Middle School Transition

Intervention: MHP reinforced the importance of maintaining good grades. MHP educated Osvaldo on the consequences of having failing grades. MHP utilized academic enabling skills to assist Osvaldo in improving his academic performance. MHP provided Osvaldo with additional strategies to improve his study habits. MHP provided Osvaldo with additional educational worksheets. MHP instructed Osvaldo on employing his educational strengths. MHP provided Osvaldo with information on cooperative learning skills. MHP asserted positive reinforcements for improved grades.

An additional life changing experience such as a school transition can cause more distress in the students’ lives (Blythe et al., 1983; Gonzales et al., 2004). Low income underrepresented students are two times as likely in reading, and three times in mathematics, to underachieve when compared to their wealthier peers (National Assessment of Educational Progress, 2005). Researchers have shown that these students’ academic achievement in reading and mathematics declined after transitioning to middle school (Alspaugh & Harting, 1995; Midgley et al., 2002). Ultimately, transitioning from elementary to middle school can result in negative academic and societal outcomes for low income disadvantaged students during and beyond middle school if

Transitioning to middle school was a difficult experience that taught me a skill that I will use throughout life. The jump from fifth grade to sixth grade is often challenging due to the change in teachers, learning environment, and pressure. In fifth grade I enjoyed a daily schedule of sports and social time with a small amount of time dedicated to homework. The fifth grade attempted to prepare me for middle school by giving me an increased amount of homework and more challenging material, however, faculty and administration still acknowledged that I was in elementary school and am not at an age where I should be given a large amount of homework. When I become a sixth grade student everything changed.

Others students that might be included in my classroom apart from the one mention in the chapter are students with ADD or ADHD. The supports that I will provide for these students to ensure academic success will be to seat them away from distraction and noise, to be able to focus more on the lesson being taught. One kind of behavioral intervention that can be used for students is the time interval, allowing the students to stop when they hear the timer ring and for the students to keep a checklist and mark yes or no if they are engaged in the learning. Lessons should be stated in ways that give specific instruction of the expectation of the students. By keeping the lesson connected to the previous lessons, if the students are able to have

This article helps to explain his instructional experiences over several decades. These authors wanted to explain to educators, and parents the specific assets that these individual students have. These students do have challenges and strengths in social development, restrictive interests, and communication

The third-grade classroom consists of twenty-three students that range in academic levels. There is currently no additional instructional aid such as a teacher’s aide in the classroom. I acted as an aide while being there to observe this student. The classroom presented useful aids such as posters with key terms, classroom rules, class schedule, and objectives for the lessons, along with educational technology such as computers and iPads to use Stride Academy. The instruction is scaffold where the students need to know one part before being able to successful achieve the next part. I was given the student, Jay, to observe and assess. He struggles

In education, the experience of being in middle school can be difficult for many students. Similar to most years, students receive new teachers and the have a curriculum that is different. The middle school years are more than just learning. The students also are starting to go through puberty and are learning about their own individuals. For most students, they do not understand the changes they are going through both physically and mentally. In This We Believe: Keys to Educating Young Adolescents, one can see research that shows how this is a crucial time for middle schools, and how teachers can effectively guide their students through this time.

The study of elementary school adolescent students and their successful transition to middle school is an essential focus for the continued vitality of our educational system. This is evidenced by the 3,700 middle school studies between the years of 1993 and 2001 as indicated by Hough, (2003). These studies were noted by

The purpose of this investigation was to use qualitative and longitudinal analysis to learn about the perceptions of elementary age students who are transitioning into middle school. The participants of this study included 331 fifth grade students in a large, rural, Southeastern public school district. The students came from three different elementary schools, but would all be entering into the same large middle school. This investigation consisted of four phases, the first beginning in January of the participants’ fifth grade year and the second in May. The third and fourth phases took place after the students had transitioned into middle school, one being completed in August and the fourth phase in December. During the investigation students were asked to complete three questionnaires and one writing assignment. The writing assignment, given during phase one of the investigation, gave the participants the opportunity to write any questions they had about middle school. The questionnaires used in the proceeding phases elicited responses regarding the following topics: Students’ concerns about middle school, the positive aspects of middle school, who the students would turn to for help, what they think middle school will be like, and what they think is important to know about transitioning to middle school.

This entry features one 2nd grade student out of a class of 14 students ranging in grade level from kindergarten to 3rd grade; 4 girls and 10 boys. My class in a self-contained classroom teaching students functional academic as well as social/emotional skills. I have 2 teacher assistants that under my guidance assist me with the daily activities and lessons throughout the school day. This class consists of a diverse population of students; I have 4 Native American students, 1 African American student, 4 Hispanic students, and 5 causation students all of my student have some form of disability and all are on individual education plans. There are a wide variety of abilities, especially in phonics and reading. The majority of the students struggle to comprehend what has been read but because I enjoy a verbally active class with lots of verbal interactions they’ve been getting more engaged with one another throughout the semester. All of my student speak English, although some of my students are non-verbal; all receive speech/language services. Because of the variety of needs of my students, collaboration with their support team of general education teachers, speech/language therapists, physical and occupational therapists is essential in planning appropriately for this and other lessons. Their range of abilities influence my instruction. I chose Kenneth because of his specific need in

In this chapter, I will present the scholarly peer-reviewed literature regarding the transition from middle to high school and possible transition programming for students entering ninth grade. Literature research methods, the philosophical framework, and the need for scholarly research on the transition from middle school to high school are presented. Early indicators for are fully discussed. Five major themes from the literature prevailed and will also be captured. The first theme is the predictive behaviors for at risk students, which include poor attendance, low academic performance in middle school, and student misbehavior (McKee & Caldarella, 2016; Samel et al., 2011). Student transitions to ninth grade are of the highest importance, since transition programs help mitigate the risk factors of students likely for early dropout (Easton et al., 2017; Neild et al., 2008; McKee & Caldarella, 2016). Then, the academic, procedural, and social concerns of students, families, and educators regarding the transition from middle to high school are discussed. Next, the most commonly researched freshman transition program models are explored. Common freshman programs include ninth grade only teams of students and freshman courses focusing on academic remediation (Ellerbrock & Kiefer, 2010, 2013, 2014; McIntosh & White, 2006; Balfanz,

The transition from middle to high school is an important time socially and academically for adolescents. As stated by Wheelock and Miao (2005), the bottleneck of student enrolled in ninth grade is concerning. This mixed methods study focused on academic, procedural, and social components of the transition activities in one Connecticut suburban town from middle to high school. Included are the completion of a ninth grade student survey (N = 154), a ninth grade parent/guardian survey (N = 128), and three focus groups, two of ninth grade students (N = 12) and one of ninth grade teachers (N = 12). The academic outcomes included academic preparedness and student achievement. Stakeholders believe that students are not prepare students for the academic

The transition to high school is a pivotal moment in many students’ lives. They become more challenged in their classes and learn new ways to deal with ideas. The exposure from these new experiences forever changes the way they look at future concepts. Oliver Wendell Holmes once said, “Man’s mind stretched to a new idea never goes back to its original dimensions.”

When asked about relationships with family members and home functioning, Zachary reported having a great relationship with parents and brother. Zachary reported he is adjusting well to freshmen year and he has made new friends. Also, he reported that his courses are going well, although the Algebra is very challenging for him. Zachary is struggling and in danger of not passing the first quarter in his Algebra class. Currently, a review is being held for a recommendation for a self-contained Algebra class as he may need additional supports. His grades on his 8th-grade report card ranged from a 73-94; in addition, Zachary had difficulty finding alternative solutions to problems in Math. His, IEP notes that Zachary’s performance in the classroom varies, depending on his effort and interest in the subject. Zachary’s first term progress reported indicated that he doing good work in English, Physical Education, and Spanish. In Global History he has consistent effort, however, needs to improve his class

He appears to get along well with others and socially engages with his peers in an appropriate manner. Teachers are concerned with his lack of grade-level reading and writing skills as they set him apart from his peers and make it difficult for him to keep up with the pace of the general education class. Teachers are also very concerned with Nate’s inability to focus and stay on-task in the classroom, during large group instruction, small group activities, and independent work time.