TRANSITIONS TO AND FROM MIDDLE SCHOOL

TRANSITIONS TO AND FROM MIDDLE SCHOOL

“It is not enough to understand, or to see clearly. The future will be shaped in the arena of human activity, by those willing to commit their minds and their bodies to the task.” —Robert F. Kennedy

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TRANSITIONS TO AND FROM MIDDLE SCHOOL Purposeful Transitions The benefits of developing and implementing effective transition programs for students as they leave elementary school for middle school and as they leave middle school for high school are well documented. There is a significant body of research that strongly suggests systematic, thorough, and ongoing transition programs benefit students both academically and socially (Cognato, 1999; Epstein, 1995; Fowler, 1988; McAdoo, 1999; Perkins, 1995; Perkins & Gelfer, 1995; Watson, 1999; Wells, 1996). In this era of high-stakes testing, transition programs are often relegated to a position of lesser importance, yet when accomplished effectively, the academic paybacks can be substantial. Following is some background on transition challenges children face and a brief set of guidelines to facilitate transition planning for all the stakeholders in transitions to and from middle school. Adolescent Worries Young adolescent students worry about moving to another school—they worry about getting lost; getting lunch and having enough time to eat; dealing with lockers; undressing in front of others; making new friends; meeting students of the opposite sex; being abused by older, bigger students; having mean, uncaring teachers; and having harder subjects (Barone, Aguirre-Deandreis, 1991); Eccles, Midgley, & Adler, 1984; Mizelle, 1995; Mizelle & Irvin, 2000). They worry about losing books and homework, being sent to the principal’s office, being pressured to drink or smoke, belonging to the right clubs or groups, new school rules, going to the restroom, harder tests, and about being seen as different (Hertzog, Morgan, Diamond, & Walker, 1996). Interestingly, their parents worry about nearly the same things: their children’s safety, the temptation for drug and alcohol use, dealing with new and unfamiliar teachers, and about their children’s changing bodies and temperaments (Epstein, 1995, 1996; MacIver, 1990; Paulson, 1998). Incidentally, elementary and middle school teachers worry, too; they worry that they haven’t done enough to prepare their students for the new schools and their more subject-oriented classes, about their students’ reading and math skills, and whether or not they will be ridiculed if their students can’t perform to the new school’s expectations (Watson, 1999). The worries are well founded. A number of studies point to a drop in achievement as students move to new schools and new structures, and the drop may be more significant for girls than for boys (Bry & George, 1980; Eccles, Midgley, & Adler, 1984; Linver & Silverberg, 1997). Students from lower socio-economic groups also seem to be more at risk of academic failure, and students’ attitudes about and satisfaction with school decline (Oates, Flores, & Weinshew, 1998). There are indications that interest in sports declines, often due to the competitive nature of “making” a team; students’ selfratings of academic competence decline, unacceptable behaviors are more likely to begin after making a transition to a new school, and students feel more negatively about themselves and feel an increased need for peer friendships. Students’ feeling and fears about being bullied, getting lost, being teased, and about teachers’ expectations may be unrealistic, but they nonetheless exist, sometimes in debilitating ways. Characteristics of Effective Programs There is a fairly consistent set of characteristics that appear to be present in successful programs, both those involving the transition from elementary to middle and middle to high school (Reyes, Gillock, Baylor University’s Community Mentoring for Adolescent Development

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& Kobus, 1994; Watson, 1999). These characteristics also seem to be supported by the research of the last few years which points to how effective programs have beneficial effects on both the social and academic aspects of student success. Long-term commitment by both sending and receiving schools is a strong indicator of success; teachers, parents, and counselors who recognize the importance and worth of transition programs have generally made strong, long-term commitments to the processes, both in terms of financial support and human support. The programs are not considered “fluff” or “extra” and they are imbedded in the schools’ cultures and recognized by faculty and parents as important and worthwhile. Extensive, ongoing planning is an important characteristic of successful programs. With planning, of course, comes responsibility—that is, most effective programs seem to have a central point of managerial and implementation control and responsibility. In some schools, the PTA or a group of parents have that responsibility and authority to implement the programs, including the expenditure of funds. Other more common models hold the counselor or counseling staff responsible for programs. Regardless of control, however, it appears that planning for the next year begins nearly as soon as the programs are in place. Thus, planning groups are nearly constantly at work planning for the next year or the next group. Testing the waters is an important characteristic. That is, programs that include multiple ways for students to experience the reality of the new school or new environment appear more successful than those in which students have minimal, second-hand, or vicarious knowledge. New students need to experience the lunchroom and how it works, including experiences that allow new students to make menu choices if available. Of course, students need to experience lockers and be assured that if they have trouble opening a locker, someone will help them. New students need to know that they can travel hallways safely and get from place to place in a reasonable amount of time. They need to go through sample assignments and activities to get a feel for assignment difficulty, how new subjects are taught, and the level of academic expectations. Frequent communication among schools is a common and important characteristic of successful programs. In some cases, this communication takes place regularly beginning during the fall of the transition year, and often includes parents as well as teachers, principals, and counselors. One especially effective form of communication that takes place early in the school year is the school newsletter; for example, 5th or 8th grade parents are sent the new school’s newsletter, along with a letter welcoming them into the “family” in the fall of the year. They continue to be on the newsletter distribution list throughout the school year. In other successful programs, frequent planning meetings take place among the players and stakeholders, and it is important for teachers from both the sending and receiving schools to meet frequently to discuss students, academic issues, and other transition topics. In a number of schools, individual “student profile forms” are prepared that include student likes and dislikes, academic interests, specific medical information, and items not characteristically found in a student folder. These profile forms, although perhaps somewhat time-consuming to prepare, are used to provide starting points for teacher-to-teacher discussions about students. In some cases, these forms include specific instructional strategies that worked well for individual students that should be used in the new school. After all, if the strategy worked in one grade, it is likely that the strategy will work in another school. In a similar manner, portfolios that contain examples of student work and achievement should also follow students from one school to another. Baylor University’s Community Mentoring for Adolescent Development

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Assessment is another key characteristic of successful programs. Most successful programs are assessed through the use of student and parent surveys, and the results of the surveys are analyzed and published regularly. Of course, results are used to modify and improve programs, add new components, remove ineffective strategies, and plan for the next set of transition students. Model Program The model that is in use in Hanover County, Virginia (Watson, 1999), provides an excellent example of the common program characteristics. The model was first created by counselors at Stonewall Jackson Middle School, and has evolved into a strong community-based program that is supported by both the middle school’s parents and the parents of rising 6th graders from the feeder schools. Briefly, the program includes early efforts at communication, including January visits by lead middle school teachers to all of the feeder elementary schools, during which a 5th grade assembly is held. The assembly points out the differences and similarities between elementary and middle schools, how the schedule works, what clubs and sports are available, and how the locker system works. The assembly includes a lengthy question and answer session. Following the assembly, counselors from all schools meet to discuss transitional issues and ways to alleviate fears and prevent problems from occurring; counselors then meet with the 5th grade classes to describe elective options and answer additional questions. Soon after the January assemblies, an introductory session is held for all 5th grade parents whose children will be moving to the middle school. A parent of a current 6th grade student from the middle school is among the speakers, and he or she provides information and advice about how to prepare for the transition. New families are also given the opportunity to purchase small items with the middle school logo, in an attempt to begin building parent loyalty. It is important to note that parent credibility is much stronger than teacher credibility at this point in the transition, and elementary parents are often much more responsive to other parents than they are to teachers. Following the January meetings and assemblies, all 5th grade students visit the middle school for a tour and see performances by various student groups; several 6th grade students give welcoming speeches and advice as well as answer 5th graders’ questions. Mid-spring, two additional important events take place. First, a representative from each 5th grade class from the feeder schools is paired with a 6th grade student; the 5th grade students “shadow” 6th graders throughout the day, engaging in all of the same activities, including classwork. The 5th grade students, upon returning to their home class, give a full report to their classmates, and include the various academic work and class activities in which they participated. Second, the middle school parents conduct a “Parent-to-Parent” open house in which the central topic is parenting a middle school student. New parents are provided with telephone numbers of middle school parents to call for help or questions. Networking among parents is strongly encouraged, both formally and informally. Finally, a fairly typical August open house is conducted, when parents and their matriculating student can meet teachers, have schedules explained, walk through a student’s scheduled day, practice opening lockers, and so forth. Several other strategies are also used, including introducing parents and students to the various media and technology available at the school, distributing and discussing course syllabi, and visiting exploratory and elective classes. In summary, this program has the obvious commitment of all administrators, teachers, and counselors from the schools; in addition, the program’s success is reflected in the very strong support of parents Baylor University’s Community Mentoring for Adolescent Development

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from all of the schools. Planning among all school communities is ongoing and nearly continual; there is early and frequent communication, including newsletters, that takes place among the schools. The program includes opportunities for new students to ask many questions, visit and experience school life in the middle school, and share their experiences. The program is assessed each year, and the results published and used to plan and improve the program. Students with Special Needs Students with special needs face transitions with an even higher degree of fear and trepidation, and again, perhaps with good reason (Sansone & Baker, 1990; Watson & Santos, 2002, 2003). Many of these students have low self-esteem. The transition years also come at crucial developmental points; students are encountering strange and unusual feelings and emotions as they progress through early adolescence and they can be acutely aware of their own weaknesses. Many special needs students have difficulty reading social cues, a developing skill that can have an impact on continuing relationships as well as new friendships. They often have trouble managing interactions with multiple teachers, and participating in both large and small group activities. New schedules, especially complex block schedules, pose significant problems; remembering locker combinations and passwords can be extremely difficult; dealing appropriately with unstructured time can also be extremely challenging. Academically, special needs students face embarrassment and the stigma of being labeled, and may have reached various stages of learned helplessness. Easily frustrated, special needs students may give up on a task or assignment quickly—“I can’t” can quickly become “I won’t.” Grading policies and the additional rigor of courses add additional levels of frustration, and special needs students have often an extraordinarily hard time making the cognitive shifts necessary as they move from course to course or class to class. Steps and Strategies There are several pre-transition steps that can help special needs students make the transitions more smoothly and successfully, and Individualized Education Plans (IEPs) can be key to making this happen. Perhaps the more common method used is sending special education teachers to complete the “present levels of performance” sections of the IEP and receiving teachers, often in collaboration with previous teachers, to write the remainder of the IEP. In addition, it may be wise for special education teachers, especially the middle-level teachers sending students to the high school, to provide their 8th graders with a short unit on advocacy; that is, teaching students how to appropriately advocate for themselves in the new setting. Special needs teachers at each level should also include specific instruction regarding the differences between the school settings, including extra rehearsal for such activities as opening lockers, moving in hallways, getting lunch, borrowing a book from the media center, and other tasks (Watson & Santos, 2002). The key, of course, as in any good transition program, is communication; the more frequently teachers among the receiving and sending schools communicate, the greater the likelihood of success. Planning and Implementing Transition Programs Plans for these transition programs should be taken very seriously and have the full commitment and support of the schools’ and district’s administrative teams. Indeed, without this ongoing support, it is very likely that the program will deteriorate into the “tell them what to take” orientation sessions that Baylor University’s Community Mentoring for Adolescent Development

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are unfortunately typical. Therefore, planning should begin early and should include specific desired outcomes, goals, and a way to measure how well the program meets the goals. The following set of questions can be useful in both planning and implementing a program.


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Exhibit 1 Planning for Better Transitions: Guiding Questions for the Team Does your transition plan or program: - Begin early in the school year? - Have a set of specific goals and desired outcomes? - Include a way to assess its effectiveness? - Have at least three to six different planned activities or transition elements? - Include ways for entering and exiting students to learn about their new school as part of the curriculum? - Include ways for parents to learn about school safety and the school environment? - Include regular, early communication with parents (newsletters, emails, websites, etc.)? - Have a group of committed teachers and parents to manage and coordinate the program? - Include ways for instructional strategies (modifications, reading levels, organizers, supports) and ideas to follow students from one school to another? - Use parents as leaders, speakers, and communicators? - Include a way for teachers across schools to communicate about students on a regular, meaningful basis? - Include a way for new students to a school to have a buddy, mentor, pen pal, or epal? - Include administrative commitment and appropriate resources? - Include ways to help elementary school teachers and parents learn about the developmental characteristics of preadolescent students? - Include ways to help secondary school teachers and parents learn about the developmental characteristics of early adolescent students? - Include ways for parents to accurately learn about their child’s new curriculum? - Include ways for students and parents to “test the academic waters” of assignments and academic expectations? - Include ways for students to: • Visit and experience life in the new school? • Travel the hallways of the new school? • Try out the lunchroom, lockers, gym, and library? • Attend classes, complete a sample assignment, and meet teachers? • Interact socially with new peers? • Interact with new peers via mail or e-mail? • Get a feel for homework loads, grading, and expectations? • Learn how to become better organized? • Become involved in cross-school service learning opportunities? Regardless of the model that is eventually created and implemented for a school community, the benefits of a well-designed, well-managed program are enormous and will result in students who are better adjusted to new school life and who, ultimately, will be more successful.


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