...was a small child. My education, started when I was in elementary school and recently started school in pre-k. From the beginning, it all started with elementary topics that ranged from numbers to letters. The easiest part of the learning process, were the numbers. After that came the alphabet, one of my favorite parts of school. It was entertaining because to learn the material you had to learn it by singing along a song and it would automatically be stored in your brain. After elementary, came middle school. Middle school was when my education approached a greater gap! It was a different transition from elementary school and expanded my knowledge towards greater horizons. The second biggest leap was the transition from middle school to high school. It was more complicated and often had more work to do than middle school. It also came with a greater responsibility and the effort I showed mattered towards helping me in real life, or the time that came earlier, college. The biggest transition so far in my educational...
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...An event that marked my transformation from childhood to adulthood was my recognition as Valedictorian of the class of 2012 my eighth grade year. By receiving this recognition, I came to an epiphany that my years throughout high school, would consist of dedication to my coursework and striving towards my higher education goals. In essence, my transition from middle school to high school was the turning point that would set me on my paths towards my higher education goals. As a result of this transition I have focused harder on studying, completing assignments, and incorporating community based work. I realized that colleges and universities not only analyze the ability of a student to complete their assignments but, also whether or not the...
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...Over the past years, I have had to adapt and persevere in situations I believed to be tough, if not impossible. The adaptation I had to make were to my transition from different high (regular public to magnet) and from high school to college. During my sophomore year in high school, I transferred from a public to a magnet school. I went from having no honors classes and barely any homework to AP classes and tons of readings each night. I struggled to feel comfortable and secure with myself as I began to doubt myself. After about a month and a half, I started to get the pace of my new school and was excelling at the level and better than some of the other students that have been there since middle school. Then, as I began my undergraduate studies,...
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...A Qualitative Research Report on Parental Involvement as a Protective Factor During the Transition to High School by Cozetta Walk EDD 9300 Methods of Inquiry Nova Southeastern University September 20, 2010 A Qualitative Research Report on Parental Involvement as a Protective Factor During the Transition to High School Introduction As adolescents move from the smaller middle school setting to the larger and more sundry high school environment, many kids experience anxiety and worry about their shifting expectations. Many of their concerns are being picked on and teased by older students, having harder work and assignments, making lower grades, and getting lost in a different school. The underlying principle for this study was whether student-perceived parental involvement predicts improvement in academic, behavioral, and relational outcomes for low-achieving adolescents. This study was considered as a Grounded Theory; whereas, it explained the process, actions, or interactions that occurred over time with parental involvement as a factor during the transition of students to high school. Methods The study participants consisted of a mock up of 59 fundamentally diverse 9th-grade low-achievers. Three dimensions of parental involvement were measured: (1) direct participation, academic encouragement, and (3) expectations for grades and attainment. All students in the study were invited to participate; however, those who agreed to participate had...
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...Teresa Flanagan Individual Transition Plan Shenandoah University Transitions for Students with Disabilities SED 575 June 25, 2014 Individual Transition Plan OVERVIEW: Student J is a 14-year-old eighth grader at Seneca Ridge Middle School. He was found eligible for special education services in September 2008 as a student with Other Health Impairment (OHI) and a secondary label of an emotional disability (ED). When student J was in his late elementary school years he experienced inability to interact with his peers and maintain social relationships, and was observed shutting down and displaying self-destructive behaviors. There were interventions and accommodations implemented in elementary school including a behavioral plan, which was revised each year he was in middle school, based on what his interests were which were used as the motivators and rewards he would receive for displaying appropriate behavior and completing work. Student J became academically successful and was showing great progress at the end of seventh grade. During his 8th grade year he went through the reevaluation process and was found continued eligible under the same primary and secondary labels. The areas of concern for Student J were identified as problems with using appropriate language, and the same behaviors of shutting down when he was experiencing frustration. This cased a lack of progress in content subject areas during his eighth grade year. Student J receives special education services...
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...CHAPTER I INTRODUCTION Background of the study The middle school years are a critical turning point in young peoples’ lives. At ages 11-14 years, children go through the early adolescence stage. Adolescence is an important period when a child adjusts physically, learns new cognitive abilities, forms positive social relationships, develops a positive sense of self, and forges a personal code of ethics and morality (Eccles, Midgley,1989;Jackson & Davis,2000). Schools, along with peers and families, play an important role in fostering young peoples’ healthy development through the adolescent years (Meece, 2003). Thus, ignoring the developmental needs of students in school might result in the students developing a wrong notion of school until adulthood. Students’ eagerness and motivation to go to high school may decline as they go through their first year in high school if they may still lack the interaction they need to become familiar with and to be exposed to the high school’s norms and environment (Eccles & Midgley, 1989) (Barone, Aguirre-Deandreis, & Trickett, 1991). First year students tend to become lost in the “new world” they are in (Mizelle, 1995; Phelan, Yu, & Davidson, 1994) as they are expected to be more independent in high school, with less spoon-feeding of information and more application of good study habits. The new first year students are expected to be more mature as they deal with new classroom subjects, adopt a better value system, and be...
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...with Disabilities Act (IDEA, 2004) requires transition planning to prepare students for upcoming adulthood responsibilities and demands that the process be results oriented. The most common transition goal result being skilled based employment. Effective transition planning at the high school level is vital for individuals with intellectual disabilities to develop job and vocational skills. Post-secondary transition goals are developed for every individual at the high school level with the intention of harnessing the individual’s interests and skills into paid employment after graduation. IDEA identities transition services as a “coordinated set of activities” that promote movement from “school to post school activities.” Research studies report that post school activities and employment rates for individuals with intellectual disabilities were slightly under fifty percent according to Douck and Joshi (2012). Years of transition goal development and implementation occur at the high school level with the primary focus of employment for the individual. If transition planning and skill development are effective at the high school level, why do current employment statistics reveal less than fifty percent of individuals with mild intellectual disabilities obtain employment and less that twenty percent of individuals with severe intellectual disabilities? The purpose of this literature review is to examine high school transition planning and its correlation to the employment...
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...curriculum transition from secondary education to higher educational institutions such as colleges and universities. Interest in this area affects many individuals preparing for education beyond K12. The purpose of this essay is to provide an outline of how implement a curriculum improvement plan that goes beyond high school transitioning to colleges and universities. Analysis of Curriculum Articulation and Alignment Curriculums in many high schools (systems) throughout America vary, but regionally many public school systems are similar, especially if they are in the same state. Most states mandate certain criteria that must exist in terms of what is expected for graduation. However, school districts do develop their own curriculums, as long as the elements that are mandated exist in the development of each school districts academic plan. By focusing on existing articulation programs a review of what is occurring in Wisconsin and with some reference to California will be used as a comparison to the proposed plan. In most school systems the goal of curriculum articulation as it applies in Wisconsin and California, is to provide educators a method where they can work towards an established articulated curriculum. (Alexson & Kemnitz, 2004) The target is to provide students with a transition between their secondary education towards colleges or universities. (Alexson & Kemnitz, 2004) The overall goal of the Wisconsin plan is to assist in the association of high school...
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...The journey from high school to college will be challenging as far as time management and personal responsibilities. In high school, scheduled school days are structured based upon the portion of time during the day that stays the same every day. In college, the individual must make a drastic change to a more unpredictable and flexible schedule. Time management will be challenging for students because one will have to decide what time the courses will be taken and how those courses will align with other responsibilities. Personal responsibility is a wake up for call for college students. In college, the individual is responsible for what happens in their lives. One is responsible to make sure they are up for their 8am class because no one is there to wake them up to be sure that they are on time. It is the students’ responsibility to make sure that their assignments are complete and are turned in on time because the professor may not remind one of these things. In one’s younger years, it is easy to put the blame on others to make themselves feel better about their own fault. Both failures and success should be appointed to the person individually. Making the transition from high school to college will be the most challenging experience of many students’ lives. The transition from high school to college will build one’s character. School overall, both high school and college, help discover, refine, and test students’ character. Values and ethical systems of students individually...
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...promote-independence In this assignment you will demonstrate your understanding of the following learning objective: Justify the collaborative role of transition team members who actively participate in transition meetings and examine the steps required in a transition-planning meeting. The assignment represents your mastery of the Course Learning Outcome 5. In this assignment you will consider a hypothetical transition meeting. To make this meeting more productive, you have decided to create an informational brochure or handout that you would want others in the meeting to understand. For example, as a special educator, what would you want the general educator to know about the transition process, or what would you want the parents to know? To prepare for this assignment, view the video below titled Be a Superstar – Take the Survey – Student. This video interviews high school graduates one year post-graduation to ask “Where are You Now?” Next, reflect on how creating a realistic and attainable transition from high school to post-graduation independence takes time, planning, and a strong team of professionals and family who all have the student’s best interest at heart. The transition meeting can include the school principal (who may have links to community agencies), representatives from community agencies, a school counselor or psychologist (who was involved in assessments and interest inventories), the special educator, a general educator (who may have a role in the student’s...
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...The transition from elementary school into middle school is a difficult switch for preadolescent individuals. Preadolescents are experiencing many difficult changes in their lives at this point in time, such as physical, emotional, and cognitive changes. Transitioning from elementary school into middle school can also be quite scary for young children. It is vital for preadolescents to have the necessary resources to aid in their transition. Unfortunately, many low income families do not have those vital resources, such as time and money, to name a few. ‘Follow the Lead’ (FTL) is an intervention based after school program targeting low income preadolescents to provide a safe and encouraging environment for preadolescent individuals to help...
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...Wesley GE:102 7/07/12 Transition from high school to college When you went to college did you ponder on the thought on how much college was different from high school? The differences are substantial and can be a lot to handle at once. When I first got here I didn’t know what to expect coming straight out of high school. Till this day I still don’t know what to expect but as time goes on you learn to go with it and adapt to you surroundings. When I arrived at Elizabeth City State University (ECSU) I noticed a few differences between my high school and my current university right away. The transition from high school to college was difficult to comprehend, because of the change in friends, not working, eating habits, environment, and my independence. My friends have changed a lot due to the transition from high school to college. I noticed that I have a rather difficile time keeping in contact with my friends back home. The distance between us makes it hard for us to spend time with one another. Also I have friends that attend other universities and the school schedule on top of my own makes it impossible for us to spend and adequate amount of time with each other. The thing I miss the most though would have to be working with my friends, they made it galvanize and worthwhile. I noticed since I have no one to share that same excitement with at any work place, I find myself not striving for employment. I haven’t had a job since I left high school, because I don’t feel like...
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...The transition from middle school to high school was a very important experience, that I feel helped to develop me into the person that I am today. Even though the change in schedule, lunch, and the classes that you can choose to take, made the change a much more difficult change to process, now that I have adjusted to it, the transition has been a much smoother one. My middle school experience was a very generic and not interesting one, but it was an experience that had helped me to make many friends. It had also helped solidify my love of new experiences, learning, and overall improving myself as a person. Even though this was a pleasant time for me, the move to the high school from middle school was a very big step that had taken much adjusting...
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...assistance or prompts. Morgan has mastered telling time within five minute intervals and reading a calendar. Morgan has mastered home-living activities such as laundry and simple mean preparation in the Life Skills Lap at school. Student Interests Morgan states she would enjoy working in a grocery store or restaurant after high school. Teachers and family members have noted that she exhibits superior skills for her grade level in the kitchen and grocery store. In the kitchen and grocery store, Morgan displays great independence, requiring little prompting or direction to complete her task. Morgan states she would enjoy living in an apartment with a roommate after high school. When asked what she wanted to be doing when she is 25, Morgan states she would like to attend a cooking school and work in a restaurant as a cook. She states working in a grocery store while she is in school would be good to pay the bills until she finished cooking school. Assessments Enderle-Severson Transition Rating Scales Morgan and her parents will complete the Enderle-Severson Transition Rating Scales (ESTR-J); designed for mild disabilities of any age. The rating scales can be completed jointly or separately; however, Morgan will complete the rating scales at school with minimal assistance since her parents have not been supportive of her completing tasks at home and...
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...Intellectual: Moving from Year 6 to Year 7 Moving from Primary School to High School affects children and young people’s development in lots of ways. A child may be attending a very small village Primary School where there are 60 pupils to go to a school where there are more than 1500 students. It may have an effect on their social and emotional development. Anxiety kicks in for a lot of children in Year 6 for both boys and girls concerned about different issues with moving to the school ie: how will I get there, will mum or dad pick me up, what if I get lost, what if I’m not in classes with my friends, I might get bullied, what if I don’t like the food, how much home work will I get and will I be able to do it? These are all legitimate...
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