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������Ƶ is proud to partner with the Center on Enhancing Early Learning Outcomes () on this blog series highlighting early learning opportunities and challenges under the Every Student Succeeds Act (ESSA). In this week’s post, Michelle Horowitz explains how ESSA empowers districts and schools to take steps to smooth the transition between pre-K and kindergarten.

The leap from pre-K to kindergarten can be both exciting and
stressful, as children face new classrooms, new classmates, new rules, and new teachers.
Moving from the familiar to the unknown can also intimidate parents learning
new routines and meeting new families. Even teachers may feel anxious about what
to expect from an incoming class of students with different learning styles,
abilities, and home lives. The federal Every Student Succeeds Act recognizes
these challenges and encourages schools to address them.

ESSA, enacted in 2015, requires kindergarten transition
plans for programs receiving federal Title I funding to improve academic
outcomes of economically disadvantaged students. Transition plans should ensure
children receive supports to succeed in a new environment with new expectations.

supports this priority in ESSA, suggesting quality transition plans also help
children by reducing stress, enhancing social-emotional skills, improving
academic growth, and encouraging family involvement–all essential elements of
a child’s well-being in school.

As more communities invest in high-quality pre-K, sustaining
its benefits as children transition from early childhood programs to
kindergarten continues to be a key focus. Research shows continuity between pre-K
and kindergarten combined with family involvement is critical to effective
transitions throughout a child’s education. Transition
that promote continuity may include planned visits to kindergarten classrooms
while enrolled in pre-K, kindergarten teachers visiting pre-K classrooms,
orientations, parent/teacher meetings, sharing written records on children
between pre-K and elementary school, and coordination between early childhood
and kindergarten around curricula and teaching strategies.

Studies show transition activities for children and families
may lead to academic gains in kindergarten. One study found the number of
transition activities pre-K teachers implemented is positively associated with
kindergarten teachers’ perceptions of children’s adjustment, particularly among
children who experienced social and economic risks. Transition plans also
provide families with more opportunities to become involved in their child’s
education throughout the school year. Increased family involvement may lead to
children demonstrating better social skills and higher academic performance beyond
the kindergarten classroom.

Transition planning from early childhood programs to
elementary schools is addressed in various sections of ESSA within Title I Part
A. Title I funding flows from states to public school districts with high
numbers or percentages of low-income families. requires states lay out in their plans how the local education agency
will support services provided under Title I with early childhood programs,
including plans for transition between these programs and elementary school. If
at least 40 percent of students enrolled are considered low-income, a local
education agency may choose to consolidate funds to become a school-wide
program; such programs are required to adopt strategies for assisting pre-K
children in the transition from early childhood education programs to local
elementary school programs in section 1114 (7) (A) (V).

Some states submitted final ESSA plans in April and others will submit plans in September. New Jersey and Illinois submitted plans describing how they will address transitions to kindergarten, which may be of interest to other states.

emphasizes the state’s commitment to early childhood, and
highlights the state’s status as a national leader in helping educators
understand transition practices from birth through third grade and onward. The
state plans to use Preschool Expansion Grant dollars to create “transition
teams” that include community parent involvement specialists, administrators,
families and teaching staff across grade levels to create plans based on local
needs. Additionally, the state will develop and train districts in tiered
models of support to improve student achievement through regular monitoring of
student progress, data-based decision making, and implementation of a continuum
of supports and interventions based on student performance.

recognizes the importance of a “whole child” approach to support a
continuum of development in early childhood and beyond. The state not only
encourages “within school” collaboration, but “between school” as well, so as
to smooth out transitions between grades and
buildings. The Illinois State Board of Education (ISBE) has made family and community engagement to support children’s learning their
central focus in transitioning across grades. Additionally, The Illinois Early
Learning Council, a public-private partnership with ISBE and other businesses
and foundations, will expand and strengthen birth to age five services,
including coordinating the transition for families when children enter
elementary school.

As states continue to finalize their ESSA plans, they are
turning their attention to developing guidance and resources for Local
Education Agencies to apply for ESSA funds and implement strategies outlined in
the plans.  Below are a few examples of
resources that may be useful for states and localities on effective transition
practices:

Building
Bridges Between Pre-K and Kindergarten

This blog from New
America focuses on the importance of coordination and collaboration between
early learning programs and local school districts.

This report from provides
strategies for implementing effective transitions, using transitions to teach
social skills, and planning processes for working with children with continue
to have difficulty post-transitions.  

This toolkit developed by the includes several resources on managing
transitions, including the relationship the school, community, and family has
in promoting successful transitions.

The purpose of this guide, developed by the Massachusetts in collaboration with the state is to help families with early learners plan ahead on how they can
prepare their child for school.

Implementing ESSA enables both state and local
educators to enhance early learning opportunities. ESSA recognizes the importance of effective transitions to ensure
that all children begin school on the path to success. As states move forward,
learning from each other will help guarantee the best outcomes for every child.

For further information on ESSA see and ������Ƶ’s Early and Elementary Education Team’s ESSA webpage.