Transition Planning
School transitions can be scary, whether a student is moving from preschool to kindergarten, elementary school to middle school, middle school to high school, or from high school to college or a career. To ease the fear that comes with these changes, it is important that schools implement a comprehensive transition plan throughout the preK-12th grade years. Implementing this type of intervention can be a very involved project, as there are many different pieces that can be put into place, as well as a large number of stakeholders that may be involved. In spite of the extra effort that goes into such a program, the benefits greatly outweigh the costs. For example, data has shown that successful transition programs from home, preschool, or day care into kindergarten can keep children from falling behind early in their school years (Bohan-Baker and Little, 2004). Transition programs are designed to be preventative, or proactive, in nature, meaning that they address the potential issues that might arise with school transitions before they have a chance to develop. Unlike reactive measures, which are often used within schools, preventative measures may keep many problems from occurring, thus saving more time and being better for students in the long run. A good comprehensive transition program is one that addresses the unique transitions within specific school levels, in addition to addressing the idea of transition as a whole. For instance, teachers, staff, community members, and parents at the elementary level may focus on the home to kindergarten and elementary to middle school transitions specifically, but they are also mindful of the transitions students will make at the middle and high school levels and are willing to work with stakeholders at these levels to ensure that all students move smoothly through each transition.
Regardless of whether the transition program you are looking at is throughout preK-12 or if it is for one specific transition, each transition plan should have a few things in common. To begin, transition programs should be data driven in nature. The initial program should be based both on the available research on successful transition plans, as well as data that has been collected and analyzed from the school in question. Those implementing this program should have a grasp on developmental psychology and how students’ ages might play a role in what they will need during each transition. One final point on the importance of data in the transition plan is that data should be continuously collected and analyzed while the program is being put into action, and the transition plan should be adjusted accordingly in order to ensure that current goals are being met, that new goals are being considered as needed, and that the strengths and weaknesses of the program are being recognized.
An effective transition plan should also be inclusive, both in who it serves and what it offers. Special student populations should be considered when developing the transition plan, such as English Language Learners and special education students, as their needs for a smooth transition may not be the same as other students’ needs. Another very important part of a good transition plan is that it does not just serve its students. School transitions can be quite stressful on family members, as well as preschool teachers and day care workers who are going through these transitions with the children. It is important that these programs reach out to these individuals as well. Building rapport and positive relationships with family members and past teachers/day care providers in addition to making these connections with students is important, as it makes the transition much smoother. Finally, a good transition program makes use of the many resources available to them through partnering with community members, local organizations, and family members. One great example of effective partnering would be allowing preschool students to visit the local elementary school in the spring and meet with their potential kindergarten teachers, as well as other important staff members at the school.
I have provided a comprehensive transition plan from the Public Schools of North Carolina that I found to be very well put together. This plan includes the organization of a transition team, who oversees the transition program from preK-12th grade, as well as specific intervention plans for the home to kindergarten, primary to secondary, elementary school to middle school, middle school to high school, and high school to college and career transitions. While I feel that this transition plan is exceptional, I would like to note that the Public Schools of North Carolina felt that this plan would be best implemented by a principal. However, it is my belief that it would be more appropriate for a professional school counselor to head this program, with the principal co-leading and the program receiving as much input from other faculty and staff members as possible.
Regardless of whether the transition program you are looking at is throughout preK-12 or if it is for one specific transition, each transition plan should have a few things in common. To begin, transition programs should be data driven in nature. The initial program should be based both on the available research on successful transition plans, as well as data that has been collected and analyzed from the school in question. Those implementing this program should have a grasp on developmental psychology and how students’ ages might play a role in what they will need during each transition. One final point on the importance of data in the transition plan is that data should be continuously collected and analyzed while the program is being put into action, and the transition plan should be adjusted accordingly in order to ensure that current goals are being met, that new goals are being considered as needed, and that the strengths and weaknesses of the program are being recognized.
An effective transition plan should also be inclusive, both in who it serves and what it offers. Special student populations should be considered when developing the transition plan, such as English Language Learners and special education students, as their needs for a smooth transition may not be the same as other students’ needs. Another very important part of a good transition plan is that it does not just serve its students. School transitions can be quite stressful on family members, as well as preschool teachers and day care workers who are going through these transitions with the children. It is important that these programs reach out to these individuals as well. Building rapport and positive relationships with family members and past teachers/day care providers in addition to making these connections with students is important, as it makes the transition much smoother. Finally, a good transition program makes use of the many resources available to them through partnering with community members, local organizations, and family members. One great example of effective partnering would be allowing preschool students to visit the local elementary school in the spring and meet with their potential kindergarten teachers, as well as other important staff members at the school.
I have provided a comprehensive transition plan from the Public Schools of North Carolina that I found to be very well put together. This plan includes the organization of a transition team, who oversees the transition program from preK-12th grade, as well as specific intervention plans for the home to kindergarten, primary to secondary, elementary school to middle school, middle school to high school, and high school to college and career transitions. While I feel that this transition plan is exceptional, I would like to note that the Public Schools of North Carolina felt that this plan would be best implemented by a principal. However, it is my belief that it would be more appropriate for a professional school counselor to head this program, with the principal co-leading and the program receiving as much input from other faculty and staff members as possible.
Click on the button below to see an example of a comprehensive transition plan, including transition plans for home to kindergarten, second to third grade, elementary school to middle school, middle school to high school, and high school to college/career.
References
Harvard Family Research Project. (2004). The transition to kindergarten: A review of current research and promising practices to involve families. Cambridge, MA: Marielle Bohan-Baker and Priscilla M.D. Little.
Public Schools of North Carolina. (n.d.). Transition planning for 21st century schools. Raleigh, NC: June St. Clair Atkinson and Howard E. Lee