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Abstract

The transition from middle school to high school can be a difficult one for even the most "on track" students. It can pose some especially tough challenges for at-risk youth. In North Carolina, teachers work hands-on with students to prepare them during the summertime months for their first year of high school. The curriculum offers help in core academic courses, as well as support in areas of confidence and self-esteem building, and organizational and study skills. Regina Gilchrist Ash submitted this effective practice to the Promising Practices in Afterschool Listserv in April 2003.

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Issue

Developing academic skills and self-confidence for at-risk youth transitioning from middle school to high school.

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Action

In western North Carolina, Swain High School has implemented a transition program for incoming freshmen that focuses on building strength in key areas of academics, study skills, and self-esteem.

Effective practices include:

• The program is planned as a four-week course running from mid-June through mid-July.
• The program director is a physical education teacher who is a true believer in high self-esteem, self-confidence and motivation, as well as both the positive and negative effects of peer pressure. She and her assistant work with the students on the days when they are not involved in the academic portions of the program, on these and other adolescent topics, as well as organization and study skills.
• Select high school teachers take two days each to do hands-on, manipulative activities in each of the four core academic areas and in computer skills.

Math: Students practice with hands-on equations, using the text Making Algebra Child's Play, by Borenson and Associates, for basic algebra skills and learn origami for geometry basics.

Language Arts: Students write and publish a gossip "rag" newspaper (tabloid style) in collaboration with the computer teacher.

Science: Students use hand held GPS devices to do simple forms of "geo-caching," and explore nearby streams to study plant and animal life.

History: A wide range of instructional methodologies is used, including discussions that connect history to their lives.

• Additionally, the director conducts a variety of communication building activities with the students, especially cooperative learning, teambuilding, and trying not to be so critical of each other and themselves.
• Students are able to earn backpacks by setting and attaining goals and are given an assortment of school supplies, journals, photo albums, books, small staplers, and index cards. Each day they set and reach a reasonable goal they choose an item from the "Incentive Box." (They start out with small goals such as "to make one of my friends smile" or "to not say something negative about myself" and work up to more difficult goals.)
• In between the two-day mini-sessions, the students participate in related field trips to historical sites, an aquarium, caving, a ropes course, and a purely fun trip at the end of the program.
• The students have breakfast and lunch with the principal and assistant principal on several days. These meals are provided free of charge through the school nutrition program.
• Transportation is provided for students who need it through a 21st Century Community Learning Centers (CCLC) grant.
• Teachers who participated in the summer program will mentor these students throughout the school year.
• Students will also be paired with a business mentor through the Family Resource Center and their parents will receive additional resources as well, such as money to help them purchase school clothes for their children.
• Students who participate in the program receive one high school elective credit after they have completed all activities with their mentors during their freshman year.

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Context

The 21st Century Community Learning Centers (CCLC) grant has made resources available to purchase necessary materials for the summer teachers to use, and some good organizational tools for the students to keep to help them during their first (and subsequent) years in high school (such as planners, backpacks, and notebooks).

Project EXTREME (for EXTREME western counties in North Carolina) is comprised of a consortium of three counties supporting five area high schools.

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Outcome

The students enrolled in this summer program have an opportunity to prepare for their first year in high school with instruction in core academic subjects, computer literacy, study skills and self-esteem. Since these students are considered at-risk, the expectation is that this early preparation and training will make enough of an impact to keep them motivated and focused, and to stay with them throughout their entire four years of high school.

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Evidence

For summer 2003 (the first year of the program), there are 19 students enrolled.

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Posted On

July 30, 2003

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For More Information

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Resources

The Promising Practices in Afterschool Listserv is a virtual community of afterschool program staff, youth workers, school-age care providers, educators, researchers, policymakers, and others with an interest in keeping up-to-date on the latest in afterschool issues.

Related Practices

• Providing summer youth activities
• Building effective programs for summer learning

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Related sites

Promising Practices in Afterschool

Public Schools of North Carolina

YouthLearn

Topic Areas

• At-risk youth
• Out-of-school time
• Schools
• Volunteer
• K-12
• Students
• Community-based
• Education

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