Brittany Sill

SCED 501
November 9, 2016
Transition Plan

According to a study done by the Research Alliance for New York City School (2011),

educators have long asserted that the middle grade years (typically, sixth through eighth grades)

are a time of both great importance and vulnerability in students’ K-12 schooling. Evidence

suggest that students encounter new social and emotional challenges, increased academic

demands, and major developmental transitions during the middle grade years. The transition

from elementary to middle school looks different for everyone; there is no “one size fits all”

approach; some students may find themselves in a new location, while others may only switch

floors or buildings (Hartwell-Walker, 2016). In an article I read titled, Transition to Middle

School, it discusses that regardless of the circumstances around a student’s transition from

elementary to middle school there are many things that schools, parents, and counselors can do

to help incoming middle school students be positive and look forward to the coming year (n.d.).

A positive transition into middle school, is the first and most significant step to insuring a

successful middle school experience. Research shows that students moving from fifth grade into

middle school may show a sharp drop in math and language arts achievement in the transition

year. This drop continues to have significance as far out as tenth grade, and may even jeopardize

their ability to graduate from high school and go onto college. Because of this, it is imperative

that schools have a transition framework that includes strategies, policies, and procedures

tailored to meet the needs of all students (Kieffer & et all, 2011).

Successfully addressing the areas of emotional, organizational/environment, academic

and developmental are key for student’s success. The challenges faced by students during this

transition involve being able to maintain school engagement and academic success. It is crucial
that we address this issues proactively during these critical developmental times (Kieffer & et all,

2011). This is where a comprehensive transition plan creates success for all students.

Transition Plan Summary

Fall Quarter (August-December):

August • Administration from the elementary and

middle school touch base to discuss student
data and create a master calendar of shared
events.
• Evaluate the data to figure out which students
will need extra support/intervention to help
with MS success. Including: attendance,
academic/career, and social/emotional.
September/October • The ES school counselor will have the series
of transition activities and guidance lessons by
mid- September. At this time in the year, the
lessons will focus on the students’ worries and
concerns with transitioning to middle school.
November/December • Counselor will touch base with parents during
conferences to encourage them to work with
their student around self-advocacy and time
management skills.

Winter Quarter (January-March):

January • Counselor will review the data collected from

the guidance lessons and the additional
supports/interventions that have been put in
place for students to access how effective they
are. The counselor will then figure out next
step and any changes that need to be
addressed.
Mid-January • Counselor will develop that guidance lessons
for the quarter by mid-January and begin
implementation (throughout the quarter). Any
changes made to the additional
supports/interventions will be put into place.
Monthly meetings between the support staff,
counselor, administrator and teachers will be
scheduled.
February • Counselor will coordinate and schedule the
two school visits that will take place in the
spring.
February/March • Fifth graders will be paired up with a current
sixth graders as pen pals.
Spring Quarter (April-June):

April • Counselor will begin discussing the school

visits with the students. The MS counselor
will come and talk one on one with the 5th
 grade classes (Explain course selection,
review rules and expectations)
• Counselor will continue guidance lessons
• Pen pal program will continue.
May • Pen pal program will come to a close prior to
school visits.
• Two School visits will take place at the during
this month. One mid-month and one at the end
of the month.

My internship site, Riverside Elementary School, does not have a set transition plan that

they use for their fifth graders. The counselor uses a variety of guidance lessons throughout the

fall and winter to help prepare students. She also coordinates the middle school visits that take

place in the spring. After researching transition plans, I have been able to come up with a

transition plan that will help fifth graders transition successfully to middle school. It quickly

became apparent that in order for a transition plan to be sound and successful there are four man

components that must be met: 1) A Transition Team comprised of the stakeholders - elementary

and middle school counselors, teachers, administrators, students, and parents. 2) promoting

parent involvement. 3) Helping students form a realistic expectation of middle school. 4)

promote high expectations and independent learning (Transition to Middle School, n.d.).

The following is the transition plan which includes a few components from my mentorship.

When I spoke to my mentor about when she begins working with students to help them

prepare for their middle school transition, she let me know she usually begins after winter break.

In a study conducted by The Research Alliance for New York City Schools (2011), it discusses

the importance of working with students early. It discusses the concept that struggling students

can be identified early on in their schooling and that changes in student’s achievement and

attendance during this time. By identifying these students early on, we can begin intervening

and supporting these students for future success throughout middle school, high school and

beyond (Kieffer & et all, 2011).

 Prior to the start of school, administration from the elementary and middle school touch

base to discuss their student data and create a master calendar of shared events. When the

counselor returns at the end of August, they will sit down with the principal to discuss the results

of the initial meeting. This is when the counselor can pinpoint the students who may struggle

with the changes that will take place in middle school. The counselor, teachers, support staff,

and administrators will come up with a plan for the students and plan out the interventions and

supports that will be put in place to help the student succeed. The counselor will then plan out

the guidance lessons schedule for the first quarter. These guidance lessons should be centered

around an introduction of the transition to middle school. What are students excited about?

What are some of their fears, worries and concerns? How did the students come up with these

ideas? Being able to get assistance from current sixth graders will help make the lessons more

meaningful and relatable for the transitioning students. The counselor should center the

guidance lessons around areas that will help students academically and socially make the

transition to middle school smoother. Towards the end of the quarter, when conferences are

taking place, the counselor will touch base with the parents to discuss strategies they can begin

implement to help support a smooth transition for their child.

After winter break, when winter quarter begins, the school counselor will review the

information collected around the addition support/interventions and guidance lessons. The

counselor along with teachers and support staff will determine any changes that made to make

since to the students plans for success. The counselor will also determine the next steps for

guidance lessons. Are there topics that need to be revisited? What was helpful? What wasn’t?

What would they have liked to discuss or learn about? The goal of reviewing this information is

to evaluate the comfort level of the fifth graders after working with them for three months. The
focus of the guidance lessons during this quarter will be around the areas of social/emotional,

organizational/environmental, academic and developmental. At my internship site, my mentor

let me know that this is a good time to begin implementing strategies for self-advocacy, time/task

management, and social skill building. The counselor should also look ahead to the sixth grade

visits that will take place in the spring. Touch base with the middle school counselors and

solidify the visitation schedules. Coordinated a time for the middle school counselor to come in

talk with the fifth grade classes. It would be important to encourage the middle school counselor

to ask if the students have any connections about the school environment, rules and policies and

activities students can be involved with. The MS counselor will spend 10 minutes in each

classroom addressing these issues and answering questions. The schools will schedule two visits

in the spring and a family/parent information night towards the end of the year. Touch base with

the middle school counselors regarding the sixth grade peer pen pal program. This program

helps incoming fifth grades to begin forming a relationship with a current student at their future

middle school. This program will be implemented into the language arts program for the sixth

and fifth grade classes. The goal of this program is to help students with the uneasiness of not

knowing anyone at their new school.

At last, spring quarter has arrived and everyone is busily preparing for the end of the

year. The counselor will send home information regarding the school visits. Parents are

encouraged to help chaperone. The peer pen pal program will begin and students will write

weekly letters. Students will be paired-up with their mentor sixth grader at the school visits.

The students will receive a short tower of the school, transition to different classes and eat lunch

in the cafeteria. At the last visit, counselors will plan a 30 minute, student and staff led assembly

discussing the following:

 • Welcoming the incoming fifth graders

• Explained course selections

• Class transition times

• Review of rules and expectations

• Staff meet and great (Administrators, office staff, teachers, etc.)

The orientation night will be scheduled for an evening in late May. Parents/guardians have the

opportunity to receive a full tour of the school, and ask questions of staff and administrators.

The elementary school counselor and staff will begin working on sending over the

student information sheets, 504 plans and IEP information. For the students who are a little more

apprehensive about the transition, smaller and multiple group visits will be arranged when

needed. There will be a brief presentation about the philosophy and expectations of the school by

the administrator. This information night will provide more answers to the parents and provide a

slower passed tour of the school for the students to make them feel more comfortable and

familiar with their surroundings. The school counselor will create an information sheet to help

parents understand what they can do to help their students transition during the summer. The

information will be centered around the following:

• Look into your student’s class schedule when you receive it. See if you can get a

school map and help map out the location of your student’s classes.

• Promote reading throughout the summer.

• If the student is still feeling uneasy, inquire about revisiting the school before it

starts. This way their student can get a chance to quickly meet their homeroom

teacher and ask any additional questions prior to the start of school.
 • Meet with teachers early in the school year. Give them a profile of your child’s

strengths and where she needs help.

• Help your student with time management skills. Work together on a schedule for

study time, break time, chores, etc.

• Encourage you student to discuss problems and solutions and try to work them

out on their own. Let them know you are there to step in when needed.

My mentorship at Riverside Elementary school has allowed me to see and discuss useful

guidance lessons that could be implemented during the transition year. After researching

transition plans, I see the importance of collecting data to support and change the actions being

taken. It helps staff to pinpoint and track the students who might struggle more than others and

implement plans early to help support those students around situations that could potentially

negatively impact their middle school years. A transition plan helps counselors track and

schedule transition meetings and activities, the key points that should be discussed with students

and parents, and ensuring students feel comfortable and confident before leaving for the summer.

The transition into middle school is the first and most significant step to insuring a successful

middle school experience. It is one that deserves time and attention. A well-planned transition

program to help students and families have a greater peace of mind and providing the

groundwork for a successful beginning of the middle school adventure.

References:

Elementary to Middle School Transition Tips | Preparing Students | Pride Surveys. (n.d.).
Retrieved October 30, 2016, from https://www.pridesurveys.com/index.php/blog/elementary-to-
middle-school-transition-tips/
Hartwell-Walker, M. (2016). Helping Your Child Transition from Elementary to Middle School.
Psych Central. Retrieved on November 1, 2016, from http://psychcentral.com/lib/helping-your-
child-transition-from-elementary-to-middle-school/

Transition to Middle School. (n.d.). Retrieved October 30, 2016, from

http://www.nea.org/tools/16657.htm

Kieffer, M. J., Marienll, W. H., & Stephenson, N. S. (2011, June). The Middle Grades Student
Transitions Study. The Research Alliance for New York City School, 1-11. Retrieved November
01, 2016.