largely dependent on the passion and commitment of individuals’ [CA13]. Some further insights into the various ways of enhancing the sustainability of transition programs and processes were also provided by pilot representatives. Some of the key factors included: Building community support for the program, which is often  achieved by developing and maintaining a diverse and effective range of networks and partnerships; Having a clear conceptual model detailing what you are doing in  the program, why and to what effect (e.g. a program logic model); Regularly monitoring and evaluating the project;   marketing and promotion of the project and its achievements; A diverse funding base (i.e. not relying on a single source of  funding); Ensuring a philosophical between the project and the  ‘fit’ organisational context in which it operates; and Strong champions of the program and effective leadership.  Benefits of positive school transitions it is too early to evaluate the outcomes and longer-term impact of the transition to school pilots, representatives were able to report a variety of initial benefits, which they linked to the transition activities delivered through their pilots. The emerging effects identified by pilot representatives during interviews, and end of project evaluation documents, appear to be consistent with the of short-term ‘kinds’ outcomes described in the transition research and evaluation literature. This suggests that although the evidence-base is limited and fragmentary, many pilots appear to be making positive progress towards desired intermediate and longer-term outcomes (such as improving children’s educational achievements). For example, pilots provided considerable anecdotal evidence to demonstrate that new transition activities were helping to reduce children’s anxiety, and facilitate adjustment to the school environment. These early indicators are promising as longitudinal research suggests that positive childhood transition experiences often help to set in motion a cycle’ of ‘virtuous educational achievement (Fabian & Dunlop, 2007).
largely dependent on the passion and commitment of individuals’ [CA13]. Some further insights into the various ways of enhancing the sustainability of transition programs and processes were also provided by pilot representatives. Some of the key factors included:  Building community support for the program, which is often achieved by developing and maintaining a diverse and effective range of networks and partnerships;  Having a clear conceptual model detailing what you are doing in the program, why and to what effect (e.g. a program logic model);  Regularly monitoring and evaluating the project;  marketing and promotion of the project and its achievements;  A diverse funding base (i.e. not relying on a single source of funding);  Ensuring a philosophical ‘fit’ between the project and the organisational context in which it operates; and  Strong champions of the program and effective leadership. Benefits of positive school transitions it is too early to evaluate the outcomes and longer-term impact of the transition to school pilots, representatives were able to report a variety of initial benefits, which they linked to the transition activities delivered through their pilots. The emerging effects identified by pilot representatives during interviews, and end of project evaluation documents, appear to be consistent with the ‘kinds’ of short-term outcomes described in the transition research and evaluation literature. This suggests that although the evidence-base is limited and fragmentary, many pilots appear to be making positive progress towards desired intermediate and longer-term outcomes (such as improving children’s educational achievements). For example, pilots provided considerable anecdotal evidence to demonstrate that new transition activities were helping to reduce children’s anxiety, and facilitate adjustment to the school environment. These early indicators are promising as longitudinal research suggests that positive childhood transition experiences often help to set in motion a ‘virtuous cycle’ of educational achievement (Fabian & Dunlop, 2007).
transitionpilotevaluation.docx