HomeMy WebLinkAbout07 Transition Guide from Elementary to Secondary Creating a Sense of BelongingTransition Guide
From Elementary to Secondary:
Creating a Sense of Belonging
Educator’s Guide
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Socio-Emotional Well-Being
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2 Ottawa-Carleton District School Board
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.
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
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.
Hopefully, som
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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 am a student
who will
be starting
a new
school soon.
T here 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?
The voices of our own students from the OCDSB
3
https://www.youtube.com/watch?v=1RR5QqL2S6M
Ottawa-Carleton District School Board4
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.
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:
http://www2.careercruising.com/
default/cplogin/OCD
“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.”
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:
http://goo.gl/fm8hKL
School Configuration Working Group Transitions Guide – October 2014 5
“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.”
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.
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.
http://www.boomerangproject.
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.
http://www.boomerangproject.
com/link/what-link-crew
Ottawa-Carleton District School Board6
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.
“Students are invited for a tour
which usually involves seeing the
school play in a matinee (grade 6).”
“Our school staff, including ISST,
LST, P/VP work closely with our
receiving school and ensure that
there is follow up.”
“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 pre-
option 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. “
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 well-
being, 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
http://goo.gl/wc3Xo3
IEP Resource Guide
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
LINK Crew
http://www.boomerangproject.com/link/what-link-crew
Policy/Program Memorandum No. 140 — For Students with Autism Spectrum Disorder
http://www.edu.gov.on.ca/extra/eng/ppm/140.pdf
Policy/Program Memorandum No. 156 — Supporting Transitions For Students with Special Education Needs
http://www.edu.gov.on.ca/extra/eng/ppm/ppm156.pdf
Special Needs Students in Transition: A Practical Guide for Schools and Parents
http://www.ocdsb.ca/med/pub/Publications%20%20Updated/Special_Needs_Students.pdf
Stepping Stones: A Resource on Youth Development
http://goo.gl/fm8hKL
Transition Plan: A Resource Guide 2002
http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti/transition.pdf
Web Program
http://www.boomerangproject.com/web/what-web
Framework for OCDSB Student Well-being
http://goo.gl/GjEjcz
Published by Communications and Information Services in collaboration
with the Secondary School Review’s School Configurations Working Group — February 2015
133 Greenbank Road • Ottawa, ON K2H 6L3 • Phone: 613-721-1820
Fax: 613-820-6968 • Website: www.ocdsb.ca
With thanks to the School Configuration
Work Group Members 2011–2014
Jill Bennett, Superintendent of Instruction (Chair 2011–2012)
Olga Grigoriev, Superintendent of Instruction (Chair 2012–2014)
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 (2012–14)
Stephanie Pagan, Research Officer, Quality Assurance (2011–12)
Susan Klimchuk, Parent Representative
Constable Vince Grant, Ottawa Police Services
Brad Spooner, Community Representative