Educator s Guide. Transition Guide. From Elementary to Secondary: Creating a Sense of Belonging

Transcription

1 Educator s Guide Transition Guide From Elementary to Secondary: Creating a Sense of Belonging

2 Introduction There are times throughout a student s learning journey when a transition from one school setting to another will be required. Within the OCDSB, students may transition between elementary schools and/or from elementary to secondary schools. These may be 9 12 schools or 7 12 schools. The transition from elementary to high school represents a significant event in the lives of students, one that necessitates support from and collaboration among teachers, parents, counselors, and administrators at both educational levels. We believe that all students can be successful. There are many pathways to success and all of these have equal value. Ontario s Student Success initiative has identified student transitions as an important factor leading to the success of students towards graduation. Positive student transitions contribute to improved student well-being which, in turn, is closely connected to student achievement. Student Achievement Physical Well-Being Student Well-being Cognitive Well-Being Socio-Emotional Well-Being Transitions can be exciting for students. They represent new beginnings and new opportunities. There are many positive practices in place within our schools to ensure that all students feel welcome in their new school. Yet, the transition from elementary to secondary school can also be a time of uncertainty. As adolescents, many students face and often struggle with physical, emotional and social changes. In these cases, a transition can be challenging. Students who experience poverty, minority group status, mental health challenges, isolation, loneliness, peer rejection, gender differences or special education needs, may face additional challenges. In isolation or in combination, the changes and challenges could lead to dips in academic achievement and self-esteem, increased social anxiety and early school leaving. As much as students look forward to the next phase of their lives, they may also be confused and anxious about the transition process and have concerns about academic pressures, increased homework, getting lost, bullying, making friends or having multiple teachers. The goal of this Transition Guide is to highlight many practices that are already in place within our schools, as well as offer some new and effective practices shared by colleagues. Suggestions for student transitions have been grouped into three categories: Cognitive, Social/Emotional and Structural considerations. Transitions for Specific Student Populations An Individual Transition Plan must be developed for all students with Individual Education Plans (IEPs) and/or who require English as a Second Language (ESL) or Early Literacy Development (ELD) programs/courses, and/or with medical/mental health needs (Creating Pathways to Success Ministry of Education). Learning Support Teachers should be connecting with Learning Support staff in secondary schools to discuss student needs and attend IPRCs Students with anxiety should be supported by a transition plan which is implemented before the beginning of the next school year Communication between social workers at sending and receiving schools should be maintained Learning Support staff should be used effectively to close student achievement gaps See Resources section of this document for links to transition guides for specific student populations 2 Ottawa-Carleton District School Board

3 There are a few things that worry me about making a transition to the next level. I worry that I won t be with my friends. What if Idon t like my classes? What if the work is too hard? Would they let me switch? I hope I can learn to balance different things in my life and I get a good choice of lockers. I am a little anxious! Hopefully, some of my friends will be in my classes. That should make things easier. I m good with most teachers and a lot of hands-on stuff. I am a student who will be starting a new school soon. I have an older sibling, so I have some idea of what to expect. I can always ask questions about things if something is wrong. I try to get involved in as many things as I can, especially sports. I hope there are lots of teams I can play on. I like working with others on assignments and I like to participate in class. The voices of our own students from the OCDSB 3

4 Our SST and LST staff meet with each feeder school and their ISSTs to build information on select incoming students, in order to plan appropriate timetables and accommodations. Our grade 8 Visit Day includes a tour, co-operative games, sitting in on classes, lunch and loot bag. Our students line hallways and clap when the grade 8s arrive. Individual Pathways Plan Students in grades 7 12 develop an Individual Pathways Plan (IPP) which has a particular focus on making successful transitions to secondary school and their initial postsecondary destination. In grades 7 and 8, the IPP process emphasizes planning for the transition from elementary to secondary school. This includes the selection of appropriate secondary school courses, setting goals for community involvement (which can begin during the summer before grade 9) and identifying areas of interest for extracurricular activities and leadership opportunities. Creating Pathways to Success Note: Students access their IPP through Career Cruising using the web link on the OCDSB site: default/cplogin/ocd Cognitive As we endeavour to ensure the success of all students, it is important to take note of the differences in teaching and learning cultures between the elementary and secondary panels. Students who experience academic challenges in elementary grades have the most difficulty with the transition. This could impede academic progress and credit accumulation towards graduation. Dips in academic achievement may also lead to disengagement. Curriculum and instruction which lacks rigour, regardless of the level, is not satisfying to learners. What can you do? Foster: continuity between panels in pedagogy, assessment, classroom procedures and structure; a positive culture of learning and trust in grade 9 students; courses that support the needs and profiles of all learners; opportunities for students to have meaningful input into their learning; building a community of creative and critical thinkers; the development of learning skills in both elementary and secondary school; and the participation in physical activity for academic benefits and well-being. Recommended practices to support academic success into grade 9 and beyond: Implement cross panel networks to: co-ordinate lesson study involving secondary and feeder schools on a common curricular focus; implement an integrated collaborative approach to instruction at grade 8 and grade 9 which combines the strengths of sound instructional practices at both levels; ensure rigorous and engaging tasks into grade 9 for all levels of learners; and collaborate on EQAO preparation and PD. Develop transition plans which: identify and monitor students learning styles, strengths and needs; continue successes experienced by students in elementary school into the secondary learning environment; recognize the individualized needs of students with IEPs (see Resources section); recognize the needs of English Language Learners (see Resources section); identify and continue to track dips in achievement areas throughout grade 9; and provide extra support to students as required. Co-ordinate efforts across the school to: offer extra help and other support to improve learning; provide curricular bridging units; ensure continuity of practice in instruction; and embed assessment for learning in all curriculum areas. Stepping Stones: A Resource on Youth Development Based on research evidence and student voice, this document provides a comprehensive guide to the cognitive, emotional/social and physical development of youth from 12 to 25 years. Factors related to youth development should be considered when planning and implementing transition practices. The document is available on the Ministry of Children and Youth Services website at: 4 Ottawa-Carleton District School Board

5 Social/Emotional Students transitioning from elementary to secondary school may feel a loss of connection to familiar staff members at elementary schools. The physical size and population of secondary schools may create the perception that they do not foster the same culture of caring and respect experienced at the elementary level. Social connections between students may be lost as friends transition to new settings or different classes. These factors may add additional stresses to some students. What can you do? Foster: a sense of belonging and respect for new students; recognition of student identities through an equity, diversity and inclusion lens; positive, trusting and caring student/teacher relationships; opportunities for peer support; student voice and involvement in planning for transitions; and support to families and opportunities for parental engagement. Link Crew students make phone calls home to incoming students during the summer. Parents appreciate the personal connection and students feel welcomed. Link Crew provides welcoming activities for new grade nine students the week before the start of school and continuing into school opening. Recommended practices for social/emotional success: To promote belonging: encourage clubs and support groups for a broad range of interests and needs, recognizing equity and diversity, with a focus on specific student populations; build a sense of community with incoming students; maintain opportunities for play through the intermediate years by providing developmentally appropriate activities; involve the WEB Program* and LINK Crew**; address bullying or any factors which alienate groups or individuals as soon as they emerge; provide mechanisms which assist newcomers and minority youth; and engage with system partners as needed. To make meaningful connections with adults: maximize teacher/student contact in transition events and activities; identify caring adults in secondary school who are connected to individual students; and create a strong culture of caring throughout the school, with a shared ownership for student well-being and success. To support families and encourage parental engagement: involve parents and school councils through dialogue and visits; consider parental feedback in planning transition opportunities; and build on strengths in families and ethnic communities. Use student voice to: set priorities for transition activities; understand school culture, safety and climate through surveys such as Tell Them From Me (TTFM) and conversations with students; and facilitate dialogue among students (e.g., through letter exchanges between schools). Consider student leadership and engagement to: involve secondary students as ambassadors of good will in receiving new students; allow for participation of grade 8 students in secondary leadership camp opportunities; and involve incoming students as leaders and mentors. *WEB Program This is a middle school orientation and transition program that welcomes 6th and 7th graders and makes them feel comfortable throughout the first year of their middle school experience. com/web/what-web **Link Crew Link Crew is a high school transition program that welcomes grade 9 students and makes them feel comfortable and successful throughout the first year of their high school experience. Built on the belief that students can help students succeed, this program trains students from senior classes to be mentors as Link Crew Leaders. Link Crew is in place within many OCDSB schools. com/link/what-link-crew School Configuration Working Group Transitions Guide October

6 Students are invited for a tour which usually involves seeing the school play in a matinee (grade 6). Parents of grade 8 students are invited to the Spring School Council meeting to connect with parents from the secondary school. Our vice principal and LST co-ordinate presentations, information sessions and preoption sheet visits with our receiving high schools. Informal discussions are held between our staff and the guidance departments at the high schools. They attend IPRCs and learn a lot about each one of our students of concern. Our school staff, including ISST, LST, P/VP work closely with our receiving school and ensure that there is follow up. Structural Some of the stress about transitioning to a secondary school may be brought on by the uncertainty of procedures, routines, location of rooms, timetables or lockers. Additional homework requirements or new teacher expectations may present further challenges. These factors, in combination with others, may impede student success. What can you do? Foster: support for students to develop routines for school/life balance; student awareness of transportation changes and needs; familiarity with the school s code of conduct and dress code; knowledge of the building and the location of key facilities; streamlined transfer of student information; support to parents/guardians and students who are learning English as an additional language in their language of choice to ensure understanding of the structures and procedures at the next school, transition timelines, program offerings, placement, course options, and pathways; and assistance with the completion of course option sheets. Recommended practices to strengthen structural supports: Communicate regularly with your parent community Collaborate between home and school to explain and support school routines and expectations Work with parents to ensure they: provide appropriate spaces for quiet study; maintain rules on limiting media; check on homework and assessment cycle; participate in activities which foster parental engagement; monitor child s social life and create a positive peer network; monitor child s academic progress; become knowledgeable of school structures and systems; be an advocate for their child; and attend meetings with educators to discuss transfer arrangements, choices of schools, and common understanding of curriculum. Collaborate with other school staff to: identify key support adults (staff or parents) in the building and their functions (e.g., guidance, office staff, Multi-cultural Liaison Officers); provide frequent opportunities for transitioning students to visit receiving schools; staff and students of receiving school visit feeder schools to facilitate positive discussions; facilitate cross-panel staff collaboration to plan for transitions; enable receiving schools to understand the needs of and be ready for incoming students; organize school tours which promote familiarity with new site; assign lockers strategically based on the needs of students, and provide opportunities to practice locker use; promote structures and resources to assist with homework (e.g. homework website which links to existing resources, homework hub); provide built-in structures and programs which support transitions; for grade 6 7 transitions, implement WEB Program*, Where Everybody Belongs; and for grade 8 9 transitions, implement a LINK Crew** Program as a credit-bearing course or a club. 6 Ottawa-Carleton District School Board

7 How to Use this Guide Please use this guide with your staff who normally transition activities. Additionally, there are many suggestions related to teaching and learning which can be good discussion starters for your School Learning Plan. As we address our priorities for student wellbeing, there are suggestions for building social and emotional connection. Parents are important transition partners and this guide provides suggestions that could be shared with parents. It is recommended that feeder schools and receiving high schools collaborate on planning for successful transitions and that they review practices that are working well or that could be improved upon. In conjunction with other data now available from Tell The From Me (TTFM) or the Student Survey, existing practices should be assessed for: alignment between elementary and secondary panels; the degree to which they are meeting the needs of specific student populations; equity and inclusivity; effectiveness based on student outcomes; and inclusion of student voice. Resources Creating Pathways to Success Ministry of Education IEP Resource Guide LINK Crew Policy/Program Memorandum No. 140 For Students with Autism Spectrum Disorder Policy/Program Memorandum No. 156 Supporting Transitions For Students with Special Education Needs Special Needs Students in Transition: A Practical Guide for Schools and Parents Stepping Stones: A Resource on Youth Development Transition Plan: A Resource Guide Web Program Framework for OCDSB Student Well-being 7

8 With thanks to the School Configuration Work Group Members Jill Bennett, Superintendent of Instruction (Chair ) Olga Grigoriev, Superintendent of Instruction (Chair ) Patrick McCarthy, Principal (Co-Chair) Aisling O Donnell, Principal Steve Massey, Principal Alain Brule, Vice-Principal Deborah Tranton-Waghorn, Intermediate Teacher Stephanie Russett, Secondary Teacher Michelle Walter, Learning Support Teacher Joan Oracheski, Manager Quality Assurance Tsala Mosimakoko, Research Officer, Quality Assurance ( ) Stephanie Pagan, Research Officer, Quality Assurance ( ) Susan Klimchuk, Parent Representative Constable Vince Grant, Ottawa Police Services Brad Spooner, Community Representative Published by Communications and Information Services in collaboration with the Secondary School Review s School Configurations Working Group February Greenbank Road Ottawa, ON K2H 6L3 Phone: Fax: Website: