Transcript Framework for High Performing School Systems

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.
HIGH PERFORMING SCHOOL SYSTEM
SYSTEMIC CONTINUOUS
STUDENT/PARENT SUPPORT
SCHOOL EFFECTIVENESS
INSTRUCTIONAL PRACTICES
CURRICULLUM MANAGEMENT
IMPROVEMENT PROCESS
CULTURE OF COMMON BELIEFS & VALUES
Dedicated to “Learning for ALL…Whatever It Takes”
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
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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?
Periodic ____________
___________________
Partner
Invite ____________
_______________________
Circle of Support
For Transition
To Kindergarten
Support ___________
__________summer
learning_______
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.
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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)
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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 6th 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
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Social Factors
Organizational Factors
Motivational Factors
Effective and Comprehensive Transition Program
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Have activities that involve both schools
Establish transition protocol Timeline
Schedule between collaborative groups
Assess human and financial resources
“Freshman Problem”
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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
“Key Provisions on Transition,
IDEA 1997 Compared to H.R. 1350
(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 resultsoriented 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
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Ghaski Browning – [email protected]
Cathy Jones – [email protected]
Terry Reale – [email protected]
Marian Covey- [email protected]