Moving Up: A Middle to High School Transition Plan for Students with Significant Disabilities School Buses You teach who you are. Parker Palmer, The Courage to Teach Old Dominion University-Boston University-National Boards-OSU My brother, Michael My class at the OKC Marathon Introduction While current research focuses on the transition needs for students as they exit high school, there is a lack of current research regarding the transition needs of all students as they move between the middle/junior high and the high school setting. This research provides an overview of a well- thought out, effective transition plan and provides insights from the students, educators and parents who participated in the plan during their transition year from middle to high school. School Bus Purpose The purpose of this study is to examine educator, parent and student perceptions of a Transition Plan for students with significant disabilities which they participated in during their eighth grade year prior to transitioning to the high school. School Bus Research Question How does participation in a multi-visit Transition Program between the middle school and high school during their eighth grade year prepare educators, students with significant disabilities and their families for the transition to high school? School Bus Question Mark Literature Review Few experiences bring with them more emotion than moving up from middle to high school: anticipation, unease, excitement, anxiety, eagerness, nervousness. For students with significant disabilities, these emotions can be even more pronounced because they rely on predictable routines in their daily lives (Carter, Clark, Cushing, & Kennedy, 2005). The fear of the unknown can lead to a strong sense of anxiety for incoming freshman and their parents (Milligan, 1995). For many high schools, freshmen orientation is a one shot opportunity, occurring in the spring prior to their freshmen year (Black, 1999, p. 53). School Bus Books Literature Review (cont.)- With thoughtful, advanced planning, moving up from middle to high school can be less stressful (Carter, Clark, Cushing, & Kennedy, 2005). To be successful, the middle school and high school special education programs must share the responsibility for planning and implementing the transition visits (Carter, Clark, Cushing, & Kennedy, 2005; Mizelle & Irvin, 2000). Early preparations are vital to the success of a transition plan (Learning Disability Practice, 2002). Research indicates that transition visits between middle and high school programs that begin in the fall of the eighth grade year and continue throughout that year have the highest level of success (Hertzog & Morgan, 1998). School Bus Books Methodology- Participants in Transition Program Eighth Grade students with significant disabilities * High School students with significant disabilities * High School students without disabilities Parents of students with significant disabilities* Middle School Special Education Teachers and Paraprofessionals High School Special Education Teachers and Paraprofessionals * High School Principal * High School Cafeteria Supervisor* *Participated in Program and submitted surveys School Bus Individuals Surveyed About the Transition Plan Students with Disabilities in Transition Plan 4 Past Educators 7 New Educators 4 Cafeteria Supervisor 1 Principal 1 Parents 8 Methodology- Setting The Transition Plan occurred in a large public High School on three typical days of classes for students with significant disabilities: First Visit (Nov.)- Lunch Second Visit(March) - AM- Core Academic Subject, Cooperative PE, Lunch Third Visit (May) - PM- Lunch, Core Academic Subject, Life Skills School Bus Methodology- Data Collection Surveys were given to the following people: Students with disabilities who participated in the Transition Program Parents of students with disabilities Special Education Teachers at the High School Paraprofessionals at the High School High School Principal High School Cafeteria Supervisor School Bus Findings: Ed. 1Ed. 2Ed. 3Ed. 4Ed. 5Ed. 6 Ed. 7 a.One Year b. Two Years X c.More than two years X XXXXX Moving on Up- High School Special Educator Survey Question 1: How many years have you worked with students at EHS? Ed. 1Ed. 2 Ed. 3 Ed. 4 Ed. 5 Ed. 6 Ed. 7 Lack of knowledge about students abilities X XX Student is unprepared for the HS XX Student is unfamiliar with routines/expectations of the HS X XXX X Students parent is unfamiliar with routines/expectations of the HS XX XX X No concerns Other: (Please list) Each of us at EHS should strive to earn parents trust concerning their child Moving on Up- High School Special Educator Survey Question 2: What, if any, are your concerns when new students arrive in your classroom? Ed. 1Ed. 2Ed. 3Ed. 4 Ed. 5Ed. 6 Ed. 7 They get to experience each class at EHS XX X XX They get to meet the adults and new friends at EHS XXXXXXX They get to eat lunch in the cafeteria XX X XX Students families are invited to attend the Transition Program with their child X X X They get to know their assigned Peer Buddy well XX X X Other: (Please list) Students already will start to bond with teacher Student will become a little more at ease with EHS environment Moving on Up- High School Special Educator Survey Question 3: What, if any, are the benefits of the W Es in the House Transition Program for 8 th grade students with significant disabilities? Ed. 1Ed. 2Ed. 3Ed. 4Ed. 5Ed. 6 Ed. 7 Have more time to get to know the transitionin g students academic strengths and needs XX X XX Have an opportunity to observe the new students interacting with others at the HS XXXX XX Be able to learn about the new students self-care strengths and needs X XXXX Other To have time to think of each student and even put a little prayer in their behalf Moving on Up- High School Special Educator Survey Question 4: What, if any, are the benefits of the W Es in the House Transition Program for the teachers and paraprofessionals who work with the students with significant disabilities? Ed. 1Ed. 2Ed. 3Ed. 4Ed. 5Ed. 6Ed. 7 I feel that the transition program was such a success and very beneficial for both the HS students and the students coming into HS. I have no suggestion s for improving the transition program. Teacher(s) stepping into this position have a copy of past program with timelines. This will insure a continuation of this program. Maybe provide a little memento of EHS-such as a sport schedule or some such thing for each visiting student. I like the program. Moving on Up- High School Special Educator Survey Question 5: Please provide any suggestions for improving the transition program. Student 1 Student 2 Student 3 Student 4 Teachers XXXX New Friends XXXX Principal XXXX Cafeteria Workers XXXX Moving on Up- Student Survey Question 1: Mark all of the people you met at EHS. Student 1 Student 2 Student 3 Student 4 I liked it. XX x I thought it was okay. X I didnt like it. Moving on Up- Student Survey Question 2: When you visited EHS, what did you think? Student 1 Student 2 Student 3 Student 4 The Teachers XXXX Meeting new friends XXXX Eating lunch XX X PE Class XXX English Class XXX Life Skills Class XXXX Moving on Up- Student Survey Question 3: Mark all of the things you liked at EHS. Student 1 Student 2 Student 3 Student 4 Yes XXXX Maybe No Moving on Up- Student Survey Question 4: When you started school at EHS, were you more ready because you had visited first? Student 1 Student 2 Student 3 Student 4 Yes XXXX Maybe No Moving on Up- Student Survey Question 5: Do you think your friends at WMS should come visit you this year 2012? Parent 1Parent 2Parent 3Parent 4 a.Freshman X a.Sophomore X XX Moving on Up- Parent Survey Question 1: What grade is your child currently enrolled in? Parent 1Parent 2Parent 3Parent 4 They got to experience each class at EHS X XX They got to meet the adults and new friends at EHS XXXX They got to eat lunch in the cafeteria XXX I got to attend the Transition Program with their child They got to know new friends at EHS XX Other: (Please list) Moving on Up- Parent Survey Question 2: What, if any, are the benefits for your child when they participated in the In the House Transition Program? Parent 1 Parent 2 Parent 3Parent 4 My childs lack of knowledge about the high school Xx x My child was unprepared for the HS X x My child was unfamiliar with routines/expecta tions of the HS xx I was unfamiliar with routines/expecta tions of the HS xx No concerns Other: (Please list) Worried about her being picked on and teacher being mean Moving on Up- Parent Survey Question 3: What, if any, were your concerns when your child was an eighth grader at W, preparing to transition to the high school? Parent 1Parent 2Parent 3Parent 4 Have more time to get to know my childs academic strengths and needs XXXX Have an opportunity to observe my child interacting with others at the HS X X Be able to learn about my childs self-care strengths and needs X X Other Moving on Up- Parent Survey Question 4: What, if any, do you think are the benefits of the In the House Transition Program for the teachers and paraprofessionals who work with your child? New Educator 1New Educator 2New Educator 3New Educator 4 First Year XX X One Year Two Years More than two years X Moving on Up- New High School Special Educator Survey Question 1: How many years have you worked with students with significant disabilities? New Educator 1New Educator 2New Educator 3New Educator 4 Quality time with Middle School teachers. Moving on Up- New High School Special Educator Survey Question 5: Please provide any suggestions for improving the transition program. New Educator 1New Educator 2New Educator 3New Educator 4 Lack of knowledge about students abilities XX X Student is unprepared for the HS Student is unfamiliar with routines/expecta tions of the HS Students parent is unfamiliar with routines/expecta tions of the HS X No concerns X Other: (Please list) High School staffs lack of knowledge re: new students likes, dislikes, medical needs, what works/what doesnt Moving on Up- New High School Special Educator Survey Question 3: What, if any, are your concerns when new students arrive in your classroom at the HS? New Educator 1New Educator 2New Educator 3New Educator 4 They get to experience each class at EHS X They get to meet the adults and new friends at EHS XX X They get to eat lunch in the cafeteria X Students families are invited to attend the Transition Program with their child X They get to know their assigned Peer Buddy well X Other: (Please list) Moving on Up- New High School Special Educator Survey Question 3: What, if any, could be possible benefits of the In the House Transition Program for 8 th grade students with significant disabilities? New Educator 1New Educator 2New Educator 3New Educator 4 Have more time to get to know the transitioning students academic strengths and needs Have an opportunity to observe the new students interacting with others at the HS X Be able to learn about the new students self- care strengths and needs XX Other Behavioral I have not had an opportunity to participate in this program yet. Moving on Up- New High School Special Educator Survey Question 4: What, if any, could be possible benefits of the In the House Transition Program for the teachers and paraprofessionals who work with the students with significant disabilities? Examples of forms used with picture supported text: School Bus Figure 1. Example of page from notebook used by veteran student Figure 2. Example of the Daily Schedule used on the third transition visit Results- Limitations One large public high school Limited number of participants Limited number of surveys returned Need to survey Middle School teacher and paraprofessionals Need to survey peer buddies Only followed two years of Transition Plan School Bus Conclusions- Many benefits for all involved when a transition program is well-thought out and involves multiple visits to the new school. Need to try to support Middle School teachers participation in actual visits to the high school, not just in the planning process. School Bus References- Black, S. (1999). Major school transitions require more than a one-shot orientation. American School Board Journal, 186(11), Carter, E.W., Clark, N.M., Cushing, L.S., & Kennedy, C.H. (2005). Moving from elementary to middle school: Supporting a smooth transition for students with severe disabilities. Teaching Exceptional Children, 37(3), Hertzog, C.J. & Morgan, P.L. (1998). Breaking the barriers between middle school and high school: Developing a transition team for student success. National Association of Secondary School Principals Bulletin, 82, Milligan, P. (1995, October). The fast lane to high school: Transition from middle school/junior high to high school. Paper presented at the Conference of the Council for Exceptional Children Division on Career Development and Transition, Raleigh, N.C. Mizzelle, N.B., & Irvin, J.L. (2000). Transition from middle school to high school. Middle School Journal, 31(5), Report criticises lack of transitional planning. (2002). Learning Disability Practice, 5(10), 5. School Bus Questions- School Bus Question Mark Contact: Gretchen Cole-Lade, Ph.D. Assistant Professor College of Human Sciences Human Development and Family Science 328A Human Science Stillwater, OK (405) (work) (580) (cell) (405) (fax)