Transitions That Support Student Success
No Implementation
Emerging Implementation
Partial Implementation
Substantial Implementation
Full Implementation
There is no evidence the
high school has addressed
the issue of transition,
either into or out of high
school.
Some necessary transition goals
are included in the high school’s
strategic plan.
Many necessary transition goals
are included in the high school’s
strategic plan.
Most necessary transition goals are
included in the high school’s strategic
plan.
The high school has specific transition goals,
as part of their strategic plan. The transition
goals are examined, at least yearly, and
revised or replaced when met.
The school does not have a
transition team.
The high school has assumed
the leadership role in the
development of a transition
team, but the team functions
without clear goals and
scheduled meetings. The
membership is predominantly
from the high school with little
involvement from the middle
grade(s).
The membership of the team
includes high school and middle
grades teachers. The team
meets once a year to review the
transition goals.
The transition team has diverse
membership, with representatives
from the high school and middle
grades, the business community, and
postsecondary educational
institutions. The team meets a few
times a year to discuss transition
initiatives.
The high school transition team meets at
least bi-monthly to keep transition initiatives
on track. The transition team is divided into
two collaborative groups, one addressing
middle grades to high school and one
addressing high school to postsecondary
studies and careers.
Transition collaborative
groups are non-existent.
The transition collaborative
groups do not schedule regular
meetings. Administrators
participate in few transition team
meetings.
The transition collaborative
groups meet once a year. A
school administrator from each
involved school participates in
some transition team meetings.
The transition collaborative groups
meet at least once each semester.
A school administrator from each
involved school participates in most
transition team meetings.
The transition collaborative groups meet faceto-face or electronically at least three times a
year. A school administrator from each
involved school participates in all transition
team meetings.
School leadership does not
openly support data-driven
transition structures.
School leaders are familiar with
data-driven transition structures
but give little support.
School leaders are somewhat
knowledgeable concerning the
data-driven transition structures
and give some support.
School and county leaders are
knowledgeable concerning datadriven transition structures and give
considerable support.
School and county leaders are
knowledgeable concerning data-driven
transition structures and fully support them.
The collaborative groups do
not make data-based
decisions.
The collaborative groups
analyze only WESTEST 2 data
to make decisions.
The collaborative groups
analyze WESTEST 2 and other
student achievement data to
make decisions.
The collaborative groups analyze
multiple sources of data to determine
goals and objectives and transition
support structures needed for
entering freshmen, exiting seniors and
the intervening years.
The collaborative groups analyze all sources
of data to determine goals and objectives and
transition support structures needed for
entering freshmen and exiting seniors. The
following data (including, but not limited to)
are analyzed:
 Dropout, Graduation and Retention
rates;
 Course success rate;
 Higher Education Policy Commission
data;
 Post-graduate surveys;
 West Virginia Assessment System
 ACT data;
Leadership
and
Collaboration
Data-Based
Decision Making
Support Structures
Support structures for
successful transition from
the middle grades to the
high school and from the
high school to
postsecondary education
and careers are not
available.
There is at least one support
structure in place, but students
are not required to participate.
Many students have the
opportunity to benefit from
mandatory participation in one or
more support structures.
Most students benefit from mandatory
participation in one or more support
structures.
Equity in ninth grade core
classes has not been
addressed and no effort
has been made to reduce
the size of these classes.
Teaching assignments and
scheduling for ninth grade core
classes is not equitable and
provides few students with
quality instruction. Little effort is
made to reduce the class size of
ninth grade core classes.
Many students receive quality
instruction in ninth grade core
classes through equitable
teaching assignments and
control of class sizes.
Most students receive quality
instruction in ninth grade core classes
through equitable teaching
assignments and control of class
sizes.
Incoming freshmen do not
have equal access to
rigorous academic and
career/technical courses.
Some incoming freshmen have
equal access to rigorous
academic and career/technical
courses.
Many incoming freshmen have
equal access to rigorous
academic and career/technical
courses.
Most incoming freshmen have equal
access to rigorous academic and
career/technical courses.
The LINKS system is not in
place. No effort is made to
include parents in
advisement and information
sessions
Some middle grade and high
school students receive
advisement and career
development through the LINKS
system. Some parents attend
scheduled advisement and
information sessions.
Many middle grade and high
school students receive
advisement and career
development through the LINKS
system. Many parents attend
scheduled advisement and
information sessions.
Most middle grade and high school
students receive advisement and
career development through the
LINKS system. Most parents attend
scheduled advisement and
information sessions.
 WorkKeys®;
 HSTW Assessment Report; and
 College credit options.
Flexible scheduling allows all students to
benefit from mandatory participation in one or
more support structures. These may include,
but are not limited to, the following:
 Summer bridge programs
 Double-dosing for ninth grade
academics
 Adolescent literacy emphasis
 Student to student mentoring
 Ninth grade academies or a small
learning community with common
students, common core content
teachers and common planning
 Structured required extra help
program for any student needing
assistance
 Credit recovery
 Senior internships
 Acceleration opportunities
There is equity in teaching assignments,
providing all students with quality instruction.
Student/teacher ratio in ninth grade core
classes is less than the ratio for core classes
in grades 10-12.
All incoming freshmen have access to
rigorous academic and career/technical
courses.
All middle grade and high school students
receive advisement and career development
through the LINKS system.
Advisement and information sessions are
scheduled for all students and parents
Little, if any, attention is
given to the development of
the Individual Student
Transition Plan (ISTP).
There is no effort made to
involve middle grade
parents in orientation or the
development of the
students’ ISTPs.
The students’ ISTPs are
developed but rarely revisited or
updated. Some middle grades
parents attend an orientation
and are involved in the
development of the students’
ISTPs.
The students’ ISTPs are
updated only as requested by a
student or parent. Many middle
grades parents attend an
orientation concerning high
school graduation requirements,
expectations of postsecondary
education and careers and the
importance of challenging high
school work. Many parents are
involved in the development of
the students’ ISTPs.
The students’ ISTPs are revisited and
updated at the end of the sophomore
year. Most middle grades parents
attend an orientation concerning high
school graduation requirements,
expectations of postsecondary
education and careers and the
importance of challenging high school
work. Most parents are involved in the
development of the students’ ISTPs.
The students’ ISTPs are revisited and
updated annually. The ISTPs are created and
maintained on-line. All middle grade school
parents attend an orientation concerning high
school graduation requirements, expectations
of postsecondary education and careers and
the importance of challenging high school
work. A variety of media tools are used for
on-going communication with parents. Oneon-one sessions are planned for students
and their parents to develop the students’
ISTPs.
No effort has been made to
maintain connections with
the community, employers
and institutions of higher
education. Acquiring
experiential learning is the
sole responsibility of the
student.
There are few connections with
the community, employers and
institutions of higher education,
and structured experiential
learning is available for a few
students.
Connections to the community,
employers and institutions of
higher education are
established, and many students
have the opportunity to
participate in structured
experiential learning.
Connections to the community,
employers and institutions of higher
education are established and
most students participate in structured
experiential learning.
Connections to the community, employers
and institutions of higher education are
established to provide structured experiential
learning for all students.