Mrs. Sabrina A. Preston

Burke County Middle School

Transition/Graduation Coach

School Phone:  706-554-3532 ext. 251

Office Hours:  8:15 - 3:30

sfpreston@burke.k12.ga.us

 

 Welcome to another school year!

2013 - 2014


 

ESSENTIAL DUTIES AND RESPONSIBILITIES

The mission of the Transition/Graduation Coach is to ensure the successful transition of all students from elementary to middle school and from middle to high school. This initiative is designed to provide a comprehensive prevention/intervention process for students at-risk of grade retention, and/or dropping out. The role of the transition/graduation coach is to identify students in need of additional support and work with them to achieve academic success. The coach will work to ensure that all identified students receive the resources/services that they need to be guided toward the path of promotion and ultimately to graduation.

Once students have been identified the coach will connect students to intervention programs to prevent grade retention and the Georgia Criterion Reference CompetencyTest (CRCT)failure while ensuring a solid academic foundation that promotes the successful transition out of middle school to high school.

Identify at-risk students

Utilize the components of a profile of characteristics of potential dropouts developed by the National Dropout Prevention Network to identify students at risk of dropping out.  These characteristics include: 

  • History of school failure, retention, and/or overage for grade;
  • Low standardized test scores, reading and/or math achievement;
  • Failure of the CRCT
  • Special education/disability
  • Attendance problems/truancy
  • Behavioral problems, history of suspensions, high-risk peer group
  • Disengagement from school, low expectations, lack of extracurricular involvement
  • Family status or risk factors: economically disadvantaged, high mobility, non-native English speakers

Generate School Support and Develop Graduation Team(s)

In collaboration with a school's existing leadership, develop a Graduation Team(s) that includes administrators, teachers, advisors, counselors, school social workers and/or any other relevant service providers.  •Graduation teams may utilize existing school-based teams, such as School Leadership, School Improvement, and/or Student Support Teams.

Develop School-wide Support and Interventions

•Work with faculty and administrators to develop credit recovery and alternative options and to adapt curriculum and differentiate instruction to meet the needs of identified at risk students;

•Provide training and/or support to middle school teachers on support measures that work with youth identified as at risk of not graduating.

Provide Direct Service and Case Management

Develop and implement individual, small group, and whole school intervention and prevention strategies to increase the likelihood that students will stay in school and graduate;

Develop Transition Programs and Vertical Teams with Elementary, Middle, and High Schools

•Collaborate with cluster elementary, middle, and high school(s) to identify students at risk of not graduating

•Conduct vertical team meetings among elementary, middle, and high school faculty and staff to develop action steps to improve individual student and subgroup transition success rate;

•Collaborate with teachers, counselors, and/or advisors to assure the continued use of the transition process to help students successfully adapt to the rigors of the high school experience.

Develop Relationships with Parents/Guardians, Community Organizations, and Other Resources

•Connect individual students and their parents/guardians with community organizations and programs

•Develop or work with local mentoring programs, business and/or community coaches to connect individual students with mentors;

•Provide support and outreach to parents/guardians of students identified as being at risk of not graduating.

Assessment and Reporting

•Track the progress of individual students and subgroups as they progress toward high school graduation;

•Conduct and analyze on-going formative and summative evaluation data of program effectiveness