For example, when Taylor( second author) taught kindergarten, she met with a pre-K inclusion teacher to learn about supports for a child with autism spectrum disorder. Taylor learned that the child was most successful with a visual schedule that allowed him to“ check off” each part of the day. She created a visual schedule for the child and shared it with his family before the first day of school, so they could begin talking through the kindergarten day with him.
This classroom visit can be followed up with a meeting among pre-K teachers, kindergarten teachers, and special education staff to collaborate on how to best prepare for this transition before the next school year begins. In our experience, we each had dedicated time at the end of the school year to discuss transitions between grade levels. Emily( third author) recalls when her administrator facilitated a more collaborative approach. Emily, who taught pre-K at the time, and the pre-K special education teacher met with the kindergarten team to collaboratively determine feasible supports for each child in the kindergarten setting.
In addition, school leaders can encourage including other adults who know the child well, such as teacher assistants and teachers of specials like art, music, and gym. Research overwhelmingly demonstrates that other professionals are not routinely invited to participate in transition planning, but their knowledge of a child can offer important information for planning. Administrators can provide them with copies of meeting notes for input or schedule meetings at times they are available.
Implement Staggered Start Dates
District leaders might consider staggered start dates( children attending school in small groups once every few days), which can benefit both educators and children. For teachers, these small, staggered groups provide space to make adjustments to the classroom environment and routines in a more manageable way before all children are together for the full day. The staggered schedule also enables the teacher to connect early on with each family before or after school. A staggered start allows children to begin school in smaller groups over the first week or two, giving them time to adjust to expectations and routines in a less overwhelming setting.
If staggered start dates are not a common practice within the district, then school leaders can advocate for changes to the district calendar. They can share what other districts have tried, the benefits they have seen, and the different options for staggering. For example, Stevie and Taylor( first and second authors) found that staggered start dates helped establish classroom routines, relationships, and a smoother transition for children with
46 Educating Young Children
Spring 2026