Transition from Middle to High School Vivian Snyder, CTAE Career Development

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.

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

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 , “Effects of feeder patterns on students’ transition to high school”. Sociology of Education)

Rationale More students fail the 9 th grade than any other grade level. What is your 9 th 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? 8 th grade in middle school is NOTHING like 9 th grade in high school. How do your middle school students know the differences?

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 9 th 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 9 th graders have a career goal based. Advisement is legislated in the middle school resulting in an identified Individual Graduation Plan (IGP) BRIDGE BILL

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

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 6 th grade. How?

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 8 th grade teachers for one day Develop pen pal program between 8 th and 9 th grade students through Language Arts classes Summer “bridge” program for 8 th graders Web site devoted to providing information to incoming students; a three-ring notebook about high school for 8 th graders Strong teacher-as-advisor program or mentoring program beginning in the 6 th grade utilizing career information systems

Develop opportunities for students and parents to receive information regarding high school programs and procedures: web site, parent workshops, newsletters, s, 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

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 9 th grade students New comers festival a few weeks before school starts Assigning “buddies” to incoming 9 th 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

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 9 th grade newsletter that parents begin to receive when their child is in the second semester of the 8 th grade Frequent communication with parents/guardians Spring conference at the end of the 8 th 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

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-8 th to 9 th, 9 th to 8 th 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

How? Establish a transition protocol that can be easily replicated and updated annually with little effort. Establish a timeline (6 th -8 th grade) for the transition process---light in the 6 th and 7 th then heavy at the 8 th 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”.

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 8 th 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.

New “Student Advisement” Rule JEA/IGA 8/10/ /8/201516

Advisement ALL Students PERKINSFederal BRIDGEState GaDOE Agency/Board Rule GaDOE Agency/Board Rule

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.

Akos, Patrick, Queen, J. Allen, Lineberry, Christopher; PROMOTING A SUCCESSFUL TRANSITION TO MIDDLE SCHOOL asp asp A Voice From the Middle /1087/Default.aspx Itemid=5 Georgia Bridge Bill-Georgia General Assembly /1087/Default.aspx Itemid=5 Transition Resources…