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Transition from Middle to High School

Transition from Middle to High School. Vivian Snyder, CTAE Career Development vsnyder@doe.k12.ga.us 404-657-8331. Goal.

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Transition from Middle to High School

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  1. Transition from Middle to High School Vivian Snyder, CTAE Career Development vsnyder@doe.k12.ga.us 404-657-8331

  2. Goal.. • Participants will understand the critical nature of creating, implementing and evaluating an effective transitional process for students moving from middle school to high school. NOTE: This presentation does not include the critical academic preparation students need to be successful at the high school level of learning.

  3. Objectives • To understand the rationale for effective transitional planning • To understand the basic steps in creating a transitional program/plan

  4. Transition…defined as “a PROCESS during which institutional and social factors influence which students’ educational careers are positively or negatively affected by this movement between organizations” Schiller (1999, pp. 216-217, “Effects of feeder patterns on students’ transition to high school”. Sociology of Education)

  5. Rationale • More students fail the 9th grade than any other grade level. What is your 9th grade retention rate? Do you share that with your middle school staff? • Georgia has one of the highest drop-out rates in the nation. What is your drop-out rate? Does your high school share that information? • Adolescence is a confusing time for students due to the many emotional and physical changes that occur at this age. They need our help to achieve in ALL domains of development: personal/social development, academic development and career development. • Transition has always been important to middle school educators; however, it is obvious better and/or more effective processes are needed. Does your middle and high school have an identified transition process? • 8th grade in middle school is NOTHING like 9th grade in high school. How do your middle school students know the differences?

  6. This issue has been recognized by the National Association of Secondary School Principals (NASSP), the National Middle School Association (NMSA), and the Carnegie Council on Adolescent Development who have acknowledged the need for educators to address the gap. Does your school have a transition team to address middle to high school then high school to postsecondary? Transition is a predictor of future success in the 9th grade. (Morgan and Hertzog, 1997) Do middle schools keep this data to determine the impact of their efforts? Middle school students and their parents/guardians need more information about high school and careers so they can make more informed decisions about the classes they choose at the high school level. How many pathways completers graduate? Do enrolling 9th graders have a career goal based. Advisement is legislated in the middle school resulting in an identified Individual Graduation Plan (IGP) BRIDGE BILL

  7. WHEN… Transition to high school is a systematic*, developmental* PROCESS that starts in the spring of 6th grade then moves to the 7th, to the 8th, into the 9th (then starts transition to postsecondary). *Systematic = a planned PROCESS, not a one-time EVENT! *Developmental = grade level specific

  8. Effective programs include: • Building a sense of community between the two levels. How? • Responding to the needs and concerns of students, parents/guardians and staff. How? • Providing appropriate, developmental strategies to facilitate the transition process no later than the spring of the 6th grade. How?

  9. Provide parents and students with information about the high school… • Small-group sessions with high school counselors at the middle school • High school teachers trade places with 8th grade teachers for one day • Develop pen pal program between 8th and 9th grade students through Language Arts classes • Summer “bridge” program for 8th graders • Web site devoted to providing information to incoming students; a three-ring notebook about high school for 8th graders • Strong teacher-as-advisor program or mentoring program beginning in the 6th grade utilizing career information systems

  10. Develop opportunities for students and parents to receive information regarding high school programs and procedures: web site, parent workshops, newsletters, emails, brochures, career fairs, teacher-as-advisor activities; senior led seminars for 8th graders; peer mentoring for freshmen • Student Survival Guide developed by 9th graders for incoming freshmen • Freshmen start classes a day earlier than other students to get to know the faculty and the logistics of the school day • Create a transitional portfolio to include Self-Awareness, Exploration and Planning utilizing GCIS, 411 or Career Cruising

  11. Provide opportunities for peer interaction and social support… • Passes or invitations to social/athletic events at the high school (supervised) • High school tours conducted by current 9th grade students • New comers festival a few weeks before school starts • Assigning “buddies” to incoming 9th grade classes • Separating lunch schedule by grade level to decrease interaction with older students • Small group sessions with counselors about personal/social issues • Strong teacher-as-advisor program or mentoring program to focus on personal/social issues, academic issues, and career development • A summer “bridge” program regarding “going to high school” or “everything you wanted to know about high school” • Provide peer tutoring/peer mentoring using high school students as mentors or tutors

  12. Provide opportunities for parent involvement… • Actively seek parent volunteers at both levels to assist in the classrooms, career centers, supervision on field trips, special events • Develop a 9th grade newsletter that parents begin to receive when their child is in the second semester of the 8th grade • Frequent communication with parents/guardians • Spring conference at the end of the 8th grade year to determine high school classes and approval of the Individual Graduation Plan (Passing the Torch) • Parent workshops regarding high school programs, career development, high school procedures, athletic eligibility, high school curriculum, extracurricular activities, college admission criteria • Freshmen Orientation; discussion session with panel of high school students • Create a parent brochure on “Moving to High School” to help relieve parent anxieties

  13. Provide opportunities for communication between middle and high school teachers and support staff… • Create a transition team of teachers, counselors, parents and students from the middle and high school that meets regularly to identify issues and propose transition activities and improvements based on annual evaluations • Teachers trade spaces-8th to 9th, 9th to 8th • Teacher shadowing • Annual joint faculty meeting to identify common concerns and opportunities • Vertical teaming and vertical alignment of curriculum • Professional development on the development of young adolescents to high school teachers

  14. How? • Establish a transition protocol that can be easily replicated and updated annually with little effort. • Establish a timeline (6th-8th grade) for the transition process---light in the 6th and 7th then heavy at the 8th grade; however, keep it developmental and be sure students and parents understand the term “transition” ALWAYS make reference to “going to high school” or the “Class of XXXX”.

  15. Schedule meetings between collaborative groups from sending and receiving schools and discussions for adults and students about the issues (vertical teaming; vertical curriculum alignment especially 8th grade) Assess the human and financial resources available to support the transition process. Create your process, determine your evaluation and keep your data. Debrief and update annually.

  16. New “Student Advisement” Rule • JEA/IGA 8/10/2011 160-4-8-.09

  17. What Drives the Advisement WORK?

  18. The individual graduation plan will include: • (1) Include rigorous academic core subjects and focused course work in mathematics and science or in humanities, fine arts, and foreign language or sequenced career pathway course work; • (2) Incorporate provisions of a student's Individualized Education Program (IEP), where applicable; • (3) Align educational and broad career goals and a student's course of study; • (4) Be based on the student's selected academic and career focus area as approved by the student's parent or guardian; • (5) Include experience based, career oriented learning experiences which may include, but not be limited to, internships, apprenticeships, mentoring, co-op education, and service learning; • (6) Include opportunities for postsecondary studies through articulation, dual enrollment, and joint enrollment; • (7) Be flexible to allow change in the course of study but be sufficiently structured to meet graduation requirements and qualify the student for admission to postsecondary education; and • (8) Be approved by the student and the student's parent or guardian with guidance from the student's school counselor or teacher adviser. • An individual graduation plan shall be reviewed annually, and revised, if appropriate, upon approval by the student and the student's parent or guardian with guidance from the student's school counselor or teacher adviser. An individual graduation plan may be changed at any time throughout a student's high school career upon approval.

  19. Questions and Comments

  20. Transition Resources… Akos, Patrick, Queen, J. Allen, Lineberry, Christopher; PROMOTING A SUCCESSFUL TRANSITION TO MIDDLE SCHOOL http://www.betterhighschools.com/summerinst/SI2007TransitionsIntoHighSchool.asphttp://www.principals.org/portals/0/content/55626.pdfA Voice From the Middlehttp://www.nmsa.org/Research/ResearchSummaries/TransitionfromMStoHS/tabid/1087/Default.aspxhttp://www.centerforcsri.org/index.php?option=com_content&task=view&id=669&Itemid=5Georgia Bridge Bill-Georgia General Assembly http://www.legis.state.ga.us/legis/2009_10/sum/hb400.htm

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