Sixth Grade Shadowing Transition Field Trip

Project: School Based

Submitted in Partial Fulfillment of Requirements for the NJ EXCEL Program Model # 2

Foundation for Educational Administration

Jennifer Schoepflin

January 2017, Model 2

I-Mentor: Mr. Scott Uribe

Herma S. Simmons Elementary School, Clayton Public School District

Submitted: July 15, 2017

SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 2

Acknowledgements
The completion of this project would not have been possible without the dedicated participation
and assistance of the fifth grade and sixth grade teachers within the Clayton School District. Their
contributions are sincerely appreciated and gratefully acknowledged. In addition, this project
would not have been possible without the leadership and guidance of Mr. Scott Uribe, Principal
of Herma S. Simmons Elementary School.
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 3

Executive Summary
In the Clayton Public School District the transition from fifth grade to sixth grade has
become a concern and student achievement within sixth grade is declining. Additionally, teachers
and administrators have found through observations, students’ grades, parents’ concerns, and
additional qualitative data, that fifth grade students need more support when transitioning into
sixth grade. Fifth graders are struggling due to their lack of organization, mismanagement of
multiple content area requirements, and their inability to follow middle school procedures as
concluded by sixth grade teachers’ survey results. Additionally, survey results indicate that 0% of
sixth grade teachers were satisfied with the level of preparation current sixth graders exhibited
when they entered sixth grade. This problem became a focal point of the project because of the
eminent need for transition support. Additionally, this project was chosen because of the
opportunity to positively impact a large population of students. To address this problem, a
transitional Sixth Grade Shadowing Field Trip was developed and implemented through
collaboration with fifth and sixth grade teachers, as well as administrators from both the middle
school and elementary school.
Through participation in this field trip, fifth grade students were exposed to a day in the
life of sixth grade students. This initiative provided students with hands on experience, which
required fifth graders to follow middle school procedures, learn about effective organizational
strategies from exemplar sixth grade students, and exposed fifth graders to their future teachers.
When comparing fifth graders’ pre and post field trip survey results, one of the most dynamic
survey findings was that students’ participation in the Sixth Grade Shadowing Field Trip
improved students understanding of sixth grade procedures by 31%, improving from 48%
agreeing or strongly agreeing they understand the procedures, to 79% agreeing or strongly agree
that they understand procedures. Additionally, when asked, 86% of fifth grade students agreed,
that the field trip taught them about sixth grade, with 52% strongly agreeing. When analyzing
post field trip survey results completed by both fifth and sixth grade teachers, it is evident they
found the Sixth Grade Shadowing Field Trip meaningful and beneficial. Results indicated that
both found the outlined itinerary effective, with 100% of fifth grade teachers strongly agreeing to
its’ effectiveness. Additionally when polled, not one sixth grade teacher disagreed about the fact
that the field trip was meaningful and that the students learned procedures. Due to the success of
this field trip, it will be recommended for implementation in 2017-2018 school year. Trip
feedback revealed that June was not an ideal month to conduct this field trip, thus moving
forward it will be implemented earlier in the school year.
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 4

Table of Contents

CHAPTER PAGE

I. Project Descriptions 5

II. Research Base 8

III. Finding, Conclusions, Recommendations 10

IV. Applications to School Leadership Practice 13

References 15

Appendices

Appendix A: PARCC Assessment Data 17

Appendix B: Field Trip Permission Slip 18

Appendix C: Sixth Grade Shadowing Field Trip Itinerary 19

Appendix D: Student Behavior Expectations Presentation 20

Appendix E: Sample Scavenger Hunt 22

SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 5

Project Description
Project Context
The Clayton Public School District is a small k-12, suburban school district located in
southern New Jersey. Major issues impacting this school district include low socioeconomic
status and limited levels of education, with 13% of the adult community not earning a high school
degree. To address these challenges, the district must continue to offer parents support, provide
interventions for struggling students, utilize Title I funding strategically, and ensure that students’
basic needs are being met. Recent findings indicate that students’ academic growth is progressing
as students move through grades four and five. When students reach sixth grade they begin to
struggle to demonstrate proficiency and make little academic growth. It is also important to note
that the Herma S. Simmons Elementary School in Clayton houses students from preschool to fifth
grade. The Clayton Middle School contains students in grades sixth through eighth grade, and is
in the same building as the Clayton High School. Middle School students share hallways with
high school students when transitioning to electives, gym, and lunch.
Problem Statement
While examining academic growth and achievement among students within the Clayton
School District, students leave fifth grade demonstrating academic growth and proficiency. When
students conclude sixth grade, however, they are struggling to demonstrate proficiency. Further
data indicates that sixth grade student struggle to meet the organizational, procedural, and
behavioral demands required in sixth grade. In addition, fifth grade students vocalize fear and
anxiety in moving to the middle school building in sixth grade. There are a multitude of factors
that may be contributing to this problem including curriculum, instruction, instructional materials,
grouping of students, lack of a departmentalized fifth grade, as well as the need for further
supports in the transition process.
Project Purpose
In the field of education, one of the most critical components is students’ academic
achievement. This project was selected because it had the ability to impact over one hundred
thirty students. It is known that students’ learning environment impacts students’ academic
performance. This project sought to build connections between fifth and sixth grade so students
have a smooth transition and feel safe in their new learning environment. It is important to note
that this project connects to the school districts’ current needs. When analyzing achievement data,
the district has diagnosed a need for students’ academic performance in sixth grade to improve.
As previously stated, this project seeks to address one component of a multidimensional problem
found within the district. In addition, this project also connects to the Clayton Public School
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 6

District Mission Statement which is, “ The Clayton Public School District will collaborate with
parents and the community to provide a safe, caring, and engaging learning environment where
all students achieve the Common Core State Standards, along with the knowledge, skills, and
experiences to succeed in a global society” (Clayton Public Schools, 2017). This mission aligns to
this project in that this project seeks to create a safe and caring learning community for sixth
grade students through supporting students in the transition process.
Within this project there are many implications for effective school leadership practices as
well areas for personal learning. The ability to develop and implement a shared vision and
mission, and use technology to implement this mission, will be developed through the conclusion
of this project. This project will also foster the ability the create surveys that yield valid and
reliable data. Additionally, the completion of this project will cultivate skills related to data
collection, data analysis, and effective practices for disseminating data results. Another effective
leadership practice that will be addressed is the ability to collaborate and communicate with
teachers, administrators, and staff through the facilitation of the project. Finally, through this
project, strategies for utilize technology to facilitate effective communication will be
strengthened.
Project Design
The steps taken to systematically investigate the problem began with collaboratively
discussing student achievement data with the current elementary school principal. One
characteristic of an effective elementary school is its ability to prepare students to thrive once
they have been promoted from the elementary school to the middle school. When looking at
district achievement data it was discovered that students were struggling in sixth grade.
Subsequent conversations and brainstorm sessions with the administrative team during DEAC
meetings, Curriculum Instruction Meetings, and ScIP meetings inspired various ideas for
addressing this problem. These conversations also prompted the development and implementation
of surveys focused on the fifth to sixth grade transition process. The survey results indicated that
71.4% of sixth grade teachers agreed or strongly agreed that having fifth grade students shadow
sixth grade students during the school day would be beneficial and help the transition process.
Additionally, 100% of fifth grade teachers agreed or strongly agreed that having fifth grade
students shadow sixth grade students would be beneficial. This data as well as other data
collected from these surveys supported the decision to create the Sixth Grade Shadowing field
trip.
To implement this trip effectively many steps were taken. First, a Goggle Team Drive was
created, which provided a central location for collaboration and distribution of documents. Next,
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 7

two dates for the trips were decided through discussion with district administrators. Through
collaboration it was concluded that half of the fifth grader would attend each day to allow for a
structured and safe experience. Additionally, permission slips were created, distributed to
teachers, and signed by parents. Also, bussing was arranged through contacting the transportation
office.
Next, a meeting with the sixth grade team leader was conducted to collaborate on various
components of the trip. Though this, the trip itinerancy was created. Also, it was decided that the
sixth grade teachers would nominate and collaborate to create a list of exemplary sixth grade
students. Next, fifth grade students were randomly paired with sixth grade students. The fifth
grade team then worked together to create a scavenger hunt or fifth grade students to complete
while shadowing the sixth grade students.
Prior to fifth grade students’ participation in the field trip, fifth grade students completed a
survey related to their view of sixth grade and their preparedness. In addition, they viewed a short
presentation about behavior expectations while attending the field trip. An incentive for
completing the scavenger hunt was also advertised during the presentation. Each completed
scavenger hunt would grant students entrance in a prize raffle.
After the field trip, fifth grade students completed another survey related to their thoughts
about sixth grade now that they had shadowed a sixth grader. This survey yielded data that
allowed for comparison and analysis of the effectiveness of the field trip through a student’s point
of view. Also, fifth and sixth grade teacher were able to provide their feedback through a post
field trip survey. Data was compiled and conclusions were drawn about the effectives, from the
teachers’ point of view. Also, ways to improve the field trip were recommended. Finally, data
was disseminated with administrators to help impact future transition support programs.
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 8

Research Base

This project will seek to investigate: What challenges impact students transitioning from

elementary school to middle school? and How do school communities effectively support students

through the transition process? According to Akos (2002), elementary students’ transition to

middle school can be uniquely challenging due to the environmental differences between

buildings. This is evident through classroom observations, lesson plans, and curriculum.

Additionally, the classroom setup, instructional techniques, and assessment strategies are

monumentally different when comparing the elementary and middle school settings. These

differences, as well as unfamiliar school staff, varying classroom procedures, and diverse

expectations, can impact students’ success and contribute to the transitional challenges

experienced by students (Akos, 2002).

Peter Lorain writes, “A key indicator of a successful middle school experience is a

positive transition from elementary school. Unfortunately, positive anything is difficult for soon-

to-be middle school students, if all they can think about is: "Will there really be that much more

homework?" "What if I can't find the bathroom in that big school?" "Will I be able to open my

locker?" "Do the big kids beat you up?" (2017, p1). These are realistic thoughts of a soon to be

middle school student. So the question remains: What strategies are effective in supporting

students through this challenging process?

Akos (2002) believes students need extended support through this transition process and

highlights the importance in building a welcoming and positive classroom environment through

improving student-teacher relationships and incorporating cooperative learning. Additionally,

Cauley & Jovanovich (2006) agree stating, student attendance, retention, and achievement can be

improved through effective transition programs. Providing students transitional activities during

spring and summer can yield more adjusted middle school students. It’s recommended that
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 9

teachers and administrators must continuously plan and implement strategies to support incoming

students (Cauley & Jovanovish, 2006).

Creating a transitional plan is imperative when supporting students in the transition

process. Lorain (2017) suggests guidelines for the creation and implementation of an effective

transition program. Providing fifth grade students with realistic expectations of what middle

school will be like is imperative in the creation of an effective transitional activity. Additionally,

providing students with a great first impression that is positive and successful is important. Lorain

also believes, “They (students) should have the opportunity to visit the middle school in the

spring and meet the staff and students, particularly their homeroom teacher and classmates.

Educators in both the elementary and the middle school should provide activities for students that

lessen their concerns, build their confidence, and reduce their anxiety” (2017, p 2). The strength

in utilizing a “buddy system” in the transition process is also emphasized.

In conclusion, the transition from elementary school to middle school is a daunting and

challenging experience for students. Students struggle to adjust to the procedural expectations and

organizational demands as well as, the management of diverse classroom procedures. To address

these challenges, a collaborative approach is necessary and transitional activities must be

developed and implemented with fidelity. If transitional activities are implemented effectively,

transition programs can “be a catalyst for positive growth, starting students on a journey that will

see their teen aspirations soar into adult accomplishments” (Elias, 2002, p.43).
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 10

Findings, Conclusions, and Recommendations

Prior to conducting the Sixth Grade Shadowing Field Trip sixth grade teachers and fifth
grade teachers were surveyed. These survey results indicated that 0% of sixth grade teachers were
satisfied with the level of preparation current sixth graders exhibited when they entered sixth
grade. Fifth grade teachers’ survey data yielded similar findings, with only 16.7 % of fifth grade
teachers believing students were prepared. These results reveal that there must be new strategies
implemented to better prepare students. The sixth grade survey results also indicated that 57.1%
of sixth grade teachers believed students entered sixth grade with organizational skills necessary
to be successful, while only 16.7% of fifth grade teachers thought fifth graders possessed
necessary organizational skills. Organizational skills must be a future focus embedded within
fifth grade instruction. Additionally, only 28.6% of sixth grade teachers believed that students
entered sixth grade prepared to transition from class to class. Sixth grade teachers and fifth grade
teachers also stated that sixth graders struggle for many reasons including a lack of content
knowledge and negative behavior. Finally, survey results revealed that 57.1% of sixth grade
teachers believed students would benefit from shadowing sixth graders, while 100% of fifth grade
teachers believed is would be beneficial. These results were utilized to compare the effectiveness
of the field trip after implementation and will be revisited.

These data findings were shared with sixth grade teachers and fifth grade teachers within
their Professional Learning Communities. Ultimately, fifth grade teachers brainstormed strategies
to help improve students’ preparation for sixth grade, including some mock transitioning within
the school year. A vertical articulation meeting was also scheduled to collaboratively develop
strategies to improve students’ transition. In addition, the fifth grade team met with
administration and collaboratively decided to begin to research and create an action plan for
departmentalizing fifth grade for the 2018-2019 school year.

When reflecting on the impact of the field trip it is important to reflect on student’s pre-
field trip and post-field trip survey data. This data reflects surveys completed by one hundred and
twenty students. Prior to participation in the field trip, 77% of fifth grade students agreed or
strongly agreed that they were prepared for sixth grade. After participation in the Sixth Grade
Shadowing Field Trip, 87% of fifth graders agreed or strongly agreed that they were prepared for
sixth grade. These results reveal that the participation in the field trip improved students’ feelings
about being prepared by 10%. Additionally, prior to the participation in the field trip, 59% of
students’ believed they were prepared to change classes, improving after experiencing the field
trip to 65%. Students’ nervousness about middle school was also measure within both the pre-
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 11

field trip survey and the post- field trip survey. This data revealed that the amount of students’
feelings nervous decreased buy 14%. This proved that experiencing the field trip decreased
students’ nervousness about sixth grade.

One of the most dynamic survey results found when comparing fifth graders’ pre and
post-field trip survey results, indicated that students’ participation in the Sixth Grade Shadowing
Field Trip improved students understanding of sixth grade procedures by 31%, Additionally,
when asked, 86% of students agreed, that the field trip taught them about sixth grade, with 52%
strongly agreeing. This data reveals that Sixth Grade Shadowing Field Trip was successful in
providing students with valuable support as they prepare to transition to sixth grade.

Fifth Graders’ Survey Data

I am prepared to be successful in sixth grade, next school year.

Strongly Disagree
Pre-Field Trip Disagree Post-Field Trip 1%
1% Disagree Neutral
2% Strongly 12%
Strongly
Agree
Agree Neutral 44%
33% 20%
Agree Agree
44% 43%

I know the rules and procedures for sixth grade.

Pre-Field Trip Strongly Post-Field Trip

Disagree
2%
Disagree
Strongly 4% Neutral
Agree Disagree Strongly 19%
25% 4% Agree
43%
Neutral
Agree 44% Agree
23% 36%

I am prepared to change classes and have different teachers in sixth grade.

Pre-Field Trip Strongly

Disagre Post-Field Trip
Strongly
Disagree
Disagre
e 1%
Strongly Strongly Disagree
2%e
Agree 11% Agree 5%
30% 31% Neutral
Neutral 29%
Agree 28%
Agree
29% 34%
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 12

I am nervous to be in sixth grade next school year.

Strongly Post-Field Trip Strongly

Pre-Field Trip Disagre
e Strongly
Disagree
17%
12% Disagre Agree
Strongly 18% Disagree
e 14%
Agree 10%
31% Agree
Neutral 21%
Agree Neutral
25%
22% 30%

The Fifth Grade Shadowing Field Trip taught me a lot about sixth grade.

Post Field Trip Disagree

5% Neutral
9%
Strongly
Agree
52% Agree
34%

When analyzing post field trip survey results completed by both fifth and sixth grade
teachers, it is evident that they found the Sixth Grade Shadowing Field Trip meaningful and
beneficial. Results indicate that both found the outlined itinerary effective, with 100% of fifth
grade teachers strongly agreeing to its’ effectiveness. Additionally, when polled not one sixth
grade teachers disagreed about the fact that the field trip was meaningful and that the students
learned procedures. Finally, when asked if students benefited in participation of the field trip,
100% of fifth grade teachers agreed or strongly agreed. Sixth grade teachers’ view of the benefit
of the field trip improved from pre-trip, 51.7%, to post trip 83.41%. This data indicates that this
field trip was meaningful and should be continued in subsequent school years to support fifth
grade students in their transition to sixth grade.

A component of the post-field trip surveys for both fifth and sixth grade teachers offered
an open-ended question for recommendations to improve the field trip. The responses from this
survey data revealed that many teachers believe this experience would be more effective if
implemented earlier in the school year, and not in June. Teachers believed this would allow
students to be more focused during the trip and would allow students to see middle school
instruction verses, review for final exams. This feedback will be utilized when determining the
dates for this trip during the 2017-2018 school year.
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 13

Fifth Grade and Sixth Grade Teachers’ Post Field Tip Survey Results

The field trip itinerary effectively outlined field trip procedures for teachers.

Fifth Grade Results Sixth Grade Results

Strongly Disagree 0% Strongly Disagree
17% 17%
Disagree Disagree
Neutral Neutral
83% Agree Agree
Strongly Agree Strongly Agree

I believe the 2016-2017 transition trip provided students with meaningful information
about sixth grade.

Fifth Grade Results Sixth Grade Results

Strongly Disagree
17% Strongly Disagree
17% Disagree
Disagree
Neutral
Neutral
66% 66% Agree
Agree
Strongly Agree
Strongly Agree

While on the transition trip, fifth graders learned about middle school procedures.

Fifth Grade Results Sixth Grade Results

Strongly Disagree Strongly Disagree
17% 17%
Disagree 17% Disagree
Neutral Neutral
66% Agree 66% Agree
Strongly Agree Strongly Agree

Future sixth grade students benefited from shadowing current sixth grade students.

Fifth Grade Results Sixth Grade Results

Strongly Disagree Strongly Disagree
17% 17%
Disagree Disagree
Neutral Neutral
66% 66%
Agree Agree
Strongly Agree Strongly Agree
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 14

Application to School Leadership Practice

Applications
The completion of this project fostered a multitude of leadership skills that will be utilized
in the future as a school leader to improve teaching and learning for all students. The first skill
developed was the ability to collaboratively development and implement a shared vision and
mission (ISLLC Standard 1.a). In the future this skill will be utilized when addressing any type of
problem school or district wide, creating action plans, and facilitating committees. The ability to
collect and analyze data to identify goals, assess organizational effectiveness, and promote
organizational learning was also developed through this project (ISLLC Standard 1.b).
Additionally, the capacity to create and implement plans to achieve goals (ISLLC Standard 1.c)
as well as the ability to monitor and evaluate progress to revise plans was developed through the
completion of this project (ISLLC Standard 1.e). Standard Two: Instructional Leadership was a
focus when completing this project as well. Through this project, the ability to monitor and
evaluate the impact of an instructional program was developed (ISLLC Standard 2.i). In the
future these skills will be utilized frequently when setting goals, evaluating effectiveness of
initiatives, creating professional development plans, and reflecting on success of a school or
district. The ability to integrate current technologies to support achievement of a shared vision,
mission, and goals that establish high expectations for all students and educators was cultivated as
well (ISLLC Standard 1.f). Standard Three: Strategic Management was also addressed through
the development of skills to monitor and evaluate the management of operational systems (ISLLC
Standard 3.a.) and the ability to utilize all resources available, especially technologic resources
(ISLLC Standard 3.b) were developed. Utilizing technology to foster growth is imperative in all
administrative work and will be utilized often in the future. This project additionally fostered
growth within Standard Five: Ethical Leadership, cultivating self-awareness, reflective practice,
transparency, and ethical behavior (ISLLC Standard 5.b).
Dissemination
Sixth grade teachers received feedback regarding the data collected through this project.
This provided sixth grade teachers with understanding regarding what fifth graders learned
through this experience. In addition, data and reflection results were shared with administrators
for both the elementary school and middle school. This provided administrators with information
regarding the weaknesses within the transition process. It also provided data to determine the
effectiveness of the field trip and how to improve the field trip moving forward. This information
will be presented within Professional Learning Communities.
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 15

Implications and Recommendations for Future Study

This project can ignite further transitional activities for fifth grade students. Data
on the achievement of the sixth grade students, during the course of the 2017-2018 school
year, can be utilized to measure the effectiveness of the Sixth Grade Shadowing Field
Trip. It also can be utilized to inspire additional activities to add to an evolving middle
school transition program. Involving parents in an additional transition activity can also
strengthen the support provided to fifth grade students. Additionally, this transition
project can be mirrored for students transitioning from middle school to high school.
Action Plan
The vision and mission of this project was to create an authentic opportunity for fifth
grade students to learn from their sixth grade peers about the organizational demands, procedures,
and behavior expectations of sixth graders; while also building positive relationships in their
future educational environment. This project had multiple objectives including, collaboration with
teachers and administrators to development and implement a field trip that allowed fifth graders
to shadow sixth grade students. An additional objective was to create teacher and student surveys
to collect data, as well as to analyze data to drawn conclusions, reflect on data, and utilized
technology effectively throughout the process. The timeline of this project was important. Many
months prior to the field trip, collaboration with principals occurred and dates for the field trip
were determined, buses were reserved for the trip, and a meeting with the sixth grade chair
occurred to begin collaborating. Three months prior to the field trip, the fifth and sixth grade
teacher surveys were generated and administered, the fifth grade students’ pre-shadowing survey
was created, and a field trip permission slip was created and sent home to be signed by fifth grade
parents. Next, sixth grade teachers developed a list of exemplary sixth grade students. A month
prior to the field trip, fifth grade students completed the pre-field trip survey, permissions slips
were collected, the itinerary for the field trip was generated and shared with teachers, and the fifth
grade/sixth grade shadowing matches were crafted. Next, the field trip was implemented and post
field trip surveys for teachers and students were completed. Finally, data was collected and
analyzed to monitor outcomes and draw conclusions. Data and conclusions were then
disseminated to fifth and sixth grade teachers, guidance, and administrators.
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 16

References
Akos, P. (2002). Student perceptions of the transition from elementary to middle school.

Professional School Counseling, 5(5), 339. Retrieved from

http://findarticles.com/p/articles/mi_m0KOC/is_5_/ai_88579043/

Clayton Public Schools. (2017). Retrieved from http://calytonps.org

Cauley, K.M. & Jovanovich, D. (2006). Developing an effective transition program

for students entering middle or high school. The Clearing House, 80(1), 15-25.

Elias, M.J. (2002). Transitioning to middle school. Educational Digest, 67(8), 41.

Retrieved from www.eddigest.com


Lorain, P. (2002). Transitioning to middle school. Retrieved from

http://www.nea.org/tools/16657.htm
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 17

Appendix A: PARCC Assessment Data

ELA District Cohort Group Gains Losses Comparison 2015 to 2016:

70.0

60.0

50.0

40.0

30.0

20.0

10.0

0.0
FOURTH FIFTH SIXTH SEVENTH EIGHTH

Figure 1

Math District Gains Losses Comparison 2015 to 2016:

50.0
45.0
40.0
35.0
30.0
25.0
20.0
15.0
10.0
5.0
0.0
FOURTH FIFTH SIXTH SEVENTH EIGHTH
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 18

Appendix B: Field Trip Permission Slip

Dear Parent or Guardian,

On June 9th our class will have the opportunity to attend a field

trip to the Clayton Middle School. While at the Clayton Middle

School, students will have the opportunity to shadow current

sixth graders in preparation for the transition from fifth to

sixth grade. We plan to leave from Herma S. Simmons at

approximately 9:00 am and will return at approximately 11:40 am.

We would like your child to accompany us on this field trip. Will

you kindly sign the permission slip below and return it to us no

later than Friday, May 19, 2017. There will be no cost to attend

the field trip.

_________________________________________________
(please cut off and return to teacher)

Parent/Guardian Permission Slip

Date of Trip:________________

______ I wish

______ I do not wish

to give permission for my child ______________________________ to

accompany your field trip to the Clayton Middle School.

Parent / Guardian Signature: ________________________________

Date:____________
 SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 19

Appendix C: Sixth Grade Shadowing Field Trip Itinerary

Clayton Fifth Grade Transition Field Trip Itinerary 2017

Depart from Simmons

9:00

9:15- Meet in Middle School

Cafeteria
Match sixth grade students
9:30 with fifth grade students

9:30- Fifth graders shadow sixth

graders &

11:30 Fifth graders complete

scavenger hunt

Students meet in Clayton

11:30- Performing Arts Center for
Summer Assignments
12:15 Assembly

12:15 Depart from Clayton

Performing Arts Center

9 :00
Clayton Public School District Mission Statement
Clayton Public School District will collaborate with parents and the community to provide a safe, caring, and engaging
learning environment where all students achieve the Common Core State Standards, along with the knowledge, skills,
and experiences to succeed in a global society.
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 20

Appendix D: Student Behavior Expectations Presentation

6/26/17

Fifth Grade
Transition Trip
Student Expectations
June 8th and 9th 2017

Overview

• Fifth Grade Shadowing Trip Information

• Student Behavior Expectations
• How to be Prepared for a Successful Trip

1
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 21
SIXTH GRADE SHADOWING TRANSITION FIELD TRIP 22

Appendix E: Sample Scavenger Hunt

Shadowing Scavenger Hunt

1. What sixth grade classes did you visit?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. What was the objective of each lesson you observed?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. What were the class rules within each classroom you visited? Where the rules similar or different than
the rules within your current fifth grade class?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

4. What do sixth graders do to stay organized? What routines do sixth graders follow? What supplies will
you need for next year?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

5. What advice did your sixth grade shadowing partner share with your?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

6. What assignments do you need to complete this summer?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________