Kindergarten Transition Toolkit

Starting kindergarten is an exciting time for children and their families! Many factors, along with key individuals, contribute to seamless transitions for children and their successful learning and development in kindergarten and beyond. Importantly, a smooth and seamless transition depends upon building partnerships across communities, schools and early childhood education programs, and with families to help ensure children’s learning isn’t interrupted once children enter kindergarten.
 
To provide ideas, strategies, and an overview of research, the Minnesota Department of Education (MDE) and the American Institutes for Research (AIR) have created a Prekindergarten to Kindergarten Transition Toolkit to promote seamless prekindergarten to kindergarten transitions for children. The toolkit is designed to provide resources for principals, program administrators, teachers, educators, and families to help support children’s kindergarten transition from the year prior to kindergarten entry through the kindergarten school year. The toolkit incorporates a focus on:
 
  • Building coherence in teaching and learning practices across schools and early childhood education (such as, Head Start, school-based prekindergarten programs, community child care programs, community preschool programs, and private preschool programs).
  • Developing a coordinated use of data and assessment between systems, as permitted.
  • Creating aligned strategies for communication about kindergarten transition.
  • Supporting all learners, especially “reaching in” to hard-to-reach families and developing meaningful, two-way partnerships with families.
Resources in the toolkit include videos, infographics, parent brochure, and a practitioner report. The strategies and resources in the toolkit are designed after Minnesota’s kindergarten (school) readiness definition including:
  
The Kindergarten Transition Toolkit resources are made possible using federal funding, 93.434 - ESSA Preschool Development Grants Birth through Five. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Office of Child Care, the Administration for Children and Families, or the U.S. Department of Health and Human Services.