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Transitioning to Middle School Grade 5 to Grade 6 Lind


Transitioning to Middle School Grade 5 to Grade 6 Linda Michaelman Pam Connors Middle School Counselors Burrillville, RI June 24, 2007 Teddy s Story What The ... – PowerPoint PPT presentation

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Title: Transitioning to Middle School Grade 5 to Grade 6 Lind

Transitioning to Middle SchoolGrade 5 to Grade 6
  • Linda Michaelman
  • Pam Connors
  • Middle School Counselors
  • Burrillville, RI
  • June 24, 2007

Teddys Story
What The Research Tells Us About Transition to
the Middle Grades
  • Academic Performance
  • 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

  • Perceptions of School
  • 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
  • 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.

  • Self-Perceptions
  • 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
  • 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.

Characteristics of Young Adolescents
SOCIAL Have a strong need to belong to a
group Exhibit immature behavior because their
social skills lag behind their mental/physical
maturity Are in search of self Desire recognition
for their efforts and achievements Like
fads Overreact to ridicule, embarrassment, and
rejection Are socially vulnerable
PHYSICAL Experience rapid, irregular
growth Undergo bodily changes that may cause
awkward, uncoordinated movements Have varying
maturity rates Experience restlessness/fatigue Nee
d daily physical activity Often lack physical
fitness Have poor eating habits Develop sexual
Characteristics of Young Adolescents
INTELLECTUAL Transitioning from concrete to
abstract thinking Curious and have a wide range
of intellectual pursuits Prefer active over
passive learning 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
EMOTIONAL Experience mood swings Need to release
energy Seek to become increasingly
independent 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
Recognizing the Implications
  • Student Needs vs. School Environment

Students need a combination of skill training and
social-emotional 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
What Schools Can Do
  • Establish an effective and comprehensive
    transition program that
  • Builds a sense of community
  • Responds to the needs and concerns of the
  • Provide appropriate, faceted approaches to
    facilitate the transition process and continue
    activities/opportunities throughout the year

Why We Do What We Do
  • Nationally
  • ASCA, No Child Left Behind
  • Statewide
  • RISCA, RI High School Reform Act
  • Locally
  • K-12 Developmental Guidance Program, GLE/GSEs,
    SALT Report (School Accountability for Learning
    and Teaching), SIT (School Improvement Team)
    Reports, District Strategic Plans (Goal for 2007
    Decreasing Drop out Rate)

Remember Teddy???
  • Developmentally responsive schools play a major
    role in alleviating some of the problems of
  • 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

School Counseling Mission Statement
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

Goal and Objective
  • Essential Learning
  • Cross walking (Tech/Eng/Band/Chorus/Art)
  • Engaging School Psych/Stud assistance Counselor
  • Gathering data
  • Teacher input

Orientation Day Slide show presentation
developed by technology education students
Guidelines for Transition Programs
  • 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
  • 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
  • Ask students, teachers, school counselors,
    parents and others to evaluate the transition

Activities to Facilitate Middle School
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
  • April
  • Students exchange pen pal letters
  • Finalize dates for Math and Reading placement
  • Meet with Grade 5 teachers
  • Receive student information
  • Finalize orientation dates/agenda
  • Arrange transportation for students

Transition Timeline cont
  • 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 QA
  • Gr.6 Ambassadors train Grade 6 peers who have
    turned in permission slips
  • June/July
  • Gr. 6 Ambassador Recognition Ceremony/Ice Cream
  • 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
  • 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
  • Ambassadors prepare document, Frequently Asked
    Questions About BMS (copies for
  • 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

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
  • 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 transition- Big or
small Modify as the students needs change
A Day in the Life Video
Richard Hull Middle School Duluth, Georgia
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

Welcome to BMS Student-Generated Power Point
Pen Pal ProgramQ A
Orientation Day Q A
  • 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 Im 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 ?
  • 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?
  • 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 ?

Post Survey Results-Students
Legend 5Yes 4Somewhat 3Somewhat
2Somewhat 1No
Post Survey Results-Students
Legend 5Yes 4Somewhat 3Somewhat
2Somewhat 1No
Post Survey Results-Students
Legend 5Yes 4Somewhat 3Somewhat
2Somewhat 1No
What does the data show us?
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 years 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

School Improvement Team Feedback
  • 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

References Cited
  • National Association of Secondary School
    Principals, (2006) Breaking Ranks in the
  • Diemert, Amy, (1997) A Needs Assessment of Fifth
    Grade Students in a Middle School, University of
  • 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