Exploring how Systems-level Coordination and Alignment can Support Head Start to Kindergarten Transitions

• In Event: Getting on the Same Page: Systems Alignment to Support Early Transitions and Early Learning

Abstract

In transitioning from Head Start to kindergarten, children and their families are confronted with different places, activities, and relationships. Based on existing literature and practice knowledge, evidence suggests that this complex process is influenced by different perspectives, transition policies and procedures in place, the types of professional supports offered to those supporting transitions, and practices that may or may not align (the “4Ps”). For example, collaborative activities among preschool and kindergarten teachers and alignment of curricula contribute to more effective transition practices (Ahtola et al., 2011; LoCasale-Crouch et al., 2008).

The primary goals of our study were to understand (1) the implementation of these 4Ps around kindergarten transitions within Head Start (HS) and elementary schools, and alignment of them across systems; and (2) children and families’ experiences with the kindergarten transition process. We used an ecological perspective to inform our study (Bronfenbrenner & Ceci, 1994; Rimm-Kaufman & Pianta, 2000) because each of the 4Ps is influenced by external sociocultural, historical, and other contextual factors.

Hypotheses
We hypothesized that HS programs and local education agencies (LEAs) with a focus on alignment of policies, professional supports, and perspectives are better poised to have more of a systemic implementation of transition practices. We anticipated that key organizational conditions support the coordination of the 4Ps within and across systems.

Study Population
This comparative multi-case study included HS and LEA staff at multiple levels of the systems (program, center, LEA, and school) and HS parents, for a total of 66 participants. The bounded system of interest was the inter-organizational system between one HS program and one LEA (Mandell et al., 2017). We identified five cases through a national call for nominations of innovative approaches.

Methods
Within our five cases, we conducted interviews and brief staff collaboration surveys with HS and LEA staff, focus groups with HS parents, and requested key documents. We developed an initial codebook of deductive codes based on the research questions and theoretical components associated with the 4Ps. Using Dedoose, the team coded the qualitative data and conducted a tiered analysis to identify key themes and develop inductive codes. We also analyzed surveys seeking information on which roles of staff were most likely to collaborate with each other—within and across systems.

Results
Preliminary findings indicate HS programs and elementary schools implement a variety of strategies to support children transitioning into kindergarten, including alignment of learning goals between HS and kindergarten teachers and collaboration among staff to meet children’s individual needs. The 4Ps varied depending on inter-organizational systems, and different HS-LEA cases had different models of transition approaches. For example, some cases demonstrated a “top-down” model with formalized policies and guidelines that facilitated transition approaches. Other cases demonstrated a “bottom-up” model where practices and relationship-building provided a foundation that facilitated transition approaches. System-level coordination and alignment was consistently evident for students with Individualized Education Plans (IEPs). In support of the ecological framework incorporated into the conceptualization for the study, relationship-building across HS and LEAs facilitated aligned transition processes.

Authors

• Molly Gordon, NORC

• Carol Hafford, NORC

• Stacy Ehrlich Loewe, NORC at the University of Chicago
  Presenting Author

• Megan Edgin, NORC at the University of Chicago

• Cristina Carrazza, NORC at the University of Chicago

• Alexandra Verhoye, Child Trends

• Stephanie Olmore, National P-3 Center

• Kyle DeMeo Cook, Boston University