Welcome to Transition Across Continuum of Early Learning Professional Development Series
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Transcript of Welcome to Transition Across Continuum of Early Learning Professional Development Series
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
Welcome to
Transition Across Continuum of Early Learning
Professional Development Series
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
Works with a Kindergarten
Teacher____________
Has an Early Childhood
Education degree____________
Works in a Keystone STAR child care
program____________
Takes / welcomes preschool children
in kindergarten classrooms
____________
Networks with other Early Learning
programs____________
Is a Preschool Teacher
____________
Has had their own children in child
care
____________
Has taught both preschool and kindergarten
____________
Includes parents in transition
activities / planning____________
Has a copy of the early learning
standards in their classroom
____________
Integrates community leaders
in transition planning
____________
Knows what OCDEL stands for
____________
Has visited / utilized the SAS website
____________
Considers transition supports in daily
routines____________
Considers relationship building
in transition planning
____________
Has participated in a transition planning
meeting with a district/preschool
____________
Shares / receives year end child
outcome reports____________
Utilizes parents to support the learning
in the classroom____________
Has connected goals to transition
activities____________
Has made contact with an Elementary
Principal____________
Utilizes child screening results
____________
Uses a research-based curriculum
____________
Has worked in an kindergarten
classroom____________
Meets regularly with a Transition
Team____________
Evaluates transition practices for effectiveness
____________
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
• NOUN - Movement, passage, or change from one position, state, stage, subject, concept, etc., to another
• VERB - To make a transition: He had difficulty transitioning from an enlisted man to officer.
• Synonyms - Changeover, passing, conversion.
Transition Definitions:
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
Pennsylvania Learning Standards for Early Childhood
Providing a framework for Transition
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
Why worry about implementing positive transition practices?
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
The sustainment ofdevelopmental and academic gains attained inquality early education settings.
(Howes, C. et. Al., 2007)
Implementation of effective transition strategies has been linked to:
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
We know that positive outcomes occur when there is alignment of expectations and practices between
settings.
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
We know that parental
involvement is important to child
success.
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
We know that effective transition practices build POSITIVE
teacher /child relationships.
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
1. Understand OCDEL’s framework for transition,
2. Evaluate current transition practice, and
3. Identify a means to plan and implement continual quality improvement
OVERALL LEARNING OBJECTIVES
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
This training consists of two phases with 3 modules covered during each phase.
Phase 1 (3 hour session)• Overview• Management of Transition Practices• School in Community
Take home assignment
Phase 2 (3 hour session)• Child to School• Family to School • School to School
Design of this Professional Development Series
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
T.A.C.E.L.( Transition Across Continuum of Early Learning)—a framework for school readiness and school success based on aligning systems in which transition is understood as an on-going process beginning at birth and continuing through entrance into formal schooling to 3rd grade. Sending schools - This term refers to early learning centers, faith based providers, private preschool and any other early learning center in which children are enrolled or attend and which will transition children into a formal school.
Receiving schools -This term refers to any educational entity in which children attend their formal schooling.
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
WHERE CAN I FIND THESE TOOLS?
Best Practice Rubric (BPR): A tool for self-assessment of transition practices which includes a continuum of effective strategies for both the sending and receiving schools.
Best Practice Worksheet: A tool for reflection on current practice, which details each indicator on the BPR and asks what’s working, what needs improvement, and what are my next steps.
Best Practice Action Plan: A tool used to score each BPR indicator, prioritize nest steps, and develop and plan to accomplish goals.
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
Transition Toolkit- What’s in there?
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www.pdesas.orgor
www.pakeys.org
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
Introducing the
Best Practice Rubric
for Transition
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us Best Practice Rubric
Management of Transition PracticesBest Practice Emerging Best Practice Progressing Best Practice Achieved
Audience Transition practices are in place and are implemented for limited groups of children (i.e. those children with IEPs, children identified “at risk”)
In addition to transition practices offered to limited groups of children, some transition practices are offered to ALL children.
All available transition practices are offered to ALL children.
Personnel Issues related to transition are handled by the guidance counselor or other district personnel as an add-on to position responsibilities.
Issues related to transition are handled by one, identified person as a dedicated portion of their job responsibilities.
There is a designated Transition Coordinator at the district level and one team leader within each feeder school.
Most, but not all, of individual schools serving Kindergartners within the district participate in transition activities.
All schools serving Kindergarteners within the district participate in transition activities. Some of these activities are coordinated events across the district.
In addition to the previous indicator, school district personnel also participate in and/or promote county-wide and/or state-wide transition initiatives.
Teachers volunteer time to engage in transition practices that extend beyond their contractual obligations.
Incentives are provided for teachers to engage in transition practices that extend beyond their contractual obligations.
Transition practices are incorporated into and are compensated as part of teachers’ contractual obligations.
Transition Plan A written Transition Plan is present. A written Transition Plan is current, is implemented, and is reviewed and updated periodically.
A written Transition Plan is current, is implemented and is reviewed and updated on an annual basis. Plan effectiveness is evaluated annually.
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
Management of Transition Community School
Child SchoolFamily SchoolSchool School
Best Practices: Building Connections
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
Transition Framework – Pianta
Create Points of Connections Between the Systems
Community – School Child – School
Family – School School – School
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
Ecological model– Pianta
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Transition from early care to formal schooling
Tom Corbett, Governor; Ronald Tomalis, Secretary of Education; Gary Alexander, Secretary of Public Welfare www.education.state.pa.us www.dpw.state.pa.us
Transition Framework – PiantaCreate Points of Connections Between the Systems Through:
1.Community - School - To facilitate continuity in the transition process within the community.
2.Child - School - To increase children’s familiarity with the classroom setting and those within it.
3.Family - School - To increase family collaboration and involvement with the school and transition process.
4 School - School - To provide children with stable classroom experiences across time.
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