Successful Transitions
The professional school counselor
establishes student supports for
successful transitioning through
programmatic levels, and from school
to school, school to work, or school to
post-secondary, or career and
technical training.
Indicator 2G1 - Transitions
The professional school
counselor facilitates transition
interventions and supports to
assist all students in
successfully completing each
grade level and transitioning to
the next programmatic or grade
level.
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develops, implements, and evaluates clear
protocols to effectively transition student in and
out of the school and from grade level to grade
level.
consistently collaborates with all stakeholders to
create, implement, and evaluate a holistic approach
to creating student supports related to student
transitions.
collaborates with stakeholders to continually
improve transition interventions and best practices
and follows state protocols related to student
transitions.
“ If students successfully make
transitions into each level of
schooling (elementary, middle,
and high), they are significantly
likely to graduate from high
school.”
Robert Balfantz
A well-designed transition plan can
restore the strong sense of belonging the
entering middle school student once felt in
elementary school – a key element associated
with the positive motivation to enjoy and
success in academic tasks.
National Middle School Association
Position Statement on Curriculum Integration
Ninth Grade…
“The pivotal year.”
“Holding tank for high schools.”
“Key valve in the education pipeline.”
“Greatest leakage in the education pipeline.”
“Most difficult transition point in education.”
“The ninth grade bulge.”
“The great sieve.”
Why?
More students fail ninth grade than any other
grade level.
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About 25% of ninth grade students fail
nationwide.
15% of all West Virginia ninth grade students
fail at least two courses.
Students are far more likely to graduate in
schools where transition programs are fully
operational.
National High School Center
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Academic
SocialEmotional
Expectations
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Affective
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Well-planned
Systematic
Involving all stakeholders
Considers three-fold concerns:
Cognitive
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Behavioral
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Sensitivity to the anxieties/fears accompanying a
move to a new setting, and designing
activities/systems to address the fears and alleviate
the difficulties.
Active communication and information sharing
between elementary, middle, and high school.
Collaborative planning involving teachers, counselors,
and administrators to ensure a smooth academic
transition.
Incoming students should be involved in a variety of
activities preparing them for the next level.
Providing programs, activities, and curricula to help
students understand and cope successfully with the
challenges of transition.
Recognition that becoming comfortable in a new
setting is an ongoing process, not a single event.
Recovery/Intensive
Targeted Intervention
Transition Strategies
Universal Transition
Strategies
Universal Transition
Strategies
Systems/programs in place that help ease the
fears and anxieties, teach students
expectations and familiarize students with the
routines of the school, help students feel safe
and develop a sense of belonging, address the
developmental issues common to their age
group, provide opportunities for engaging
students, and help students realize their
personal plan for success and the importance
of school in the process.
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Providing students and parents with information
about the new school.
Sponsoring Parent Nights and other means of
sharing new school information with parents.
Arranging School Visits – Receiving school
representatives to feeder school and students
visiting receiving schools.
Move-Up Days providing students with a
snapshot of a normal day at the new school.
Comprehensive Orientation Programs for
teachers, students and families.
Freshman Seminar/Freshman Class
Involve students at the receiving school in
orientation events.
Freshman Advisories.
Welcome pep rally
Targeted Transition
Intervention
Targeted Intervention
Systems/programs in place to identify,
monitor, and provide needed academic and
emotional support for students who struggle
with the transition.
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Begins with the identification of students who
potentially may struggle at the new school.
Communicating with teachers, counselors,
and administrators at the feeder schools to
develop an advanced warning system.
Monitoring systems to identify students who
struggle academically or emotionally during
the course of the new year.
Providing systems of support to address the
individual issues of struggling students.
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Summer Start-up Program for targeted atrisk students.
Social support groups and counseling.
Safety Net Programs/Tutoring or support
classes for academic support.
Doubling doses of English or Math
Assign adult advocates/Mentors
Close monitoring of academic performance.
Monitoring attendance of at-risk students.
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Personalize the learning environment with ninth
grade academies and academic teams.
Teacher teams can establish a common system of
expectations, and discuss students regularly to
identify common problems and discuss solutions.
Provide ample opportunities and encouragement
to be involved in school activities.
Involve parents and the community to encourage
students and help them see relevance in their
coursework.
Develop a Freshman Transition Team to develop,
monitor, and evaluate Freshman Transition
Programs.
Time for Sharing
What is your school or district doing to
bridge the gap and ease transitions?
National High School Center:
www.betterhighschools.org
National Middle School Association:
www.ncmsa.net
National Education Association:
www.nea.org