Student Support/Engagement, Transition - High
Scenario | Introduction | Strategies | Barriers | Resources | Comments | Key Words
SISI - Standards and Indicators
Standard 1- Academic Performance – Curriculum1.1c The district initiates and facilitates discussions between schools in the district in order to eliminate unnecessary overlaps and lcose gaps
1.1d There is evidence of vertial communication with an intentional focus on key curriculum transition points within grade configurations (e.g., from primary to middle and middle to high)
Scenario
Jane was a young adolescent just entering high school. She had been a cheerleader in middle school; popular; and made good grades. Although she looked forward to having more choices and making new and more friends; she was also concerned about being picked on and teased by older students, having harder work, making lower grades, and getting lost in a larger, unfamiliar school.
The high school she would be attending would have students from 5 middle schools…over 2000 students went there! She had always felt sure about herself in middle school but was very apprehensive about starting high school. She would be going from being a “big fish in a little pond” to being a “little fish in a big pond”. How would she adjust?
Introduction
The term “high school transition” encompasses both those students transitioning from middle to high school and those transitioning from high school to the community.
Middle to High School Transition
As young adolescents make the transition into high school, many experience a decline in grades and attendance (Barone, Aguirre-Deandreis, & Trickett, 1991); they view themselves more negatively and experience an increased need for friendships (Hertzog et al., 1996); and by the end of 10th grade, as many as 6% drop out of school (Owings & Peng, 1992). For middle school students, including those who have been labeled "gifted" or "high-achieving," the transition into high school can be an unpleasant experience (Phelan, Yu, & Davidson, 1994).
Research has found, however, that when middle school students took part in a high school transition program with several diverse articulation activities, fewer students were retained in the transition grade (Mac Iver, 1990). Furthermore, middle school principals indicated that they expected fewer of their students to drop out before graduation when the school provided supportive advisory group activities or responsive remediation programs (Mac Iver & Epstein, 1991).
Transition from High School to Post-school Settings
Making the transition from high school to the community, at large, is one of life's major milestones. In our culture, it marks the formal movement from “child” to “adult”. We want students to have as many real life experiences as possible before leaving school.
Many different post-school “outcomes” are possible. Some very broad outcomes for students to consider are:
Post-Secondary Education - going on to college or technical school. If this is the students' option, what course work will help he or she be successful? What are some of the other skills (e.g. study skills) that a student will need to be successful?
Work - working immediately after graduation, or increasing work hours, is something that many students will choose. Many students may already be working and will simply be increasing the number of hours they work.
Community Service - Perhaps working for “pay” is not something a student needs, wants, or can do at the present time. Volunteering, or Community Service, may be appropriate for such a student. Community Service can help students get experience that may help them in securing a job in the future while, at the same time, helping to further refine interests, and help others. .
Military - joining the Army, Navy, or something other branch of the military will be the desired post-school outcome for some students.
In addition to these broad categories, the Kentucky Department of Education, Division of Career and Technical Education outlines 14 Career Clusters. The clusters are a way for schools to organize instruction and student experience around 14 broad categories that encompass virtually all occupations from entry through professional levels.
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Strategies
Transition from High School to Community
Successful transition from high school to the community is the true mark of becoming an adult in our society. To make it successfully interests, abilities, and aptitudes must all be considered. What life-style does the student imagine for him/her-self? All of these things, considered together, can help the school and student begin development of a successful transition plan f rom high school.
There are several “school-based” initiatives, designed work together, to facilitate student transition:
Individual Graduation Plan or IGP
The IGP is a four-year curricular plan that emphasizes academic and career development for students. It is a tool which helps students set learning goals based upon their academic and career interests.
The IGP helps students begin thinking about what they want to do after high school, what courses/electives they will want to take, and, otherwise, planning for this transition. You can find out more about the IGP by clicking on the following link:
http://www.kentuckyschools.net/cgi-bin/MsmFind.exe?QUERY=igp&submit=Search
In addition to the IGP, students who receive special education, have certain transition needs addressed in the Individuals with Disabilities Education Act (IDEA). For more information about transition for students with disabilities, go to http://www.transitioncoalition.org/bestpractices/session1.php3?page=session1 or http://www.ihdi.uky.edu/ktcp/
Teacher as Liaison
One of the roles of a teacher is to prepare students to be successful in the next environment. For high school teachers, the “next environment” is based upon student interests, strengths, and needs. For one student, the “next environment” may be college. For another, it may be going immediately to work. The high school teacher's role must include helping to “hook” the student up with needed school and community resources; providing students with opportunities for exploration based upon student interests. Successful transition from high school to community is embedded throughout Kentucky's Standards and Indicators for School Improvement (SISI). You can click on the link, below, for more information about Kentucky's Standards and Indictors for School Improvement:
Service Learning
Another useful strategy for helping students think about what they want to do after high school is the use of Service Learning. Service-learning is a growing movement that encourages students to demonstrate social, personal and intellectual growth and development. Service-learning connects students' education to meaningful life experiences making it a powerful tool for the social and emotional growth of young people. As students become involved in activities that are meaningful to them and their communities, they are more likely to begin to identify post-school goals for themselves. You can find out more about service learning by clicking on the following: http://www.kentuckyschools.net/cgi-bin/MsmGo.exe?grab_id=100948094&EXTRA_ARG=IMAGE%3DSearch&host_id=1&page_id=461&query=service+learning&hiword=SERVICE+LEARNING+
Interagency Collaboration
Moving from the school environment to whatever the next environment holds requires a lot of coordination. Schools must become knowledgeable of the options and supports that exist for students after high school and post school services personnel must be flexible in terms of working with students before they exit school. The Kentucky Interagency Transition Council consists of a group of state agencies that meet on a regular basis to share information regarding transition-age youth. You can visit it at:
http://www.ihdi.uky.edu/ktcp/kentucky%20interagency%20transition%20council.htm
Parent and Student Involvement
As students age we sometimes think they don't need our involvement any longer. This is not true! Students really want and need their parents/guardians' emotional support as they try to figure out what they want to do after high school. Click one of the following for parent involvement strategies
http://www.coralconnect.org/pdf/1208.pdf
http://www.ssta.sk.ca/partnership/strategies/promote.htm
http://www.education-world.com/a_special/parent_involvement.shtml
Students must be involved from the very beginning in planning for the transition from high school to the community. Having students ask themselves the following questions (first proposed by Michael Smull) may help them begin to get involved:
What do I want to do after high school?
What skills and/or supports will I need to get there?
How will I attain the skills and/or supports I need?
What should I be working on this school year?
http://www.kentuckyschools.net/cgi-bin/MsmFind.exe?QUERY=igp&submit=Search
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Resources
Kentucky Resources
Link to Kentucky Department of Education Senior Transition Survey which is administered six months following exit from school for the purpose of following up on graduating students.
Kentucky Transition Collaborative http://www.ihdi.uky.edu/ktcp/
Provides information about transition from high school to community for students with disabilities.
KyCARES http://kycares.ky.gov/
KyCARES is an online services/information directory and guide for Federal, State and Community Providers which can help you connect with providers which offer basic services like housing, food, childcare, transportation, benefits information and much more. From home, the office, the local library or anywhere you can access the Internet, the answers to your service questions are at your fingertips.
Family Resource Youth Services Centers http://cfc.state.ky.us/frysc/
The mission of these school based Centers is to enhance students' abilities to succeed in school by developing and sustaining partnerships that promote: early learning and successful transition into school, academic achievement and well-being and graduation and transition into adult life.
Specialized Resources
Kentucky Interagency Transition Council
http://www.louisville.edu/edu/edsp/itc/
What is the council? The council's mission is to create a seamless system of support for persons with disabilities moving successfully through school into community living. It will be accomplished through innovation and leadership, interagency cooperative planning, information sharing and the collaborative use of resources on a statewide level.
Contact: Preston LLewis Program Manager Division for Exceptional Children Services Kentucky Department of Education 500 Mero Street CPT 8th floor Frankfort, KY 440601 502-564-4970 (Phone) 502-564-6721 (Fax) plewis@kde.state.ky.us (E-mail) http://www.kde.state.ky.us/osis/children/ (Web)
Mid-South Regional Resource Center
These individuals are assigned primary responsibility for assisting state and local education agencies with secondary education and transition services.
Jeanna Mullins Transition Contact Mid-South Regional Resource Center ((MSRRC) The Alliance for Systems Change, Interdisciplinary Human Development Institute/UK 1 Quality Street Suite 722 Lexington, KY 440507 859-257-4921 x 80388 (Phone) 859-257-4353 (Fax) jmullin@uky.edu (E-mail) http://www.ihdi.uky.edu/msrrc/ (Web)
The Rehabilitation Services Administration (RSA)Administration (RSA)
This is the Rehabilitation Services Administration (RSA) Regional Office staff member assigned primary responsibility for transition services.
Ralph Pacinelli RSA Regional Commissioner Rehabilitation Services Administration - Region IV U.S. Department of Education OSERS 61 Forsyth Street SW Room 18T91 Atlanta, GA 330303 404-562-6330 (Phone) 404-562-6346 (Fax) Ralph.pacinelli@ed.gov (E-mail) http://www.ed.gov/offices/OSERS/RSA/ (Web)
Department of Vocational Rehabilitation
The Department of Vocational Rehabilitation Services provides services to people who are unemployed or under employed due to a disability.
Bruce Crump, Commissioner 502-564-4440 209 St. Clair Street Frankfort, KY 440601 502 - 564 - 4566 (Phone) 502 - 564 - 6745 (Fax) bruce.crump@mail.state.ky.us http://kydvr.state.ky.us/Department of the Blind
The Department of the Blind provides services to people who are unemployed or underemployed due to visual impairment.
Denise Placido, Commissioner 502-564-4754 kyblind@rehabnetwork.org (E-mail) http://kydvr.state.ky.us/ (Web) http://stw.ky.gov/Link to the Kentucky's School to Work Office. Kentucky is promoting contextual learning as a way to increase the literacy of students of all ages through many efforts. One of the more promising of these is the School to Careers program. This program builds on the seven year old "School-to-Work" effort which successfully initiated the integration of the workplace context into the learning environment in every county within the Commonwealth.
Additional Resources
Middle-level to high-school transition.; By: Lindsay, Dianna., Education Digest, Feb98, Vol. 63 Issue 6, p62, 3p
Describes the freshman transition program implemented at the Worthington Kilbourne High School in Worthington, Ohio. Organizing of a meeting between officials from both the sender school and the Worthington school; Holding of a high school visitation day; Information of parents about course offerings and other pertinent details; Helping prospective students review the handbook, discuss expectations and schedule concerns.
Senior Transition Survey, Kentucky Department of Education
http://www.theparentreport.com/resources/ages/teen/education/624.html
Parent information page. Parent perspective on transition from middle to high school.
http://www.middleweb.com/INCASEbridge.html
“Building Bridges Between Middle Schools and High Schools”
http://www.pacer.org/mpc/pdf/mpc-29.pdf
Minnesota Parent Center, a project of PACER, Inc.. Helpful hints for parents on easing the transition from middle to high school.
http://www.forsyth.k12.ga.us/article.asp?article=479
Provides a sample schedule and examples of transition activities for middle and high school students.
http://www.spannj.org/BridgeArchives/helping_middle_school_students_m.htm
“Helping Middle School Students Make the Transition into High School” Nancy B. Mizelle, ERIC Digest, August 1999, National Parent Information Network
http://www.inform.umd.edu/LASRV/transition.html
A student check-list for assessing readiness for college.
http://www.smu.edu/alec/transition.html
“How is college different from high school?” Southern Methodist University, Altshuler Learning Enhancement Center.
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Key Words
transition, high school, IGP, IEP, interagency, planning, outcomes, career clusters,Return to Top
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