Program Definitions

Learning Continuum Alignment: As defined by Bogard and Takanishi (2005), alignment focuses on the lining up of standards, curricula, and assessment into a coherent structure for Pre-K-3 children, though the LINC initiative is expanding this definition into the alignment of standards, curricula, and assessment that follow a child from birth throughout their learning and development.

Learning Continuum Coordination: Coordination is an ongoing process by skilled teachers and strong leadership directed at the effective learning and development of children that also implies a shared vision of specific goals to be accomplished.

Learning Continuum Transition: The learning continuum transition focuses on events and processes to ease the articulation across age spans and grade levels for children and their families. The focus of education transitions is often on the transition from kindergarten to early grades, though ideal learning continuum transition activities should enact specific practices throughout a child's progression through the early learning and K-12 systems. Rice (2007) categorized transition practices into four categories:

Practices to ease the actual movement of children from one environment to another (e.g., pre-school to kindergarten)
Practices to better prepare families for transition (e.g., kindergarten open house for children and families)
Practices that include the exchange of information between grade level teachers the upcoming class of students
Practices between staff members (pre-school and early learning teachers and leadership) on programmatic issues

School Readiness: A child’s acquisition of knowledge, skills, and behaviors that make him or her ready for kindergarten and serve as a predictor for learning success.

Ready Schools: The influence of school context on children’s learning gains or ‘fade out’. A 1998 national Ready Schools initiative developed ten components for what make up a ‘ready school’, including:

Ready schools smooth the transition between home and school.
Ready schools strive for continuity between early care and education programs and elementary schools.
Ready schools help children learn and make sense of their complex and exciting world.
Ready schools are committed to the success of every child.
Ready schools are committed to the success of every teacher and every adult who interacts with children during the school day.
Ready schools introduce or expand approaches that have been shown to raise achievement.
Ready schools are learning organizations that alter practices and programs if they do not benefit children.
Ready schools serve children in communities.
Ready schools take responsibility for results.
Ready schools have strong leadership.