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Transition to SchoolNumber of resources found: 30
 Indicates a resource from a Land Grant Institution or from a Cooperative Extension Agency.
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General Information
Early Learning: Preschool and Kindergarten Ahead (Antes de comenzar el preescolar y el jardín de infantes -- Aprendiza je Temprano)
Language: Spanish, English
Author: Oesterreich, Lesia
Publisher: Iowa State University Extension (2009)
Description: This four page brochure discusses six simple ways to help prepare your child for preschool and kindergarten. Discussion on skills that are needed and ways that you can support your child in developing those skills are provided.
Also available in Spanish (Antes de comenzar el preescolar y el jardín de infantes -- Aprendiza je Temprano) at http://www.extension.iastate.edu/Publications/PM2081A(S).pdf.
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Get Off To a Good Start, Backpack Buddies Series
Language: English
Author: Collins, Elaine
Publisher: Ohio State University Extension (2010)
Description: Ohio State University's Extension Services has provided this short, informative piece with suggestions on how to get your kindergarten aged child into a routine that makes mornings and evenings easier on everyone.
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How to Collaborate with and Engage Families Language: English
Publisher: Vanderbilt Peabody College (2010)
Description: The IRIS Center and the PACER Center have created an interactive, online module to support educators in diversifying and improving family participation in school. In the module, a principal and staff demonstrate how they gain information about of their students' families because this helps them best engage all members of a family in education. Many schools enjoy a high level of parental involvement from some families, but schools should be ever-interested in increasing involvement, especially among families of students with disabilities.
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Investing Strategies to Serve Vulnerable Children Language: English
Publisher: The Annie E. Casey Foundation (2013)
Description: This discussion guide series, produced by the Association of Small Foundations with funding from the Annie E. Casey Foundation, is designed to provide clear and concise information to small foundations on strategies for supporting nonprofits that serve vulnerable children and families.
Specific guides include; Ensuring Success for Children with Incarcerated Parents, Ensuring Success for Young Children: Early Childhood Literacy, Ensuring Success For Young Children: Transition to Kindergarten, and others.
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Kindergarten Entry Skills (Habilidades para entrar en el kindergarten) Language: English
Publisher: ERIC Clearinghouse on Elementary and Early Childhood Education (2007)
Description: This publication discusses the skills that are necessary for children entering kindergarten. Information is included on cognitive and social skills. Resources are provided. This publication is also available in Spanish as "Habilidades para entrar en el kindergarten" at http://ceep.crc.uiuc.edu/poptopics/k-entry-sp.html.
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Ladders of Learning: Fighting Fade-Out by Advancing PK-3 Alignment Language: English
Author: Kauerz, Kristie
Publisher: New America Foundation Education Policy Program (Jan 2006)
Description: This Issue Brief published by the New America Foundation Education Policy Program, argues that alignment of standards, curriculum and assessment from Prekindergarten through Third Grade can reduce fade-out and improve academic achievement. The brief discusses three types of alignment: horizontal, vertical and temporal.
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Ladders of Learning: Fighting Fade-Out by Advancing PK-3 Alignment Language: English
Author: Kauerz, Kristie
Description: In this paper, Kristie Kauerz outlines the importance of having strong, well-aligned programs beginning in Pre-K and extending through third grade (PK-3). It reviews the short-term impact of Pre-K and full day kindergarten programs, then summarizes the evidence that these impacts may "fade out" by the primary grades. To fight fade-out, PK-3 alignment is proffered as one means to enable children to maintain and expand upon the gains they make in early childhood education. PK-3 suggests that Pre-K experiences should be aligned with kindergarten and that kindergarten should be aligned with early elementary education. The paper closes with federal policy recommendations that provide both models and incentives for the nation, states, and local school districts to institute and strengthen PK-3 alignment.
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National Early Childhood Transition Center (NECTC) Language: Spanish, English
Description: The primary objective of the National Early Childhood Transition Center (NECTC) is to investigate and validate practices and strategies that enhance the early childhood transition process and support positive school outcomes for children with disabilities. This website provides families and educators with research and information about successful transitions for children with disabilities. Several materials are available in Spanish.
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Recommended Transition Practices for Young Children and Families
Language: English
Author: Rous, Beth
Publisher: National Early Childhood Transition Center (NECTC) (2008)
Description: The report provides information on 21 transition practices validated across early childhood and early childhood special education professionals.
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Schools' Use of Assessments for Kindergarten Entrance and Placement: 1998-99 Language: English
Author: Prakash, Naomi
Publisher: National Center for Education Statistics (March 2003)
Description: This report uses data from the base-year (kindergarten) of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to describe the use of entrance or placement test prior to kindergarten by schools in the U.S. It examines the different ways that schools use the information from these tests. It describes schools use of entrance and placement tests by public and private schools, and by schools with different concentrations of low-income children, different grade levels taught, and differnt numbers of children enrolled.
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Starting Kindergarten Language: English
Author: Rogers, Fred
Publisher: The Fred Rogers Company (2011)
Description: This article is excerpted from “The Mister Rogers Parenting Book” the last book Fred Rogers worked on before his death in 2003. In this book he wanted to support parents in their most important work of parenting and to help them better understand their young children.
The information focuses on starting kindergarten. It includes information on children's fears, letting go (for parents), and helpful hints.
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Starting School (Comienzo de la Asistencia a la Escuela) Language: Spanish, English
Publisher: American Academy of Child and Adolescent Psychiatry (March 2011 (Spanish version 2002))
Description: This fact sheet discusses the transition to school and how parents can best help their child make this transition. It offers sugestions of what to do if your child has difficulties making the transition and books to read to your child about starting school.
Also Available in Spanish as "Comienzo de la Asistencia a la Escuela" at http://www.aacap.org/page.ww?section=Informacion+para+la+Familia&name=Comienzo+de+la+Asistencia+a+la+Escuela+No.+82. (3/02)
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Terrific Transitions Language: English
Description: There is a great deal of information indicating that a child's success in school can be linked, at least in part, to effective transition practices and activities. This website provides parents and educators with information on transitioning to Kindergarten. It provides a wide variety of transition information and resources for families, professionals, and community partnerships to use as they address children's transitions into kindergarten.
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Professional Development
Transition to Kindergarten Language: Spanish, English
Author: Pianta, Robert
Publisher: National Center for Development and Learning (2002)
Description: This policy brief outlines key issues in the transition to formal schooling, examines current practices and makes policy recommendations.
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Transition to Kindergarten - Fact Sheet Language: Spanish, English
Author: Pianta, Robert
Publisher: National Center for Early Development and Learning (2002)
Description: This fact sheet discusses needed policy changes and how U.S. schools support the transition to kindergarten.
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Programming Resource
Access to Pre-K Education Under the McKinney-Vento Homeless Assistance Act Language: English
Author: Boylan, Ellen
Publisher: Education Law Center (February 2010)
Description: Provides an overview of the McKinney-Vento Homeless Assistance Act and discusses policies that can help to increase the number of homeless children in pre-k programs.
This policy brief provides an overview of the law and its limitations and describes policies that can help increase the number of homeless children included in pre-k programs. It is intended to serve as a resource for state policy makers and advocates seeking to maximize participation.
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An Evidence-Based Approach to Estimating the National and State Costs of PreK-3rd Language: English
Author: Picus, Lawerence
Publisher: Foundation for Child Development (FCD) (April 2009)
Description: This policy brief from the Foundation for Child Development, the third in a new series of Policy to Action Briefs, series editor Rima Shore offers a framework for estimating the costs of doing PreK-3rd.Education finance policy researchers, Lawrence O. Picus, Allan Odden, and Michael Goetz, apply their evidence-based approach to estimate the national and state-by-state costs of PreK-3rd approaches.
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Building Strong Rungs To Build Sturdy Ladders: The Status of Preschool - 3rd Grade Systems in New Jersey Language: English
Author: Rice, Cynthia
Publisher: Association for Children of New Jersey (January 2007)
Description: This policy brief provides an overview of the impact of New Jersey's preK programs. During the last ten years, New Jersey's commitment to pre-school has grown dramatically both in scope and quality. In the 2006-2007 school year in over 150 school districts, the NJ Department of Education (DOE) has projected that in the three state supported preschool programs, nearly 33,609 four year olds and 20,254 three year olds are being exposed to experiences that support child development and are being prepared for kindergarten and beyond.
Information includes the test scores of the first cohort and also some lessons learned.
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Doing the Critical Things First: An Aligned Approach to Prek and Early Elementary Math Language: English
Author: Griffin, Sharon
Publisher: Havard Graduate School of Education (April 2007)
Description: In this interview with the Harvard Education Letter, Griffin discusses what cognitive science can teach us about aligning preK and early elementary curriculum and teaching methods with the natural development of children's mathematical thinking.
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Fighting Fade-Out Through PreK-3rd Reform Language: English
Publisher: Foundation for Child Development (FCD) (June 2009)
Description: The New America Foundation's Early Education Initiative released a seven-minute video, "Fighting Fade-Out Through PreK-3rd Reform." It makes the case for PreK-3rd reforms beginning with high-quality early childhood education programs and building on the benefits of those programs through the elementary school years and beyond.
The video features Jerry Weast, Superintendent of Montgomery County School District (Maryland), whohas successfully used PreK-3rd reform as a way to close achievement gaps and raise the academic performance of all students in the district.
Christina Satkowski of the Early Education Initiative interviewed Dr. Weast for an in-depth discussion in a second 30 minute video found at http://www.youtube.com/watch?v=nNrFCCZMnGc.
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Full-Day Kindergarten: A Study of State Policies in the United States Language: English
Author: Kauerz, Kristie
Publisher: Education Commission of the States (2005)
Description: This report provides a state policy overview of full-day kindergarten in the United States. It is intended, however, to accomplish more than simply describing current policies. Based on an Education Commission of the States’ (ECS) review, the report identifies four key areas where states need to strengthen their full-day kindergarten policies. For each of these four areas, the report discusses efforts that state policymakers should undertake to better position full-day kindergarten as an important experience for student learning and development.
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PreK-3rd: Teacher Quality Matters Language: English
Author: Shore, Rima
Publisher: Foundation for Child Development (FCD) (July 2009)
Description: In PreK-3rd: Teacher Quality Matters, the third in the FCD series of Policy to Action Briefs, series editor Rima Shore describes 1) Why effective teaching matters for student outcomes; 2) How schools can organize to sustain effective teaching in every classroom; and 3) What high-quality instruction looks like in PreK-3rd classrooms.
Download a copy of the policy brief (PDF) at http://www.fcd-us.org/usr_doc/PreK-3rd_Teacher_Quality_Matters.pdf.
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PreK-3rd: What is the Price Tag? Language: English
Author: Shore, Rima
Publisher: Foundation for Child Development (FCD) (April 2009)
Description: In PreK-3rd: What is the Price Tag?, the second in a new series of Policy to Action Briefs, series editor Rima Shore offers a framework for estimating the costs of doing PreK-3rd. She describes the core elements, and the steps to cost out each element based on district needs.
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The Case for Investing in PreK-3rd Education: Challenging Myths about School Reform Language: English
Author: Shore, Rima
Publisher: Foundation for Child Development (FCD) (January 2009)
Description: This policy brief from the Foundation for Child Development (FCD), overturns three widely held assumptions about school reform. Foremost among these is the belief, despite powerful evidence to the contrary, elementary schools are doing just fine, and learning problems begin later.
The evidence is clear: Children are more likely to grow into independent, able learners, and to succeed in school and beyond, if they have a strong, solid PreK-3rd base that integrates planning, curricula, professional development, and assessment across these six years.
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Transition to Kindergarten - Fact Sheet Language: Spanish, English
Author: Pianta, Robert
Publisher: National Center for Early Development and Learning (2002)
Description: This fact sheet discusses needed policy changes and how U.S. schools support the transition to kindergarten.
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When the Children Start School
Language: Spanish, English
Publisher: California Cooperative Extension (reviewed 2008)
Description: This brief fact sheet gives parents suggestions of activities that they can do with their children to help prepare them for kindergarten. Also available in PDF in English and Spanish
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Research
Children's Reading and Mathematics Achievement in Kindergarten and First Grade Language: English
Author: Denton, Kristin
Publisher: U.S. Department of Education (March 2002)
Description: "This report examines the relationship of children's early literacy skills and resources at the start of kindergarten to their reading and mathematics achievement at the end of kindergarten and first grade. It describes these relationships for children from different race/ethnic backgrounds and for boys and girls. It is the third in a series of reports from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. "
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Findings from the Condition of Education 2000: Entering Kindergarten Language: English
Author: Zill, Nicholas
Publisher: National Center for Education Statistics (February 2001)
Description: "This essay from the Condition of Education summarizes information from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 on the reading and mathematics skills and knowledge children possess when they enter school, and their social skills and interest in learning."
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Full-day kindergarten and student literacy growth: Does a lengthened school day make a difference Language: English
Author: Zvoch, Keith
Publisher: Early Childhood Research Quarterly NAEYC (2008)
Description: The abstract from this study, suggest that full-day kindergarten initiatives targeted toward students from disadvantaged backgrounds may be more successful when implemented in classrooms with relatively small student enrollments. Implications for instructional policy and practice are discussed. Additional studies are suggested.
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Research Spotlight: Words Can Hurt, Too -- Another Kind of Bullying
Language: English
Author: Nordby, Ann
Description: Behaviors such as snubbing, exclusion, spreading lies about someone and other relational aggression are more common among girls. Dr. Nicki Crick of the University of Minnesota has led ground-breaking, broad research on the behavior, establishing it as a form of aggression as common as physical aggression among boys.
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School Readiness: Closing the Racial and Ethnic Gaps Language: English
Publisher: Princeton Univeristy and the Brookings Institution (Spring 2005)
Description: This journal focuses on children's early lives in an effort to better understand the emergence of racial gaps in educational outcomes. The issue includes eight articles written by leading scholars addressing the size of the gap, what is known about its causes, and potential policy solutions.
More
Schools' Use of Assessments for Kindergarten Entrance and Placement: 1998-99 Language: English
Author: Prakash, Naomi
Publisher: National Center for Education Statistics (March 2003)
Description: This report uses data from the base-year (kindergarten) of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to describe the use of entrance or placement test prior to kindergarten by schools in the U.S. It examines the different ways that schools use the information from these tests. It describes schools use of entrance and placement tests by public and private schools, and by schools with different concentrations of low-income children, different grade levels taught, and differnt numbers of children enrolled.
More
Transition to Kindergarten Language: Spanish, English
Author: Pianta, Robert
Publisher: National Center for Development and Learning (2002)
Description: This policy brief outlines key issues in the transition to formal schooling, examines current practices and makes policy recommendations.
More
Transition to Kindergarten - Fact Sheet Language: Spanish, English
Author: Pianta, Robert
Publisher: National Center for Early Development and Learning (2002)
Description: This fact sheet discusses needed policy changes and how U.S. schools support the transition to kindergarten.
More
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