Early Transitions for Vulnerable Children: Helping Elementary Students and Families C.O.P.E. Kelsey...

Early Transitions for Vulnerable Children: Helping

Elementary Students and Families C.O.P.E.

Kelsey Augst, M.Ed. & Patrick Akos, Ph.D.

Why are transitions important for elementary school counselors?

15

Proactive effects on students/families

School counselor expertise ASCA National Model

2 critical transitions Into kindergarten From 2nd to 3rd grade

Structure of presentation Developmental and

Ecological Challenges Risk Factors C.O.P.E.

Transition to Kindergarten“The transition to kindergarten is fundamentally a matter of establishing a relationship between the home and the school in which the child’s development is the key focus or goal.” Pianta, 1999

Developmental Challenges

“At preschool they read to you, in

kindergarten you learn how to read.”

(Perry, Dockett & Tracey, 1998, p. 6)

•Cognitive

•Social

•Physical

Ecological Challenges Basis of reward system changes (Entwisle & Alexander, 1999)

Student focus on rules and consequences (Dockett &

Perry, 2001)

Differences in environment Home Preschool Kindergarten

Implications for All Advocacy

District: Kindergarten Transition programs

School: Class lists Opportunities for parents/students to visit prior to first

day

ASCA National Model Management System Delivery System: Classroom Guidance

Risk Factors How Many?

Parent and teacher perceptions

Who? Familial background Limited English Proficiency Emerging or existing disabilities

Contextual Factors Preschool attendance Lack of social interaction

C.O.P.E. Closing the Gap Action Plan

Kindergarten Conquerors

Kindergarten Conquerors Research-Based Best Practices

Results

Reflections

2nd to 3rd Grade Transition

Video taken out for student privacy

Ecological Challenges

“The focus in academics shifts from learning to read to reading to learn, learning to write to writing in a formalized format, developing problem solving strategies to solve multi-step problems, and moving from non-standardized assessments to standardized testing.” (NCDPI, 2007)

Implications for All Facilitate communication between second and

third grade teachers Advocate for vertical curriculum planning Inform parents of expectations of students in

third grade (compared to previous grades) and encourage appropriate parental support

Provide classroom guidance to teach skills Consult with teachers on providing emotional

and social support for students Identify struggling students early

Risk Factors How Many?

Data

Who? Struggle with independent reading Low math confidence

Contextual Factors Parent involvement

2nd to 3rd Grade Transition Closing the Gap Action Plan

Math Masters Research-Based Best Practices

Results

Reflections

Math Masters: A Peer Helping Program

Video taken out for student privacy

Contact Information Kelsey Augst

Hilburn Drive Elementary School, Wake Countykaugst@wcpss.net

Patrick AkosUniversity of North Carolina, Chapel Hillpakos@email.unc.edu

Augst, K., & Akos, P. (2009, February 9). Primary transitions: How elementary school counselors promote optimal transitions. Journal of School Counseling, 7(3). Retrieved March 3, from

http://www.jsc.montana.edu/articles/v7n3.pdf