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CIL1: Program provides families and staff a description on how they support children’s and schoolagers’ transition into the program, between programs or classrooms, and entering new schools.
Transitions are the moves children and schoolagers make into, between, and from schools. These times of change can be stressful and challenging periods for children and families as they worry about academic expectations, and about navigating new environments and relationships.
This indicator, requires that the program has a description of how children and schoolagers are supported through transitions. It is important to understand that this indicator is looking for the description to specifically address how children and schoolagers transition through each of the following:
- Into the program
- Between programs or classrooms
- Out of the program or entering new schools
When we talk about a description for this indicator, we are looking for something that is written that the program has in place. This could be a policy, statement, a plan or something else. You may already be successfully implementing the high-quality pieces, and now it’s about simply putting what you do on paper.
Once you create the policy, statement or plan, this indicator requires that the description needs to be shared with both staff and families. When a plan is shared, it helps everyone to know what the program is doing, and what is expected of the staff and families in order to support the children. The program can share the plan in the way that best meets their needs, but it could include having it in the family and staff handbook and sharing it during enrollment and/or staff orientation, having it posted on a bulletin board, or sharing it at a parent meeting or staff training.
For more information about this indicator, review the Quality Indicators Guidance Document and Quality Indicators FAQ.
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