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The report summarizes the state’s 2018 Transition to Kindergarten Pilot, expanded from three to eighteen counties before reaching all 100, and explains evaluation work conducted by Child Trends. It details expected county infrastructure and evidence-based practices, including leadership teams, community transition plans, alignment across settings, data sharing, relationship building, and continuous quality improvement. It also outlines state-provided tools, such as templates and self-assessment benchmarks.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/transition-to-kindergarten-lessons-from-north-carolinas-statewide-efforts-december-2023/240529/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/transition-to-kindergarten-lessons-from-north-carolinas-statewide-efforts-december-2023/240529.png","ImageObject",442,249,{"name":88,"@type":89},"Patrick","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-09-21","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":73},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What statewide pilot initiative drove North Carolina’s transition to kindergarten efforts?","Question",{"text":108,"@type":109},"North Carolina launched the Transition to Kindergarten Pilot in 2018 to improve the move from NC Pre-K to public kindergarten. The pilot started with three counties, expanded to eighteen, and expectations later extended to all 100 counties.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What practices were counties expected to implement to support successful transitions?",{"text":113,"@type":109},"Counties were expected to form a transition leadership team, create a community transition plan, align Pre-K and kindergarten experiences, share pre-K information with kindergarten teachers, and build relationships among children, families, and both settings. They also needed a continuous quality improvement (CQI) plan to evaluate and refine their efforts.",{"name":115,"@type":106,"acceptedAnswer":116},"What tools and materials did North Carolina’s DCDEE and DPI provide to counties?",{"text":117,"@type":109},"NC DCDEE and NC DPI provided a crosswalk of required activities, a transition planning template, a benchmarks of quality self-assessment form, materials for kindergarten information packets, and child-specific information and data sharing forms. They also introduced an electronic Transition Report within the Teaching Strategies platform in 2022.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},240529,1789960496,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":76,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":76},549758146520,"https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470","December 2023  \nTransition to Kindergarten: Lessons from North Carolina’s Statewide Efforts  \nDoré R. LaForett, Elizabeth Villegas, Zipi Diamond, & Cassie Simons Gerson  \nIntroduction  \nIn recent years, North Carolina has engaged in efforts to improve the transition to kindergarten process forchildren, families, and teachers across the state. These efforts include the launch of North Carolina’s Transition to Kindergarten Pilot project in 2018 and activities funded by the state’s Preschool Development Grant Birth to Age 5 (NC’s PDG B-5). As part of the evaluation of North Carolina’s PDG B-5 work, Child Trends conducted a two-phased deep dive evaluation to learn more about transition to kindergarten efforts in counties across the state. The evaluation team gathered data from counties’transition leadership teams, pre-K teachers, pre-K administrators, kindergarten teachers, local education agency (LEA) administrators, and families. This document briefly describes North Carolina’s recent efforts to support transition to kindergarten, followed by key evaluation findings and recommendations on how the state can continue to support counties’ transition work.  \nTransition to Kindergarten in North Carolina  \nNorth Carolina’s Transition to Kindergarten Pilot project was launched in 2018 in response to language in NC Senate Bill 740 (2016) directing the North Carolina Division of Child Development and Early Education (NC DCDEE) and the North Carolina Department of Public Instruction (NC DPI) to “study the transition from NC Pre-K [the North Carolina Pre-K Program] to public kindergarten and make any recommendations to ensure the successful transition of children from NC Pre-K to public kindergarten.”The Pilot began with an initial group of three counties and expanded to 18 counties. Pilot counties—and later all 100 NC counties—were expected to engage in activities to build their infrastructure for how pre-K and LEA settings will work together to support transition to kindergarten efforts. They were also expected to engage in specific practices to support a smooth transition to kindergarten. Finally, counties were expected to include plans for routinely evaluating the success of their transition efforts, consistent with a continuous quality improvement (CQI) approach. Figure 1 illustrates the infrastructure building activities and evidence-based practices that, accompanied by a strong CQI approach, are needed for successful transition to kindergarten efforts.  \nFigure 1 : Infrastructure Building and Evidence-Based Practices in Transition to Kindergarten  \nDrawing from research on effective transition to kindergarten practices, counties were expected to:  \n1. Form a transition leadership team comprised of pre-K and LEA staff representing different roles (e.g., administrators, teachers), as well as family and community members. This team is responsible for guiding county transition efforts, including developing a community transition plan (described below), overseeing implementation, evaluating the success of the plan, and revising the plan as needed.  \n2. Create a community transition plan documenting the transition activities they plan to implement, how and when activities will be implemented, and who will be responsible for implementing them. Plans should also include how counties will evaluate the success of their transition efforts.  \n3. Engage in practices to achieve alignment between pre-K and kindergarten settings. Alignment practices might focus on educators, such as shared professional development and collaboration time for pre-K and kindergarten staff. Other alignment practices might focus on children’s experiences such as curriculum, expectations for children’s learning, and assessment approaches.  \n4. Share information and data about pre-K children with kindergarten teachers. These practices include strategies for pre-K teachers and families to share information with kindergarten teachers.  \n5. Create opportunities to build rela","cbCaiqVxovEpmvof","https://ap.wps.com/l/cbCaiqVxovEpmvof","pdf",742138,7,"English","# Introduction\n# Transition to Kindergarten in North Carolina\n## Transition to Kindergarten Pilot (2018)\n## Expected county practices and CQI approach\n# State supports and evaluation resources","[{\"question\":\"What statewide pilot initiative drove North Carolina’s transition to kindergarten efforts?\",\"answer\":\"North Carolina launched the Transition to Kindergarten Pilot in 2018 to improve the move from NC Pre-K to public kindergarten. The pilot started with three counties, expanded to eighteen, and expectations later extended to all 100 counties.\"},{\"question\":\"What practices were counties expected to implement to support successful transitions?\",\"answer\":\"Counties were expected to form a transition leadership team, create a community transition plan, align Pre-K and kindergarten experiences, share pre-K information with kindergarten teachers, and build relationships among children, families, and both settings. They also needed a continuous quality improvement (CQI) plan to evaluate and refine their efforts.\"},{\"question\":\"What tools and materials did North Carolina’s DCDEE and DPI provide to counties?\",\"answer\":\"NC DCDEE and NC DPI provided a crosswalk of required activities, a transition planning template, a benchmarks of quality self-assessment form, materials for kindergarten information packets, and child-specific information and data sharing forms. They also introduced an electronic Transition Report within the Teaching Strategies platform in 2022.\"}]","Transition to Kindergarten: Lessons from North Carolina’s Statewide Efforts - December 2023 | PDF",1789162464]