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The Center's Training Tutorials are organized topically, with readings and related activities for "preheating," active learning, and follow-up. All readings and activity guides are available on the website of the national Center for Mental Health in Schools at UCLA.

For more information on the Center's Continuing Education Modules and Training Tutorials, click here.

Overview Guide

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Initial Resources to "Preheat" Exploration of this Matter

The following materials provide a brief introduction and overview to the ideas covered by the tutorial:

In readying others for training in this matter, display the attached flyer and the above article on a training bulletin board and provide copies to interested staff.


Learning Sessions

Topic 1: Periodic school transitions -- welcoming newcomers to the school; transitions to a new grade and from elementary to middle or middle to high school.

Reading: From: What Schools Can Do to Welcome and Meet the Needs of All Students and Families-- Unit I, intro and pages 1-45.

Activity: Use the various attached materials as stimuli and tools to focus application of what has been read.

  1. Outline What Has Been Learned So Far-- Develop a brief outline of what you have learned about how schools can welcome and support new students and families and then contrast the outline with what your school currently does to welcome and support new students and families as they adjust to the new classes, school and Neighborhood (see attached worksheet)

  2. Discussion Session Exploring What Has Been Outlined -- Form an informal discussion and/or a formal study group (see the attached guide sheet)

  3. What would you add? (Use the attached guide sheet and the accompanying sections from the self-study survey entitled: Support for Transitions as an aide)


Topic 2: Daily transitions -- programs for before school, recess, lunch, afterschool, and moving through the halls

Reading: From: A Sampling of Outcome Findings from Interventions Relevant to Addressing Barriers to Learning, browse the material in Section III-B (pp. 27-35) and Appendix B.

From: After-school Programs and Addressing Barriers to Learning, read pp. 1-27

Activity: Use the various attached materials as stimuli and tools to focus application of what has been read.

  1. Write and Discuss: Major problems arising during daily transition times (use attached worksheet as guide)

  2. School Observation: Transitions (see attached guide)


Topic 3:     Examples of Other Major Transitions                                               

Reading: Choose one or more of the following to explore:

A. Readiness to Learn/ Early Childhood Programs.
From: Early Development and School Learning from the Perspective of Addressing Barriers to Learning pp. 1-46

B. To and From Special Education.
From: Least Intervention Needed: Toward Appropriate Inclusion of Students with Special Needs, pp. 1-5 and 28-30

C. School to career Programs.
From: Dropout Prevention, pp. 1-45

Activity: Use the various attached materials as stimuli and tools to focus application of what has been read.

  1. Write and Discuss: With respect to the transitions you choose to explore, what does your school currently do to address these matters? (use the attached worksheet as guide)

  2. Making the case for transition programs (see attached worksheet)


Follow-up for Ongoing Learning

As you decide to learn more about these matters, the following Center resources should be a helpful next step.

  1. The Quick Finds section of the Center website offers topic areas that are regularly updated with new reports, publications, internet sites, and centers specializing in the topic. Stakeholders can keep current on Support for Transitions by visiting topic areas such as:

  2. Consider forming ongoing study groups

  3. Request ongoing inservice training and administrative support in developing these ideas

    This material provided by: UCLA Center for Mental Health in Schools/Los Angeles, CA 90095-1563
    (310) 825-3634/ Fax: (310) 206-8716/ Email:

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