disabilities. Families received their assigned days in advance, and staggered start schedules took place during the first two weeks of the school year. Kindergarten students attended in small groups once every two or three days, whereas older students followed the regular schedule. Staggered starts can vary across schools, with some offering half-day sessions throughout the first two weeks and others gradually increasing to full days.
often only had one pre-K and one kindergarten teacher and utilized state grant funding to collectively offer professional development. Educators met once in person for initial training, then virtually once a month to learn about evidence-based strategies. They identified one change they wanted to make to their practice. Each virtual session began with a discussion about how this change impacted their teaching and affected children’ s learning.
Prioritize Context-Specific Professional Development
School leaders can support kindergarten teachers by providing meaningful professional development opportunities. Many educators report feeling underprepared when it comes to supporting children who have disabilities. Likewise, schoolwide professional development is often delivered with older elementary students in mind. High-quality professional development that focuses on kindergarten and / or children with disabilities can offer teachers practical tools and build their confidence, leading to more equitable experiences for all children and families.
For example, fine motor challenges are common in kindergarten, including for children with disabilities, yet teachers often have limited time to address these skills within their curriculum. Professional development can help teachers learn how to embed fine motor skills into content-area activities, equipping them with strategies to tailor materials and instruction to individual learners.
School leaders with less funding for individualized professional development can connect with other districts to pool resources. For example, Emily spent time teaching and working within rural districts in the southwestern United States. These districts
Support Strong Partnerships with Families
Families know their children best. Including them as partners in the transition to school can benefit everyone involved. Establishing an early partnership builds trust between families and schools, which is especially beneficial for children with disabilities. Families can communicate important information about
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