Chapter VI: Instruction

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6.07: Transition and Articulation Plan

Careful planning and effective coordination between feeder schools and receiving schools will insure that the transition from one school to the other is a smooth and positive experience for students. Professional staff involved in working with the students through the transition experience must be knowledgeable of the process and instrumental in its fruition. All programs must be carefully articulated between the schools involved. Two committees are to be established to accomplish this task: a school-based Transitional Committee and a Joint Transitional Committee.

Each school shall establish a standing School Transitional Committee to develop relevant transitional activities at the home school. This committee shall merge, when appropriate, with other schools' Transitional Committees to form a Joint Transitional Committee.

The purpose of the Joint Committee is to:

  1. Coordinate curriculum and instructional efforts
  2. Promote an atmosphere of comfort, safety, and familiarity for students, and
  3. Plan and coordinate all articulation and transitional activities.

This committee shall be composed of the principal, a guidance counselor, and three teachers (including one special education teacher) from each feeder and receiving school. This committee is to elect a chairperson at its first meeting each year, such person is to be responsible for documentation of plans, activities, and schedules for the year. A plan of action is to be submitted to the superintendent September 1 of each year with a final report of action taken submitted by July 1.

This Joint Transitional Committee is responsible for planning the following activities:

  1. Orientation of receiving school faculty concerning the school concepts and characteristics of the feeder school students.
  2. Orientation of the feeder school faculty concerning the philosophies, objectives, and expectations of the receiving school.
  3. Biannual meetings of feeder and receiving school departments, grade groups, and/or teams for the purpose of articulation.
  4. Receiving school guidance personnel meetings with feeder school transitional students to discuss scheduling and other aspects of the new school.
  5. Guided tours of new school. The receiving school principal is responsible for making sure that these tours are conducted as scheduled. These tours are to include:
    1. Student orientation at the new school
    2. Written information concerning the new school including policies, rules, and expectations
    3. Other activities and materials that may help provide a smooth transition.

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