Despite evidence illustrating the importance of the kindergarten transition point, many districts and schools take a haphazard approach. To the extent that transition activities take place, they frequently entail such practices as sending brochures home rather than more effective, high-intensity activities such as arranging for pre-K students to visit a kindergarten classroom or allowing for joint planning time between pre-K and kindergarten teachers. While planning a stable, well-connected transition falls largely within the purview of individual schools and districts, state leadership can actively encourage intentional efforts at the local level. Four states that have improved the transition process serve as examples of what state leaders can achieve: West Virginia, Colorado, Oregon, and Washington. (author abstract)