Countdown to High School (CD2HS)
Transition to High School Course
Instructor: Neema Avashia, Laura Cennamo, and Jessica Madden-Fuoco
Teaching Fellows: Habib Bangura, Claudia Martinez, and Amanda Plasencia
Course dates: Nov 1, Dec 6, Jan 3, Jan 17, Jan 31, Mar 7, Mar 21, Apr 4, May 2, Jun 6, plus a 7.5 hour
school visit on a date to be determined
Course time: 4:30 - 6:30 p.m.
Location: Classes will be held at the Boston Plan for Excellence (BPE) office,
27-43 Wormwood Street, Suite 110, Boston, MA 02210, except for the December 6th class, which is at
the Tobin K-8 School
Course Content and Design:
This course is for middle school and high school staff who are interested in working collaboratively with
colleagues from across the Boston Public Schools to improve the support students receive as they
transition to high school. The course is funded by EdVestors’s Countdown to High School initiative, a
cross-district, educator-led initiative that began in 2008. In this 3-credit graduate course, educators will
learn about national and local research on the transition to high school, and they will also learn about
what other BPS educators are doing to provide support to students. Then, educators will collectively test
and develop lessons and programming aimed at supporting students with the transition, and they will
make a plan for how their own school can better support students. In addition, educators will work to
make improvements across the Boston Public Schools by researching the differences between middle
schools and high schools and making policy and practice recommendations that would help smooth the
transition. The course includes 10 class sessions and one school visit (to a school that is a different level-high school people will visit a middle school/K-8 and vice versa).
Attendance and stipend policy
We encourage you to attend all class sessions because the learning that we will engage in together
cannot be replicated outside of the class time. You are allowed one absence from the course. An
absence is defined as missing 20 minutes or more of a class session. If you have more than one absence,
you will not be eligible to receive a stipend for the course, and your eligibility for graduate credits will be
in jeopardy. If you are a middle school or high school person who has already committed to attending
the High School Showcase of Schools on December 6th, we have a one-hour make-up session for that
class on December 13th from 4:30 - 5:30 p.m. at the Tobin School. If you attend the Showcase and the
one-hour make-up session, this will not be counted as an absence. Stipends are restricted to staff who
work at schools with significant numbers of students transitioning between 8th and 9th grades. In order
to receive your stipend in June, you must complete all course requirements and meet all competencies.
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Course Essential Questions and Competencies:
The transition from 8th to 9th grade in the Boston Public Schools. What it means for students, what it
means for schools, what it means for the district. How can we do it right?
● Transition: What are the specific challenges students in Boston face as they transition to high
school? What strategies can we use to support students through this transition?
Competency #1: Educators will develop and implement lesson plans and programming that
inform students about the challenges students face and strategies that can help them succeed in
the transition to high school.
● BPS policies and practices: What policies do we need to know to support students with the
transition? What policies need to change to help students be more successful through the
transition? How can we support positive changes and improvements in policies and practices
that relate to the transition to high school?
Competency #2: Educators will write a policy memo addressed to Boston Public Schools staff
with recommendations for how district policies and practices can be changed. Then, educators
will participate in a meeting with BPS district staff to share and discuss the concerns and
recommendations.
● Adolescent development: In what ways does adolescent development affect how students
experience the transition? How can an understanding of adolescent development affect how we
support students through the transition?
Competency #3: Educators will write a school plan memo addressed to the leadership team at
their school, which includes recommendations for how the school can change or add practices
and programs aimed at better supporting students as developing adolescents.
● Effective practice and pedagogy: What helps students achieve? What limits/hinders students’
achievement? What are characteristics of effective instruction and pedagogy?
Competency #4: Educators will write a school plan memo addressed to the leadership team at
their school, which includes recommendations for how the school can change practices to better
support student’s achievement.
● Family engagement: How can families be meaningfully engaged in the choice and transition
processes?
Competency #5: Educators will write a school plan memo, which includes recommendations for
and details about how families will be meaningfully engaged in the choice and transition
process.
● Differences between middle schools and high schools: What are some differences between
middle schools and high schools in BPS? How do these differences make the transition more
challenging for students? How can we bridge this gap to help students be more successful?
Competency #6: Educators will share their notes from school visits, and then, they will
collectively publish a research paper describing the differences between middle schools and high
schools in BPS, including an explanation of how the differences make the transition more
challenging and how school staff can support students in bridging this gap. This report will be
shared with all middle school and high school staff in BPS.
Assignments:
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Lesson Plans: Educators will implement at least 8 lesson plans that inform students about the
challenges students face and strategies that can help them succeed in the transition to high
school. [Evidence for Competency #1] Due: 3/7/12
BPS Policy Memo: Educators will write a policy memo addressed to Boston Public Schools staff
with recommendations for how district policies and practices can be changed. Then, educators
will participate in a meeting with BPS district staff to share and discuss the concerns and
recommendations. [Evidence of Competency #2] Due: 4/4/12
School Plan Memo: Educators will write a school plan memo addressed to the leadership team
at their school, which includes recommendations for how the school can change or add
practices and programs aimed at better supporting students as developing adolescents and that
will better support students’ achievement. In addition, the memo should include plans for how
families should be involved in the choice and transition process. [Evidence of Competencies #3
and #4] Due: 5/2/12
Research Paper on the differences between middle and high schools in BPS: Educators will share
their notes from school visits, and then, they will collectively publish a research paper describing
the differences between middle schools and high schools in BPS, including an explanation of
how the differences make the transition more challenging and how school staff can support
students in bridging this gap. This report will be shared with all middle school and high school
staff in BPS, and we will discuss the implications with the Academic Superintendents of High
Schools and Middle Schools/K-8’s [Evidence of Competency #5] Due: 6/6/12
Grading Policy: This course is competency-based, so each assignment will be used to assess mastery of
the designated competencies. Educators must demonstrate mastery of all competencies to receive an A
in the course. If educators master 4 of the 5 competencies, s/he will receive a B. If the educator masters
fewer than 4 competencies, s/he will receive an I or F.
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November 1: Introduction to the 9th grade transition and Countdown to HS
Objectives:
1 Educators will learn about some of the challenges students face as they transition to high
school.
2 Educators will learn about reasons why the transition is so important.
3 Educators will learn about what the Countdown to High School initiative has developed to better
support students through the transition.
4 Educators will know where adolescents are in terms of biopsychosocial development and how
that fits with the expectations that will be leveled on them as they transition.
5 Educators will draft a timeline and plan for implementing lessons at their schools.
Essential Questions:
● What are the specific challenges students in Boston face as they transition to high school?
● Where are students developmentally? What does society demand of them? Are there gaps
between students’ developmental capacities and school demands; if so what are they and what
can we do to bridge that gap?
● What strategies can we use to support students through this transition?
Activities:
● Story of CD2HS: where we have been and where we are now.
● “Smoothing the Transition to High School” video: debrief and discussion of which challenges
resonate with the group; which challenges are missing that you also see?
● Why does it matter how students do through this transition? The research and data.
● Think about your school: in what ways is your school a good fit for students based on their
developmental levels? In what ways are there gaps at your school between students’
developmental capacities and school demands?
● Middle school/high school groups: discuss the sequence of lessons and how/when schools have
done the lessons and activities.
Assessment:
Each educator should e-mail a copy of her/his timeline to cd2hsboston@gmail.com.
December 6: The Role of Fit and Choice in High School Success
Objectives:
1 Educators will understand the role of “fit” and “choice” in the high school selection process.
2 Educators will attend and analyze the BPS Showcase of Schools as a key district effort to support
students with the high school choice process.
3 Middle school educators will review policies and deadlines of the choice process.
4 Middle school educators will finalize timeline for lessons and programming for the choice
curriculum.
5 High school educators will finalize timeline for lessons and programming.
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Essential Questions:
● Does attending a school one chooses impact engagement and success?
● How can families and students be meaningfully engaged in the high school choice and transition
process?
● What can middle schools and high schools do to engage students and families in choosing a
school?
● What is the best sequence of activities and lessons for supporting students in their transition to
high school?
Readings:
Eccles, J. Midgley, C., Wigfield, A., Buchanan, C.M., Reuman, D., Flanagan, C., & Iver, D.M. (1993).
Development during Adolescence: The impact of stage-environment fit on young adolescents’
experiences in schools and in families. American Psychologist, 48, 90-102.
Elkind, D. (1970, April 5). "Erik Erikson's Eight Ages of Man." The New York Times Magazine.
The Parthenon Group. (September 2007) “Strategic Planning to Serve Off-Track Youth: Data Review and
Strategic Implications.”
Activities:
● In middle and high school groups, determine ways that schools and educators can engage
students and families in choosing schools. What are best practices?
● In middle school and high school groups, educators will finalize their timeline and plans for
lessons and programming.
● Attend the Showcase of Schools and write notes about what seems helpful to students and
families and what could be changed to improve this event.
Assessment:
E-mail list of best practices in engaging students and families in the choice process to
cd2hsboston@gmail.com
E-mail notes from Showcase to cd2hsboston@gmail.com
January 3: Registration Process and Mentoring Programs
Objectives:
1 Middle school educators will learn strategies for getting 100% registration form submission.
2 Middle school educators will discuss which policies and practices help, confuse, or hurt students
and families as they work to choose and register for schools.
3 High school educators will learn about how a mentoring program can offer support to students.
4 High school educators will continue developing 9th grade transition curriculum and
programming.
Essential Questions:
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How can we get 100% submission of registration forms?
What policies and practices support students’ high school choice and registration process?
Which are confusing? Which are not helpful?
Readings:
Balfanz, R. (June 2009). “Putting Middle Grades Students on the Graduation Path: A Policy and Practice
Brief.” National Middle School Association.
Boston Public Schools (2012). Next Stop Guide to High Schools. (copy provided at showcase)
Fox, J.H., & Balfanz, R. (November 2011). “On Track for Success: The Use of Early Warning Indicator and
Intervention Systems to Build a Grad Nation.” http://new.every1graduates.org/
Activities:
Diplomas Now (for middle school and high school educators)
● Presentation on use of Early Warning Indicator meetings and other approaches
● Jennifer Amigone and Diplomas Now staff
Middle School Educators
● Presentation by Neema Avashia on how to get 100% of registration forms submitted on-time
● Guest Speaker: Denise Snyder, Director of Welcome Services and Registration
● Generate a list of helpful, confusing, and hurtful policies and practices
High School Educators
● Presentation by Kennedy Academy about mentoring program
● Examination of mentoring curriculum and how we can apply ideas from curriculum and EWI
presentation at our high schools
Assessment:
Middle school educators should e-mail list of helpful, confusing, and hurtful policies and practices to
cd2hsboston@gmail.com
High school educators should e-mail ideas about what
January 17: Engaging Families and Support ELLs and Students with Disabilities
Objectives:
1 Educators will understand the challenges that ELLs and students with disabilities face as they
make the transition to high school.
2 Educators will hear teacher, parent, and organizer perspectives on the transition to high school.
3 Educators will develop strategies and support structures for smoothing the transition for ELLs
and students with disabilities.
Essential Questions:
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What are specific challenges facing ELLs and students with disabilities as they transition to high
school?
How can we better support ELLs and students with disabilities as they transition to high school?
Readings:
Newman, B. M., Lohman, B. J., Newman, P. R., Myers, M. C., & Smith, V. L. (2000). Experiences of urban
youth navigating the transition to ninth grade. Youth & Society, 31(4), 387.
Activities:
● Discussion with representatives from Boston Special Education Parent Advisory Council;
McCormack Special Educators; and Boston Parent Organizing Network
● Read research on how ELLs and students with disabilities experience the transition and discuss
ways of providing support. Video of interviews from spring 2012
● Generate a list of strategies for better supporting ELLs and students with disabilities through the
transition.
● Activity for middle school educators:
○ Look at choice forms for students with different designations and see what their options
are
○ Discussion: How can schools support students with the choice process who have limited
choices?
● Review school visit process and note-taking form
● Schedule school visits for February and March and get contact information from host
Assessment:
Email a list of strategies for supporting ELLs and students with disabilities through the choice and
transition processes.
January 31: Re-engaging Students in Our Schools
Objectives:
1 Educators will learn about the work the re-engagement center does to support students who
have dropped out.
2 Educators will list strategies they can use to re-engage students who have dropped out or are
exhibiting behaviors that could indicate they might later drop out.
Essential Questions:
● What does the re-engagement center do to re-engage students in school? What has their
impact been?
● What can we all do at our schools and in our roles to re-engage students in school?
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Readings:
Brady-Myerov, M. (September 2012). “Boston Center Helps Dropouts Get Back on Track.”
http://www.wbur.org/2012/09/25/boston-dropout-center
Jackson, R.R. (October 2010). Flagged for Success: A red flag early warning system enables a teacher to
catch students before they free-fall into failure. Educational Leadership 68(2), p. 18-21.
Madden-Fuoco, B. (2011). Diary of a New Teacher. American Federation of Teachers- Massachusetts.
http://aftma.net/2011/09/diary-of-a-new-teacher-2/
Youth Transitions Task Force (May 2006). “Too Big To Be Seen: The Invisible Dropout Crisis in Boston and
America.” A Report from the Youth Transitions Task Force. Boston Private Industry Council (PIC).
Activities
● Workshop with Dropout Recovery Specialists from the Re-engagement Center on how to keep
kids in school and re-engage those who have left
● Determine list of invitees to “BPS Policy and Practice Discussion” scheduled for May 2nd:
including BPS staff, Youth Transition Task Force members, EdVestors
March 7
Objectives:
1. Educators will develop plans for the 2013-14 school year that involve creating structures and systems
which support students in making the transition to high school.
2. Educators will craft policy recommendations for BPS regarding the transition to high school.
Essential Questions:
● How can schools create systems and structures that facilitate a more informed high school
choice process, and a smoother transition to high school for all students?
● How does our district need to shift its policies and practices in order to facilitate a smoother
transition to high school for all students?
Readings:
Langenkamp, A. G. (2010). Academic Vulnerability and Resilience during the Transition to High School:
The Role of Social Relationships and District Context. Sociology Of Education, 83(1), 1-19.
Activities:
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Resource Map - school and district
Planning time by level: what do you want to do at your school during 2013-2014 to best support
students? Address the following: transition curriculum and programming; how your school can
better support students as developing adolescents; and ways to support students’ achievement.
Policy memo discussion: What recommendations do we want to make to BPS staff for how
district policies and practices can be changed?
Assessment:
E-mail resource map, notes from policy memo discussion, and list of invitees to
cd2hsboston@gmail.com
March 21:
Objectives:
1 Educators will discuss practices that support students’ achievement in urban schools.
2 Educators will reflect on present practices in their schools that support or impede student
achievement.
Essential Questions:
● How do our practices influence students’ achievement?
● What practices best support students’ achievement in urban schools?
Readings:
Delpit, Lisa. (1995) Other People’s Children: Cultural Conflict in the Classroom. W.W. Norton & Co. New
York.
Diamond, John B. (2008) “Focusing on Student Learning” in Mica Pollock, (Ed.) Everyday Antiracism:
Concrete Ways to Successfully Navigate the Relevance of Race in School. New York: The New Press.
Ferguson, Ronald F. (2008) “Helping Students of Color Meet High Standards” in Mica Pollock, (Ed.)
Everyday Antiracism: Concrete Ways to Successfully Navigate the Relevance of Race in School. New York:
The New Press.
McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, 49(2), 31.
Perry, T., Steele, C. and Hilliard, A. III. (2003). Young, Gifted, and Black: Promoting High Achievement
among African-American Students. Beacon Press: Boston, MA.
Solomon, R., Portelli, J. P., Daniel, B., & Campbell, A. (2005). The discourse of denial: how white teacher
candidates construct race, racism and ‘white privilege’. Race, Ethnicity & Education, 8(2), 147-169.
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Activities:
● Discussion of readings
● Problem solving using role plays- applying learning about adolescent development and
● Develop ideas to include in your School Plan Memo about how to support your colleagues with
learning these concepts
Assessment:
E-mail ideas for School Plan Memo to cd2hsboston@gmail.com
April 4
Objectives:
1 Educators will compare and contrast middle and high school learning experiences, based on
data gathered from school visits and well as observations of student work.
2 Educators will consider shifts in policy and practice at the middle and high school levels that
would facilitate a smoother transition for students.
3 Practitioners will identify differences in organizational structures between middle and high
school and device supports aimed at building the adaptive skills necessary to successfully
negotiate the change in structure.
Essential Questions:
● What are the existing similarities and differences between middle and high school educational
experiences for BPS students?
● What changes have to happen in middle and high schools in order to create a more coherent
educational experience for students as they transition to high school? (think homework policies,
long-term assignments, hallway transitions)
● What skills are vital to success in high school (think organizational, self-advocacy, selfregulatory, time management etc).
Readings:
Black, S. (February 2004). “The Pivotal Year: Rough transitions can make ninth grade little more than a
holding tank for high school.” American School Board Journal.
Neild, R.C. (Spring 2009). “Falling Off Track during the Transition to High School: What We Know and
What Can Be Done.” www.futureofchildren.org
Tough, P. (September, 2012). “Is Motivation More Important Than Cognitive Ability When It Comes to
Children’s Success?” Slate.com
Activities:
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Share notes from school visits by level and discuss: What are the differences between middle
schools and high schools in BPS? How do the differences make the transition more challenging?
How can school staff support students in bridging this gap?
Look at student work and curriculum from middle schools and high schools and discuss: What
are the differences between middle schools and high schools in BPS? How do the differences
make the transition more challenging? How can school staff support students in bridging this
gap?
Plan May 2nd “BPS Policy and Practice Discussion” session- agenda, structure, facilitation. Also,
ensure that we share the CD2HS work with them to celebrate success.
Assessment:
● Due: BPS Policy Memo
May 2: Boston Public Schools Policies and Practices- How can they be improved to support students
with the transition?
Objectives:
1. Educators will communicate their understanding of the challenges BPS students currently face during
the transition to high school.
2. Educators will propose changes to policies and practices in BPS that would facilitate a smoother high
school transition for students of all designations.
Essential Questions:
● How can the BPS change its policies and practices to better support students with the transition
to high school?
Readings:
McIntosh, K., Flannery, K., Sugai, G., Braun, D. H., & Cochrane, K. L. (2008). Relationships Between
Academics and Problem Behavior in the Transition from Middle School to High School. Journal Of
Positive Behavior Interventions, 10(4), 243-255.
Queen, J.A. (2002). Student Transitions from Middle to High School: Improving Achievement and
Creating a Safer Environment. Chapter 2: The Role of Educators Must Change
Activities:
● Meeting with BPS staff to discuss possible changes to policies and practices that would better
support students with the transition to high school.
Assessment:
● Due: Your “School Plan Memo” for 2013-2014- e-mail to cd2hsboston@gmail.com and bring 6
hard copies to class
June 6
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Objectives:
1. Educators will be able to make revisions to their School Plan Memos based on the feedback of their
colleagues.
Essential Questions:
● What steps will you and your school take during the 2013-14 school year to better support
students in making a smooth transition to high school?
Readings:
Read 3 School Plan Memos written by colleagues at other schools (distributed at May 2nd class)
Activities:
● Share “School Plan Memos” and revise your own based on what you learn
● Planning for 2013-2014
● Schedule meeting for later June to share the “Research Paper on the differences between
middle schools and high schools”
Assessment:
Due: Research paper on the differences between middle schools and high schools
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