School District
City
Head Start Agency
Year
Program Development
The coordination/transition plan must be developed with the input of Even Start, Head Start, Reading First, Early Reading First, and other preschool/childcare programs as well as parents, community, and staff. Documentation of planning and implementation activities must be included. The role of the LEA in the planning and support of the plan must be documented. District mission and vision statements and philosophy could be incorporated into the plan. Profile information and a description of the local indicators used to evaluate the program are included. The plan must be evaluated annually and revised as needed.
• Meeting Day/Date
March 25th 2003, Yankton April 1st 2003, Platte
• Participants
NAME / DISTRICT/AGENCY / NAME / DISTRICT/AGENCY
LeeAnn Nussbuam
Duane Noeske
Lois Hargreaves
Darrell Mueller
June Holbeck
Lori Bouza
Rick Thaler
Krystal Vaughn
Laurie Meis
Donna Alberts / Plankinton School District
Kimball School District
Stickney School District
Platte School District
Corsica School District
Wagner School District
SCCD, Inc. Wagner Head Start
Bonesteel-Fairfax School District
Geddes School District
Avon School District / John Fathke
Pam Stolen
Vicki Venhuizen
Damon Alvey
Teresa Moeller
Valerie Johnson
Wally Weatherford
Jeannie Odenbach
Sharon Pedersen / South Central Cooperative
Scotland School District
Menno School District
Scotland School District
White Lake School District
Mid-Central Educational Coop
Armour School District
Burke School District
Gregory School District
• Agenda
April 1, 2003
1. Welcome and introductions
2. Discuss proposed outcomes of meeting
3. Review framework for transition plan
4. Create a draft for a transition plan
5. Discuss future action
6. Closing
Program Development
• Responsibility for documentation, format
Coordination
Describe activities that increase coordination between the District, Head Start Agency, and other entities carrying out early childhood development programs. Specify how the educational services provided by the district are linked with the services provided by local Head Start agencies and the Early Childhood programs. Provide a description of how the LEA will coordinate and integrate Title I and other educational services with Even Start, Head Start, Reading First, Early Reading First, and other preschool programs, including plans for the transition of participants in such programs to Kindergarten. Coordination must be emphasized in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program, including services for children with disabilities. Once the Departments of Education and Health and Human Services coordinate Title 1 regulations with regulations of the Head Start Act, the Coordination/Transition Plan will be reviewed and revised as necessary to meet all requirements.
Special Education Services
(Double click on the Acrobat Icon below for Child Identification procedure)
• Title 1 Preschool
Head Start Performance Standards
(Double click on the Acrobat Icon below for complete performance Standards)
• Content Standards
Kindergarten
(Double click on the Acrobat Icon below for Kindergarten Core Math Standards)
Early Childhood
Communication
Channels of communication must be established between school staff and their counterparts (including teachers, social workers, and health staff) in such Head Start agencies and other Early Childhood Development programs to facilitate coordination of programs. Meetings must be conducted involving parents, kindergarten or elementary school teacher, and Head Start teachers or, if appropriate, teachers from other Early Childhood Development programs, to discuss the developmental and other needs of individual children, including children with disabilities.
All Stakeholders
Completed / Activity / Timeliner
Provide parents with information on programs and/or services
including enrollment requirements and registration.
Communicate with agency staff to facilitate continuity of
programming and/or services.
Involve parents in transition planning
a) to advocate for children
b) communicate with personnel in the next service setting.
Coordinate with other agencies to transfer relevant records to
next service setting.
Release demographic information/screening evaluation to the next
service setting With parental permission as necessary.
• All perspective students all fouryearolds in district
(Double click on the Word Icon below for Kindergarten Screenings Press Release)
Transition Plan
A written coordination/transition plan must be in place to provide assistance for the transition of preschoolaged children into Kindergarten. This includes coordination with local and community child education and care agencies. The plan will document procedures, activities, means of communication, and agreements the district and early childhood agencies will follow. The plan must accommodate the needs of all fouryear old children in the district and their families.
• Agency Agreements
(Double click on the Word Icon below for Agency Agreements between MID CENTRAL MULTI-SERVICE COOPERATIVE and Head Start)
INDIVIDUAL CHILD TRANSITION PLAN
(Double click on the Word Icon below for INDIVIDUAL CHILD TRANSITION PLAN)
• Plan for all fouryearolds in district
EARLY CHILDHOOD TRANSITION CHECKLIST
TRANSITIONING FROM EARLY HEAD START/HEAD START
CHILD / PARENT
DOB / AGENCY / CONTACT PERS0N
These activities are appropriate for ALL children transitioning TO or FROM ANY setting.
Completed / Activity / Timeline
Provide parents with information on programs and/or services
including enrollment requirements and registration.
Communicate with agency staff to facilitate continuity of
programming and/or services.
Provide transition related training to prepare staff
a) to follow appropriate procedures and
b) to support children and families in the transition process.
Provide training for parents regarding transition process with interagency partners included in the training.
Involve parents in transition planning.
a) to advocate for children
b) communicate with personnel in the next service setting.
Plan activities to prepare child for the next service setting.
Arrange visits to the next service setting for children, families,
and staff from the sending program or service.
Coordinate with other agencies to transfer relevant records to
next service setting.
Release demographic information/screening evaluation to the next
service setting with parental permission as necessary.
For Children and Families Transitioning From Early Head Start (Ages Infancy to 3) or Head Start (Most typically ages 3 to 5)
Completed / Activity / Timeline
Initiate meetings to discuss developmental progress of individual
children among parents and professionals. / Early Head Start-at least 6 months prior
to 3rd birthday
Obtain from parent, consent/authorization form, for release of
information for a referral. / Mail within 10 days of parent's signature
Release relevant assessment, health records, etc.
Participate in Individual Family Service Plan (IFSP)/Individualized
Education Program (IEP) meeting.
Transfer of Records
Describe how the agencies have developed and implemented a systematic procedure for receiving records regarding children transitioning into kindergarten. These records must be transferred with parental consent.
• Early Childhood reports to the District
Completed / Activity / Timeline
Provide parents with information on programs and/or services including enrollment requirements and registration.
Communicate with agency staff to facilitate continuity of programming and/or services.
Release relevant assessment, health records, etc.
Coordinate with other agencies to transfer relevant records to next service setting.
• Screening results back to the EC agencies
Completed / Activity / Timeline
Communicate with agency staff to facilitate continuity of programming and/or services.
Coordinate with other agencies to transfer relevant records to next service setting.
• Parent Consent
Completed / Activity / Timeline
Provide parents with information on programs and/or services including enrollment requirements and registration.
Obtain from parent, consent/authorization form, for release of information for a referral.
• Parent Information about child Intake Form
(Double click on the Word Icon below for Kindergarten RELEASE OF INFORMATION)
(Double click on the Excel Icon below for HSFIS Transition Tracking From)
Professional Development
The plan will describe how joint transitionrelated training will be organized. Participation of school staff, Head Start program staff, and other Early Childhood Development program staff will participate in such joint training.
• EC Topics / Kindergarten Readiness Issues
Completed / Activity / Timeline
Provide transition related training to prepare staff
a) to follow appropriate procedures
b) to support children and families in the transition process.
Provide training for parents regarding transition process and future options. Include interagency partners in the training.
• DAP (Developmentally Appropriate Practices)
Completed / Activity / Timeline
Provide transition related training to prepare staff
c) to follow appropriate procedures and
d) to support children and families in the transition process.
Provide training for parents regarding transition process and future options. Include interagency partners in the training.
• Assessment / Checklists / Portfolios
• EC and K expectations
• EC Agency Training
• District Trainings
Parent Involvement and Education
Parents must be involved in the development of the plan and on-going evaluation of the program. Include your Parent Involvement Policy and School/Parent Compact. Family activities and conferences must be planned, as well as opportunities for training. Parents must be provided assistance in interpreting test results.
• Expectation of EC and K
Completed / Activity / Timeline
Involve parents in transition planning
a. to advocate for children
b. to communicate with personnel in the next service setting.
Plan activities to prepare child for the next service setting.
Arrange visits to the next service setting for children, families, and staff from the sending program or service.
• DAP (Developmentally Appropriate Practices)
Completed / Activity / Timeline
Initiate meetings to discuss developmental progress of individual children among parents and professionals.
Participate in Individual Family Service Plan (IFSP)/Individualized Education Program (IEP) meeting.
• Readiness Issues
Completed / Activity / Timeline
Initiate meetings to discuss developmental progress of individual children among parents and professionals.
Obtain from parent, consent/authorization form, for release of information for a referral.
Release relevant assessment, health records, etc.
Coordinate with other agencies to transfer relevant records to next service setting.
• Continuity of parent involvement from Head Start /EC into public schools
( Double click on the Word Icon below for Parent Involvement form )
Monitoring/Evaluation
The coordination/transition plan must be annually evaluated and revised as necessary. All stakeholders must be involved in the evaluation process: parents, receiving agency, and sending agency.
Evaluation Process
Parents
Sending agencies
Receiving agency
(Double click on the Word Icon below for Kindergarten Survey)
• Annual review date
• Monitoring process