Middle School Transitions“It isn’t the changes that do you in, it’s the transitions. Change is not the same as transition. Change is situational: the new site, the new boss, the new team roles, the new policy. Transition is the psychological process people go through to come to terms with the new situation. Change is external, transition is internal”

-William Bridges from Managing Transitions

Why focus on Transitions?•Transitions cause students anxiety which can challenge their coping skills.•More students fail ninth grade than any other grade of school in Oakland ~48%.•Poor and minority students are TWICE as likely as others to be retained.•Among 14- and 15-year-olds who struggle with basic reading and math skills, 20% drop out of school within two years.•Students with extensive transitions programs have significantly lower failure and dropout rates.

The 8th to 9th Grader…•Becomes more self-aware/self-conscious. (social factor)

•Thinking becomes more critical, complex. (Organizational factor)

•Looks for acceptance more from peers, less from adults. (social factor)

•Needs independence, yet still rely on adults for support. (motivational/physical factor)

•Takes more foolish risks to align with peers and avoid embarrassment. (Social factor)

The 5th to 6th Grade Factors•Social Factors•Organizational Factors•Motivational Factors•Physical Factors•Puberty

Students’ perception of the quality of school life declines as the progress from elementary to secondary school, with the largest decline occurring during the transition to a middle school (Diemert, 1992).

Diemert identified 3 support areas

•Social•Academic•Procedural

Diemert’s surveyThe top needs identified by transitioning middle school students were:

Boys had 11 top concerns: 6 were social, 2 were academic, and 2 were procedural.

Girls had 10 top concerns: 5 were social, 2 were academic, and 3 were procedural.

Motivational FactorsIn middle schools, it is important to emphasize mastery and improvement, rather than relative ability and social comparison.

Working in groups, focusing on effort and improvement, and being given choices all support a more positive task-focused goal structure.

--Anderman & Midgley, 1996

Student Transition Perspective•Students greatest concerns:

•Amount of homework•Class difficulty•Organizational Issues (Getting lost, lockers, schedule, resources)

•Students look forward to:•Making new friends (possibility of a new identity)•Having more freedom•Attending school events

Parent Transition Perspective•Parents greatest concerns:

•Peer pressure academically and socially

•Parents identified academic ability as important to making it in school

•Time management•Ability to stay on task•Social skills•Behavior

Teacher Transitions Perspective•Teachers believe students transitioning are concerned about:

•Pressure to perform well in class•Handling much more challenging courses•Difficulty making new friends

-Akos and Galassi, 2004

Research Shows:Effective and comprehensive Transitions Programs help:

•Build a sense of community•Respond to the needs and concerns of students•Provide appropriate, faceted approaches to facilitate the transition process.

8th Grade Suggestions (according to researchers)

•In the spring semester, hold a High School Curriculum Night for 8th Grade Parents

•Invite High School Counselors to meet with 8th graders and if possible have 8th graders visit the high school and shadow a student.

•Make 8th grade students aware of social and organizational expectations, assignments and A-G requirements.

6th Grade Suggestions•Provide students and families with a wealth of information about the academic, social, and organization of the new school. •Many other suggestions, but most are not in scope of our program or ability; i.e. swapping teachers for a day.•At Edna Brewer last year, one of the clinical therapists held a program called RISE Up for 6th grade parents

Parent Involvement•Hold parent workshops to inform parents of the requirements of the next level and how they can help •Actively seek parent volunteers and involve volunteers in the day-to-day activities of the school/program•Develop a Transitions Newsletter that parents receive in the first half of 6th grade and second half of 8th grade.•Minimum of Quarterly phone calls, emails, or face-to-face contact with each parent/caregiver.

In Summary…Effective Transitions Programs:

• Address Academic Needs of Students• Actively Engage the Family/Caretakers• Provide an Introduction to the Next Level • Make In-roads to next level staff :

Elementary-Middle-High-College• Teach Students Organizational and

Procedural Requirements• Are Inviting and Build a Sense of Community• Are Invested in Motivating Students

Final Thoughts

“The success or failure experienced during the transitions [to and from middle school] can be a turning point in the social and academic lives of students.”

-Schiller, 1999