STUDENTS PARENTS 8:45-9:05 Check in 8:45-9:05 Check in - - PowerPoint PPT Presentation

 STUDENTS

• 8:45-9:05—Check in
• 9:05-9:20—School Tour
• 9:25-12:00—Breakout

Sessions

 PARENTS

• 8:45-9:05—Check in
• 9:05-9:15—PTA
• 9:15-9:11:30 —

Transition to middle school information session

• 11:30-12:00—Parent

Presentation with Officer Armstrong

 STUDENTS

• 12:05-1:05—Check in
• 1:05-1:20—School Tour
• 12:25-4:00—Breakout

Sessions

 PARENTS - Cafeteria

• 12:45-1:05—Check in
• 1:05-1:15—PTA
• 1:15- 4:00 —Transition

to Middle School Information Session

• Mitch Haber – Grade-level Chairperson
• Fred Johnson – 6th Grade Counselor
• Christina Kim – 6th Grade Assistant Principal

Students will rotate through eight 20

minute sessions:

• 1. Lockers

2.

Office 365

3.

Bullying

4.

Accountability and Responsibility

5.

Digital Citizenship

6.

School Guidelines

7.

Kid Talk with the counselor

8.

Clubs and Extracurricular Activities

• Sent once a week
• n Mondays

Taylor Road Messenger

• Sent once a week
• n Thursdays

Principal Parker’s Email

The Transition from Elementary School to Middle School

How anxious are you about your child starting middle school?

Respond at: PollEv.com/mitchhaber249

• r

Text MITCHHABER249 to 22333 once to join. Then text A, B, C, or D Results

• A. Cool as a cucumber…bring
• n August 6th.
• B. A little, but not losing any

sleep over it.

• C. Eek! Middle School! I need

some pointers!

• D. EEK! MIDDLE SCHOOL!

Wake me when it’s over!

WELCOME!

• Tips and Tidbits to understanding your

middle school student

• A typical day in the life of a 6th grader
• Who do I contact if I have a question?

Think-Pair-Share

• Think-Pair-Share is a 3 stage discussion strategy that

allows all students to be an active participant in classroom discussion in a structured manner.

• This strategy provides opportunities to check for

understanding while holding ALL students accountable and increasing participation. This strategy builds in wait time which allows students to rehearse their response and enhances depth and breadth of thinking. In addition, this strategy limits off-task behavior and off-topic thinking.

www.fsusd.org

Think-Pair-Share

• THINK: What is your biggest concern about

middle school? What is your child’s biggest concern about middle school?

• PAIR: Turn to your elbow partner and share.
• SHARE: Do you have any of the same

concerns? Hopefully, some of them will be put at ease today!

Jackson, McKinnon, and Wilson (2006)

Jackson, McKinnon, and Wilson (2006)

The Transition to Middle School

• It is normal for your child to be nervous about

starting middle school.

• It is also perfectly normal for you to be nervous

about your child’s transition to middle school.

• “The transition to middle school may be one of

the toughest transitions during childhood, for both parents and kids” (Brown, 2004).

Procedural Concerns Academic Concerns Social Concerns Emotional Concerns Just Concerns

Jackson, McKinnon, and Wilson (2006)

Jackson, McKinnon, and Wilson (2006)

Procedural Concerns

• Getting lost or finding classes
• Finding and opening the locker
• Finding the bathroom
• Not knowing the school rules
• Carrying around all those books
• Going from class to class without being late
• Bringing the right materials to the right class

at the right time

• Eating in a larger cafeteria

(Brown, 2004; Elias, 2001)

Jackson, McKinnon, and Wilson (2006)

Procedural Concerns: What You Can Do

• Buy a combination lock before school and have

your child spend time trying to open the lock.

• Don’t buy backpacks that can store 50 lbs. of
• materials. Smaller backpacks allow for better
• rganization.
• Locker dimension: 11 ½ x 28 ½
• Use information day to tour the building and walk

around to help your child be more comfortable.

(The elementary to middle school transition: Five helpful hints for parents, n.d.)

Jackson, McKinnon, and Wilson (2006)

Academic Concerns

• Getting good grades
• Having more than one teacher
• More homework
• More long-term projects
• Work that is more challenging and requires more effort
• Expectations of teachers in different subject areas
• Basic tasks such as studying, taking notes, and taking

tests

(Brown, 2004; Elias, 2001)

Jackson, McKinnon, and Wilson (2006)

Academic Concerns: What You Can Do

• Be the example … Show the importance of education
• Ask your child about their day
• Set aside a quiet space and time for your child to

study/complete homework

• Balance school work and play time
• Encourage reading
• Assist your child with their homework and/or check their

homework daily

• Set high but reachable expectations for your child
• ENCOURAGEMENT!

(Ford-Coabley, Crenshaw, DelAunter & Isaacs, 2006)

Jackson, McKinnon, and Wilson (2006)

Social/Emotional Concerns

• Bullies and/or being teased
• Making new friends
• Feeling stupid compared to other kids
• Success in sports
• Popularity
• Being embarrassed by parents in front of other kids
• Puberty
• Changing before and after P.E. in front of other kids
• Having girlfriends and boyfriends
• Having someone to sit with at lunch

(Brown, 2004; Elias, 2001)

Jackson, McKinnon, and Wilson (2006)

Social/Emotional Concerns: What You Can Do

• Be upbeat about what lies ahead
• Recognize their fears
• Offer support
• Hold your child accountable
• Give your child the opportunity to make decisions
• n his/her own
• Pick your battles
• Give them tools they need to succeed
• Allow them the freedom to make mistakes

(The elementary to middle school transition: Five helpful hints for parents, n.d.; Dean, n.d.)

Jackson, McKinnon, and Wilson (2006)

What Parents Can Do at SCHOOL

• Have an open dialogue with

your student's teachers

• Visit the school
• Know and understand school

rules

• Attend meetings (PTA,

conferences, etc.) and child’s activities

• Make sure your child attends

school daily

• If you have raised

adolescents, be willing to share advice and information with other parents

(Ford-Coabley, Crenshaw, DelAunter & Isaacs, 2006; The elementary to middle school transition: Five helpful hints for parents, n.d.)

Jackson, McKinnon, and Wilson (2006)

What Happens if Parents Get Involved

Decades of research show that when parents are involved students have …

• Higher grades, test scores, and graduation rates
• Better school attendance
• Increased motivation
• Better self-esteem
• Lower rates of suspension
• Decreased use of drugs and alcohol
• Fewer instances of violent behavior
• Greater enrollment rates in post-secondary education

(Ford-Coabley, Crenshaw, DelAunter & Isaacs, 2006)

Jackson, McKinnon, and Wilson (2006)

School’s Role

• Adolescents making the middle school transition need a

combination of skill training and social-emotional learning (Elias, 2001)

• The school provides experiences that meet essential

needs in these four areas:

– Contributions (Opportunities through clubs and activities) – Belonging (Peer groups, positive relationships, safe) – Talents (Academic and non-academic) – Life Skills (Learning about feelings, goal-setting, group work, problem solving and resilience) (Elias, 2001)

Partnership & Trust

• We are working together toward a common goal

– our kids!

• Need each other and need to have each other's

back

• Assume good will
• Must have an open dialogue between all parties

Jackson, McKinnon, and Wilson (2006)

Jackson, McKinnon, and Wilson (2006)

Positive Aspects of Transition

• Making new friends
• Participating in sports
• Having lockers
• More personal and social freedom
• Changing classes
• Greater academic choices

(Akos & Galassi, 2004)

Guiding Our Children Through School Transitions: Middle School

• Blog by Dr. Sharon Sevier
• Tips to help ‘parents navigate these years

keeping their kids safe and in check, while also keeping their sanity’.

• Close Reading: A significant body of research links the

close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness. (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)

CLOSE READING ANNOTATIONS

Word Vocabular ulary

(i.e. New, Challenging, Important)

*

Main Idea Highli hligh ght Important tant Details ails

?

I don’t understand?



I made e a connect nection ion

(i.e. Connection in my life or to another part of the text)

+

I agree

• I disagree

!

I didn’t know that!!!

Close Reading Protocol

• Read the article through once to get the main
• idea. 3 minutes
• Read the article through a second and third time,

using close reading annotations. 7 minutes.

• For this article, focus on questions ?, I made a

connection , I agree +, and I disagree ---, Need to remember*

Jackson, McKinnon, and Wilson (2006)

Questions?

Please write questions for the teacher panel on the notecards and give to Mr. Haber or Ms. Kim.

Jackson, McKinnon, and Wilson (2006)

A day in the life of a 6th grader at TRMS

6th Grade School Day

 STUDENTS REPORT TO 1ST PERIOD BEGINNING AT 8:30

FOR HOMEROOM

1st period 8:50-9:43 (Academic Class) 2nd period 9:46-10:37 (Academic Class) 3rd period10:40-11:33 (REAL Time and Lunch) Lunch A 10:38-11:03 Lunch B 11:05-11:30 4th period 11:33-12:26 (Academic Class) 5th period 12:29-1:22 (Academic Class) 6th period 1:25-2:16 (Academic Class) 7th period 2:19-3:10 (Connections) 8th period 3:13-4:05 (Connections)

Arrive at school - 8:30 a.m.

All students will report to rotunda outside of the cafeteria if they arrive at school before 8:30 a.m. The only exception is if you go to another location in the building where a teacher is located for activities such as a study session, meeting, etc.

Mornings

At 8:35 a.m., the bell rings for all students to leave the cafeteria and head to their lockers and 1st period class. Any students that arrive after 8:35 a.m. go straight to their locker and 1st period. Arrival after 8:50 a.m. requires parent/guardian check-in.

Real Time & Lunch

REAL TIME

• Remediation – peer tutoring,

study sessions

• Enrichment – additional

activities to build on standards

• Achievement – helping students

reach objectives

• Learning – BizTown

preparation, silent reading, and study skills.

• Response To Intervention (RTI)
• Recess on Fridays

LUNCH

• Students are in the cafeteria

for lunch

• Lunch will be split into two

sessions—Lunch A and Lunch B

• At the end of each lunch

period, students will return to their 3rd period class

Dismissal

• Bus- All the buses will typically leave by 4:15PM.

If students need to ride a different bus, a handwritten note signed by the parent must be submitted to the front office for approval.

• Walkers – Students are allowed to leave once the

last bell rings

• Carpool – You are able to pick up the students

in the front of the school.

Jackson, McKinnon, and Wilson (2006)

• One-to-one device
• Parents must complete User Agreement Form

to give permission

• Students will complete Digital Citizenship

Program

• Students have Fulton County email account that

allows them to email their teachers.

• Microsoft Office products can be downloaded
• n up to five devices at home.

Technology

• All textbooks are online. Hardcopy of the

textbooks will be available for check-out from the media center, starting August 13th.

• Students will receive their device on a

deployment day- TBD. Students must have a device bag in order to receive the laptop.

• Many teachers will be using Microsoft Online

Class Notebook. Parent trainings will be available – date and time will be posted on school website

Technology

Microsoft Notebook and Office 365

• Students and parents are given the opportunity

to stay informed and utilize several Microsoft Office 365 tools

• You will have the ability to download Microsoft

Office 365 on multiple devices

• You and your child can stay up to date with all

classes by using the teachers Microsoft notebook

Microsoft Office 365

• Access to Microsoft Word, PowerPoint, Excel,

Outlook, One Drive and other tools will help to insure success

• Students have the ability to email teachers
• Students can access saved work from any

computer with an internet connection.

Log In

Use the Student ID@fcstu.org to log in Example: 1000234234@fcstu.org

Log In

Use the students birthdate as the password MMDDYYYY Example: 11202006

MMDDYYYY

Easily access a project, send an email, or save work

Remember you can download these to other computers or devices for free!

Stay up to date on important dates, announcements, weekly agendas, and more by visiting the Teacher Notebooks regularly These can be accessed through the staff directory on the TRMS website

Click on the tabs to see different information

Teacher Notebooks are updated at least

• nce a week

Using Technology Smart

• https://youtu.be/sL8AsaEJDdo

Jackson, McKinnon, and Wilson (2006)

I need help!!

Who do I contact?

Chain of Communication

Jackson, McKinnon, and Wilson (2006)

• Classroom teachers

Academic Concerns

• Counselor

Social/Emotional Concerns

• Grade-level chairperson,assistant

principal, or principal

Procedural Concerns/Unresolved Concerns

Additional Resources

• Help Sessions – listed on the syllabus
• Teacher recommended online resources
• 1-2-1 Reach – free, on-site after school tutoring

program

• Connections classes – ABE math, ABE language

arts, Study Skills

• Mentee program

Jackson, McKinnon, and Wilson (2006)

Information Day

August 2, 2018 8:30-12:00

✓Meet homeroom or team teacher and tour the school ✓Purchase PE uniform, device bag, and pay locker fees – ONLINE payments ✓Get school supplies list ✓Join PTA

First Day of School

Monday August 6, 2017 8:50 a.m. – 4:05 p.m.

Jackson, McKinnon, and Wilson (2006)

References

Akos, P., & Galassi, J. P. (2004, April). Middle school and high school transitions as viewed by students, parents, and teachers. ASCA: Professional School Counseling, 7(4), 212-221. Brown, N. (2004). Middle school transition. Retrieved October 3, 2006, from the Palo Alto Medical Foundation Web site: http://www.pamf.org/preteen/parents/middleschoo.html. Dean, L. (n.d.). Easing your child’s transition to middle school or junior high. Retrieved October 3, 2006, from the Partnership for Learning Web site: http://www.partnershipforlearning.org. Elias, M. J. (Winter, 2001). Middle school transition: It’s harder than you think: Making the transition to middle school successful. Retrieved October 3, 2006, from the National Association of Elementary School Principals Web site: http://www.naesp.org/ContentLoad.do?contentId=519&action=print Ford-Coabley, M., Crenshaw, P., DelAunter, B., & Isaacs, S. (2006). How to get involved in your child’s learning … Powerpoint presentation. Lorain, P. (n.d.). Transition to middle school: Are swirlies for real? Retrieved October 3, 2006, from the National Education Association Web site: http://www.nea.org/teachexperience/msk030408.html?mode=print Schumacher, D. (1998, June). The transition to middle school. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED422119) The elementary to middle school transition: Five helpful hints for parents. Retrieved October 3, 2006, from the National Middle School Association Web site: http://www.nmsa.org/Publications/WebExclusive/Helpful Hints/tabid/649/Default.aspx