Kids in Transition to School (KITS) currently has a provisional rating for the 60 days between: April 24, 2013 and June 23, 2013. If you would like to respond to the Scientific Rating, please submit feedback via the Contact Us page.

The information in this program outline is provided by the program representative and edited by the CEBC staff. Kids in Transition to School (KITS) has been rated by the CEBC in the area of: Educational Interventions for Children and Adolescents in Foster Care.

Kids in Transition to School (KITS) is a short-term, intensive intervention designed to enhance psychosocial and academic school readiness in children at high risk for school difficulties. KITS features a two-pronged approach: (a) a 24-session therapeutic playgroup focused on promoting social-emotional skills and early literacy in children, and (b) an 8-session parent workshop focused on promoting parent involvement in early literacy and the use of positive parenting practices. The KITS curriculum is delivered during the summer before and the early fall of kindergarten.

Target Population: Foster children and other children at high risk for school difficulties who are entering kindergarten.

For children/adolescents ages: 4 – 6

For parents/caregivers of children ages: 4 – 6

The essential elements of Kids in Transition to School (KITS) include:

• Implementation of the KITS therapeutic playgroup curriculum which features three key components—the teaching and practice of:
  
• Essential social skills for kindergarten: reciprocal social interaction (e.g., sharing, initiating and maintaining peer interactions); social problem-solving (e.g., cooperation, problem-solving, conflict resolution); and emotion recognition.
• Early literacy skills necessary for reading: letter names, letter-sound correspondence, phonological awareness, conventions of print, vocabulary, and comprehension.
• Self-regulatory skills (such as handling frustration and disappointment and controlling impulses) and teacher preferred behaviors (such as following multi-step directions, listening skills and attentional focus, sitting appropriately, raising a hand before talking, making appropriate transitions between activities, and using materials appropriately).
• Implementation of the KITS caregiver group curriculum which includes lessons on helping children to develop their early literacy skills, developing routines around school activities, preparing children for the transition, home-school collaboration, and behavior management skills to handle any issues that arise during the transition.
• Other components of the program include:
• Low student to teacher ratio (1:4).
• High level of encouragement for appropriate behaviors with consistent limits set on inappropriate behaviors.
• Explicit teaching and demonstration of social and self-regulatory skills.
• Activity-based intervention for structured skill practice with high levels of feedback and encouragement that is systematically faded to increase independence.
• Consultation with teachers and schools to facilitate a smooth transition to kindergarten.

Kids in Transition to School (KITS) was designed with a child/adolescent component that addresses the following presenting problems and symptoms for children/adolescents ages 4 – 6:

• Social skills deficits, literacy deficits, self-regulation deficits, poor early literacy skills, and defiance

Services Involve Family/Support Structures:

This program involves the family or other support systems in the individual's treatment: The caregiver of the child in foster care entering kindergarten attends 8 caregiver group meetings throughout the time the child is in the program.

Kids in Transition to School (KITS) was designed with a parent/caregiver component that addresses the following presenting problems and symptoms for parents/caregivers of children ages 4 – 6:

• Caregiver of a child in foster care with social skills deficits, literacy deficits, self-regulation deficits, poor early literacy skills, and defiance who is entering Kindergarten

Kids in Transition to School (KITS) was designed to be conducted in a group setting; but has not been tested for use in a group setting.

Recommended group size:

Up to 15 children and their caregivers

Testing References:

Recommended Intensity:

Playgroups meet 2 times a week for 2 hours in the 2 months preceding kindergarten entry. Once school starts, playgroups meet once a week for 2 hours during the first 8 weeks of school (typically September to October). Parent groups meet for 2 hours every other week.

Recommended Duration:

16 weeks total.

This program is typically conducted in a(n):

• Community Agency
• School

Kids in Transition to School (KITS) includes a homework component:

Children receive weekly homework assignments designed to increase their fluency in literacy skills by providing additional practice with the letters and letter sounds being learned in the playgroups. Parents are given home exercises after each parent group session to practice the skills being learned in the parent workshops.

Kids in Transition to School (KITS) has materials available in a language other than English:

Spanish

For information on which materials are available in this language, please check on the program's website or contact the program representative (contact information is listed at the bottom of this page).

The typical resources for implementing the program are:

One room for therapeutic playgroups that can be set up as a classroom. Whiteboard, easels, puzzles, books, art supplies and other materials typical of a kindergarten classroom. One room for caregiver groups. Occasional access to an additional room for playgroup activities conducted outside of the main classroom.

Playgroup supervisor: A Master’s level education or higher in a clinical or education field. This person should also possess an understanding of behavioral and educational principles, supervisory skills, organizational skills, and a thorough understanding of the treatment model underlying the curriculum.

Playgroup lead teacher: A Bachelor’s degree or at least two years of course work in a relevant field such as early education, special education, education, or psychology, and one year experience working directly with children in the 3-6-year-old age range. Experience following evidence-based curriculum practices. The lead teacher is responsible for the majority of the instruction during playgroups.

Playgroup assistant teachers: Bachelor’s degree or course work in a relevant field such as early education, special education, education, or psychology or related experience working directly with children in an early childhood education setting.

Parent group supervisor: A Master’s level education or higher in a clinical or education field. This person should also possess supervisory skills, organizational skills, and a thorough understanding of the treatment model underlying the curriculum.

Parent group lead facilitator: A Bachelor’s degree or higher in education in a clinical or education field. Experience running support groups and working with high-risk families is preferred.

Parent group co-facilitator: At least two years of coursework or other relevant experience in a relevant field or with foster care populations. Experience running support groups and working with high-risk families is preferred.

There is a manual that describes how to implement this program, and there is training available for this program.

Training Contact:

• Katherine Pears
  katherinep@oslc.org
  phone: (541) 485-2711

Training is obtained:

Training is provided onsite

Number of days/hours:

5 days for 7 hours a day for playgroup staff, 4 days for 4 hours a day for caregiver group staff

This program is rated a "2 - Supported by Research Evidence" on the Scientific Rating Scale based on the published, peer-reviewed research available. The practice must have at least one rigorous randomized controlled trial with a sustained effect of at least 6 months. Please see the Scientific Rating Scale for more information.

Child Welfare Outcome: Child/Family Well-Being