Transcript Document

Transitioning to Middle School
Grade 5 to Grade 6
Linda Michaelman
Pam Connors
Middle School Counselors
Burrillville, RI
June 24, 2007
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“Teddy’s Story”
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7/21/2015
What The Research Tells Us About Transition to
the Middle Grades
Academic Performance
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Decline in achievement for those students who are not
academically motivated
Achievement scores may be affected by the context of
transition to middle school
Students who are grouped into teams during their
transition year perform better on standardized tests than
those in departmentalized classes
Younger students are more vulnerable to declines in GPA
The more transitions a student has negatively impacts
GPA
Most at risk for problems during transition are young girls
of lower socioeconomic status
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Perceptions of School
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Satisfaction of school life declines from elementary to
secondary grades, especially during the transition to
middle school. This decline occurs regardless of
academic ability.
Peer social support is the key to a successful
adjustment.
Students who were disruptive/aggressive in elementary
school have more negative attitudes toward school.
Students’ ratings of math and sports activities decline .
Students who were truant in elementary school have
very negative attitudes toward school, view their current
teachers as unfriendly, authoritarian, and unresponsive
to their needs are the most at risk population of any
studied.
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Self-Perceptions
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The greatest decline in self-esteem and stability of self-image is
most evident in sixth graders moving to a middle school setting.
Reasoning: Students feel that parents, teachers, and peers
view them less favorably than in the past.
Girls seem to be particularly vulnerable to declines in self-esteem
in transition situations compared to those in K-8 settings.
Reasoning: Self-esteem is magnified by other significant life
changes like onset of puberty, introduction of dating relationships,
change in residence, or parents’ marital status.
Students who had low self-perceptions of academic performance
prior to transition suffered greatest declines in perceived
competence after transition.
Students with highest ratings were able to regulate the stress of
transition and reduce the negative impacts on self-esteem
For girls, being somewhat older than their classmates helped in the
adjustment.
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Characteristics of Young Adolescents
PHYSICAL
SOCIAL
Experience rapid, irregular
growth
Have a strong need to belong to a
group
Undergo bodily changes that
may cause awkward,
uncoordinated movements
Exhibit immature behavior
because their social skills lag
behind their mental/physical
maturity
Have varying maturity rates
Experience restlessness/fatigue
Are in search of self
Need daily physical activity
Desire recognition for their efforts
and achievements
Often lack physical fitness
Like fads
Have poor eating habits
Overreact to ridicule,
embarrassment, and rejection
Develop sexual awareness
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Are socially vulnerable
Characteristics of Young Adolescents
INTELLECTUAL
Transitioning from concrete to abstract
thinking
EMOTIONAL
Curious and have a wide range of
intellectual pursuits
Experience mood swings
Prefer active over passive learning
Seek to become increasingly
independent
Respond positively to opportunities to
participate in real-life situations
Have a strong need of approval/may
be easily discouraged
Are inquisitive/often challenge
authority
Need to release energy
Are concerned about peer acceptance
Tend to be self-conscious
Believe that personal problems,
feelings, and experiences are unique
to them
Exhibit intense concern about physical
growth and maturity
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Recognizing the Implications
Student Needs vs. School Environment
Students need a combination of skill training and socialemotional learning. Schools are responsible for providing
them with experiences that meet four essential areas:
Contributions
Belonging
Talents
Life Skills
What does all this mean? The key to a successful
transition is in Personalization of: Instruction
Assessment
Environment
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What Schools Can Do
Establish an effective and comprehensive
transition program that:
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Builds a sense of community
Responds to the needs and concerns of the
students
Provide appropriate, faceted approaches to
facilitate the transition process and continue
activities/opportunities throughout the year
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Why We Do What We Do
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Nationally
ASCA, No Child Left Behind
Statewide
RISCA, RI High School Reform Act
Locally
K-12 Developmental Guidance Program, GLE/GSE’s,
SALT Report (School Accountability for Learning and
Teaching), SIT (School Improvement Team) Reports,
District Strategic Plans (Goal for 2007 Decreasing
Drop out Rate)
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Remember Teddy???
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Developmentally responsive schools play
a major role in alleviating some of the
problems of transition.
When young adolescents are provided
with inspiration, imagination, joy, optimism,
humor, love, support, firmness, safety,
clear values, and most importantly
respect, the transition can serve as a
catalyst for positive growth in their journey
from adolescent aspirations to adulthood
accomplishments.
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School Counseling
Mission Statement
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Home of the Mustangs
The mission of the Burrillville Middle School
Developmental Counseling Program has been
developed to promote, nurture, and ensure that each
student in the Burrillville Middle School acquires the
competencies (knowledge, skills, and attitudes)
needed for academic achievement, educational and
career planning, personal/social development and for
cultivating a lifestyle of wellness with a balance of
learning, working, recreation, and family involvement
needed in preparation for meaningful participation as a
self-directed, lifelong learner in an ever changing
global society
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Goal and Objective
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Essential Learning
Cross walking (Tech/Eng/Band/Chorus/Art)
Engaging School Psych/Stud assistance Counselor
Gathering data
Teacher input
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Orientation Day
Slide show presentation
developed by technology
education students
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Guidelines for Transition Programs
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Provide activities that will involve students, parents,
teachers, and staff from schools in the transition process.
Establish a transition protocol that can be easily
replicated and updated annually with little effort.
Establish a timeline for the transition process.
Schedule meetings between collaborative groups from
sending and receiving schools and discussions for adults
and students about the issues.
Assess the human and financial resources available to
support the transition process.
Identify adult and student leaders from all schools and
constituencies to help with the transition.
Ask students, teachers, school counselors, parents and
others to evaluate the transition program.
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Activities to Facilitate Middle School
Transition/Timeline
A comprehensive transition program includes activities that involve
administration, parents, counselors, students, and staff
February
Coordination of dates/schedules
•Initial contacts to administration
•Grade 6 Academic teachers
• Band/Chorus
•Reading Specialists
•Technology teacher
•Grade 5 teachers
•Schedule transition IEP/504 meetings
March
•Obtain Gr. 5 class lists
•Gr. 6 English classes-Pen Pal Letters
•Technology teacher “Welcome” PPT
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April
•Students exchange pen pal letters
•Finalize dates for Math and Reading
placement tests
•Meet with Grade 5 teachers
•Receive student information
•Finalize orientation dates/agenda
•Arrange transportation for students
Transition Timeline cont…
May
•Visit Gr. 5 classes
“What Counselors Do”
What to expect now
Students generate ?’s about BMS
•Grade 6 teachers nominate student
ambassadors (6-10 per team)
•Ambassadors prepare answers to fifth
grade questions
•Ambassadors prepare document,
“Frequently Asked Questions About
BMS” (copies for students/parents)
•Counseling Newsletter
Transition activities/dates/information
•Permission Slips for Ambassador
Program sent to Gr. 5 & 6
students/parents
•Train Gr. 6 Student ambassadors
•Math/Reading placement tests
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•Gr. 5/6 teachers collaborate
(instructional practices, student needs)
•Orientation Days
•Schedule 2nd visit for high anxiety
students (School Psychologist)
•Grade 5 Parent Orientation
Night/Student Improvement Team Q&A
•Gr.6 Ambassadors train Grade 6 peers
who have turned in permission slips
June/July
•Gr. 6 Ambassador Recognition
Ceremony/Ice Cream Social
•Gr. 6 Ambassadors receive caseloads
•Summer Reading lists sent home with
report cards
•Building open for informal visits
•Schedules/Materials lists/”Shifting
Gears” welcome packet mailed home
•Ambassadors make contacts with
incoming students
•Informal Open House Days with
Admin./Counselors
Transition Timeline cont…
August
•Ambassadors make second contact
•Faculty/Staff Orientation Days
•Parent Meetings
•District/Building/Subject Area/Team
mtgs.
•Grade 6 Orientation Night
September
•Gr. 7 Ambassadors mentor Gr. 6
students (All students assigned a
peer mentor)
•Small Group Orientation/New
Student Club/New Student escort
•“No Taunting Pledge”
•Learning Style Inventory
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Oct-May
•Study Skills Lessons
•New Student Club
•Small Group Counseling/Needs
•Lunch Bunch
•Volunteer Mentoring Program (Bryant
College)
•i-SAFE Lessons
It is important to start a transitionBig or small
Modify as the students’ needs
change
“A Day in the Life” Video
Richard Hull Middle School
Duluth, Georgia
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Cross Walking Essential Learnings
School Counselor : The student will be able to identify
support personnel in the middle school and their
function.
English
#7 The student will design a variety of writing pieces
including …..
#8 The student will use appropriate conventions of
grammar such as punctuation….
Technology Education : The student will design, develop,
and publish personal products using technology
resources that demonstrate and communicate
curriculum concepts to audiences inside and outside
the classroom
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“Welcome to BMS” Student-Generated
Power Point Presentation
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Pen Pal Program
Q&A
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Orientation Day
Q&A
School #1
 Lunches- top question-15
 Snack time/ recess –12
 Lockers-size/combination
 Specials: how many/ when/
band/chorus?
 How many teams for grade 6?
 Do you have to take Spanish?
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Location of classrooms/
rotation/ class length/ number
of classes per day
Assigned seats
Amount of time between
classes
What happens if I get lost ?
Supply list/ school sports.
Are the 8th graders mean ?
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School #2
 Locker questions- 23
 Lunch questions-18
 Do the different teams have the
same classes ?
 Do you see your friends if they are
on the other team ?-2
 Do you have recess/snack time ?-9
 When does school start/end?
 How much time between classes/
length of classes/ number of
classes
 Who will help me if I’m confused
on the first day ?
 Do I have to join chorus/ band ?
 Can I join a school sport team,
attend dances ?
 Is the work hard ?
 Are there bullies ?
Post Survey
Results-Students
5=Yes
4=Somewhat
60
40
20
5
4
3
2
1
59
52
26
6
4
Total Responses
Total Responses
80
#1
50
0
#2
5
4
3
2
1
73
42
20
11
1
Student Rating Scale
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I liked having a current sixth grade
student as a pen pal.
Total Responses
Total Responses
The Orientation Day activitiews helped
me understand some of the things I
should expect at BMS.
100
50
#3
1=No
100
Student Rating Scale
0
2=Somewhat
I was interested in what was
being told or showed to me
during the program
I thought the Orientation Day Was
Well Organized.
0
Legend
3=Somewhat
5
4
3
2
1
78
44
15
6
4
Student Rating Scale
100
50
0
#4
5
4
3
2
1
89
26
14
12
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Student Rating Scale
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Post Survey
Results-Students
5=Yes
4=Somewhat
100
50
#5
5
4
3
2
1
69
36
17
16
9
50
0
#6
5
4
3
2
1
78
34
15
14
6
Student Rating Scale
I liked the gift I received at the end
of the program.
80
Total Responses
Total Responses
I thought the small group tour of
the school was helpful
60
40
20
#7
5
4
3
2
1
68
43
23
11
2
Student Rating Scale
25
1=No
100
Student Rating Scale
0
2=Somewhat
I thought the activities in the
cafeteria were helpful
(locks/schedules)
Total Responses
Total Responses
The pen pal I was assigned to gave
me good information about BMS in
his/her letter.
0
Legend
3=Somewhat
100
50
0
#8
5
4
3
2
1
95
23
10
9
5
Student Rating Scale
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Post Survey
Results-Students
5=Yes
4=Somewhat
100
50
0
#9
5
4
3
2
1
57
60
14
10
6
Student Rating Scale
2=Somewhat
100
50
0
#10
5
4
3
2
1
61
33
25
6
22
Student Rating Scale
What does the data show us?
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1=No
Overall, I thought the program
helped me feel less anxious about
coming to BMS.
Total Responses
Total Responses
I feel more prepared to enter Grade
6 because of the Orientation Day
activities.
Legend
3=Somewhat
Post Survey Results-Teachers 06/07
The results of the post survey and teacher comments shows us:
What they liked:
•The way the program was organized to include speakers, audiovisual
presentations, band/chorus concert, hands-on activities, meeting pen
pals and touring the school.
What we can add to next year’s program:
•Include the Food Nutrition Supervisor and the School Resource Officer
as speakers
•Allot more time for students to visit with pen pals and observe
classroom instruction
•Extend the length of the visit
•Have lunch at the middle school
•Ride the middle school bus
Considerations:
•Benefits/Barriers/Funding
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School Improvement Team
Feedback
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Present grade 6 parents
Q & A evening for grade 5 parents
Supply list available at the end of June
Principal letter addressing parental concerns
School Counselor Newsletter –Welcome to
BMS
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References Cited
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National Association of Secondary School Principals, (2006) “Breaking
Ranks in the Middle,”
Diemert, Amy, (1997) “A Needs Assessment of Fifth Grade Students in
a Middle School”, University of Virginia
Mizelle, Nancy B., & Mullins, Elizabeth (1997) “Transition into and out
of the middle school, What Current Research Says to the Middle
School Practitioner,” National Middle School Association
Mullins, Emmett R., & Irvin, Judith L., M., (2000) “Transition Into
Middle School,” Middle School Journal
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