Transition to Kindergarten: Policy Connections at a Glance

Sec. 642A

Requires Head Start agencies to coordinate transition practices and other services with any local education agencies (LEAs) that conduct early childhood programming or provide educational services to enrolled children.

Sec. 642(e)(5)

Requires the overseeing Head Start agency to establish a memorandum of agreement (MOA) with all local programs that provide Head Start services. This MOA should describe program activities, including outreach and family engagement, for smooth kindergarten transitions.

Sec. 1116: Parent and Family Engagement

Ensures schools have family outreach programs, activities, and procedures in place.

States that families must be meaningfully consulted in the planning and implementation of family engagement activities.

Requires schools to distribute a family engagement policy to all families which describes:

• Opportunities to participate in educational and event planning
• The school's family engagement strategies
• Opportunities for feedback, review, and improvement of engagement strategies
• Parent advisory board opportunities

Sec. 1119: Coordination Requirement

Requires educational programs to systematically coordinate with Head Start or other programs serving preschool-age children by:

• Establishing an MOA outlining a plan to share student information
• Arranging for educators to participate in joint professional development and planning time together
• Planning family engagement opportunities
• Coordinating with other specialists and agencies serving children in the community

Sec. 3123: Coordination with Related Programs

Ensures close cooperation between schools and other organizations that serve language-minority and English learners.

Sec. 4107: Activities to Support Well-Rounded Educational  Opportunities

Requires that schools receiving certain funds apply a portion of the funds to:

• Coordinate with other schools and community programs
• Partner with recognized public or private organizations to implement "well-rounded educational opportunities"

Sec. 4108: Activities to Support Safe and Healthy Students

Directs schools to:

• Coordinate with other community programs
• Ensure a healthy, supportive academic environment
• Promote parent involvement
• Partner with reputable public or private organizations to support student well-being and success

Transitions from Head Start to kindergarten, 45 CFR §1302.71(a)

Requires programs serving children of preschool age to implement strategies supporting the transition to kindergarten.

45 CFR §1302.71(b)

States that programs must support parents to ensure a successful kindergarten transition, and that parents remain involved in their child's education after the transition. Required strategies must:

• Help families understand their children's progress through the Head Start program
• Help families support their children's academic and social success during and after the transition
• Prepare families to exercise rights and responsibilities in an elementary school setting, including:
  • Obtaining language instruction services
  • Obtaining services for children with disabilities
• Prepare families to participate in ongoing educational decision-making for their children

45 CFR §1302.71(c)

Ensures programs collaborate with community agencies and kindergarten teachers to support family engagement and successful transition practices for children.
Requires that transition strategies include:

• Coordination between schools and community services to share student data
• Communication between Head Start and elementary school staff to align instruction
• Joint professional development for Head Start and kindergarten education staff

Requires programs that do not operate in summer to arrange for children to participate in summer kindergarten orientations and programs.

45 CFR §1302.71(d)

Ensures programs enact transition practices, at a minimum, that:

• Familiarize children with new school routines and environments
• Build confidence about the transition

45 CFR §1302.71(e)

Requires programs to provide additional transition services to children with an Individualized Education Plan (IEP).

Full participation in program services and activities, 45 CFR §1302.60

Notes that programs must ensure full participation in program services for children with disabilities.

Additional services for children, 45 CFR §1302.61(c)(2)(ii)

States programs must collaborate with parents and the receiving elementary school to ensure that children and their families are supported during the transition in a timely and appropriate manner.

Section 1401: Definitions

Defines "transition services" as "a coordinated set of activities for a child with a disability" that:

• Are results-oriented and focused on academic and functional development that support the child's independence and participation
• Are strengths-based and individualized
• Include instruction, services, and community experiences which promote the development of living objectives and daily life skills

Section 1414.d.2.B: Program for child aged 3 through 5

If a child aged 3–5 has an existing Individualized Family Service Plan (IFSP), the IFSP may serve as the IEP if state law and the child's family agree. If not, the IFSP must be considered throughout the development of the new IEP.

Section 1414.d.2.C.i.I: Program for children who transfer school districts

When a child with an IEP enrolls in a new school district, the LEA must provide the child with services comparable to those in the previously held IEP until it either adopts the existing IEP or develops a new plan consistent with federal and state law.

The new school must promptly take steps to obtain the child's records from the previous school in which the child was enrolled.

The previous school must promptly respond to requests for information from the new school.

Transition Services

Emphasizes the importance of:

• Communication in families' home languages
• Outreach to community agencies involved in DLL services

Notes DLL requirements specific to the transition to kindergarten, including:

• Collaborating with families to help them advocate for their children and remain involved in their education through the transition and beyond
• Preparing families to identify and obtain services available to children who are DLLs
• Preparing families to identify and obtain services available to children with disabilities