DESCRIPTION: The transition from early learning programs into kindergarten is one of the most critical milestones in a child’s educational journey—and one that deeply impacts families as well. This interactive session equips educators, administrators, and support staff with practical strategies to create developmentally responsive, culturally appropriate, and relationship-based transition experiences. Participants will explore tools and evidence-based practices that strengthen collaboration between early learning providers, kindergarten teams, and families. Through discussion, modeling, and hands-on planning, attendees will leave with a framework and actionable resources to improve transitions for every child.
OBJECTIVES: By the end of the session, participants will be able to: Identify the essential components of child- and family-centered transition practices grounded in developmental science and family engagement research. Evaluate their current transition systems to determine strengths, gaps, and equity considerations. Apply concrete strategies for building continuity of learning and relationships between early learning settings and kindergarten classrooms. Co-design a transition action plan incorporating multiple touchpoints for communication, family partnership, and student support. Implement tools and routines that reduce stress, support social-emotional well-being, and foster a sense of belonging for new kindergarteners.
DESCRIPTION: In response to escalated behavioral needs of students, especially since the COVID-19 pandemic (Weist, et al., 2024), many school districts have begun hiring BCBAs to provide services for students in public schools. However, in a recent article published in Behavior Analysis in Practice, Copeland, Duffie, and Maez (2025) found that most of the BCBAs they surveyed who are now working in public school settings reported that they had little to no preparation during their training and fieldwork experience to prepare them for working in schools. This session will help school teams understand how to best support BCBAs who may not have training in school-based services and how to effectively utilize BCBAs in MTSS systems.
OBJECTIVES: 1. Describe how and why all BCBAs are not created equal. 2. Identify goals for behavior support in your building or district. 3. Create systems to effectively utilize BCBAs in your building or district.
