School transition plans
Most people question why it is important to have a transition plan for students who are starting school, going from one school to another, or completing school. These times of transition are hard for students because they cause a high amount of stress and anxiety. Transitions lead to the unknown. It is important for school counselors to eliminate some of the stress and anxiety by removing the mystery of what is going to come next and adequately preparing students for their next step. This also means making sure that the students are comfortable with their next step. If students are comfortable and prepared for the next steps of their lives then they will be more likely to succeed, which is the overall goal of all transition plans.
One might ask how we know that a transition plan is effective. This is where the accountability piece from the ASCA National Model becomes important. According to Dimmitt and Carey (2007), "The emphasis on using data to make decisions about interventions provides an evidence-based process that is more likely to positively influence student achievement." This means that teachers and school counselors must collect data from all of the activities outlined in their transition plans to help determine if their programs are working. It will also be important to check data during the students first semesters at their new school. This will help determine their level of comfort and success at that level. It is also essential to get the opinions of the students and see if they felt that program helped them in any way. This way one can make sure their transition plans are effective in the eyes of the actual students along with the faculty.
Dimmitt and Carey (2007) wrote an article that describes why transition plans, using the ASCA National Model, are essential for a comprehensive school counseling program. It specifically outlines the foundation, delivery, management, and accountability pieces at each level of schooling and how these relate to specific transition plans. For an elementary transition, Dimmitt and Carey state that, "the foundation of an elementary school counseling program can formally state that the program’s goals include orienting and connecting with incoming kindergarten students and their families in order to facilitate school engagement and feelings of membership." An example of an elementary transition can be found below. For the transition to middle school, professional school counselors must also identify the others aspects of puberty that might be affecting the transition. To create a successful transition, the middle school counselor needs to work with the elementary school counselor to slowly develop a relationship and create small programs that make the incoming middle school students feel incorporated. At the high school level it is important to maintain these guidelines but to also remember that students are thriving for independence and are still dealing with the life changes that come with puberty. At all levels, it is essential that the professional school counselors develop evidence-based programs and show their accountability so that programs can be maintained in the future (Dimmitt & Carey, 2007).
Dimmitt, C. & Carey, J. (2007). Using the ASCA national model to facilitate school transitions. Professional School Counseling, 10, 1-6.
One might ask how we know that a transition plan is effective. This is where the accountability piece from the ASCA National Model becomes important. According to Dimmitt and Carey (2007), "The emphasis on using data to make decisions about interventions provides an evidence-based process that is more likely to positively influence student achievement." This means that teachers and school counselors must collect data from all of the activities outlined in their transition plans to help determine if their programs are working. It will also be important to check data during the students first semesters at their new school. This will help determine their level of comfort and success at that level. It is also essential to get the opinions of the students and see if they felt that program helped them in any way. This way one can make sure their transition plans are effective in the eyes of the actual students along with the faculty.
Dimmitt and Carey (2007) wrote an article that describes why transition plans, using the ASCA National Model, are essential for a comprehensive school counseling program. It specifically outlines the foundation, delivery, management, and accountability pieces at each level of schooling and how these relate to specific transition plans. For an elementary transition, Dimmitt and Carey state that, "the foundation of an elementary school counseling program can formally state that the program’s goals include orienting and connecting with incoming kindergarten students and their families in order to facilitate school engagement and feelings of membership." An example of an elementary transition can be found below. For the transition to middle school, professional school counselors must also identify the others aspects of puberty that might be affecting the transition. To create a successful transition, the middle school counselor needs to work with the elementary school counselor to slowly develop a relationship and create small programs that make the incoming middle school students feel incorporated. At the high school level it is important to maintain these guidelines but to also remember that students are thriving for independence and are still dealing with the life changes that come with puberty. At all levels, it is essential that the professional school counselors develop evidence-based programs and show their accountability so that programs can be maintained in the future (Dimmitt & Carey, 2007).
Dimmitt, C. & Carey, J. (2007). Using the ASCA national model to facilitate school transitions. Professional School Counseling, 10, 1-6.
There are four different transitions that most students will make during their school years: home to elementary school, elementary to middle school, middle to high school, and finishing high school. All of these transitions are difficult and unique in their own ways. I have listed transition plans for each stage that I feel will encompass the important characteristics for each different transition. For instance, the home to elementary school transition plan focuses on making children comfortable leaving the home and adjusting to life in a school for multiple hours a day. This plan heavily relies on the family and school visits. This is important so that the student starts their schooling off right and does not end up resenting school, which could lead to lower chances of success. The main goal of each of these transition plans is to give the students a greater chance of success by combining the efforts of the school counselors, administrators, and the rest of the faculty at one's school. Each type of transition and transition plan can be found below.