Transition to Kindergarten: Policy Connections at a Glance

Head Start programs and elementary schools alike are responsible for knowing and meeting the kindergarten transition standards set by a variety of key national policies. Check out this one-stop overview of kindergarten transition policies to gain a thorough understanding of program and school requirements. Learn more about your role as a leader in supporting the transition to kindergarten.

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Supporting Transitions and Meeting Standards

Kindergarten transition practices can amplify the ability of both Head Start programs and elementary schools to meet a number of critical federal, state, and internal policy standards.

The tables below describe the regulations that can be addressed when strong kindergarten transition practices are implemented.

Notable Policy Connections

Head Start Act

The Head Start Act outlines the responsibilities of Head Start programs when coordinating with other local education programs.

Policy	Summary
Sec. 642A	Requires Head Start agencies to coordinate transition practices and other services with any local education agencies (LEAs) that conduct early childhood programming or provide educational services to enrolled children.
Sec. 642(e)(5)	Requires the overseeing Head Start agency to establish a memorandum of agreement (MOA) with all local programs that provide Head Start services. This MOA should describe program activities, including outreach and family engagement, for smooth kindergarten transitions.

Every Student Succeeds Act (ESSA)

ESSA is the main law for K–12 quality and student achievement in the United States. It includes specific guidelines for involving families and supporting disadvantaged students. Public schools meeting ESSA standards are eligible for funding connected to those measures. ESSA was signed into law by President Obama in 2015, replacing No Child Left Behind (NCLB).

Policy	Summary
Sec. 1116: Parent and Family Engagement	Ensures schools have family outreach programs, activities, and procedures in place. States that families must be meaningfully consulted in the planning and implementation of family engagement activities. Requires schools to distribute a family engagement policy to all families which describes: Opportunities to participate in educational and event planning The school's family engagement strategies Opportunities for feedback, review, and improvement of engagement strategies Parent advisory board opportunities
Sec. 1119: Coordination Requirement	Requires educational programs to systematically coordinate with Head Start or other programs serving preschool-age children by: Establishing an MOA outlining a plan to share student information Arranging for educators to participate in joint professional development and planning time together Planning family engagement opportunities Coordinating with other specialists and agencies serving children in the community
Sec. 3123: Coordination with Related Programs	Ensures close cooperation between schools and other organizations that serve language-minority and English learners.
Sec. 4107: Activities to Support Well-Rounded Educational Opportunities	Requires that schools receiving certain funds apply a portion of the funds to: Coordinate with other schools and community programs Partner with recognized public or private organizations to implement "well-rounded educational opportunities"
Sec. 4108: Activities to Support Safe and Healthy Students	Directs schools to: Coordinate with other community programs Ensure a healthy, supportive academic environment Promote parent involvement Partner with reputable public or private organizations to support student well-being and success

Head Start Program Performance Standards (HSPPS)

The HSPPS outline the requirements for Head Start programs to provide services for children transitioning into and out of various Head Start settings, including requirements specific to the transition to kindergarten.

Policy	Summary
Transitions from Head Start to kindergarten, 45 CFR §1302.71(a)	Requires programs serving children of preschool age to implement strategies supporting the transition to kindergarten.
45 CFR §1302.71(b)	States that programs must support parents to ensure a successful kindergarten transition, and that parents remain involved in their child's education after the transition. Required strategies must: Help families understand their children's progress through the Head Start program Help families support their children's academic and social success during and after the transition Prepare families to exercise rights and responsibilities in an elementary school setting, including: Obtaining language instruction services Obtaining services for children with disabilities Prepare families to participate in ongoing educational decision-making for their children
45 CFR §1302.71(c)	Ensures programs collaborate with community agencies and kindergarten teachers to support family engagement and successful transition practices for children. Requires that transition strategies include: Coordination between schools and community services to share student data Communication between Head Start and elementary school staff to align instruction Joint professional development for Head Start and kindergarten education staff Requires programs that do not operate in summer to arrange for children to participate in summer kindergarten orientations and programs.
45 CFR §1302.71(d)	Ensures programs enact transition practices, at a minimum, that: Familiarize children with new school routines and environments Build confidence about the transition
45 CFR §1302.71(e)	Requires programs to provide additional transition services to children with an Individualized Education Plan (IEP).
Full participation in program services and activities, 45 CFR §1302.60	Notes that programs must ensure full participation in program services for children with disabilities.
Additional services for children, 45 CFR §1302.61(c)(2)(ii)	States programs must collaborate with parents and the receiving elementary school to ensure that children and their families are supported during the transition in a timely and appropriate manner.

Individuals with Disabilities Education Act (IDEA)

IDEA is the federal special education law providing rights and protections to children with disabilities and their families. It seeks to provide a free, appropriate public education (FAPE) to children with disabilities, and provide their families with a voice in their education. While IDEA does not include language specific to the transition to kindergarten, it does address transition services, IEP development, and enrolling a child with disabilities in a new school.

Policy	Summary
Section 1401: Definitions	Defines "transition services" as "a coordinated set of activities for a child with a disability" that: Are results-oriented and focused on academic and functional development that support the child's independence and participation Are strengths-based and individualized Include instruction, services, and community experiences which promote the development of living objectives and daily life skills
Section 1414.d.2.B: Program for child aged 3 through 5	If a child aged 3–5 has an existing Individualized Family Service Plan (IFSP), the IFSP may serve as the IEP if state law and the child's family agree. If not, the IFSP must be considered throughout the development of the new IEP.
Section 1414.d.2.C.i.I: Program for children who transfer school districts	When a child with an IEP enrolls in a new school district, the LEA must provide the child with services comparable to those in the previously held IEP until it either adopts the existing IEP or develops a new plan consistent with federal and state law. The new school must promptly take steps to obtain the child's records from the previous school in which the child was enrolled. The previous school must promptly respond to requests for information from the new school.

Policy

Summary

Section 1401: Definitions

Defines "transition services" as "a coordinated set of activities for a child with a disability" that:

Are results-oriented and focused on academic and functional development that support the child's independence and participation
Are strengths-based and individualized
Include instruction, services, and community experiences which promote the development of living objectives and daily life skills

Section 1414.d.2.B: Program for child aged 3 through 5

If a child aged 3–5 has an existing Individualized Family Service Plan (IFSP), the IFSP may serve as the IEP if state law and the child's family agree. If not, the IFSP must be considered throughout the development of the new IEP.

Section 1414.d.2.C.i.I: Program for children who transfer school districts

When a child with an IEP enrolls in a new school district, the LEA must provide the child with services comparable to those in the previously held IEP until it either adopts the existing IEP or develops a new plan consistent with federal and state law.

The new school must promptly take steps to obtain the child's records from the previous school in which the child was enrolled.

The previous school must promptly respond to requests for information from the new school.

Dual Language Learners Program Assessment (DLLPA)

The DLLPA supports Head Start programs in managing and assessing their efforts to support full program participation for children who are DLLs, as well as their families.

Policy	Summary
Transition Services	Emphasizes the importance of: Communication in families' home languages Outreach to community agencies involved in DLL services Notes DLL requirements specific to the transition to kindergarten, including: Collaborating with families to help them advocate for their children and remain involved in their education through the transition and beyond Preparing families to identify and obtain services available to children who are DLLs Preparing families to identify and obtain services available to children with disabilities

Policy

Summary

Transition Services

Emphasizes the importance of:

Communication in families' home languages
Outreach to community agencies involved in DLL services

Notes DLL requirements specific to the transition to kindergarten, including:

Collaborating with families to help them advocate for their children and remain involved in their education through the transition and beyond
Preparing families to identify and obtain services available to children who are DLLs
Preparing families to identify and obtain services available to children with disabilities

Individual State Policies

Check the Quality Rating and Improvement System (QRIS) profile for your state to review any state-specific transition policies that may apply: https://qualitycompendium.org/.

If your state receives a Child Care and Development Fund (CCDF) grant, consider any requirements outlined in your state’s CCDF plan.

If a CCDF plan and/or QRIS profile does not exist for your state, review your state’s early childhood and education policy for any applicable requirements.

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Transition to Kindergarten

, Transitions

Resource Type: Publication

National Centers: Early Childhood Development, Teaching and Learning

Age Group: Preschoolers

Audience: Directors and Managers

Last Updated: November 14, 2024