Presentation on theme: "Early Transitions for Vulnerable Children: Helping Elementary Students and Families C.O.P.E. Kelsey Augst, M.Ed. & Patrick Akos, Ph.D."— Presentation transcript:
Early Transitions for Vulnerable Children: Helping Elementary Students and Families C.O.P.E. Kelsey Augst, M.Ed. & Patrick Akos, Ph.D.
Why are transitions important for elementary school counselors? Proactive effects on students/families School counselor expertise ASCA National Model 2 critical transitions Into kindergarten From 2 nd to 3 rd grade Structure of presentation Developmental and Ecological Challenges Risk Factors C.O.P.E.
Transition to Kindergarten “The transition to kindergarten is fundamentally a matter of establishing a relationship between the home and the school in which the child’s development is the key focus or goal.” Pianta, 1999
Developmental Challenges “At preschool they read to you, in kindergarten you learn how to read.” (Perry, Dockett & Tracey, 1998, p. 6) Cognitive Social Physical
Ecological Challenges Basis of reward system changes (Entwisle & Alexander, 1999) Student focus on rules and consequences (Dockett & Perry, 2001) Differences in environment Home Preschool Kindergarten
Implications for All Advocacy District: Kindergarten Transition programs School: Class lists Opportunities for parents/students to visit prior to first day ASCA National Model Management System Delivery System: Classroom Guidance
Risk Factors How Many? Parent and teacher perceptions Who? Familial background Limited English Proficiency Emerging or existing disabilities Contextual Factors Preschool attendance Lack of social interaction
C.O.P.E. Closing the Gap Action Plan Contact Person Intended Effects on Academics or Behavior ASCA Student Competency ASCA Domain/Standar d Type of Activity to be Delivered in What Manner? Resources Needed Projected Number of Students Impacted Evaluation Methods Project Start/End Date School counselor Collaborative, strengths-based educational group counseling to impact parenting for children deemed at risk in order to build successful transitions PS:A1.4 PS:A1.11 Personal/ Social : Acquire Self- Knowledge Parent Psycho- Educational Groups, breakfast sessions over the year Breakfast, group session plans, resources for parents At risk kindergarten families that volunteer to participate Pre/Post test for parents Throughout the year School counselor Outreach to students identified as having academic/ behavioral difficulties in kindergarten transition PS:A1.1 PS:A1.6 PS:B1.2 A:A1.2 A:A1.5 Personal/ Social: Acquire Self- Knowledge, Application of self- knowledge Academic: Improve Academic Self-Concept Kindergarten group counseling, weekly sessions for 8 weeks Session plans and resources for individual sessions “At risk” kindergarten students (14 students) Pre/Post survey to kindergarten teachers October -November School counselor and ESL teacher Promote information about kindergarten readiness and registration to parents who do not speak English as their primary language A:A1.2 A:A1.5 A:B1.4 A:B1.5 Academic: Improve Academic Self Concept, Improve Learning Newsletters translated in Spanish, information sessions provided in Spanish Spanish translator, easily accessible community location to hold information/registr ation sessions ESL kindergarten families (approximately 22% of rising Kindergarten population) Parent interviewsApril - September
Research-Based Best Practices Results Reflections
2 nd to 3 rd Grade Transition Video taken out for student privacy
Ecological Challenges “The focus in academics shifts from learning to read to reading to learn, learning to write to writing in a formalized format, developing problem solving strategies to solve multi- step problems, and moving from non- standardized assessments to standardized testing.” (NCDPI, 2007)
Implications for All Facilitate communication between second and third grade teachers Advocate for vertical curriculum planning Inform parents of expectations of students in third grade (compared to previous grades) and encourage appropriate parental support Provide classroom guidance to teach skills Consult with teachers on providing emotional and social support for students Identify struggling students early
Risk Factors How Many? Data Who? Struggle with independent reading Low math confidence Contextual Factors Parent involvement
2 nd to 3 rd Grade Transition Closing the Gap Action Plan Contact Person Intended Effects on Academics or Behavior ASCA Student Competency ASCA Domain/ Standard Type of Activity to be Delivered in What Manner?Resources Needed Projected Number of Students Impacted Evaluation Methods Project Start/End Date School counselor Collaboration among grade levels as older students mentor/tutor at risk second grade students A:A1.1 A:A2.2 A:A2.4 Academic: Improve Academic Self- Concept and Acquire Skills for Improving Learning Peer tutoring and mentoring program, weekly sessions for 6 – 9 weeks Peer mentors, meeting space, activity materials, peer mentor training sessions At risk second grade students (14 students) and peer mentors (16 students) Pre and post test, 2 nd quarter grades compared to 3 rd quarter grades, teacher observations February – April (3 rd quarter) School counselor Small group counseling opportunity to provide outreach to struggling learners and teach skills in order to improve student success A:A1.5 A:A2.3 A:B1.3 A:B2.1 Academic: Improve Academic Self-Concept, Acquire Skills for Improving Learning, Improve Learning, Plan to Achieve Goals “Superstar Student” small-group counseling, weekly sessions for 7 weeks Group plan and materials Third grade students who are non- proficient on Pre- EOG in math or reading Pre-EOG scores, EOG scores;, pre/post test on skills September-November School counselorIndividual counseling for students at risk for a difficult transition in order to promote individual strengths, build self- confidence, and create academic plans A:A1.1 A:A1.3 A:A2.4 A:B2.1 A:B2.3 PS:A1.10 Academic: Improve Academic Self- Concept, Acquire Skills for Improving Learning, Plan to Achieve Goals Personal/Social: Acquire Self- Knowledge Individual counseling sessions Academic plansAt risk third grade students Pre-EOG scores, EOG scores, progress reports September- November
Math Masters Research-Based Best Practices Results Reflections
Math Masters: A Peer Helping Program Video taken out for student privacy
Contact Information Kelsey Augst Hilburn Drive Elementary School, Wake County email@example.com Patrick Akos University of North Carolina, Chapel Hill firstname.lastname@example.org Augst, K., & Akos, P. (2009, February 9). Primary transitions: How elementary school counselors promote optimal transitions. Journal of School Counseling, 7(3). Retrieved March 3, from http://www.jsc.montana.edu/articles/v7n3.pdf
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