Moving Up:
A Middle to
High School
Transition Plan for
Students with
Significant
Disabilities
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Old Dominion University-Boston University-National Boards-OSU
“You teach who you are.”
Parker Palmer, The Courage to Teach
My brother, Michael
My class at the OKC Marathon
Introduction
While current research focuses on the transition School Bus
needs for students as they exit high school, there is
a lack of current research regarding the transition
needs of all students as they move between the
middle/junior high and the high school setting.
This research provides an overview of a wellthought out, effective transition plan and provides
insights from the students, educators and parents
who participated in the plan during their transition
year from middle to high school.
Purpose
The purpose of this study is to examine educator,
parent and student perceptions of a Transition Plan
for students with significant disabilities
which they participated in during their eighth grade
year prior to transitioning to the high school.
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Research Question
Question Mark
How does participation in a multi-visit Transition Program between the
middle school and high school during their eighth grade year
prepare educators, students with significant disabilities
and their families for the transition to high school?
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Literature Review
Books
•
Few experiences bring with them more emotion than moving
up from middle to high school: anticipation, unease,
excitement, anxiety, eagerness, nervousness. For students
with significant disabilities, these emotions can be even more
pronounced because they rely on predictable routines in
their daily lives (Carter, Clark, Cushing, & Kennedy, 2005).
•
The fear of the unknown can lead to a strong sense of anxiety
for incoming freshman and their parents (Milligan, 1995).
•
For many high schools, freshmen orientation is a “one shot”
opportunity, occurring in the spring prior to their freshmen
year (Black, 1999, p. 53).
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Literature Review (cont.)• With thoughtful, advanced planning, moving up
from middle to high school can be less stressful
(Carter, Clark, Cushing, & Kennedy, 2005).
Books
• To be successful, the middle school and high school
special education programs must share the responsibility
for planning and implementing the transition visits
(Carter, Clark, Cushing, & Kennedy, 2005; Mizelle & Irvin, 2000).
• Early preparations are vital to the success of a
transition plan (Learning Disability Practice, 2002).
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• Research indicates that transition visits between middle and
high school programs that begin in the fall of the eighth grade
year and continue throughout that year have the highest level of
success (Hertzog & Morgan, 1998).
Methodology- Participants
in Transition Program
Eighth Grade students with significant disabilities *
High School students with significant disabilities *
High School students without disabilities
Parents of students with significant disabilities*
Middle School Special Education Teachers and
Paraprofessionals
• High School Special Education Teachers and
Paraprofessionals *
• High School Principal *
• High School Cafeteria Supervisor*
•
•
•
•
•
*Participated in Program and submitted surveys
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Students with
Disabilities in
Transition Plan
Past Educators
7
4
Individuals Surveyed
About the
Transition Plan
Parents
8
Principal
1
New Educators
4
Cafeteria
Supervisor
1
Methodology- Setting
The Transition Plan occurred in a large public
High School on three typical days of
classes for students with significant disabilities:
First Visit (Nov.)- Lunch
Second Visit(March) - AM- Core Academic
Subject, Cooperative PE, Lunch
Third Visit (May) - PM- Lunch, Core Academic
Subject, Life Skills
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Methodology- Data Collection
Surveys were given to the following people:
• Students with disabilities who participated
in the Transition Program
• Parents of students with disabilities
• Special Education Teachers at the
High School
• Paraprofessionals at the High School
• High School Principal
• High School Cafeteria Supervisor
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Findings:
Moving on Up- High School Special Educator Survey
Question 1: How many years have you worked with students at EHS?
Ed. 1
One
Year
b.
Two
Years
c. More
than
two
years
Ed. 2
Ed. 3
Ed. 4
Ed. 5
Ed. 6
Ed. 7
X
X
X
X
X
a.
X
X
Moving on Up- High School Special Educator Survey
Question 2: What, if any, are your concerns when new students arrive in your classroom?
Lack of knowledge about
student’s abilities
Student is unprepared for the
HS
Student is unfamiliar with
routines/expectations of the HS
Student’s parent is unfamiliar
with routines/expectations of
the HS
No concerns
Other: (Please list)
Ed. 1 Ed. Ed. Ed. Ed.
2
3
4
5
X
X
X
X
X
X
Ed.
6
X
Ed. 7
X
X
X
X
X
X
X
X
Each of us at
EHS should
strive to
earn
parent’s trust
concerning
their child
Moving on Up- High School Special Educator Survey
Question 3: What, if any, are the benefits of the “W E’s in the House” Transition Program for 8th
grade students with significant disabilities?
They get to
experience
each class at
EHS
They get to
meet the
adults and
new friends
at EHS
They get to
eat lunch in
the cafeteria
Student’s
families are
invited to
attend the
Transition
Program
with their
child
They get to
know their
assigned
“Peer
Buddy” well
Other:
(Please list)
Ed. 1
Ed. 2
X
X
X
X
X
X
X
X
X
Ed. 3
Ed.
4
Ed. 5
X
X
X
X
X
Ed.
6
Ed.
7
X
X
X
X
X
X
X
X
X
X
Students
already will
start to bond
with teacher
Student will
become a
little more at
ease with
EHS
Moving on Up- High School Special Educator Survey
Question 4: What, if any, are the benefits of the “W E’s in the House” Transition Program for the
teachers and paraprofessionals who work with the students with significant disabilities?
Ed. 1
Ed. 2
Have more
time to get
to know the
transitionin
g student’s
academic
strengths
and needs
X
X
Have an
opportunity
to observe
the new
students
interacting
with others
at the HS
Be able to
learn about
the new
students
self-care
strengths
and needs
Other
X
X
X
Ed. 3
X
Ed. 4
Ed. 5
Ed.
6
Ed.
7
X
X
X
X
X
X
X
X
X
X
To have time
to think of
each student
and even put
a little prayer
in their behalf
Moving on Up- High School Special Educator Survey
Question 5: Please provide any suggestions for improving the transition program .
Ed. 1
I feel that
the
transition
program
was such a
success
and very
beneficial
for both the
HS students
and the
students
coming
into HS. I
have no
suggestion
s for
improving
the
transition
program.
Ed. 2
Ed. 3
Ed. 4
Teacher(s)
stepping
into this
position
have a copy
of past
program
with
timelines.
This will
insure a
continuation
of this
program.
Ed. 5
Ed. 6
Maybe
provide a
little
memento of
EHS-such as
a sport
schedule or
some such
thing for
each visiting
student. I
like the
program.
Ed. 7
Moving on Up- Student Survey
Question 1: Mark all of the people you met at EHS.
Teachers
New Friends
Principal
Cafeteria
Workers
Student
1
Student
2
Student
3
Student
4
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Student
3
Student
4
Moving on Up- Student Survey
Question 2: When you visited EHS, what did you think?
I liked it.
I thought it
was okay.
I didn’t like it.
Student
1
Student
2
X
X
x
X
Moving on Up- Student Survey
Question 3: Mark all of the things you liked at EHS.
The Teachers
Meeting new
friends
Eating lunch
Student
1
Student
2
Student
3
Student
4
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
PE Class
English Class
Life Skills
Class
X
X
X
X
Moving on Up- Student Survey
Question 4: When you started school at EHS, were you more ready
because you had visited first?
Yes
Student
1
Student
2
Student
3
Student
4
X
X
X
X
Maybe
No
Moving on Up- Student Survey
Question 5: Do you think your friends at WMS should come visit you this year 2012?
Yes
Maybe
No
Student
1
Student
2
Student
3
Student
4
X
X
X
X
Moving on Up- Parent Survey
Question 1: What grade is your child currently enrolled in?
Parent 1
a.
Freshman
a.
Sophomore
Parent 2
Parent 3
Parent 4
X
X
X
X
Moving on Up- Parent Survey
Question 2: What, if any, are the benefits for your child when they participated in the
“In the House” Transition Program?
Parent 1
They got to
experience each
class at EHS
They got to meet
the adults and
new friends at
EHS
They got to eat
lunch in the
cafeteria
I got to attend
the Transition
Program with
their child
They got to know
new friends at
EHS
Other: (Please
list)
Parent 2
X
Parent 3
Parent 4
X
X
X
X
X
X
X
X
X
X
X
Moving on Up- Parent Survey
Question 3: What, if any, were your concerns when your child was an eighth grader at W,
preparing to transition to the high school?
My child’s lack
of knowledge
about the high
school
My child was
unprepared for
the HS
My child was
unfamiliar with
routines/expecta
tions of the HS
I was unfamiliar
with
routines/expecta
tions of the HS
No concerns
Other: (Please
list)
Parent
1
Parent
2
X
x
Parent 3
x
X
Worried about her
being picked on and
teacher being mean
Parent 4
x
x
x
x
x
Moving on Up- Parent Survey
Question 4: What, if any, do you think are the benefits of the “In the House”
Transition Program for the teachers and paraprofessionals who work with your child?
Have more time
to get to know
my child’s
academic
strengths and
needs
Have an
opportunity to
observe my
child interacting
with others at the
HS
Be able to learn
about my child’s
self-care
strengths and
needs
Other
Parent 1
Parent 2
Parent 3
Parent 4
X
X
X
X
X
X
X
X
Moving on Up- New High School Special Educator Survey
Question 1: How many years have you worked with students with significant disabilities?
First Year
New Educator 1
New Educator 2
X
X
New Educator 3
New Educator 4
X
One Year
Two Years
X
More than two
years
Moving on Up- New High School Special Educator Survey
Question 5: Please provide any suggestions for improving the transition program .
New Educator 1
New Educator 2
Quality time with Middle
School teachers.
New Educator 3
New Educator 4
Moving on Up- New High School Special Educator Survey
Question 3: What, if any, are your concerns when new students arrive in your classroom
at the HS?
Lack of
knowledge about
student’s
abilities
Student is
unprepared for
the HS
Student is
unfamiliar with
routines/expecta
tions of the HS
Student’s parent
is unfamiliar
with
routines/expecta
tions of the HS
No concerns
Other: (Please
list)
New Educator 1
New Educator 2
X
X
New Educator 3
X
X
X
High School staff’s
lack of knowledge re:
new students likes,
dislikes, medical
needs, what
works/what doesn’t
New Educator 4
Moving on Up- New High School Special Educator Survey
Question 3: What, if any, could be possible benefits of the “In the House” Transition Program
for 8th grade students with significant disabilities?
New Educator 1
They get to
experience each
class at EHS
They get to meet
the adults and
new friends at
EHS
They get to eat
lunch in the
cafeteria
Student’s
families are
invited to attend
the Transition
Program with
their child
They get to know
their assigned
“Peer Buddy”
well
Other: (Please
list)
New Educator 2
New Educator 3
New Educator 4
X
X
X
X
X
X
X
Moving on Up- New High School Special Educator Survey
Question 4: What, if any, could be possible benefits of the “In the House” Transition Program for the
teachers and paraprofessionals who work with the students with significant disabilities?
New Educator 1
Have more time
to get to know
the transitioning
student’s
academic
strengths and
needs
Have an
opportunity to
observe the new
students
interacting with
others at the HS
Be able to learn
about the new
students selfcare strengths
and needs
Other
New Educator 2
New Educator 3
New Educator 4
X
X
Behavioral
X
I have not had an
opportunity to
participate in this
program yet.
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Examples of forms used
with picture supported text:
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Figure 1. Example of page from
notebook used by veteran student
Figure 2. Example of the Daily Schedule used on the
third transition visit
Results- Limitations
One large public high school
Limited number of participants
Limited number of surveys returned
Need to survey Middle School
teacher and paraprofessionals
• Need to survey peer buddies
• Only followed two years of Transition
Plan
•
•
•
•
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Conclusions• Many benefits for all involved when a transition program
is well-thought out and involves multiple visits to the
new school.
• Need to try to support Middle School teacher’s
participation in actual visits to the high school, not
just in the planning process.
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ReferencesBlack, S. (1999). Major school transitions require more than a one-shot orientation.
American School Board Journal, 186(11), 53-55.
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Carter, E.W., Clark, N.M., Cushing, L.S., & Kennedy, C.H. (2005). Moving from
elementary to middle school: Supporting a smooth transition for
students with severe disabilities. Teaching Exceptional Children, 37(3), 8-14.
Hertzog, C.J. & Morgan, P.L. (1998). Breaking the barriers between middle school and
high school: Developing a transition team for student success. National
Association of Secondary School Principals Bulletin, 82, 94-98.
Milligan, P. (1995, October). The fast lane to high school: Transition from middle
school/junior high to high school. Paper presented at the Conference of the
Council for Exceptional Children Division on Career Development and
Transition, Raleigh, N.C.
Mizzelle, N.B., & Irvin, J.L. (2000). Transition from middle school to high school. Middle
School Journal, 31(5), 57-61.
Report criticises lack of transitional planning. (2002). Learning Disability Practice, 5(10),
5.
Questions-
Question Mark
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Contact:
Gretchen Cole-Lade, Ph.D.
Assistant Professor
College of Human Sciences
Human Development and Family Science
328A Human Science
Stillwater, OK 74078
(405) 744-2099 (work)
(580) 278-2617 (cell)
(405) 744-6344 (fax)
gretchen.cole_lade@okstate.edu