First Person

Seven ways to prepare for middle and high school transitions

Q: What can I do to help my children make the transition to middle school and high school?

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Whether it’s sixth grade or ninth, graduating to a new school level usually means bigger school buildings, larger student bodies, more choices and more freedom. Along with excitement, students can feel anxiety, frustration and isolation. We spoke with several veteran middle and high school educators who gave us the following advice for how parents can help their children make a smooth transition.

1. Logistics are the hardest part

Let’s start with middle school, where students’ first hurdles are logistical — needing to remember a locker combination, learning the building layout and getting to class on time.

“It’s all those little things that at their stage of development become everything to them,” said Sandra Bickel, principal of Webber Middle School in the Poudre School District.

One safeguard is early exposure. Jessica Fiedler, principal of Westlake Middle Schools in Adams 12, urged parents to make sure their kids visit their future middle school as fifth-graders and attend any orientation or kick-off activities prior to the start of school. This and a variety of other suggestions are contained in the district’s 11-page “Middle School Transition Guide“.

2. Let them handle challenges on their own

Both Fiedler and Bickel emphasized the importance of giving children the space to handle challenges on their own. That could mean letting them fiddle with their combination lock without stepping in to help. Or, if they come home with a complaint about an assignment or class, pushing them to problem solve for themselves.

Instead of stepping in with a solution, Fiedler said, parents might ask, “Have you spoken with your teacher?”

Bickel said homework is another area where parents should show support but not take over. She said parents can help by focusing their praise not on talent or natural ability, but the hard work their child is doing.

“Praise the effort,” she said. “Parents can let their kids struggle through some of that and not enable [them].”

3. Don’t end your involvement; change it

Parent involvement is still important as children grow older — the form just needs to change, middle school educators said. Classroom volunteering is usually not appropriate after middle school, they said, but parents can show interest by having dinner with their children, asking about their day and monitoring their phone use and social media presence.

“If parents just wash their hands of it and give them free reign…it can be very damaging to kids,” said Bickel. Sixth-graders “want to be treated more like young adults…but they’re not.”

Jen Holm, a counselor at Webber, noted that extracurricular activities, whether at school or in the community, are also very important to students’ success. She said while parents should let their children pick activities themselves, she suggested parents say, “You need to be involved in something every quarter of the year.”

4. In high school, establish routines

When it comes to the high school transition, “the absolute number one thing that’s different is the amount of freedom,” said Pam Smiley, principal of Horizon High School in Adams 12.

Students have to adjust to not being part of “teams” as they might have been in middle school, having a broader spectrum of peers and a wider range of movement within the school building. In addition, she said, “The rigor amps up a little bit. The amount of work amps up a little bit.”

For some students, the demands of high school can bring about feelings of loneliness and isolation, she said.

She said parents can help their new high-schoolers by setting up after-school routines at home to ensure homework gets done at  and students stay organized.

5. Monitor progress

Smiley also recommends that parents monitor their students’ grades and attendance if the school offers some type of online parent portal showing students’ progress. One system used at some Colorado schools is called Infinite Campus.

If parents see poor grades or attendance, it may be a sign that the student is wasting study time, battling disorganization or struggling in some other way. Smiley also suggested that parents push their students to monitor their own progress on Infinite Campus or whatever system their school uses.

6. Keep track of friends

At both middle and high school, educators recommend that parents keep track of their child’s friends. Smiley said parents should be wary if their ninth-grader starts hanging out with 11th– or 12th graders, whether in a romantic relationship or a platonic friendship.

“It’s usually never a good thing,” she said, noting that  older students sometimes take advantage of the younger ones.

7. Red flags to watch for

At the middle school level, Bickel and Fiedler said red flags that may indicate the transition isn’t going well include students complaining of headaches, stomach aches, sleeplessness or simply not wanting to go to school.

“That’s definitely a time when parents need to say, ‘What’s going on?’” said Fiedler.

Smiley recommended parents not only watch for any out-of-character behavior, but also any mismatches between how students say things are going and what their grades or other indicators suggest.

First Person

Two fewer testing days in New York? Thank goodness. Here’s what else our students need

PHOTO: Christina Veiga

Every April, I feel the tension in my fifth-grade classroom rise. Students are concerned that all of their hard work throughout the year will boil down to six intense days of testing — three for math and three for English language arts.

Students know they need to be prepared to sit in a room for anywhere from 90 minutes to three hours with no opportunity to leave, barring an emergency. Many of them are sick to their stomachs, feeling more stress than a 10-year-old ever should, and yet they are expected to perform their best.

Meanwhile, teachers are frustrated that so many hours of valuable instruction have been replaced by testing, and that the results won’t be available until students are moving on to other classrooms.

This is what testing looks like in New York state. Or, at least it did. Last month, state officials voted to reduce testing from three days for each subject to two, to the elation of students, parents, and teachers across New York. It’s an example of our voices being heard — but there is still more to be done to make the testing process truly useful, and less stressful, for all of us.

As a fifth-grade teacher in the Bronx, I was thrilled by the news that testing time would be reduced. Though it doesn’t seem like much on paper, having two fewer days of gut-wrenching stress for students as young as eight means so much for their well-being and education. It gives students two more days of classroom instruction, interactive lessons, and engagement in thought-provoking discussions. Any reduction in testing also means more time with my students, since administrators can pull teachers out of their classrooms for up to a week to score each test.

Still, I know these tests provide us with critical data about how students are doing across our state and where we need to concentrate our resources. The changes address my worries about over-testing, while still ensuring that we have an objective measure of what students have learned across the state.

For those who fear that cutting one-third of the required state testing hours will not provide teachers with enough data to help our students, understand that we assess them before, during, and after each unit of study, along with mid-year tests and quizzes. It is unlikely that one extra day of testing will offer any significant additional insights into our students’ skills.

Also, the fact that we receive students’ state test results months later, at the end of June, means that we are more likely to have a snapshot of where are students were, rather than where they currently are — when it’s too late for us to use the information to help them.

That’s where New York can still do better. Teachers need timely data to tailor their teaching to meet student needs. As New York develops its next generation of tests and academic standards, we must ensure that they are developmentally appropriate. And officials need to continue to emphasize that state tests alone cannot fully assess a student’s knowledge and skills.

For this, parents and teachers must continue to demand that their voices are heard. Until then, thank you, New York Regents, for hearing us and reducing the number of testing days.

In my classroom, I’ll have two extra days to help my special needs students work towards the goals laid out in their individualized education plans. I’ll take it.

Rich Johnson teaches fifth grade at P.S. 105 in the Bronx.

First Person

My high school told me to apply to 100 colleges — and I almost lost myself in the process

PHOTO: Stephanie Snyder

High schools have become obsessed with “million-dollar scholars,” and it’s hurting students.

Across Memphis, students often are pushed by counselors to apply to as many colleges as possible — as many as 100 — all to push students to reach that million-dollar scholarship mark. The more dollars and college acceptance, the better!

I graduated in 2016, and my experience offers a case study.

I’m a pretty well-rounded individual: In high school, I was a finalist in the Let’s Innovate Through Education program and was able to launch SousChef-Memphis, a culinary nonprofit organization. I was a dual-enrollment student and took honors courses. I was committed to community service. I was vice president of my high school organization, Modern Distinctive Ladies. I was on the bowling team, managed the basketball team, and participated in debate forensics and drama.

I was also told by counselors to apply to 100 colleges. I was never told why that number was chosen, but my peers were told the same. We were often pulled out of class to complete these applications, which took away from instructional time — about an hour per day. My high school also ran on an infraction system, and not turning in college applications and other documents led to disciplinary actions.

The quality of those applications only shed a dim light on the student and person that I am. A hundred applications was never my goal. A hundred applications doesn’t measure the capability, intelligence or worth of me as a student. A hundred applications is just ridiculous!

Schools with similar approaches, though, get glowing media coverage. Meanwhile, a lot of that scholarship money is irrelevant, since a single student obviously can only attend one school.

I think that if I had been counseled properly, I would have had a better grasp on my high school-to-college transition. I ultimately chose to leave Memphis to attend another state university on a full scholarship. Looking back, that school was not the best fit for me. I returned to Memphis to attend our local public university.

A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.

I was more than capable of getting back on track, and I did. But not every student can afford to go through what I went through.

High schools need to realize that, while students amassing millions of dollars in scholarships and hundreds of college acceptance letters seems like an accomplishment, the outcome for many students is the total opposite.

Too many students end up not going to a school that is the best fit for them, taking on piles of debt, and dropping out with no workforce experience.

The goal should be that each high school student will graduate having a grasp on their career path (and experience in that field), scholarships to the school of their choice (full rides or little to no debt), and be confident in where they will be spending the next four to six years of their life. Being thorough in the college search and submitting quality applications is what leads to a college that is the best fit for the student, obtaining scholarships, and ultimately graduating.

Here’s what I wish a counselor had told me:

"It is time to start thinking about quality over quantity. Quality counseling. Quality applications. And quality choices about what to do next."Anisah Karim

Try things you like, but don’t overload yourself. Look for summer internships that pay, rather than minimum-wage jobs. Build a network of people who can help you make good decisions about college and work. Research schools with a major you’re interested in, and find out what scholarships they offer. Keep an eye on your GPA and make sure you’re taking the classes you need to graduate. Apply for colleges when applications open and submit the FAFSA form in October.

And most importantly, through all four years of high school, don’t be afraid to ask for help.

It is time to start thinking about quality over quantity. Quality counseling. Quality applications. And quality choices about what to do next.

Anisah Karim is a psychology student at the University of Memphis. She plans to continue her education in speech pathology and otology and eventually start her own private practice. She also plans to launch two new business ventures in the fall and relaunch SousChef in the fall of 2018.