Successful Transitions

The professional school counselor establishes student supports for successful transitioning through programmatic levels, and from school to school, school to work, or school to post-secondary, or career and technical training.

The professional school counselor facilitates transition interventions and supports to assist all students in successfully completing each grade level and transitioning to the next programmatic or grade level. Indicator 2G1 - Transitions

 develops, implements, and evaluates clear protocols to effectively transition student in and out of the school and from grade level to grade level.  consistently collaborates with all stakeholders to create, implement, and evaluate a holistic approach to creating student supports related to student transitions.  collaborates with stakeholders to continually improve transition interventions and best practices and follows state protocols related to student transitions.

“ If students successfully make transitions into each level of schooling (elementary, middle, and high), they are significantly likely to graduate from high school.” Robert Balfantz

A well-designed transition plan can restore the strong sense of belonging the entering middle school student once felt in elementary school – a key element associated with the positive motivation to enjoy and success in academic tasks. National Middle School Association Position Statement on Curriculum Integration

Ninth Grade… “The pivotal year.” “Holding tank for high schools.” “Key valve in the education pipeline.” “Greatest leakage in the education pipeline.” “Most difficult transition point in education.” “The ninth grade bulge.” “The great sieve.” Why? More students fail ninth grade than any other grade level.

 About 25% of ninth grade students fail nationwide.  15% of all West Virginia ninth grade students fail at least two courses. Students are far more likely to graduate in schools where transition programs are fully operational. National High School Center AAbout 25% of ninth grade students fail nationwide. 115% of all West Virginia ninth grade students fail at least two courses. Students are far more likely to graduate in schools where transition programs are fully operational. National High School Center

 Well-planned  Systematic  Involving all stakeholders  Considers three-fold concerns: Cognitive Academic Affective Social- Emotional Expectations Behavioral

 Sensitivity to the anxieties/fears accompanying a move to a new setting, and designing activities/systems to address the fears and alleviate the difficulties.  Active communication and information sharing between elementary, middle, and high school.  Collaborative planning involving teachers, counselors, and administrators to ensure a smooth academic transition.  Incoming students should be involved in a variety of activities preparing them for the next level.  Providing programs, activities, and curricula to help students understand and cope successfully with the challenges of transition.  Recognition that becoming comfortable in a new setting is an ongoing process, not a single event.

Recovery/Intensive Targeted Intervention Transition Strategies Universal Transition Strategies

Systems/programs in place that help ease the fears and anxieties, teach students expectations and familiarize students with the routines of the school, help students feel safe and develop a sense of belonging, address the developmental issues common to their age group, provide opportunities for engaging students, and help students realize their personal plan for success and the importance of school in the process. Universal Transition Strategies

 Providing students and parents with information about the new school.  Sponsoring Parent Nights and other means of sharing new school information with parents.  Arranging School Visits – Receiving school representatives to feeder school and students visiting receiving schools.  Move-Up Days providing students with a snapshot of a normal day at the new school.  Comprehensive Orientation Programs for teachers, students and families.  Freshman Seminar/Freshman Class  Involve students at the receiving school in orientation events.  Freshman Advisories.  Welcome pep rally

Targeted Intervention Systems/programs in place to identify, monitor, and provide needed academic and emotional support for students who struggle with the transition. Targeted Transition Intervention

 Begins with the identification of students who potentially may struggle at the new school.  Communicating with teachers, counselors, and administrators at the feeder schools to develop an advanced warning system.  Monitoring systems to identify students who struggle academically or emotionally during the course of the new year.  Providing systems of support to address the individual issues of struggling students.

 Summer Start-up Program for targeted at- risk students.  Social support groups and counseling.  Safety Net Programs/Tutoring or support classes for academic support.  Doubling doses of English or Math  Assign adult advocates/Mentors  Close monitoring of academic performance.  Monitoring attendance of at-risk students.

 Personalize the learning environment with ninth grade academies and academic teams.  Teacher teams can establish a common system of expectations, and discuss students regularly to identify common problems and discuss solutions.  Provide ample opportunities and encouragement to be involved in school activities.  Involve parents and the community to encourage students and help them see relevance in their coursework.  Develop a Freshman Transition Team to develop, monitor, and evaluate Freshman Transition Programs.

What is your school or district doing to bridge the gap and ease transitions? Time for Sharing

National High School Center: National Middle School Association: National Education Association: