West Virginia Achieves Professional Development Series Volume XXI Effective Student Transitioning Pre K to Post Secondary

West Virginia Department of Education Mission The West Virginia Department of Education, in conjunction with the Regional Education Service Agencies and the Office of Performance Audits, will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.

Robert Hutchins The Conflict in Education in a Democratic Society “Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”

What We Know…  An emerging body of research identifies characteristics of high performing school systems.  These school systems have made significant progress in bringing all students to mastery and in closing the achievement gap.  These systems share characteristics described in The West Virginia Framework for High Performing Schools.

SCHOOL EFFECTIVENESS CULTURE OF COMMON BELIEFS & VALUES Dedicated to “Learning for ALL…Whatever It Takes” HIGH PERFORMING SCHOOL SYSTEM SYSTEMIC CONTINUOUS IMPROVEMENT PROCESS CURRICULLUM MANAGEMENT INSTRUCTIONAL PRACTICES STUDENT/PARENT SUPPORT

Pillar of Student /Parent Support To assure that all students receive the support they need to achieve proficiency in the WV Content Standards and Objectives and that all parents (guardians) are treated as valued partners in their child’s educational process.

Walking Through the Learning Packet Table of contents Format Using with a Study Group Introduction and Rationale Segment 1:Transition into Kindergarten

Segment 2: Transition from Elementary to Middle School and Middle School to High School Segment 3: Transition into Post-Secondary Segment 4: Transition: Special Education and the Law Appendix: Facilitator Notes

Whose Fault Is It? Certainly Not Mine!

School Improvement Student/Parent Support Essential Question (EQ) Why is it important for a school district to develop effective transition programs that promote high student achievement and post secondary success?

“Most important for the transition process are the relationships- those between children and teachers, parents and teachers, children and their peers, and children and their parents.” Kamna Raj

Segment I Transition to Kindergarten Reflective Questions Why is it important to consider more than the child’s cognitive competency during transition from preschool to kindergarten? What is the relationship between parental involvement and the child’s success in kindergarten?

Segment I -Reflective Questions (Con’t) How do schools prevent fade-out of family involvement in kindergarten and the elementary grades? To what degree has your county school system implemented each of the promising practices for transition to kindergarten?

Circle of Support For Transition To Kindergarten Partner Support ___________ __________ summer learning_______ Invite ____________ _______________________ Periodic ____________ ___________________

Transition into Kindergarten Focus cannot be on child’s skill alone Focus must include the child in the context of the family. Success is closely related to the parents’ relationship with the teacher. »Promising Practices Transitioning to School: Policy, Practice, and Reality Dr. Robert Pianta

Process vs. Event Transition is recognized as a process, not an event. Relationships among children, family members, teachers, and the community should be included Elementary teachers usually less trained in working with families than early childhood professionals. »The Transition to Kindergarten: A Review of Current Research and Promising Practices to Involve Families. Bohan-Baker & Little

Promising Practices Maintain contact with the families Include the transitioning children as part of the contact process Invite children to the visit. Provide home-learning activities Host – by the kindergarten - family meetings

Promising Practices (con’t) Schedule home visits Partner with PTA/PTO Disseminate information to parents Build/Provide support groups Register early Give extra attention to families with children who are ESL, Special Needs

“Well my parents told me it would be different. I would have to watch myself…grades…picking fights.” “Sixth grade is like kindergarten, like starting all over again.” Comments made by 6 th grade students. Middle School Journal

Segment 2: The Transitions from Elementary, Middle to High School How can the experiences and stresses created by the transitions from elementary to middle to high school be minimized by your school district? How will your school community contribute to the establishment and communication of the transitions from elementary to middle to high school?

“Transitions Are a Shoe-In” Divide into two groups (middle and high school) and read transitioning articles. Ask participants in each group to prepare a plan of transition using the tennis shoe as your organizer. Share your plan with the other participants.

Positive Transition to the Middle Social Factors Organizational Factors Motivational Factors Effective and Comprehensive Transition Program –Have activities that involve both schools –Establish transition protocol Timeline –Schedule between collaborative groups –Assess human and financial resources

“Freshman Problem” High failure rate High absentee rates Poor exam performances Discipline referrals Effective and Comprehensive Transition Program - Bring middle and high school educators together -Provide social support -Provide students and parents information

Reflecting Through Your Transition Planning Do you remember… the fear of getting lost, arriving to class on time, remembering your locker combination (better yet where your locker is located), the order of your classes…

“In the agricultural age, postsecondary education was a pipe dream for most Americans. In the industrial age, it was the birthright of only a few. By the space age, it became common for many. Today, it is just common sense for all.” National Commission on the High School Senior Year

Segment 3: The Transition from High School to Post Secondary Education What are the school district’s core beliefs about the purpose of the senior year of high school? What system of extra help and support needs to be in place for students to complete a challenging program of study in preparation for postsecondary education and the world of work? What leadership will be needed by key decision-makers and what roles will they play in closing the educational gap for the underserved (low-income and minority) students?

“Puzzled with Transitioning?” Search for “puzzle mates” (same color puzzle pieces) and complete the puzzle. Read quotation and discuss, “What are the implications of this information to our school system(s)?” Choose someone to share one BIG IDEA from your discussion, with the large group. Wrap-up: Facilitator connects activity to readings and reflective questions.

Segment 3: The Transition from High School to Post Secondary Education (Articles in packet) ACT. Crisis at the Core: Preparing All Students for College and Work SREB. HSTW: Improving Student Performance – High School to College and Career Transition Practices That Work Pathways to College Network. A Shared Agenda: A Leadership Challenge to Improve College Access and Success

Segment IV Key Questions for Reflection What are the major changes between IDEA 1997 and IDEA 2004 regarding transition services for exceptional students?

Article “K ey Provisions on Transition, IDEA 1997 Compared to H.R (IDEA 2004)”

Beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter – appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; the transition services (including courses of study) needed to assist the child in reaching those goals.

Transition Services: a coordinated set of activities for a child with a disability that is designed to be within a results- oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

Ready-Set-Go-Whoa Segment IV Activity

Summarize and Apply The Diamond Reflection

Contact Information for Committee Members Ghaski Browning – Cathy Jones – Terry Reale – Marian Covey-