Espectrome tría de ra diación Gamma

Planning transition takes a great deal of time, effort, focus, and concentration. The planning process must take into account the desired outcome. The committee should identify the importance of transition. Transition should include developing strategies and activities aimed at preparing students for high school and beyond. The students are the focus. The planning consists of developing schedules, areas of concentration, activities, and events that are all coordinated to assist in the transition process. The planning begins long before the first day of school.

Factors that are considered topics to cover when planning effective transition topics could include 1) the importance of the transcript, 2) the relevance of the 4-year course schedule, 3) the impact of getting off to a great start to begin high school, 4) rules and regulations, 5) clubs and organizations, 6) athletic teams to consider, 7) key people throughout the building, 8) lunch and other logistics, 9) testing, and 10) organizational strategies and time management. These factors are all part of the high school experience and all have the potential to have a major impact on the paths that students choose.

As planning for the transitional components begins, decisions are made by the committee as to who is best to facilitate each of these areas. Emphasis should be placed on who will be the

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most effective in communicating the respective information to the students. The goal should be to relay relevant information to the students and facilitate discussion to ensure that each and every student has a thorough understanding of the various areas being discussed.

Transition is something that should be done on the first day of school and can be a day that is filled with short informational sessions aimed at the population of students that are targeted. Throughout the day, students are divided into multiple groups and attend these

sessions. It is important enough, that instead of students attending classes on the first full day of school, they spend the entire time participating in a day of orientation. Transitioning students into high school is a central theme in the personalization of education process. Although the day that was just described takes place on the first day of school, it is reinforced throughout the school year through constantly reinforcing the concept of transition. This is crucial in

personalizing the learning environment. Students have been informed and included since the first day of school as it relates to the mission of the high school they are attending.

Transitioning students continues throughout the first year of high school. All of the areas that were discussed briefly on the day of orientation are discussed in depth during the school year. Each one of the areas should be scheduled at strategic times in the school year. For instance, the importance of the four-year schedule is an item that begins the school year.

Students gain insight into the four-year schedule and are included in the decision making process associated with the development of the schedule. This is because students are engaged in the process and develop an understanding of what the four-year schedule means to them as an individual.

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As a part of developing the four-year plan, students participate in taking interest inventories and other questionnaires to investigate their strengths, weaknesses, interests, and other information. After completion, meetings are scheduled with the counselor to discuss the results and to help the student build a schedule based on all of these factors. Of course, it is the expectation that parents/guardians participate as well to assist in providing support to help the student reach his/her goal. In the event that some students do not have parents/guardians that have the ability to advocate for their student, faculty/staff are available. This is one of the main objectives of transition. Focusing on transition allows students to build relationships with faculty and staff. The relationship leads to the faculty/staff member being able to serve as an advocate for the student; not necessarily to make decisions, but to aid the students in making decisions based on the factors previously discussed.

Building relationships is a cornerstone to transition and personalization. Relationships create a caring bond and open up communication. In a large school, these relationships are sometimes hard to build for some students. Transition components put faculty and staff into a position that enables them to work with students on an individual basis. Even something as little as calling students by their names can make a tremendous difference. The investment made by schools, particularly larger middle schools, to aid students in making a transition to high school was critical, according to Smith (1997). Transition is the component that sets the stage for the personalization of education by communicating with parents and students that they are valued and cared for as individuals. Students know that they are known on a personal level. They feel a sense of community and belonging. They feel others care for them. They feel validated. And they feel as though they are accepting responsibility for their education. It is not that they are solely responsible, but that they are involved in their own education.

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Transition plays a significant role when students are entering into high school. Engaging students as active participants in developing a plan will be aligned to their strengths and interests. It will also allow for students to mature and become more accountable after realizing the

responsibility they are now demonstrating.

Summary

The goal of transition is to involve all stakeholders in the education of each and every child, and to establish a climate that is collaborative. Transition is the component that sets the stage for the personalization of education by communicating with parents and students that they are valued and cared for as individuals. Transition is a component that will require a

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