2. How to Use this Toolkit

This is an update to the original toolkit published July 22, 2021.

We consider the system of transitions in two main ways: (1) children’s transition from a home or community-based early childhood setting to the public-school setting of pre-K, kindergarten, or the early elementary grades; and (2) children’s transition in and out of different settings during COVID-19.

We take both a short-term and long-term view of strengthening transitions. There are immediate steps needed to strengthen children’s transitions this year and beyond. And this period of change and uncertainty presents a moment to reimagine children’s pre-K, kindergarten, and early grade experiences while also laying the foundation for improved, integrated systems across early care and education ECE and K–12.

While this toolkit focuses on what state and local officials should consider as they enact solutions, other interested parties play an important role in ensuring this work gets done. In coordination with early childhood groups, philanthropy, and advocates, officials should prioritize policies that improve outcomes for those who have suffered the most disruptions and harm. They should also be working to transform the ways children, families, caregivers, teachers, and other interested parties experience the transitions process.

In addition, state and local advocacy organizations can elevate under-recognized issues and those that need the most attention. They can also help connect decision-makers with educators and families. Philanthropy can help spur state and local innovation to find solutions to complex problems, make targeted investments for meaningful engagement with families and educators in policymaking and implementation, and help sectors collaborate on the best ways to enable children, families, educators, and communities to thrive. Those working in libraries, museums, and other community hubs provide educational, cultural, and recreational experiences and can be good partners for engaging families.

In the updated sections that follow, our team (1) delves into challenges stemming from the COVID-19 pandemic that will impact future school years, and (2) provides state and local policy solutions.

In section 3, we explain the definitions and terms that we use throughout the toolkit.

In section 4, we discuss the state of children, schools, and educators in the United States and offer ideas for addressing the most pressing needs in your state and community.

In section 5, we offer a framework for state and local decision-makers and questions to consider. The nine areas in the framework will help leaders decide what is needed to create systems that enable effective and supportive transitions.

In section 6, we lay out a six-step process for addressing and prioritizing the needs uncovered by the framework questions in Section 5.

In section 7, we share takeaways from our 2021–22 work with state and local leaders on building systems that enable effective and supportive transitions policy and practice.

In section 8, we put forward policy ideas and provide implementation examples from states and communities.

Section 9 and section 10 highlight sources of funding that can be used to strengthen transitions, alignment, and coordination across the early learning continuum up through third grade.

The appendices provide additional resources to help you get started.