition practices To examine demographic differences in transition practices in public school preschools

Sample Public preschool teachers Teaching 3-, 4-, or 5-year-olds who are not enrolled in Kindergarten Mailed 10,000 surveys Adjusted Sample of 9718 (219 Not Preschool Teacher; 63 undeliverable) Return rate of 25.04%

What we know about public preschool in American today 3-Year-Olds4-Year-Olds NIEER: State of Preschool: 2004 Yearbook

The Survey 51 questions – School Information (6) – Teacher/Classroom Information (21) – Entering Preschool (5) – Transition Practices (8) – Moving from Preschool to Kindergarten (6) – Information Resources (2) One open comment

Components from the survey for discussion 25 questions – identify transition practices for children entering preschool to determine rate of use by preschool teachers 22 factors – identify what preschool teachers report as barriers or facilitators for transition to preschool 11 questions – Identify transition practices for children entering kindergarten to determine the rate of use by preschool teachers

Sample – Teacher Description N = 2,433 82% (n=1,983) serve children with disabilities

Sample – Program Description Program Location – Housed within elementary school = 70% – Housed in another building on elementary campus = 14.5% – Housed in building separate from elementary campus = 15%

Regional Distribution of the Sample

Most Common Transition Practices to Preschool PracticesAll Teachers W/Special Needs Talk with parent AFTER school starts 95%94% Letter to parent AFTER school starts 84% Talk with parent BEFORE school starts83% Open house AFTER school starts 75% Open house BEFORE school starts72%74%  Letter to parent BEFORE school starts72% Written records made available71%75%  Facilitate parent to parent contact71%69%  Meet child and family AFTER school starts 71%69%  Flyer to child BEFORE school starts71%   Differences noted when percentages varied by at least 1%

Kindergarten Most Common Transition Practices to Kindergarten PracticesK Talk with parent after school starts94% Letter to parent after school starts88% Open house after school starts82% Flyer to child after school starts77% Read written records74% Flyer to child before school starts69% Facilitate parent to parent contact65% Open house before school starts62% Parent letter before school62% Kindergarten (preschool) registration60% (Pianta et al., 1999)   Differences noted when percentages varied by at least 1%

Kindergarten and Preschool Comparison of Practices Kindergarten and Preschool PracticesKPreschool Talk with parent after school starts94% Letter to parent after school starts88%83%  Open house after school starts82%75%  Flyer to child after school starts77%64%  Read written records74%69%  Flyer to child before school starts69%71%  Facilitate parent to parent contact65%71%  Open house before school starts62%72%  Parent letter before school62%72%  Kindergarten (preschool) registration60%65%  (Pianta et al., 1999)   Differences noted when percentages varied by at least 1%

Preschool Least Common Transition Practices to Preschool Practices Used W/Special Needs Teachers visit sending program classroom 14%15%  Call child AFTER school starts  14%19%  Call child BEFORE school starts  16% Incoming children visit preschool classroom 21%23%  Letter to child AFTER school starts 25%24%    Differences noted when percentages varied by at least 1%

Kindergarten Least Common Transition Practices to Kindergarten PracticesK Used Home visit before school starts5% Home visit after school starts8% Call child before school11% Call child after school14% Children visit K classrooms (preschool)17% Coordinate curriculum21%   Differences noted when percentages varied by at least 1% (Pianta et al., 1999)

Kindergarten and Preschool Comparison of Practices Kindergarten and Preschool PracticesK Used Preschool Used Home visit before school starts5%32%  Home visit after school starts8%34%  Call child before school11%16%  Call child after school14% Children visit K classrooms (preschool)17%21%  Coordinate curriculum21%43%    Differences noted when percentages varied by at least 1% (Pianta et al., 1999)

Preschool Commonly Reported Barriers to A Good Transition at Preschool Barriers All Teachers W/Special Needs Parents don’t read letters sent home57%56%  Some parents not interested54% Summer work required not supported by salary51% Class lists generated too late47%46%  Funds not available 41%40%  Dangerous to visit some students homes38%36%  A transition plan not available in district36%35%  Parents don’t bring child for regist./open house36% Records not available before school starts31%30%    Differences noted when percentages varied by at least 1%

Kindergarten Commonly Reported Barriers to A Good Transition to Kindergarten Barriers K Class lists generated too late56% Transition plan not available56% Work required in the summer is not supported by salary47% Takes too much time37% Dangerous to visit homes33% Parents do not bring their child in for registration or open house 32% Can’t reach parents27% Parents not interested25%   Differences noted when percentages varied by at least 1% (Pianta et al., 1999)

Kindergarten and Preschool Comparison of Practices Kindergarten and Preschool Barriers KPre- school Class lists generated too late56% 47%  Transition plan not available56% 36%  Work required in the summer is not supported by salary 47% 51%  Takes too much time37% 27%  Dangerous to visit homes33% 38%  Parents do not bring their child in for registration or open house 32% 36%  Can’t reach parents27% 20.0%  Parents not interested25% 54%    Differences noted when percentages varied by at least 1% (Pianta et al., 1999)

Preschool Commonly Reported Facilitators to A Good Transition to Preschool Facilitators All Teachers W/Special Needs Parents interested 70% Class lists generated on time 64% Parents bring children for registration/open house 61% Funds available 57% Summer work supported with salary 57% Concern about creating positive experiences 56% Contacts with parents encouraged prior to start of school 54% Records received before child attends 53% 54%  Materials available 52% Parents able to read letters sent home 51%

Most Common Transition Practices to Kindergarten Practices All Teachers W/Special Needs Parents sent information71%72%  Children visit K68%69% Continuity in the curriculum56% Children visit K teachers50%51%  K placements50%53%  Activities for individual children40%43%  Individual children’s progress38% Parents sent placement information33%35%  K teachers visit Pre-K children32% K children visit Pre-K children24% Pre-K to K general transition practices21%   Differences noted when percentages varied by at least 1%

Most Common Transition Practices to 1 st Grade PracticesK Children visit 1 st grade (K)56% Continuity in the curriculum40% 1 st grade (K) placements34% Parents sent information31% Children visit 1 st grade (K) teachers30% 1 st grade (K) children visit K (Pre-K) children29% 1 st grade (K) teachers visit K (Pre-K) children24% Parents sent placement information19% Individual children’s progress17% Activities for individual children14% K (Pre-K) to 1 st grade K general transition practices14%   Differences noted when percentages varied by at least 1% (Pianta et al., 1999)

Kindergarten and Preschool Comparison of Practices Kindergarten and Preschool PracticesK Preschool Children visit 1 st grade (K)56%68%  Continuity in the curriculum40%56%  1 st grade (K) placements34%50%  Parents sent information31%71%  Children visit 1 st grade (K) teachers30%50%  1 st grade (K) children visit K (Pre-K) children29%24%  1 st grade (K) teachers visit K (Pre-K) children24%32%  Parents sent placement information19%33%  Individual children’s progress17%38%  Activities for individual children14%40%  K (Pre-K) to 1 st grade K general transition practices 14%21%    Differences noted when percentages varied by at least 1% (Pianta et al., 1999)

What Implications for Policy Can You Identify? For example: – Administrative leave/pay for teachers during summer – Determining place/school PRIOR to the beginning of school – Development and support for strategies to increase family involvement – Development and use of a transition plan

For More NECTC Information Teri Nowak, Project Coordinator Interdisciplinary Human Development Institute University of Kentucky 126 Mineral Industries Building Lexington, KY Phone: Toll Free: Fax: