Pennsylvania: Early learning transitions strategies in district plans

As happens all too often here, I find the most interesting policy developments when I'm not looking for them. Yesterday while on a completely unrelated 50-state statutes and regs slog, I came across a Pennsylvania regs provision related to district six-year strategic plans. While many states require districts to develop local accountability plans, this provision was unique in that it sets the expectation for districts to show some serious intentionality about making successful transitions to pre-K, and from pre-K to kindergarten.

Specifically, each district "strategic plan must be based on an analysis of internal and external needs". Plans must include a short "description of how the district will provide for a smooth transition for prekindergarten students [when pre-K is offered]," or from home or "any early childhood care or education setting to the school setting. This description must include how the district will coordinate with the infants and toddlers and preschool early intervention agencies that serve children with disabilities to ensure a smooth transition for those children to the school district's prekindergarten program.”

Given the importance of smooth transitions in the early years, imagine the potential impact if every state placed similar importance on local planning for successful transitions. More on the importance of early transitions in:

• Making the Case for P-3 (Kristie Kauerz, ECS, 2007)
• Transition and Alignment: Two Keys to Assuring Student Success (Mimi Howard, ECS, 2010)
• Building and Supporting an Aligned System: A Vision for Transforming Education Across the Pre-K-Grade Three Years (NAESP Foundation Task Force on Early Learning, 2011)