1. Making Middle Grades Work: Planning Successful Transitions Presented by: Barbara Moore, Associate Director Toni Eubank, Director 1

2. Rationale for transition School Improvement has identified effective transition as a best practice to increase graduation rate! More students fail the 9 th grade than any other grade level. What is your 9 th grade retention rate? Georgia has one of the highest drop-out rates in the nation. What is your drop-out rate? 2

3. Rationale for transition Adolescence is a confusing time for students due to the many emotional and physical changes that occur at this age. Transition has always been important to middle school educators; however, it is obvious better and/or more effective processes are needed. 8 th grade in middle school is NOTHING like 9 th grade in high school. 3

4. According to the Center for Educational Statistics… In 2005, approximately 488,000 students dropped out of American high schools 4

5. Other Studies  In schools in which transition programs are fully operational, researchers saw a dropout rate of 8%, while schools without transition programs averaged 24% (Reents, 2002)  Difficult ninth-grade transitions can result in:  flagging academic performance  increased dropout rates  reduced on-time graduation  (problems particularly commonplace in large urban settings) 5

6. 6 Educators are looking backwards to see where students falter as they move through school The bottom line: The transition from middle grades to high school represents the biggest challenge for America’s students. Student Retention Rates

7. Other Studies The dip in the number of students in tenth grade reflects both the large number of students not promoted to tenth grade as well as those students that drop out after ninth grade and before tenth grade. National High School Center Ninth grade attrition is far more pronounced in urban, high- poverty schools: 40% of dropouts in low-income high schools left after ninth grade, compared to 27% in low poverty districts (EPE Research Center, 2006). 7

8. Other Studies  Racial disparities highlight the ninth grade bulge and tenth grade dip (Wheelock & Miao, 2005)  most pronounced for African American and Latino students.  grade nine enrollment is 23–27% higher than grade eight for AA and Latino; 6–8% higher for whites  attrition between grades nine and ten hovers around 20% for African American students; is stable around 7% for Caucasian students 8

9. Other Studies  More than one semester “F” in core subjects and fewer than five full course credits by the end of freshman year are key indicators that a student is not on track to graduate (Allensworth & Easton, 2005).  Low attendance during the first 30 days of the ninth grade year is a stronger indicator that a student will drop out than any other eighth grade predictor, including test scores, other academic achievement, and age (Jerald, 2006). 9

10. 10 When Asked “How Much Education I Will Complete by Age 30” Source: HSTW Student Survey

11. 11 The Education Pipeline Source: The Bridge Project Stanford University 11

12. Student vs. Parent Expectations Study conducted by Education TrustEducation Trust Post high school plans for students 71% planned to attend a 4-year college 5% thought they would be working full time Parents did not have the same expectations 52% of parents expected their students to attend a 4-year college 11% thought students would be working full time 12

13. Fastest Growing Jobs Require Some Education Beyond High School 13

14. 14 Business-Higher Education Forum In 1950, 80 percent of the jobs were classified as “unskilled.” Now, an estimated 85 percent are classified as “skilled,” requiring education beyond high school. 60 percent of future jobs will require training that only 20 percent of today’s workers possess. 14

15. Goals of a Transition Program n Decrease the dropout rate in ninth and tenth grade n Increase the high school graduation rate n Increase the number of students prepared for college-preparatory courses in grades 9 and 10 15

16. Successful Transition Programs Bring middle grades and high school personnel together to examine each other’s curriculum and requirements Require all students to have a five-year educational plan by the end of eighth grade Provide information on the new school for students and parents Provide social support for students Focus on increasing parental involvement 16

17. Strategies that Ensure Successful Transitions Middle Grades Curriculum that ensures readiness for high school Extra Help: Gearing Up, Catching Up, Staying On Course – Summer Bridge program in reading and math to help selected 8th-graders get ready for high school. – Catch-up Course in 8th or 9th grades that will take students who are seriously below grade level and accelerate their learning in English and mathematics. – Support Class - separate course for identified students; incorporated school-wide for all students 17

18. Strategies that Ensure Successful Transitions A Personalized Learning Environment that assigns a caring adult to mentor each students in grades six through eight. Examine Transition Activities that prepare students, involve parents and build relationships between teachers and schools. 18

19. 19 What are one or two essential elements that need to be considered for effective transition efforts? Think About

20. 20 What evidence of readiness for high school is required of every student by the end of the eighth grade? Do grade level performance criteria describe the skills and qualities needed to do challenging work? How has the school changed what is taught, how teachers teach, and how student performance is measured to better prepare students for high school? Essential Questions

21. 21 Is student work evaluated consistently according to known criteria across classrooms and subjects? Do all teachers expect essentially the same quality work? Do teachers facilitate this consistency through commonly created assessments? How does the school help students who are having difficulty achieving the standards? How does the school monitor progress for student achievement? Essential Questions

22. Goals of Successful Transitions Students will: complete college-preparatory English and Algebra I. declare a goal beyond high school that they can visualize and commit to achieve. establish a connection with an adult who will assist and support them throughout high school. develop effective study, relationship and time management skills and other habits of success. develop an understanding that, through smart effort, they can improve their achievement. 22

23. Readiness for High School: Where Do We Stand? Middle Grades Students in 2008: – 92% plan further study after high school. – 30% had intensive literacy experiences. – 26% had intensive numeracy experiences. 23

24. Readiness for High School: Where Do We Stand? Middle Grades Students in 2008: – 22% of students did not talk to teachers or other adults about 9 th grade until 8 th grade – 52% had no written plan for courses to take in high school – 59% of students read 10 or less pages a day both in and out of school 24

25. What does it mean to improve student transitions from middle grades to high school? Increasing the percentage of ninth- graders who have the knowledge and skills necessary for success in an academically rigorous high school curriculum. 25

26. What does it mean to improve student transitions from middle grades to high school? Increasing the level of RIGOR in assignments and assessments in middle grades classrooms. – Vertical articulation between elementary, middle and high school teachers – Reducing the amount of review of elementary school content in middle grades 26

27. What does it mean to improve student transitions from middle grades to high school? Developing more assignments at the proficient and advanced levels – Limiting basic level assignments to 25-35% – Increasing proficient and advanced assignments to 65-75% – Adding far more assignments that require students to analyze, apply, synthesize and evaluate content, not just memorize content 27

28. Defining “Proficient” “Below Basic” denotes performance that is below grade level. “Basic” Denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade level. 28

29. Defining “Proficient” “Proficient” Represents solid academic performance for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real world-situations, and analytical skills appropriate to the subject matter. “Advanced” Signifies superior performance. 29

30. 30 Let’s Practice! Using the handout and the definitions of basic, proficient, advanced, identify whether each item will elicit responses at the basic, proficient, or advanced level. 30

31. What Do Rigorous Activities Look Like In English/language arts and reading – short writing assignments – major research paper – oral presentations – reading outside of school each day (30 minutes) – reading 25 books (or the equivalent) across the curriculum (8-10 in English class) – word processing (sometimes); and – revise essays or written work to meet the standard (sometimes). 31

32. What Do Rigorous Activities Look Like In Mathematics – Use the SREB publication Getting Students Ready for College-preparatory/Honors English: What Middle Grades Students Need to Know and Be Able to Do to assess student preparedness for Algebra I and to guide curriculum and instructional revisions and end-of-course/end-of- grade assessments. Content from this publication may also be used as a guide when selecting textbooks.Getting Students Ready for College-preparatory/Honors English: What Middle Grades Students Need to Know and Be Able to Do 32

33. What Do Rigorous Activities Look Like In Mathematics – Use common end-of-grading-period exams to assess progress. – Provide graphing calculators for all pre-algebra and algebra classes, and frequent opportunities to use them. – Increase the number of students completing Algebra I each year. 33

34. What Do Rigorous Activities Look Like In Mathematics – Require students to discuss strategies and solutions to problems – Require students to write short answer explanations of how they solved problems – Encourage students to create/share their own mathematics problems, and find examples of real- world problems and applications for recently learned concepts. 34

35. What Do Rigorous Activities Look Like In Mathematics – Use SREB’s publication, Essential Competencies for Middle Grades Mathematics Teachers as a resource to assess the professional development needs of mathematics teachers. SREB offers four online courses that address specific content and pedagogical skills needed by all middle grades mathematics teachers. 35

36. What Do Rigorous Activities Look Like In Science – Process Indicators – design a scientific investigation – conduct a scientific investigation – analyze the finding of a scientific investigation – communicate and defend findings – evaluation other scientific investigations and apply results 36

37. What Do Rigorous Activities Look Like In Science – Use SREB’s guide, Getting Students Ready for College-preparatory/Honors Science: What Middle Grades Students Need to Know and Be Able to Do to assess student preparedness and to guide curriculum and instructional revisions.Getting Students Ready for College-preparatory/Honors Science: What Middle Grades Students Need to Know and Be Able to Do – Organize each unit around an essential question and lab experience in which students formulate a hypothesis, design and carry out a study, present and analyze information, write a report and present it to the class. 37

38. What Do Rigorous Activities Look Like In Science – Require students to demonstrate understanding by using concepts to explain observations, make predictions and present information in multiple ways. – Ensure that students frequently read science articles and analyze, discuss and write about them. 38

39. What Do Rigorous Activities Look Like In social studies: – Have students analyze events and write for a variety of purposes including written histories relative to multicultural, generational and gender perspectives. – Require students to draw conclusions, make predictions and determine cause/effect relationships. – Expand use of instructional strategies, including integration of technology, oral presentations, cooperative learning, project- based learning, student portfolios, analysis of primary sources and conflicts/current events, and the Socratic method of questioning. 39

40. What Do Rigorous Activities Look Like In social studies: – Use a variety of materials including maps, globes and other geographic and primary source materials to build on core content provided in the text. – Examine a A History of Us by Joy Hakim. Written by a historian and journalist, this curriculum is highly engaging for adolescents and equally well received by students, parents and educators. – Teaching Tolerance, the Southern Poverty Law Center magazine, provides a national forum for sharing techniques and exploring new ideas for teaching tolerance, diversity and justice. 40

41. What Do Rigorous Activities Look Like In social studies – Require an annual research project that is increasingly challenging. Each year can feature a different focus. – Use a variety of assessment methods that align with national/state standards and measure student understanding of concepts and ability to apply skills. – Civic education experts promote authentic, performance- based, integrative assessments. – Use debates, simulations, mock elections, interviews with individuals for/against a relevant topic, and student demonstrations to assess student understanding of complex issues and situations. 41

42. Successful Transition Programs Identify students at the end of grade six who may need help in making a successful transition Get more students to complete at least one semester of college-preparatory Algebra 1 before grade nine Require more reading Help students aspire to education beyond high school 42

43. Site Specific Strategies: Preparing Students – Middle to High Eighth Graders: Organize an annual Career Fair – Every year students learn about different careers, requisite skills, future opportunities, etc. Complete a College Research Project Complete research on career – Combined book selection and research – Complete Kuder or other inventory – Process results with counselor or adviser to determine interests, strengths, etc. 43

44. Site Specific Strategies: Preparing Students – Middle to High “Transition Days” when students attend school one day early at the start of the school year for special orientation activities. – Students to get to know the faculty and the logistics of the school day Host a Reality Fair – Booths representing ‘realities’: ‘Buying a Car/House’, Insuring house/car, Healthcare, Opening a checking account, Taxes, etc. – Students are engaged in different activities at each booth 44

45. Site Specific Strategies: Preparing Students – Middle to High Implement a job shadowing day for 8 th /9 th graders – Students develop interview questions – Students responsible for finding individual to shadow – Parents/students responsible for providing transportation – Teachers develop follow-up activities Have eighth graders shadow ninth graders for a day – eat lunch in the cafeteria – meet with ninth grade teachers and club sponsors/coaches 45

46. Site Specific Strategies: Preparing Students – Middle to High Small-group sessions with high school counselors at the middle school Provide a three-ring notebook about high school for each 8 th grader (Student Survival Guide) Establish a web site that provides information to incoming students Schedule presentation about clubs, service organizations and athletics that students in which students can participate – Students talk with students in these activities – Students meet faculty sponsors 46

47. Site Specific Strategies: Preparing Students – Middle to High Passes or invitations to social/athletic events at the high school High School 101 Class (mandatory) – Can be taught at 8 th or 9 th [or both] grade – Topics that address differences between middle grades and high school; credits, GPA, programs of study, diploma tracks, etc. – Incorporates study and organizational skills 47

48. Site Specific Strategies: Preparing Students – Elementary to Middle Jump Start program for all rising sixth-graders (ride the bus, get locker assignments, tour building, meet teachers, wear school T-shirt, receive schedule, etc.) Sixth graders prepare a Middle School A-Z Book for all fifth graders. Create Traveling Trunks’ that counselors use with rising sixth-graders. Assign “Buddies” [upper class students] to support new students or students experiencing problems transitioning 48

49. Site Specific: Personalized Strategies Have sixth- and ninth graders answer incoming students questions in writing Establish Student Ambassadors that provide tours and answer questions for any student new to the school Have student hosts meet with rising students in small groups Develop a PowerPoint entitled “Meet Your Teachers” and send to the teachers of rising sixth and ninth graders. 49

50. Johns Hopkins Research Findings on High School Dropouts Although the study was on high school dropouts, the findings point to the middle grades – particularly sixth grade We know that most middle grades students fail because they don’t do their work – Utility (the extent to which students believed that the mathematics they were studying would be useful in life) was the strongest determinant of student effort. – Intrinsic Interest (the extent to which students found mathematics classes interesting and exciting) had a significant effect upon students’ level of effort. 50

51. Four Risk Factors of Study Course Failure (Failing English or Math) – Course failure was a better predictor of not graduating than were low test scores. Students who failed either a math or English/language arts course in the sixth grade rarely graduated from the school district. Ninth graders who fail rarely graduate and most often drop out before end of tenth grade. More than one semester “F” in core subjects and fewer than five full course credits by the end of freshman year are key indicators that a student is not on track to graduate (Allensworth & Easton, 2005). 51

52. Four Risk Factors of Study Course Failure (Failing English or Math) con’t. – Students who fail math or ELA and also have a poor final behavior mark fall off the graduation track at even greater rates than students who fail math and English but receive good behavior marks *The students in the JH study were from Philadelphia and their district had a separate grade for behaviors. 52

53. Four Risk Factors of Study Attending school 80% or less of the time – Attending school less than 90% of the time in sixth grade increases the chance that students will fall off the graduation track. Intrinsic interest also had a significant effect upon student’s attendance. – Supporting study showed that attendance during the first 30 days of the ninth grade year is a stronger indicator that a student will drop out than any other eighth grade predictor, including test scores, other academic achievement, and age (Jerald, 2006). 53

54. Four Risk Factors of Study Out of school suspension – Students in the cohort who were suspended in 6 th grade fell off the graduation track in large numbers. – Academic press (the extent to which students felt both teachers and peers expected them to work hard and do their best) had a large effect upon student behavior 54

55. Four Risk Factors of Study High Suspension Rates – 845 (6%) of 6 th graders received one or more out of school suspensions – 20% of those graduated within one year of on-time graduation – 222 6 th graders received in-school suspensions and – Only 17% of those remained on the graduation track (the odds decreased even further for the 136 sixth graders who had two suspensions and the 74 students who had three or more. 55

56. Four Risk Factors of Study Early manifestation of academic and behavioral problems at the start of the middle grades do not self-correct, at least within the context of middle grades schools that serve high-poverty populations. Schools must have strong intervention programs. 56

57. Four Risk Factors of Study Parental involvement (how often parents helped with homework and the degree to which they felt welcome in the school), and intrinsic interest had significant effects upon students’ level of effort and their attendance. 57

58. Four Risk Factors of Study Course failure was a better predictor of not graduation than were low test scores. Students who failed either a math or ELA/reading course in grade six rarely graduated from the school district. 58

59. 59 A System of Extra Help Develop a continuum of supports from elementary through grade twelve.

60. 60 Why Extra Help? o reduce the failure rate o reduce the middle grades retention rate o increase the high school graduation rate o encourage students to “stretch” themselves o convince parents that the school cares o achieving high standards builds student confidence

61. 61 What Works in Extra Help? o Identify students early. o Modify schedules for re-teaching opportunities. o Provide examples of high quality work. o Provide guidelines that help students produce quality work. o Emphasize the importance of attendance, readiness to learn, and effort. o Allow students to redo work until it meets standards. o Provide time for teams of teachers to work together.

62. 62 Extra Help is NOT: o remedial classes o pullout sessions o just “slowing things down” o endless drill sheets

63. 63 Strategies for Extra Help A schedule that allows extra periods in the regular school day in reading and mathematics. Extra help and extra time for every student performing below grade level provided during the school day. Connect extra help and time to clear expectations. Develop criteria for placement into and out of required extra-help programs.

64. 64 Strategies for Extra Help Offer assistance before, during and after school. Create Small Learning Community or ninth grade academy Ensure teacher teams are interdisciplinary Vertically team with feeder or receiving school.

65. 65 Gearing Up Identify sixth, seventh and eighth grade students who need extra preparation for challenging high school work, and provide them an enhanced middle grades program of reading, language arts and mathematics.

66. 66 Strategies for Gearing Up Identify students who need additional enrichment experiences in grades 7 and 8. Prepare all teachers to engage students in reading and writing for learning. Make learning more intellectual, engaging, and connected. Help students find purpose and meaning in their studies.

67. 67 Strategies for Gearing Up Incorporate real world connections and applications – how will students use this skill/knowledge in the future Develop high-level exploratory courses in grades 7 and 8 that give students more time to read, write and do mathematics. Utilize the career/education plan students have to help them see the need for working hard. Include a parent orientation.

68. 68 What’s happening in your district? When does your school/district begin to prepare students for success in high school? What strategies are in place?

69. 69 Building a Bridge Students exiting grade eight who are performing at the 40 th percentile or lower, or who perform below grade level, attend a four to six week summer program.

70. 70 Strategies for Summer Bridge o four- to six-week program for entering ninth-graders who need further study to succeed in high school o focus on reading, mathematics, computer and study skills o include career education components o include high-interest, challenging activities o strongest teachers teach this program

71. 71 What’s happening in your district? How do you ensure that students continue to learn in the summer? What strategies are in place?

72. 72 Catching Up Eighth- and ninth-grade students not ready to take college-preparatory courses are enrolled in a “catch-up” course. Curriculum includes double doses of language arts/reading and mathematics.

73. Catch-Up Course Develop a semester or year-long course focusing on six key goals: – Build positive relationships that support academic success – Develop effective study, time management and organization skills - Habits of Success – Practice communication and mathematics skills – Help students set goals and develop a plan for high school and beyond – Learn about school and community resources available to assist students 73

74. 74 Support Class Goals Give students the extra assistance they will need to succeed with a rigorous curriculum. Raise the overall achievement of participants, especially in reading, language arts, mathematics and science. Help students attain grade-level proficiency in their courses. Get students to accept responsibility for their own learning and success.

75. 75 Course Design  focus on 8 th or 9th-graders who are not ready to take college-preparatory English and Algebra I  designed to get students “back on track” by the end of the year  uses a mastery learning approach in pacing instruction

76. 76 Considerations for Support and Catch-Up Courses How often will the class meet and how long is the class period? – Meet every day – Meet every other day – Alternate between reading and math – Alternate with a computer class – Alternate with a career/technical class – Alternate with another course – Other...

77. 77 Considerations for Support and Catch-Up Courses How many students will be enrolled in the support class? What will be the focus of the class? – Both language arts and mathematics? – Different class to focus on language arts and one to focus on mathematics? – How will habits of success be integrated?

78. 78 Considerations for Support and Catch-Up Courses Coordinating with the regular academic team – Lesson planning – Avoiding duplication and overlap – Common daily planning – Weekly team meetings Coordinating with the transition team – Weekly team meetings

79. 79 Considerations for Support and Catch-Up Courses Who teaches the support/catch-up class? – Master teacher with mathematics and/or language arts content certification – Math or language arts teacher who teaches daily English and math classes – Other possibilities – How to expand staff/support staff volunteers, tutors, etc.

80. 80 What’s happening in your district? What opportunities are available to students who need to catch up in eighth or ninth grade?

81. Provide Appropriate Guidance and Support for All Students The school helps parents and students understand high school graduation requirements and knowledge and skills needed for success in postsecondary education and/or employment. 81

82. What does “provide guidance and support to all students” mean? The school helps parents and students understand high school graduation requirements and knowledge and skills needed for success in postsecondary education and/or employment. 82

83. 83 Why Guidance and Advisement?  Every student needs help in setting an education goal and a tentative career goal.  Every student needs a plan aligned to his or her education and career goal.  Every student needs to have his or her parents involved in helping set goals.  Every student needs to feel a sense of personal belonging in school that comes from the teacher-adviser relationship.

84. Indicators of an Intensive Emphasis on Guidance When students report: being encouraged by a counselor or teacher to take Algebra in 6 th, 7 th or 8 th grade. having a written plan for courses they plan to take in high school. their parents and someone at school helped them write their plan for courses they will take in high school. 84

85. Indicators of Guidance and Advisement Students report talking to the following people about what classes to take in high school: Network 2008 MMGW Goal guidance counselor35%85% teachers48%85% parents, guardians or other adults 75%85% 85

86. Indicators of Guidance Teacher Survey Teachers: Network 2008 MMGW Goal Report being part of a structured guidance program. 42%100% Have a core group of students whom they advise. 44%85% Assist parents and their children in developing an educational plan of study for middle grades and HS. 42%70% 86

87. Additional Indicators in the 2008 Assessment Teachers or other adults at school talked to students about what they will need to know and be able to do in 9 th grade. Students take part in a parent-teacher- student conference about school work at least once a year. 87

88. Additional Indicators in the 2008 Assessment Students report being able to easily talk with an adult at school about any problems. Students and their parents or guardians met with a counselor, teacher, or another school rep. to plan their HS program of studies. 88

89. What does it mean to improve student transitions from middle grades to high school? Improving school-student-family connections through regularly scheduled conferences and frequent communication – A required parent-student conference to develop a 5- to 6- year plan for high school at least one or two years of post secondary education prior to the student leaving eighth grade. – Communications about this plan should begin in grade six. 89

90. What does it mean to improve student transitions from middle grades to high school? Making parents partners in getting students to complete assignments Providing and requiring extra help for students whose work is below proficient Stop letting students off the hook for learning and completing assignments – Requiring students to complete all assignments (Power of I) in grades 6-9 90

91. Site Specific Strategies: Involving Parents Sneak Peek Preview Night for Parents – Schedule in Spring for parents of rising sixth graders – Orientation on unique characteristics of young adolescents – Description of middle school teaming – Opportunities for parent involvement at the middle school – Sixth-grade teachers serve as guides for tour of building “Charting Your Child’s Future” program to increase parent awareness and interest in planning for their children’s future. 91

92. Site Specific Strategies: Involving Parents Host a Data Dinner (or Dessert Night) to help parents review student progress and understand how their children are progressing in meeting standards. Parent workshops regarding high school programs, career development, high school procedures, athletic eligibility, high school curriculum, extracurricular activities, college admission criteria 92

93. Site Specific Strategies: Involving Parents Plan special occasions such as “Take Your Parent to School Day” and the Family Day Picnic Culminating Celebrations: “Crossing the Bridge” Ceremony Develop a 9 th grade newsletter that parents begin to receive when their child is in the second semester of the 8 th grade Create a parent brochure from the surveys on “Moving to High School” to help relieve parent anxieties 93

94. 94 What’s happening in your district? What strategies are in place to provide guidance and advisement for students in your district?

95. 95 Why Should Teachers Work Together? oLearn goals in other classes oTeacher sharing oJoint teacher planning oConnections among classes oTeacher leadership

96. Effective Transition programs Schedule meetings between collaborative groups from sending and receiving schools – both students and adults Assess the human and financial resources available for support Identify student and adult leaders from all schools to help with the transition Establish a transition protocol that can be easily replicated and updated annually with little effort. 96

97. Effective Transition programs Building a sense of community between the two levels. – Many meetings between teachers, administrators, transportation, and central office to organize/sign-off on plan Responding to the needs and concerns of students, parents/guardians and staff. – Parents must be involved in every stage of process to keep parents coming to school with their children Providing appropriate, developmental strategies to facilitate the transition process no later than the 8 th grade – 9 th grade is too late to help students with transition. 97

98. Ideas for establishing a program Create activities that will involve students, parents, and staff from both schools in the transition process. 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 Back at your school, visit with teachers during their planning to help create these activities and “pick their brains” for information. 98

99. Site Specific Strategies: Building Relationships between Schools 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 Professional development on the development of young adolescents to high school teachers Establish a timeline (6 th -8 th grade) for the transition process. 99

100. Site Specific Strategies: Building Relationships between Schools Organize Teacher Swap Days – Elementary/Middle – Middle/High – Between Grade Levels Strong teacher-as-advisor program or mentoring program to focus on personal/social issues, academic issues, and career development Annual joint faculty meeting to identify common concerns and opportunities Establish Teacher Shadowing/Peer Observation Program 100

101. Site Specific Strategies: Building Relationships between Schools Schedule regular collaborative meetings between groups from sending and receiving schools to discuss transition issues (vertical teaming; vertical curriculum alignment) Create a transition team with representatives from sending and receiving schools. – Charge: Develop Transitions Plan that ensures a continuum of information and activities – Plan specifies the what, when, who, and how – District and school teams – Include administrator(s), counselors, teachers, students, parents, district personnel, community/business partners – Teams determine resources needed 101

102. Next Steps Planning Complete Transition Team Process Planning form Refer to SREB’s Conditions for Successful Transitions as a guide – What is taught – What is expected – How we teach – How we transition – How we support students – How we relate to each other – How we relate to families 102

103. Contact Information Toni Eubank 404-879-5610 toni.eubank@sreb.org Barbara Moore 404-879-5596 barbara.moore@sreb.org 103