Transitions

TEAM MEMBERS:
Tara Nelson, Preschool Kim Wiley, Kindergarten Sarah Goerges, Grade 1 Dana Stupalski, Grade 2 Judy Proctor, Grade 3 Denise Bouvette, Special Education Caleigh Forgue, Paraprofessional Joe Resmini, Specialist Sue Norton, Administrator Jane Taylor, Project Coordinator

Curriculum, Instruction & Assessment Alignment Project

Year One: Reviewed alignment across: Curriculum Transition Assessment Family Engagement Collaboration Leadership Instruction Year Two: Studying alignment of transition practices from Preschool through Grade Three across the district and develop an action plan

Transitions
Vision: To ensure positive transition practices from grade to grade (preK-3) using research-based strategies Surveys were conducted in Spring 2009 to gather baseline data on current transition practices  Students  Families  Staff

Student Results
   

Number of surveys completed: 430 Preschool and Kindergarten - Oral Response Grades One-Three - Written Response Key findings: (in order of concern)
– Students want to know who their teacher will be – Students want to know where their friends will be – Students know ‘some’ of the teachers on the next grade level – Students know where ‘some’ of the classrooms are located

Family Results
Number of surveys completed: 187  Key findings: (in order of frequency) – Families found out about grade level expectations as follows: • Teachers • Written materials • Open House • Other parents – Families reported on a wide variety of activities that helped their child transition; variations were noted across the district, within a building and even within a grade level – Most families wanted some change to current transition practices – Families suggested the following occur prior to the last day of school: • Students meet their next year’s teacher • Students see their next year’s classroom • Be informed of the class assignment before August 15th • Know the next year’s grade level curriculum expectations

Teacher Survey
 

Number of surveys completed: 33 (out of 46) Key Findings: (in order of frequency)
– Teachers receive their information on students through informal conversations and placement meetings – Teachers felt they did not get ample information on incoming students – Teachers felt it would be beneficial to get information sooner – Teachers want uniform information on common forms – Teachers felt that a walk-through/ meet the teacher day would help students with transitions

Survey Results
 Will

be posted on the Early Childhood website to http://www.oldrochester.org – click on Early Childhood

 Go

Next Steps for our Committee

Develop an action plan to present to administrators, school committee, staff and families Action Plan Elements:
– – – – – Uniform placement cards Start placement meetings earlier Allow half day per grade level for placement meetings Grade level visits Send grade level curriculum expectations home in final report card

CIA Team Contacts
Center School – Kim Wiley/Judy Proctor Rochester Memorial School – Dana Stupalski Sippican School – Sarah Goerges

Jane Taylor, Project Coordinator jtaylor2@orr.mec.edu

Sign up to vote on this title
UsefulNot useful