1. Bridge to Smooth Transitions

2. QAP Connection (ExCEL’s Why)
Safe and Supportive Culture and Climate
Activities and transitions have clear structures that are regularly communicated to students
Strong Systems and Structures
Intentional Program Design
What do strong systems and structures and intentional program design look like at a program level instead of a CBO level?

3. The WHY for Program Time Relationships Staff Retention
Having smoother transitions means you spend less time transitioning and regaining attention of the group
Relationships
Having smooth transitions leads to less need for correction, yelling, and opportunities for conflicts between peers.
Many times staff are hesitant to release leadership responsibility to youth because the structures for how to transition and behavior expectations are not a part of the community values to the extent that students can “enforce” them.
Increase Skills for Youth Leadership
Making transitions simple lightens the load of supervision and regaining attention of students after every activity which can be physically and emotionally draining.
Staff Retention

4. Transition Phases: Before, During, and Follow-Up

5. Before Setup Signal Non-Jarring
Warning Time
We are going to clean up in two minutes!
Clean up vs. Transition
They can be done together but can sometimes be more chaotic and take more time
Safety Awareness
Are chairs pushed in and items like scissors put away before transitioning?
Give Instructions
Ensure that youth know where they are moving to and to what activity before the transition)
Signal
Non-Jarring
Remember our work in Trauma Informed Practices
Consider Follow up Activity You can do a brain break that is calming or rejuvenating depending on the next activity

6. During Space Time Release Supervision
Give a clear idea of how long students have to transition keeping in mind your slowest students.
Be sure there is adequate space for movement or that precautions are taken if not available.
Supervision
Release
Ensure that students needing support are arranged near staff and that there is a clear line of site during transitions. If lacking staff, use reinforcement or student monitors to support.
Using the signal youth are familiar with, release the group or sections after giving directions.

7. We do best when we are recognized for what we do!
Follow-Up
Practice
Reinforce
Practice makes perfect!
Make it a game you play frequently!
Adults model inappropriate example and youth model the right way.
We do best when we are recognized for what we do!
Take time to recognize youth individually or as a group who are meeting expectations.

8. Where to Begin? Observe to see what elements may be missing
Take one piece at a time
Start with what might be easiest
Recognize you may not see the effect without all of the pieces