Transitions

TEAM MEMBERS:

Tara Nelson, Preschool Denise Bouvette, Special Education

Kim Wiley, Kindergarten Caleigh Forgue, Paraprofessional
Sarah Goerges, Grade 1 Joe Resmini, Specialist
Dana Stupalski, Grade 2 Sue Norton, Administrator
Judy Proctor, Grade 3 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

 Go to http://www.oldrochester.org –
click on Early Childhood
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