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Smoothing your child's transition to middle school

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Smoothing your child's transition to middle school

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Ah, middle school. Though your child may barely be entering puberty and may still be a pre-teen, the transition to middle school is a big step on the road to maturity. A big, scary step. Regardless of what specific grade marks the beginning of junior high or middle school in your community, your child will be both excited and afraid. Researchers have found that students anticipating the move to middle school worry about three aspects of the change: logistical, social, and academic. Your child with learning or attention difficulties shares the same worries as her peers, and may be afraid the change will be even harder for her.

While you won't be able to calm your child's fears completely, with some advance planning and open discussions you can substantially ease her mind. The first step is understanding what may worry your child.

Logistical concerns

When researchers asked kids what aspect of moving to middle school most concerned them, the top answers related to how things at the new school worked (Akos, 2002). How would they find the right classroom? What happened if they were tardy? Where was the cafeteria? What about the bathrooms?

Middle school is a much more complex environment than grade school. The campus is larger, there are more students, and instead of one teacher and one classroom, your child will have a separate instructor, and classroom, for each subject or block of subjects (e.g., language arts/social studies or math/science). It's no wonder kids worry about finding their way in this new world.

For your student with learning or attention problems, understanding the rules and procedures of the new school may be even more important. The challenge of navigating multiple transitions between classes and organizing books and materials for every subject may be all she can handle in the first few weeks. Here are some strategies for helping your child make a smoother transition to middle school:

Explore the school's Web site with your child. Search for announcements, schedules, and events.

Accompany your child on campus tours and orientations offered to parents and incoming students. The better you understand the school layout and rules, the more you can help your child.

Get a map of the campus and take your child to explore. Pick a time after school in the spring or in the days just before school starts in the fall. Be sure to check in with the school office to get an OK for your explorations.

Include a couple of your child's friends on campus treks. They can boost each other's memory about where things are when school starts.

Take advantage of summer programs - academic or recreational - offered at the new school for incoming students. Your child will get the feel for the campus in a much more relaxed atmosphere.

Get a copy of your child's class schedule and mark the location of her locker and each classroom and bathroom on the school map. Tape both of these inside her binder. If your child has trouble reading maps, walk the route between classes with her - more than once, if necessary - and note landmarks that the student can use to navigate.

Find out the length of the passing period between classes. Time it out for your child. Demonstrate how far she can walk in that amount of time.

Get a copy of the student handbook. Review rules and requirements - especially the school's code of conduct, which describes consequences for violations of the most important rules. Ask the school staff questions about anything that's unclear.

Buy your child a lock for her locker several weeks before school starts to give her plenty of time to practice opening and closing it. (Note: Consider whether a combination or keyed lock is best for your child.)

Make sure your child has an easy-to-read wristwatch so she can quickly see if she needs to hurry to be on time to class. If she has a cell phone, make sure the time is set correctly and she is in the habit of checking it.

Social fears

Another area of worry for students moving to middle school is the social scene. Will I see anyone I know? Will it be hard to make friends? Will I have to eat lunch alone? Are the older kids bullies?

Your child is moving from the top of the elementary school heap to the bottom rung of the middle school social ladder. She may have heard that the older students tease or bully the younger ones. She knows for sure that she and her best friends are unlikely to be in every single class together, and, even worse, there may be classes where she doesn't know anyone at all on the first day. And if your child with learning or attention problems struggles to make friends anyway, then this all adds up to a potential social nightmare.

Remember that, in addition to changing schools,your child is entering adolescence, a stage when kids start to rely much more on peers and pull away from parents. This is a time when being part of a group is very important and being perceived as different can be devastating. It's not surprising that finding friends in the new school is a top priority.

The good news is that the more varied social environment also offers many opportunities to meet people. Being in multiple classes each day means your student is surrounded by more potential friends. The better news is that, once students are settled into middle school, they report that friendships and the social scene are among the best things about school (Akos, 2002: Forgan, 2000).

Some things that you can do to ease the social transition:

Encourage your child to join sports teams, clubs, or other extracurricular activities.

Ease any loneliness in the early weeks of school by helping your child arrange weekend social activities with neighborhood, church, or grade school friends.

Encourage your child to join group conversations. Discuss how to join in without interrupting, to add something relevant to conversation in progress, etc.

Talk about traits that make a good friend (such as being a good listener).

Talk about social skills. Discuss how words and actions can affect other people.

Practice skills needed for difficult social situations.

Remind your child to make eye contact when speaking or listening.

Academic concerns

Though most students worry more about the logistical and social aspects of middle school before they get there, once settled in, academic concerns rise to the surface. Will the classes be too difficult? Will there be too much homework? Are the teachers hard graders?

It's quite typical for students' academic performance to drop upon entering middle school. Along with everything else that's going on - rollercoaster emotions, physical changes, and social upheaval - your child is also coping with harder classes, more homework, and a whole new set of academic expectations. Middle school teachers don't form the close bonds with students that your child enjoyed in grade school. There is less small group and personalized instruction. Teachers expect students to take charge of assignments and projects with less day-to-day guidance.

For a student with learning or attention difficulties, these changes can come as quite a shock. Teachers may vary in their willingness to understand and accommodate your child's learning needs. Organization and time management demands rise to a new level. Though it can seem overwhelming, keep reminding your child that she can manage these changes successfully, though it will take time and practice.

Some tips to help ease her academic concerns:

If your child has an Individualized Education Program (IEP), meet with the middle school IEP team no later than the spring before your child enters the new school. Discuss the qualities of the "ideal" teacher for your child to help ensure the best placements.

Meet with teachers early in the school year. Give them a profile of your child's strengths and where she needs help.

Encourage teachers to continue using strategies that have worked for your child in the past, such as writing homework assignments on the board, or assigning your child a "homework buddy" she can contact if she forgets what her assignments are. If the school has a homework hotline, make sure your child knows how to use it.

Help your student with time management skills. Work together on a schedule for study time, break time, chores, etc.

Work out an organizational system with your student. Acknowledge and make allowances for her anxiety; at first, she may need to carry everything for all classes all the time in order to feel prepared.

Avoid overreacting to grades. Making sure your child gets a handle on how to meet the demands of the new school is the critical factor in the early weeks.

Stay connected to your child's school work. Try to teach your student to work more independently while supporting her enough to give her confidence.

Go to back-to-school night, open houses, parent-teacher conferences and other events where you can connect with your child's teachers.

Help your child be her own advocate. Encourage her to discuss problems and solutions with teachers on her own, but be ready to step in and help as needed.

The best way to help your child through this transition is to keep a positive attitude about middle school. You may remember how clueless, awkward, and self-conscious you felt at that age. Empathize with her if she feels the same way, and tell her it's normal for middle school students to experience those fears and emotions. Reassure her that she will become more comfortable and confident with time. Remind your child that the school and the teachers want her to be successful and that she has what it takes to make it all work.

Most students make the adjustment to the routines and demands of middle school within a couple months. If your child is still struggling as fall gives way to winter, then a meeting with her counselor may be in order. Together, you, your student and the counselor can pinpoint specific trouble spots and brainstorm ways to get things on track.

Try to give your tween plenty of information about how things will work in middle school, but be careful not to overload her. Be proactive in sharing information with her while also encouraging her to ask questions. To prepare for these conversations, you may want to read through the "Middle School Transition Tips for Parents" - and offer your child the "Middle School Transition Tips for Kids." The more she knows up front, the more comfortable she'll be on the first day, and beyond.

References

Akos, Patrick. "Student perceptions of the transition from elementary to middle school." Professional School Counseling, June 2002; 5(5):339-45

Forgan, James W. "Adolescents with and without LD make the transition to middle school." Journal of Learning Disabilities 2000; 33(1):33-43

Updated: December 9, 2019

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Smoothing your child's transition to middle school

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Ah, middle school. Though your child may barely be entering puberty and may still be a pre-teen, the transition to middle school is a big step on the road to maturity. A big, scary step. Regardless of what specific grade marks the beginning of junior high or middle school in your community, your child will be both excited and afraid.

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Book Pack: Back to school Middle School Edition 

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Book Pack: Back to school Middle School Edition 

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By The Understood Team

Moving up from grade school to middle school is a big transition - in more ways than one. The work is harder. The social scene is more complex. And often, the school building is much larger and harder to navigate. Kids with and without learning and thinking differences face new challenges.

But the greatest adjustment may be to the changes in routine. For most kids, middle school is the first time they have to switch classrooms and work with different teachers. It may also be their first time using a locker and swapping out books and materials between classes.

Kids respond to these challenges in different ways. And certain learning and thinking differences, like ADHD, can make the adjustment more difficult. Follow these steps to help prepare your child for the new routines that come with starting middle school.

Talk about the upcoming changes.

Your child may have heard it before - at middle school orientation or from a grade school teacher. But kids talk, too. And the information they share may not always be correct.

Separate fact from fiction and talk to your child about the changes in routine you know will occur. Along with switching classes, maybe your child will have block periods in middle school. So classes may be much longer than your child is used to. Or maybe there will be a homeroom period for the first time. Let your child know what to expect as much as possible.

Get the class schedule early and review it together.

Some schools don't like to give out class schedules well before the start of the school year. If that's the case with your middle school, explain that your child needs extra time to work out where to be at what time.

Look over the schedule to make sure there are no mistakes. Then help your child create a version that that's easy to use. Schedules can be put into the calendar on a phone, or written it in a notebook or in a notes app on a phone, for instance.

Tour the building with the schedule in hand.

One of the biggest challenges for new middle-schoolers is getting from class to class on time, and with all the materials they need. It can help to check out the building before the start of school, using your child's schedule to plot your route. Practice getting from one class to the next in the allotted amount of time.

Take time to walk around. Find the cafeteria, gym, library, bathrooms, and the nurse's and administrators' offices. Also, locate your child's locker. Kids like to know where their locker is in relation to different classrooms.

Set a new daily routine at home.

Your child's middle school may have different start and end times than grade school did. If it starts earlier, start your morning earlier, too. This can help to avoid a stressful race out the door. Try to adjust bedtime too - although that can be tougher with a tween than with a grade-schooler.

If school ends earlier, you may have to adjust your child's afterschool routine, as well. How will your child spend that extra hour or so in the afternoon? Doing homework? Having an earlier music lesson or tutoring session? You can ask your child for input, but make sure the routine you end up with is clear.

Organize materials according to the class schedule.

Keeping class materials organized can be a challenge when your child doesn't have much time between classes. You may want to work together to color-code by subject. For example, use a blue notebook and a blue book cover for science, a green notebook and book cover for social studies, etc.

You can also come up with a plan to organize your child's backpack and locker according to the class schedule. That way your child can easily grab whatever is needed for each class without spending time looking for it.

Adjusting to new routines is a process. Tell your child that everyone will understand if it takes a little while to figure out how to manage it all. That includes teachers, school administrators, and you.

Also, remind kids that they're not alone. Middle school is an adjustment for all kids. Let your child know it's normal to feel a little nervous. And reassure your child that you're there to offer support and help.

Tell us what interests you

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Bob Cunningham, EdM serves as executive director of learning development at Understood.

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Moving up from grade school to middle school is a big transition - in more ways than one. The work is harder. The social scene is more complex. And often, the school building is much larger and harder to navigate. Kids with and without learning and thinking differences face new challenges.

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Ways Busy Families Can Help Children Succeed in Middle School

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Browse our collection of books about Middle School here:

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Strategies to Promote Successful Transitions from Elementary to Secondary

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Starting Middle School | Challenges Your Child Might Face

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Starting Middle School | Challenges Your Child Might Face

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By Amanda Morin

At a glance

Middle-schoolers travel between classes on their own and store their books in lockers.

Middle-schoolers usually have a different teacher for each subject.

Students in middle school face more social pressure and often worry about their ability to fit in and make friends.

Different classroom and school structure

One of the biggest challenges for middle-schoolers is adjusting to a new learning environment. The school itself may be larger. There's also a shift in how classes are held.

In elementary school, kids may have had one or two teachers for core subjects. In middle school, though, the number of teachers may double. It's not uncommon for kids to have different teachers for science, math, English, and other subjects. They may also have other teachers for special classes (like art, physical education, and music).

Your child may also have to switch classrooms between classes. Navigating a new school can be tough, especially for middle-schoolers with visual processing issues. Consider taking a tour of the school ahead of time. Then you can map out the schedule with the most direct routes from class to class.

Kids will also have to keep track of time and perhaps even get materials from their locker before the next class. For kids who struggle with executive function, these increasing demands on organization and time management skills can be overwhelming.

You can help by asking your child to create a locker organization system. If possible, adding items like shelves and section dividers can solve some of the organization problems. You can also plan out locker stops and indicate them on the schedule.

New academic expectations

Not only do middle-schoolers have more teachers, they're also expected to be more independent learners than in grade school. Kids may be assigned more homework and long-term projects. Knowing how to gather information from reputable sources and present it in their own words is important. And since they'll have multiple teachers, the amount of homework and projects may not be evenly spread out.

If your child struggles with written expression or has dyslexia, writing essays and keeping up with reading assignments can be a challenge, too. Tools like graphic organizers and audiobooks can help.

These increased academic requirements require critical-thinking and problem-solving skills. That can be particularly difficult for kids who have trouble with executive function. They may need support in learning how to break big projects into smaller chunks. Board games and video games can be fun ways to build critical-thinking and problem-solving skills, too.

Middle school is a time of major social growth. Going from being the oldest students in elementary school to the youngest in middle school can be scary. Your child is expected to be more independent than in grade school. At the same time, kids may deal with cliques or bullies, or worry about being lonely.

Keep in mind that if your child already has trouble picking up on social cues, middle school socializing may be hard. This may be a good time to start discussing social boundaries and secrets with your child. (You may also want to take a look at tips for reducing risky behavior.)

How to help your middle-schooler

If your child has an Individualized Education Program (IEP) or a 504 plan, try to meet with the case manager in the spring before middle school starts. That way you can begin building a relationship with someone who understands your child's challenges.

It may take you some time to get used to having a child in middle school, too. School staff may not try to get to know parents as much as they did in grade school. There may be different rules than there were at your child's grade school. And policies, like those around tardiness and absences, may be adhered to more strictly.

Key takeaways

It may take time for your child to get used to middle school.

Try to visit the school at least once with your child before school starts.

Meet with teachers before school starts or during the first month of school to review your child's learning needs or IEP.

Tell us what interests you

About the author

About the author

Amanda Morin is the director of thought leadership at Understood and author of "The Everything Parent's Guide to Special Education." She worked as a classroom teacher and early intervention specialist for more than a decade.

Reviewed by

Reviewed by

Bob Cunningham, EdM serves as executive director of learning development at Understood.

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Starting Middle School | Challenges Your Child Might Face

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Middle-schoolers travel between classes on their own and store their books in lockers. Middle-schoolers usually have a different teacher for each subject. Students in middle school face more social pressure and often worry about their ability to fit in and make friends.

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Building essential knowledge and skills for our 7th and 8th-grade students.

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None of what follows obligates a student to have a miserable social experience in middle school. In fact, I believe that most young people make the journey through grades 6-8 without acute or lasting distress.

However, that doesn't mean they don't see more push and shove in school relationships than they have before, or that they don't have more moments when hurt, self-doubt, loneliness, or anxiety are part of the trip.

For causes to be discussed below, middle school can be a challenging social passage. It helps for parents to know some of the bruising possibilities to watch out for, and for young people to know that parents know, because then hard times at school can be shared, emotional support can be extended, and some coaching advice can be given.

In general, it is not helpful when a young person, in the pride of her or his independence, keeps these challenges to himself: "I should be able to handle my own problems." Just because a student is starting to grow more independent from parents doesn't mean she or he is obliged to keep them in the dark. Independence doesn't have to mean isolation. Just because the code of the schoolyard says not to tell on peers doesn't mean the young person has to "gut up and shut up" and undergo hard social challenges alone.
Growth Changes in Middle School
At least during the first year or two of middle school, most students go through times of feeling socially insecure and emotionally vulnerable. Consider three factors that can cause this insecurity.

First, there is the onset of early adolescent change (around ages 9-13) when the young person starts detaching and differentiating from childhood and parents in order to start developing more independence and individuality. Growing up requires giving up, and so some cherished old childish attachments to self and family must be let go. Now more painful distancing from parents begins. Where the 1st-grader loved having parents show up at school, the 6th-grader can find this public parental presence painfully embarrassing: "Mom, Dad! What are you doing here?" It's a vulnerable time, the young person knowing that they can't go back home again to that simpler, sheltered, more secure period of early life. Adolescence begins with insecurity from loss.

Second, there is the need to form a second social family outside of home, of friends who are all becoming different the same way they are, for companionship and understanding. But peer group membership does not come free of charge: To belong one has to conform. Among the unstated but well understood requirements are, "To be one of us, you have be like us, believe like us, behave like us, go along with us, look like us, like us best, and not do better than us." Fitting in is complicated. And as socially insecure young people strive for standing and definition, the incidence of five social cruelty behaviors become more common: teasing, exclusion, bullying, rumoring, and ganging up. Often targeted for this mistreatment are young people who are perceived as "different" from the desirable social norm, who absorb the insecurities of their attackers. Adolescence increases the incidence of social meanness as young people strive for social membership and standing.

Third, usually during the early middle-school years, puberty begins as hormones drive growth to sexual maturity, altering physical appearance in maturing ways the young person does not control. They have to wait and see how their changing body is going to "turn out," and what manner of body they will now have socially to work with when it comes to defining their sexual gender role. Now parents notice how the young person is more self-preoccupied with personal appearance, needs more privacy at home, takes more time to get ready to go out with friends, shows more particularity about dress, endures extended self-encounters in the mirror, and is easily upset by any questioning or critical comments about their looks. Adolescence increases physical self-consciousness and vulnerability to embarrassment, humiliation, even shame.

Taken together, these three factors create a level of insecurity that can play havoc in peer relationships at school, the major social gathering place in a young person's life.
Common Social Concerns
Readers with a low tolerance for lists may want to skip what follows, but I know of no other way to specify and sensitize parents to this social complexity than by itemizing common discomforts with which many middle school students must daily contend.

This is a non-exhaustive list.

People wanting to be your friends just because you're popular.

Gossiping about people.

Growing apart from a good friend.

Being teased.

Spreading rumors about people.

People ganging up on you.

Having a good friend turn against you.

Quarreling with a friend.

Having a friend share with other a secret you confided.

Feeling jealous when a good friend wants to be with someone else.

Seeing a friend change into a different person.

Competing for a boyfriend or girlfriend.

Bullying other people.

Taking or defacing another person's belongings.

Having someone embarrass you.

Receiving messages that hurt your feelings.

Feeling like you have to follow the lead of a dominating friend.

Being threatened by someone promising "to get" you.

People boasting about doing what they're not supposed to do.

Hurting people with nick names.

Fighting to prove how tough you are.

Worrying about whether anyone will like you.

People cutting each other down with insults.

Being excluded from a gathering when your friends were invited.

Going to a party when you feel shy and not outgoing.

Pretending to have a good time when you're not.

Writing bad stuff about one person to another.

Breaking up someone else's friendship.

Keeping others on the outside of a group.

Competing against a good friend.

Pressuring people to go along if they want to be included.

Wishing you had a best friend.

Wishing you had as much as other people.

Being spoken to one day and ignored the next.

People who exclude you from a group but are friendly one on one.

Being embarrassed by your parents in front of friends.

Having parents not like one of your friends.

Envying people more popular than you.

Not having the right clothes to wear.

Feeling trapped by a best friend who is too possessive.

Acting like you don't care when you really do.

Acting like you care when you really don't.

Back in the days when I was compiling these concerns and occasionally working in middle-school classrooms, after giving each student a copy of the list, I would ask them to individually check off any concern they had experienced and double-mark the five concerns each student considered worst of all. Then in small groups of four, I asked them to come to consensus on the three worst problems, brainstorming how to deal with them, each group then sharing their suggestions with the larger group, finally ending with a class discussion about ways to take care of oneself during a more complicated social time.

With so many social concerns preying on a young person's mind, sometimes I think a 7th-grade teacher's humorous comment was correct: "Maybe we should just declare a moratorium on teaching kids in middle school! They've got too much other stuff to think about." True, classroom instruction is often not uppermost in a student's mind; social survival is. This is why it takes a special kind of teacher to teach and reach students in middle school, like the one who ratified at the beginning of each year a student code of social communication and treatment to be followed where she taught. There would be no teasing, exclusion, bullying, rumoring, or ganging up allowed. Her classroom would be a safe place to learn: Did everyone understand? They did. Like a lot of very good middle-school teachers I have known, she combined four crucial elements in her relationship to students: She initiated contact, she expressed caring, she provided challenge, and she never gave up.

At this awkward age, common school experiences can be magnified by insecurity and emotional vulnerability so that even small slights can cause a lot of suffering. So, parents: When your middle-school adolescent comes home expressing in mood or words that it has been a hard day, first allow them some space and time to recover, then offer to give an empathetic listen if they would like to talk. In the words of one young person, "The hardest part of middle school isn't what you have to study, but what you have to watch out for." Making and keeping friends can take a lot of work.

And if, as parents, you have an adolescent who chooses to pursue a more solitary path through middle school to stay out of the stressful social fray, decompressing by sitting alone at lunch to read a book for example, in some cases this choice can be the better part of wisdom. As long as the young person is not isolated and without all social contact, and as long as she or he is not a target of social cruelty for being "different," for some young people, middle school can be a great time not to have a lot of friends to mess around with, to mess with you.

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None of what follows obligates a student to have a miserable social experience in middle school. In fact, I believe that most young people make the journey through grades 6-8 without acute or lasting distress.

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10 Ways to Help Your Child Succeed in Middle School

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10 Ways to Help Your Child Succeed in Middle School

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10 Ways to Help Your Child Succeed in Middle School

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As students grow more independent during middle school, it can be a challenge for parents to know how to stay involved. Here are 10 tips.

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Talking to Kids About Back-to-School Worries

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Talking to Kids About Back-to-School Worries

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https://childmind.org/article/talking-to-kids-about-back-to-school-worries/?utm_medium=email&utm_source=newsletter&utm_campaign=

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Going back to school can bring up big worries for kids, but talking about concerns - and feeling supported - can help. Here are some tips to make your back-to-school conversations more productive and less stressful for everyone.

Kids who've struggled in the past, especially those with learning, mental health, or social issues, often feel more anxious than excited about heading back to school. As a parent it's tempting to focus on the positive: "It's a brand new year!"

But glossing over your child's challenges can leave them feeling unheard and be a missed opportunity to talk about what's really worrying them: What if I fail again? What if I can't do it? What if I have to talk in front of the class?

Instead, acknowledge your child's struggles and be direct - and strategic. Think about what's traditionally been difficult for your child: Social struggles? Test anxiety? Trouble following rules in class? Past troubles can provide a roadmap for future support. Give your child the chance to talk through any concerns, What if I'm terrible at math just like last year? What if they ask me to talk in front of the class again? And work together to brainstorm solutions.

"I remember how hard math was last year. But we know a lot more about what you need to do well now. When you're ready, let's make a plan!"

"Let's talk to Mr. Dean and let him know you don't like being called up to the blackboard."

Giving kids the opportunity to talk about what's worrying them can help you understand their struggles and help them advocate for their needs.

Remember, issues that might seem silly to you can be very serious to your child. Worrying they won't have any classes with friends, seeing a former crush in the hall, finding out they have another class with a teacher who "Hates me!" - all of these can be sources of real stress.

Instead of brushing worries away, take care to validate kids' feelings and give them opportunities to talk about what's troubling them. Asking open-ended, non-judgmental questions can help kids open up, and make it easier to share worries.

"I can't believe you're starting 5th grade this year. How do you feel?"

"Are you excited to be back in school?

Anxiety can be consuming for kids, blocking out good memories and casting a dark cloud over the upcoming year. But big, empty statements of encouragement ("I bet you'll love it!") can fall flat. Instead, try asking them about concrete things they've enjoyed in the past. Helping your child remember some of the good parts of school - activities or classes they like, favorite teachers, friends they've missed over the summer - can help fight negative thoughts and temper stress. Try encouraging kids to compare notes on topics like these:

What did they miss about school during summer vacation? Seeing friends? Getting the good cookies at lunch? Play rehearsals?

What are they looking forward to? Starting a new subject? Getting a break from time with parents (I mean let's face it, grownups can be tiring)? Joining a team? Decorating their locker? Whatever it is, make sure to make it part of your back-to-school conversations.

Remember, the idea isn't to put on a song and dance about how amazing school will be. The goal is to help them focus more on facts about what they've enjoyed, and less on what-ifs about what could go wrong.

Sometimes kids just don't want to talk. We all want our kids to feel supported and do well, but sometimes stepping back is the right thing to do. The goal should be to let your child know you're aware that this can be a stressful time, and you're there if they want to talk.

The urge to check in, even when your child isn't responding, might be more about your own anxieties than your child's needs. Try to manage your own expectations, and if your child isn't ready to talk or doesn't seem engaged with the conversation, that's okay. You'll have plenty of opportunities for conversations as the year goes on. For now, just knowing you're there, and that you love and support them, can be enough.

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Talking to Kids About Back-to-School Worries - Child Mind Institute

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Going back to school can bring up big worries for kids, but talking about concerns - and feeling supported - can help. Here are some tips to make your back-to-school conversations more productive and less stressful for everyone.

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How to Be Successful in Middle School (with Pictures)

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How to Be Successful in Middle School (with Pictures)

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How to Be Successful in Middle School (with Pictures) - wikiHow

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Your middle school years are a time in which changes in your life are sure to occur. These include changes in your schooling and changes in yourself as you transition from your pre-teen to your teenage years. It is natural to feel anxiety...

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13 Tips for Success From a Middle School Principal

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13 Tips for Success From a Middle School Principal

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Although your middle schooler is becoming more independent and is increasingly involved in activities outside the family, you should and must remain the most influential person in his life. Through your involvement in school and extracurriculars, you can do much to help your child believe in the value and importance of education, be enthusiastic about learning, and achieve academic success.

As a middle-school principal, a big part of my job is to help parents support their children emotionally as well as academically. Here is my best advice for parents of preteens:

1. Help your child manage homework time. Encourage her to aim high and always do her best work. Check with teachers to see how much time should be necessary to complete homework. See what your school offers to help you help your child, such as an agenda planner or some other homework reminder system, and/or a Web site with helpful links.

2. Show interest in your child's studies by talking with him daily about what he's learning and doing in school (don't take "nothing" for an answer!). If you know your child has a project for science, get involved. The same goes for cheerleading, sports, and music - any extracurricular activities.

3. Discuss ideas and feelings about school, studies, and activities. Be realistic about what your child can and should be able to do. Don't expect great grades or high test scores if she isn't capable. That expectation will only cause unnecessary frustration.

4. Read and review with your child the information that schools and districts provide. Be familiar with the pupil progression plan, course offerings, student handbook, etc. All these will help you and your child successfully weave your way through the maze called middle school.

5. Contact counselors, administrators, and teachers periodically. Find out what your child should be learning, how she is progressing, and how you can help. Be a full partner in your child's education.

6. Be sure that he attends school on a regular basis. Even if he is absent for illness or another valid reason, he needs to keep up with his studies. Call the school if your child will be missing a day, and find out what he needs to do to make up for it.

7. Encourage her to pursue interests and make friends through extracurricular activities. Be certain, however, that she selects no more than a few activities so she has adequate time for schoolwork. You must help her find a balance; this will take compromise and patience.

8. Know your child's friends. Who does your child hang out with? Follow up on any suspicions that you may have. It is better to be safe than sorry at this time of your child's life. Know where your child is at all times. Be clear and consistent with discipline.

9. Make it clear that she must follow school rules and policies. Teach her to respect people as well as property. Help her know right from wrong and what she must do when negative temptations come her way.

10. Encourage him to get to know his counselor and to maintain contact throughout his middle-school years, if possible. Not only will the counselor be invaluable in supporting his academic path, he's also one of many potential adult role models for your child.

11. Attend parent meetings, open houses, booster clubs, parent education groups, and other activities for parents. I mentioned this before, but it is very important for your child!

12. Volunteer at school. Both your child and the school will benefit from your involvement and help. Schools solicit volunteers to help in a variety of ways: tutoring, assisting in the media center, giving speeches, helping out at activities, chaperoning, etc.

13. Consistently acknowledge and reward efforts at school. Many parents expect the school to provide the incentives for their child's accomplishments. While schools do have a lot of motivation programs, parents need to recognize their child's successes too. When your child works hard, your acknowledgment motivates him to persist.

None of us are perfect and we sometimes make mistakes in raising our children. But your child needs your love and respect. A pre-teen needs to become independent, responsible, and self-sufficient to succeed in most of her endeavors in school and at home. The best way to help her in all aspects of development is to try to ensure that her emotional needs are consistently met. Your understanding, common sense, adult judgment, and good sense of humor can make these middle-school years a joy for both you and your child.

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13 Tips for Success From a Middle School Principal

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Although your middle schooler is becoming more independent and is increasingly involved in activities outside the family, you should and must remain the most influential person in his life. Through your involvement in school and extracurriculars, you can do much to help your child believe in the value and importance of education, be enthusiastic about learning, and achieve academic success.

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FCPS offers a variety of activities for the enjoyment, growth and enrichment of the students.

Each middle school offers a variety of activities for the enjoyment, growth and enrichment of the students. There are opportunities that are common to all middle schools, such as yearbook, band, choral, orchestra, drama, and student publications. More importantly, each school develops programs that meet the needs and interests of that specific student population.

Additionally, each middle school has an after-school program. Fairfax County Public Schools offers comprehensive, high-quality after-school activities that provide opportunities for middle school youth to: feel safe, improve academic development and performance, improve social, emotional, and physical well-being, improve school and community connectedness, reduce the potential for risk-taking behaviors, and reduce interest in gang involvement or delinquent activities. After-school activities are being implemented so that youth have greater opportunities for success in developing the attitudes, skills, knowledge, and abilities to live healthy lives, become productive adults, and to thrive in the workplaces and communities of the 21st century.

Information regarding Middle School Activities is available through the individual schools and from the Middle School After-School Program Administrator.

Fairfax County Public Schools (FCPS) is committed to a learning and working environment free from all forms of discrimination. No person shall on the basis of, of race, sex, color, age, religion, sexual orientation, gender identity, national origin, genetic information, pregnancy status, childbirth or related medical conditions, marital status, veteran status, and disability be denied the benefits of, or be subjected to discrimination under, any education program or activity, as required by law. The following person has been designated to handle inquiries regarding the non-discrimination policies as they relate to student activities and athletics: Bill Curran, Director Activities and Athletics Fairfax County Public Schools [email protected]

Ideology of the Middle School Activities Program

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FCPS offers a variety of activities for the enjoyment, growth and enrichment of the students. Each middle school offers a variety of activities for the enjoyment, growth and enrichment of the students. There are opportunities that are common to all middle schools, such as yearbook, band, choral, orchestra, drama, and student publications.

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School Psychology Services

Our school psychologists are mental health specialists with knowledge of child development, the psychology of learning, behavior management and intervention, monitoring progress of students, and program evaluation. Our psychologist school assignments are listed here.

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Office of Communication and Community Relations

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Parent Advocacy Handbook: Middle School (Grades 7-8)

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Parent Advocacy Handbook: Middle School (Grades 7-8)

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Most middle schools in FCPS are for students in grades 7 and 8. Three middle schools include students in grade 6 (Glasgow MS, Holmes MS, and Poe MS), and three middle schools are part of larger secondary schools, which include students from grades 7 to 12 (Robinson SS, Hayfield SS, and Lake Braddock SS). Middle schools are larger, both in physical size and in student enrollment, than most elementary schools. Students come from a wider geographic area than in elementary school.

Middle school may be the first experience a student has with multiple teachers and the team approach to instruction. Middle school also brings new rules and expectations regarding academics and student behavior. Middle school is not the same as elementary school.

Middle School: What is it all About?

The school day in most FCPS middle schools begins at 7:30 a.m. and ends at 2:15 p.m. (Hours for students who attend secondary schools may vary.) The school day includes time for classes in core subjects and electives, lunch, and embedded remediation and enrichment time, which may serve as a homeroom, study hall, etc., depending on the individual school. Middle school classes may meet on a daily basis, or every-other day, if the middle school uses block scheduling.

Middle school students take classes in English, math, social studies, science, physical education (including health and family life education), with a different teacher for each subject. In addition, students may take elective courses in fine arts, career and technical education, and world language. Students choose middle school courses in the spring before 7th and 8th Grades.

Middle school is organized around a team approach where students on the same team share the same teachers in English, social studies, science, and math. This helps students bond with classmates and helps teachers get to know, and work together with, the students on their team.

Academics are more rigorous in middle school. Middle school students are expected to take more responsibility for keeping track of their assignments and their school work.

Middle school is an often exciting, and sometimes overwhelming, experience for many students. Middle school students must learn to navigate a new building full of students who are bigger and older, to use a locker and remember its combination, and to get to each class in the time allowed. They also are expected to use a planner to keep track of their assignments, and to change their clothes for physical education class. Meanwhile, they are meeting a lot of new people, making new friends, and trying to figure out where they fit in to this new place.

Middle school can be a difficult time for teens and parents as adolescents go through many social, emotional, and biological changes. Parents must learn how to provide guidance and assistance to their students while also allowing for increased independence and personal responsibility both in and outside of the school building. Your middle school staff is a resource to help you meet these challenges.

Middle School - Who is in the Building?

Be an Advocate

For parents, your middle school child may seem to change on a daily, if not sometimes hourly basis. During adolescence, brains grow at different rates. Friends have more influence, and some students experience their first boyfriend or girlfriend. Parents need now more than earlier to stay engaged with their student, to know their friends, and to help them find activities in the community and at school that will keep them engaged and interested in school and the world around them. As your child adjusts to a new routine and new and different expectations for schoolwork and behavior in middle school, it is important that you provide support to your child and that you advocate on his or her behalf when questions or concerns arise.

At Home

Talk to your child. Check in every day and ask them to tell you about their day. Sometimes it helps to ask them one thing that interested them during the day.

Make sure your child gets enough sleep at night (9 - 9 ½ hours per night is recommended) and starts the day with a healthy breakfast.

Talk with your child about the normal changes that come with puberty. Students will discuss adolescent development as part of the Family Life Education (FLE) portion of the physical education curriculum, but need to hear from you and know that they can come to you with any questions or concerns they may have as they continue to grow and mature.

Establish a daily routine. Middle school starts earlier in the morning (usually between 7 and 8 a.m.) than elementary school, which can be an adjustment for many students.

Establish an after-school plan. Middle schools end in mid-afternoon, and your child may be coming home alone for the first time. Discuss your expectations with your child. When will homework completed? How should relaxation time be used (for example, do you want to limit screen time)? Are there household and personal chores or obligations to complete? Are visitors allowed when you are not present?

Plan for student homework. When will your student do their homework? (Same time every day or does it need to change because of after-school activities?) Where will your student do their homework? (Establish a clean space with no distractions, e.g., desk, table, community room, library.) How long for homework? (Learn each teacher's expectations for homework. What is minimum amount of time teacher expects be spent on homework?)

Do your parent homework! Mark important school dates (e.g., middle school orientation; first day of school; Back to School Night) and all school holidays in your personal calendar or planner. Keep a copy of your child's daily class schedule handy, so that you know who their teachers are, what period each class meets, and where each class is located. Some questions to ask yourself: Do I know my school's bell schedule? Is there block scheduling? What team is my child on?

Check course information in Schoology regularly. Make sure that the teachers is posting their syllabus and other materials so that you can help your student develop habits to stay on top of this. Check this information regularly, and especially prior to the end of the quarter, when grades are coming out. Check on the teacher's schedule and encourage your student to take advantage of extra help time.

At the beginning of every school year, discuss with your child FCPS's Student Rights and Responsibilities. Students will talk about this important document in school but also need to hear from you about your expectations regarding their rights and their behavior in school. Speak with your child as well about your desire to be told about any social cruelty (e.g., teasing, bullying, etc.)

Monitor school and class attendance. Absences from school may be a sign that your student is losing interest in school; is struggling with school work; is dealing with conflicts or other social situations with classmates; or is dealing with other academic, physical, psychological, or emotional challenges. Your middle school staff can be of assistance. Ask for help if you need it.

Help your child with planning and time management. Ask to see their planner. Ensure that your student is developing strong study skills by checking that class assignments are entered into the planner and that all assignment have been completed. Use your Schoology Parent/Guardian account to check assignments and to email teachers.

Establish rules and boundaries for use of electronic devices (e.g., smartphones, tablets, and computers) and check in regularly with your child regarding screen time. You may need to limit screen time (e.g., television, video games, and movies, etc.), especially during the school week. Continue to monitor and moderate your child's use of social media (e.g., Instagram, Snapchat, Twitter, Facebook, etc.) and any increased need to use electronic communications.

Monitor your student's progress report (report card). If your child is at risk of failing and not meeting the promotion benchmarks, you should meet with your child's teacher and counselor to see that a focused remediation plan is established.

Encourage your child's development of special interests and talents outside of school, including activities that include the child in various social circles (e.g., with groups of friends and peers in non-academic activities, on outside sports teams, in activities at their personal place of worship, etc.). Your local community center, recreation center, library, house of worship, etc., may provide options. Investigate these options early. Don't miss out because you waited too long to check them out.

At School

Encourage your student to advocate for themselves and to contact their teachers when they have questions or concerns. If you must contact a teacher, keep in mind that middle school teachers are responsible for the learning of many more students, for many different classes, than elementary school teachers. In dealing with your child's teacher, they may not be familiar with your culture, expectations or concerns. So it is important that you share information about your goals and concerns about your child.

Contact your child's counselor if there is information about your child that the counselor needs to know (such as special needs, health concerns, and family circumstances). If you think that your child may have unique needs, such as a developmental delay, an intellectual disability, a serious emotional disability, a specific learning disability, or for other reasons would benefit from special education services, ask your student's counselor for assistance and guidance. The Special Education Handbook for Parents is an important reference for parents of students with disabilities.

Attend Back to School Night (BTSN) to meet all of your child's teachers and learn about each teacher's expectations. BTSN is very important for middle school parents because your child not has many teachers-not just one.

Be involved with your child's Academic and Career Plan (available through Naviance Student). This plan helps your child develop academic and personal goals and an action plan that is SMART: Specific, Measurable, Attainable, Relevant, and Time-Bound. This goal-setting and reflection process involves you, your child's teachers, and school counselor, and incorporates goal setting and academic and career planning. Work with your child's counselor to help your student select appropriate and challenging courses. This required planning begins in grade 7 and continues through high school. You can view information on your child's plan through your Naviance Parent account.

Ask about specialized programs that may be of interest or assistance, such as International Baccalaureate Middle Years Program; AVID; College Partnership; and summer enrichment. Pay attention to deadlines.

Ensure that your student takes a sufficiently rigorous Math class. Some students are ready to take high-school level math classes in middle school (e.g., Algebra 1, Geometry, etc.).

Volunteer at your school, if time permits. Many middle school students who welcomed their parents' participation in daily life in elementary school do not want their parents around during the middle school day. Don't take it personally. Unlike elementary school teachers, middle school teachers are less likely to use classroom volunteers. But, there may be other ways to help your school that do not involve being in the classroom. Parents can help in the main office, in the library, in the clinic, or serve as a mentor. The school will let you know its needs.

Get involved with the Parent Teacher Group (PTA/PTSA) at your school. Plan on attending these monthly meetings. They are a good way to learn about your child's school and what is going on in middle school that your child may not be sharing with you.

Middle School Programs

All middle schools provide the following services to students who require them:

Special Education. FCPS provides specialized services for students with disabilities.

ESOL Services. ESOL helps children who speak other languages learn to read and understand English so they can succeed in school.

Honors Classes. Honors classes offer additional academic rigor for middle school students in Math, English, Science, and Social Studies. Honors classes are open to all students who request them.

In addition, some middle schools offer the following academic programs and services.

Full-Time Advanced Academic Program (AAP) Level IV Program. Students who are eligible for Level IV AAP Center placement may participate in a Level IV center program at the middle school level. Consult the boundary locator to identify the middle school in your region that offers a Level IV Center Program. Students who are eligible for Level IV center placement also have the option of taking a full honors program at their local middle school, if they choose not to attend the Level IV center school.

International Baccalaureate Middle Years Program (IBMYP). The IBMYP "encourages students to embrace and understand connections between traditional subjects and the real world and become critical and reflective thinkers." IBMYP is offered at five middle schools in FCPS, and in four high schools. Students may continue with IBMYP in grades 9 and 10 in preparation for the International Baccalaureate (IB) program in grades 11 and 12. The Students can earn an IBMYP Certificate at the end of 10th grade.

Career and Technical Education (CTE). Middle schools offer courses that teach students technical applications of many occupations. These courses can help your student prepare for higher education and for entry-level employment.

Middle School Immersion Transition Program. Students who successfully complete the FCPS elementary school language immersion program are offered immersion classes at some middle schools in grades 7 and 8 to continue their world language studies. Students who complete Immersion 1 and 2 in middle school earn two high school language credits and enter the third-year of that language in grade 9.

Young Scholars Program (YS). YS is "designed to find and nurture academic potential in students from historically underrepresented populations," and to increase their proportions in advanced academics in grades K-8. YS is offered at three middle schools: Glasgow; Holmes; and Poe.

College Success Program: The College Success Program prepares students for success in higher education. Some (but not all) of the programs are for students who will be the first in their family to attend college and who do not have the financial means to attend college without significant financial support. The four College Success programs for middle school students are:

Achievement Via Individual Determination (AVID). AVID's mission is to close the achievement gap by preparing all students for college readiness and success in a global society. AVID is an elective course that teaches students study skills, and offers motivational activities and the opportunity to explore college and career options. For more information, speak to the AVID coordinator at your middle school. (Not all middle schools offer AVID.)

Early Identification Program (EIP). EIP is a cooperative program between George Mason University (GMU) and FCPS that offers a multi-year college preparation program to students who will be the first in their families to attend college. EIP offers academic support and explores college options during the school year and offers a three-week academic program at GMU during the summer.

College and Career Exploration Club (CCE)/College Partnership Program (CPP). Some middle schools offer the CPP's College and Career Exploration Club (CCE) as an after-school program. 8th graders may apply for the high school CPP through the CCE. CPP assists high school students from groups traditionally underrepresented in higher education navigate the college admissions process by providing monthly sessions and workshops. The CCE is open to all students.

If your school does not offer a program that you would like started for your student, contact your school's principal.

Resources for Middle School Parents

Parent-Teacher Groups. Many schools have a PTA/PTO that works to ensure students receive a high-quality education and the necessary supports to grow academically. Many PTAs are run by parents and provide educational and financial assistance to schools. Some offer before and after-school programs for students as well. The PTA is a great resource for parents. You can learn a lot about what is going on at your middle school through your PTA.

Parent Resource Center Library. The Parent Resource Center Library is a lending-library that offers parents and professionals books, journals, periodicals, and videos to assist them in better understanding children with special needs, family interaction, education, and roles and responsibilities in the special education process.

School Library/Media Center: Your school's library/media center can provide books, journals, periodicals and videos for your student. The school library staff can assist students in doing research for their classes, offer suggestions of books for independent reading, and provide workshops and presentations on various subjects that may be of interest to your middle schooler. The library also has desktop computers available for students to use during the school day. In addition, the school librarian can help students borrow laptops and MiFi hotspot devices to use at home.

Common Questions

There are many dedicated individuals at your child's high school who are there to work with you and your child to insure student success. These individuals include administrative, instructional (classroom), and support staff. Make sure you know the names of each of these staff members, and how to contact them if necessary.

Principal. Every school has one principal who is the chief administrator and instructional leader.

Assistant Principals. Most middle schools are bigger than elementary schools and have more than one assistant principal. Assistant principals in middle school may be responsible for overseeing specific grades and/or subject areas.

Teachers. Teachers are responsible for the day-to-day instruction of students. Middle schools have many more teachers than elementary schools, including:

Classroom Teachers: Middle School Teachers teach specific subject areas and may see your student every day in class, or if the school has block scheduling for classes, every other day.

Special Education Teachers. SPED teachers provide individual instruction or assistance for students with disabilities in and outside the general education classroom.

ESOL Teachers. ESOL teachers support students who speak other languages learn to read and understand English so they can succeed in school.

Equity Lead Teacher. The equity lead teacher works with the school principal to build relationships and foster a culturally responsive environment at school.

Director of Student Services. The Director of Student Services, or DSS, is a member of the school's leadership team and oversees the student services (or guidance) department, including counselors, social worker, and psychologist.

Middle School Counselors. Counselors help oversee students' academic, social, and emotional progress through middle school. They, for example, consult with parents, teachers, and other staff to help the child's adjustment to school; monitor student progress; collaborate with the student's teachers to ensure academic and social-emotional progress; and coordinate student services for children with special needs. Counselors also may assist students and parents to identify special enrichment and support programs to help with academic work. Every middle school student is assigned to a specific counselor. (If you have two, or more, children in the same school, they may have different counselors.) Make sure you know who your child's counselor is and how to contact him or her.

School Librarian: Every middle school has its own library that provides special programs and workshops for students and loans books to its students. The school Librarian is another instructional leader in your child's school, and can assist middle school students in learning how to do research, how to use source materials, and how to find books and reading material of interest to the student. The librarian can help students with access to technology to use at home.

Social Worker/Psychologist. School social workers provide services to address the social, emotional, and behavioral needs of students. School psychologists provide family-school collaboration services to help families navigate educational and community systems to support students to address academic, mental health, and behavioral needs.

School Health Aide. The School Health Aide provides oversees the School Health Room (often called the "clinic").

Office Assistants/Administrative Assistants. School office assistants take care of scheduling appointments, greeting visitors, and communicating with school staff. If you have questions about registration, bus schedules, school lunches, immunization, or attendance, call the Main Office. Remember they are busiest at the start and end of each day. The designated Student Information Assistant, or SIA, serves as Registrar and oversees student records.

Instructional Assistants. Classroom assistants help teachers and students in large classes.

After-School Specialist. The after-school specialist develops, implements, monitors, and assesses site-based after-school programs and coordinates after-school activities and programs with regular school-hours programs.

Parent Liaisons (PL). Most (but not all) schools have parent liaisons who work with parents and teachers to help your child. They are usually local parents and speak the predominant language of your community. If your school does not have a PL, and you feel one is needed, start with the principal and ask what you can do to help your school advocate for this added position at the school.

School Based Technology Specialist (SBTS). The SBTS provides technical training and tech support to schools and school staff. Your SBTS may be able to assist you if you are having difficulty gaining access to school technology resources for parents.

School Security Staff. Middle schools generally have one staff member who oversees safety and security in the school building.

Student Resource Officer (SRO). The SRO is a uniformed member of the Fairfax County Police Department, who is assigned to the middle school.

Middle school students take classes in English, math, social studies, science, and health and physical education. They also may take courses in world languages; fine arts (music, theater, or visual arts); and career and technical education (CTE), business and information technology, family and consumer services, and/or technology and engineering education.

The basic sequencing for core courses in middle school is:

Investigations in Environmental Science

Investigating Matter & Energy

Math 7 Options

Math 8 Options

*All core courses also offer an option to take the course as a more rigorous honors course.

Some parents may assume that they do not need to think about what mathematics courses their student will take until high school. However, many experts agree that this process must start in middle school. Most students take math through algebra 2 in high school. Students interested in advanced classes have many options. The basic math sequence available for high school mathematics in FCPS is as follows:

All students do not, and cannot, complete this sequence before they graduate. Some additional options, which will meet the graduation requirements for a Standard Diploma, follow.

Option 1:

Satisfies Standard Diploma Requirements

Option 2:

Option 3:

Students who are planning on earning an International Baccalaureate diploma have a different math sequence. Some IB options follow:

Option 1:

Option 2:

Option 3:

Option 4:

Many students in FCPS begin taking high-school mathematics in middle school-the vast majority do so in 8th grade with Algebra 1. Some students begin the high school math sequence in 7th grade. If your student took advanced math 6 in elementary school, they likely took the Iowa Algebra Aptitude Test to measure their readiness for algebra 1 in grade 7. Note: If your child is considering Thomas Jefferson High School for Science and Technology (TJHSST) for high school, he or she MUST be enrolled in algebra 1 or higher-level math in Grade 8 to be eligible to apply to TJHSST. Algebra 1, part 1 does not satisfy the math prerequisite for applying to TJHSST.

Middle school teachers may use a combination of various tools to measure your child's progress in the subject matter of their class offering, including:

Teacher-made quizzes, tests, and examinations.

In-class assignments and exercises.

Classroom participation.

Homework assignments.

Special projects.

Progress reports (report cards) are sent home four times a year at the end of each quarter. You are responsible for signing and returning progress reports. Middle school students may receive a grade ranging from A through F.

A

3.8-4.0

93-100

Designates the status of a student who consistently demonstrates accurate and complete knowledge of content and skills specified in the FCPS Program of Studies (POS) and applies that knowledge to solve problems in a variety of settings.

B+

3.1-3.3

87-89

Designates the status of a student who demonstrates knowledge of content and skills specified in the FCPS POS, with some improvement needed in accuracy and/or consistency in performance, applying that knowledge to solve problems in a variety of settings.

C+

2.1-2.3

77-79

Designates the status of a student who demonstrates knowledge of basic content and skills specified in the FCPS POS, but requires additional practice and instructional experiences to acquire skills necessary to solve problems.

D+

1.1-1.3

67-69

Designates the status of a student who needs significant practice and instructional experiences to acquire the knowledge of basic content and skills specified in the FCPS POS necessary to solve problems. As a final mark, it is not necessarily sufficient to meet the prerequisite requirements

F

0-0.7

Below 64

Designates the status of a student who has not demonstrated the basic knowledge of content and/or skills specified in the FCPS POS and requires additional practice and instructional experiences in order to succeed.

Middle School students also may receive a mark of:

Incomplete (I) - when, for example, a student has excused absences and are unable to complete assignments during the marking period but will complete assignments.

No Mark (NM) - when, for example, a student has been diagnosed with a medical issue which prevents them from completing work or there are other circumstances in which prolonged absences hinder a student's ability to complete work.

If your middle school student is struggling in a class, encourage them to begin to advocate for themselves and speak to their teacher. If they are uncomfortable doing so, help them to brainstorm possible questions they might ask, such as: I am confused about what is going on in class, can you help me? Why did I get the grade I received? Is there anything I can do to improve my grade? Can I make up assignments?

If you are concerned about your middle schooler's development, are concerned about their social life at school, or you believe that your child may be treated differently by teachers or students, or may be subject to bullying or harassment, speak with your student's school counselor or with your school's Director of Student Services.

FCPS does not offer child care for middle school students. The School-Age Child Care Program (SACC), is a school-based program that cares for elementary-school children before and after school. Every middle school does offer after-school programs for their students, so that students have available activities where they can feel safe and reduce the potential for risk-taking behaviors. Late buses are available for students who ride the school bus to and from school, but usually not on all weekdays.

During these after-school programs, students can receive extra academic help from their teachers, participate in clubs and other school activities, and/or get involved in other high-quality activities focused on their age group. Every school program is unique to that school. You can find out more about your school's after-school offerings on the school's individual website. Speak with your school principal to advocate for additional programs.

Fairfax County also offers after-school programs at four Teen Centers in locations is northern, southern, eastern, and western Fairfax County. (Some towns or municipalities within Fairfax also may offer programs for their middle school students.) Fairfax County Teen Centers are open weekdays after school, and also on Friday and Saturday evenings. Transportation from local middle schools may be offered. Check with your school.

In addition, Fairfax County operates Drop in Centers on Friday and Saturday evenings at various elementary school sites across Fairfax County.

Middle school students may take high school credit courses in grades 7 and 8. Students do so, most often, in math and world language courses, which often are offered at their middle school. Middle school students also may take the following high school courses online, through FCPS Online: geometry; algebra 2; precalculus; Korean 1, 2, 3; Spanish 1, 2, 3; Chinese 1, 2, 3.

Any high school credit courses taken in middle school become part of your child's high school transcript and are included when grade point average (GPA) is determined in high school.

After your child has completed a high school credit course in middle school, you have the right to request that the course (and grade given) be expunged, or removed, from the student's record. Your student then can re-take the course when he or she may be better prepared for its rigor. If you wish to do this, you must request that the course be expunged in writing to the middle school or high school the student will attend the following year and prior to the end of the first nine weeks of the school year. NOTE: If your child takes a high school course in summer school during the summer after 8th grade, that summer school course cannot be expunged from their high school transcript.

All middle school students take various assessments and standardized tests. Students in grade 7 and 8 all take the Horizon Division wide Formative Assessments in reading and math, in November through December, to measure their knowledge of course content standards prior to taking the Standards of Learning tests. In addition, students take state-mandated Standards of Learning (SOL) standardized tests in grade 7 (reading and math) and in grade 8 (writing, reading, math, science, and civics).

Middle school students also may take specialized testing that is important for students taking high school level courses, and/or for students interested in certain advanced academic opportunities. These include:

Testing to High School Credit Courses
Seventh or Eighth Grade

Algebra 1 (or High Math) SOL
Middle School students who take algebra 1 or higher-level high school math classes, must take and pass the SOL for that course to receive a verified credit for the class on their high school transcripts.

Testing for TJHSST Admissions
Eighth Grade

TJHSST Admissions Test
Students who apply to TJHSST for 9th grade must take the TJHSST Admissions Test in the fall of 8th grade.
ALERT: Students must apply to TJHSST first to be eligible to sit for the admissions test. For information regarding the admissions process and current year deadlines and test dates, visit theTJHSST Testing webpage.

English Language Learners also take the WIDA ACCESS test for ELLs every year to measure yearly English-language proficiency. WIDA testing occurs every year between January and March.

Your teen may already be thinking about high school and taking classes for high school credit while in middle school, especially classes in mathematics and world languages. Encourage your student to think about the high school classes that will best prepare them for college and consult with their guidance counselor. Make sure you are knowledgeable about the classes your student needs to take at each grade level to be ready for high school and beyond.

In 8th grade, your student's middle school may offer an opportunity for students to visit their local high school during the school day to learn more about their high school. Encourage your child to take advantage of this opportunity.

8th graders begin selecting their high school classes in February of 8th grade. Talk to your student's counselor if you have questions about course selection.

In spring of 8th grade, talk with your student about what activities they may be interested in pursuing in high school. If your student wants to play sports, make sure you are aware of the requirements and deadlines for sports participation. If your child wants to play a fall sport, you will need to make sure that they have a sports physical after May of that calendar year. Plan ahead.

If your student is interested in a high school program that is not at your local high school, speak with your counselor about the possibility of pupil placement at another school that offers the program.

If your student in interested in applying to TJHSST, planning ahead is important. Students apply to TJHSST in the fall (late September) of their 8th grade year. Applicants must be enrolled in at least Algebra 1 in grade 8 and have a GPA of 3.0 in their core subjects to apply. Timely application registers the student to take the TJ Admissions Test, which is administered in November. To prepare for the test, many students either study on their own or take a test preparation class (some beginning in 7th grade). For more information on TJHSST and test preparation, speak with your student's counselor.

Preparation for life beyond high school (college, technical school, vocational careers, etc.) starts at kindergarten, when students begin to build the strong foundation that will help prepare them for the future. In middle school, students can select elective courses that may allow them to learn more about their areas of interest moving forward. Encourage your student to ask questions, try new things, and learn about the many options that are possible in high school and beyond. See the " Thinking Beyond High School " section of this Handbook for more information on preparing for life after FCPS.

There are many opportunities for summer learning and summer fun for middle school students.

FCPS and Fairfax County both offer summer opportunities for younger teens. Some of these programs are free of charge, or charge a minimal fee.

Summer Reading: Encourage your middle schooler to read during the summer. For the first time, your middle school student may have required summer reading to prepare for the coming school year.

FCPS Summer Programs: FCPS operates various summer programs for middle school students looking for academic and/or enrichment opportunities. Spaces in some of these programs are limited and may fill quickly. Pay attention to deadlines and requirements for admission.

Credit Recovery Academy (Grades 7-12) is an online program where students may recover one high school course credit through this summer program. Speak with your child's counselor about this program.

ESOL Language and Literacy Connections is a free online class for middle school English Learners who wish to develop their academic, reading, and writing skills.

FCPS Online Campus offers online courses for middle school students who have expunged a high school math course or want to recover a course credit and take a high school math class again. $ (reduced fees available)

Tech Adventure Camp (grades 5-7).

Institute for the Arts.

TJHSST Middle School Institute (grades 7-8) offers four one-week programs in STEM. Registration begins in late April. $ Some transportation available.

Fairfax County Programs: Fairfax County also offers summer programs and opportunities for middle school students.

VIP Sports, Fitness, and Technology Camp for Middle Schoolers is a five-week fun and fitness camp sponsored by FCPS and the Fairfax County Department of Neighborhood and Community Services for rising 7th and 8th graders. There are numerous programs operating at various middle schools in FCPS and students attend based on school attendance areas. ($50 for 5 weeks) Transportation provided from feeder middle schools and some elementary schools. Contact the after-school specialist at your child's school if there are any payment concerns.

TRS Summer Camp (ages 13-22) offers special events, arts activities, sensory play, games, sports, field trips, and music activities for students with developmental disabilities, intellectual disabilities, autism spectrum disorder, physical disabilities, emotional disabilities, learning disabilities, and/or attention deficit disorders. Registration begins in March. $ (fee variances and scholarships available).

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Parent Advocacy Handbook: Middle School (Grades 7-8)

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Most middle schools in FCPS are for students in grades 7 and 8. Three middle schools include students in grade 6 (Glasgow MS, Holmes MS, and Poe MS), and three middle schools are part of larger secondary schools, which include students from grades 7 to 12 (Robinson SS, Hayfield SS, and Lake Braddock SS).

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https://www.fcps.edu/resources/family-engagement/tutors-and-tutoring/parent-resource-center-tutor-list

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This web page is being translated through "machine translation" using Google Translate. [ Disclaimer]

The 2021-2022 School Year In-Person Tutor List is updated monthly. Please email the Parent Resource Center for a list of available in-person tutors.

The FCPS Parent Resource Center (PRC) Tutor List contains the names of FCPS employees who hold a valid and current teaching license in Virginia and want to tutor after their contracted school day.

Tutors:

Must apply every year.

Are current FCPS employees

Are private, independent contractors who provide instructional services to the public for a fee.

May not provide services during school hours or on FCPS property (unless they have paid the appropriate rental fees).

Staff interested in tutoring should visit the FCPS Tutoring Hub page.

Parents:

Email the PRC for the list of tutors.

Parents who want to hire one of these instructors should make arrangements directly with the tutor. FCPS is not responsible for these arrangements.

FCPS cannot guarantee the instructors' licensure status, the content of their private tutoring services, suitability for a particular child, or costs.

Neither the PRC nor anyone else at FCPS will make recommendations about the relative merits of the instructors.

More Information:

Parents are not required to hire any of these instructors, and students do not need to use their services in order to succeed in FCPS.

Claims or concerns about tutor services should be raised directly with the tutor, not FCPS.

This list is a resource offered by the PRC, but parents are responsible for contacting and working directly with the tutors.

Fairfax County Public Schools (FCPS) employees may not tutor or provide private instruction to their own students for private compensation. Please see Regulation 4705 (PDF)

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Parent Resource Center In-Person Tutor List

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This web page is being translated through "machine translation" using Google Translate. [ Disclaimer] The 2021-2022 School Year In-Person Tutor List is updated monthly. Please email the Parent Resource Center for a list of available in-person tutors.

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Varsity Tutors – Online Tutoring Services

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Access free resources like on-demand chat tutoring and online classes through Varsity Tutors.

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The Truth About Learning Styles and Why it Matters for Your Child’s Success in School

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The Truth About Learning Styles and Why it Matters for Your Child’s Success in School

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https://www.youtube.com/watch?v=UPzAbqf0whY

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The Truth About Learning Styles and Why it Matters for Your Child’s Success in School

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Remember What You Learn: Powerful Study Strategies to Boost Your Child's Confidence and Grades

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Remember What You Learn: Powerful Study Strategies to Boost Your Child's Confidence and Grades

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Remember What You Learn: Powerful Study Strategies to Boost Your Child's Confidence and Grades - YouTube

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Survive Your Middle Schooler’s Changing Behaviors 

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Survive Your Middle Schooler’s Changing Behaviors 

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Survive Your Middle Schooler’s Changing Behavior

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Loosen up, but don’t let go, when dealing with the whirlwind change of the teenage years.

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The Family Academy is your resource for an enriching educational journey!

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Back-to-School Templates for Teachers and Families | Common Sense Education

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Back-to-School Templates for Teachers and Families | Common Sense Education

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https://www.commonsense.org/education/articles/free-back-to-school-templates-for-teachers-and-families

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Back-to-school traditions are an important way to help students and families tap into the opportunities of a new school year. As teachers, we enjoy setting up and decorating our classrooms, organizing new school supplies, or maybe planning a brand-new unit to try teaching this year. We might even be thinking about bringing some new digital tools or media into our classroom instruction.

But back-to-school is also a great time to consider how we communicate with, and support, families during this part of the year that's so pivotal to students' success. To help make this year's back-to-school time a little easier, we've put together a set of customizable templates focused on supporting you, your students, and their families during the transition back to the routines of the school year.

You can use any (or all!) of the templates below and customize them to work for you and your students. Whether you want to set norms and expectations for device use, communicate your class's daily routines, or help families support their students' learning with helpful at-home resources, we've got you covered.

Every school year is a new beginning and a fresh start. We're here for you! Thank you for all you do for your students and their families.

Set a positive culture of digital citizenship from the start with this customizable student agreement. Set expectations for device care, online safety, media use, and more. Offered in English and Spanish.

Discuss expectations for online communication, privacy and safety, device use, and more with your middle and high school students. Offered in English and Spanish.

Provide helpful support to students and families as they adjust to the school-year schedule. Use it to outline daily schedules and learning activities, provide any important information parents and caregivers need to know, and check in with how students are feeling each day. Offered in English and Spanish.

Help parents and caregivers stay informed about their student's progress with this customizable short discussion guide. Give families a brief look into what's happening in class, and offer some conversation starters, suggested questions, and class reminders. Offered in English and Spanish.

Edit and share this handy guide to make sure families have the information they need about any school-issued devices that students will use for learning. From how to log in to where to get technical support, make sure students and their families can easily get answers when they need them.

Edit and share this handy FAQ with families at the start of the year. Make sure they know how to contact you, where you post class assignments, and who else they can reach out to for additional support. Plus, the weekly check-in prompt is a nice way to start building relationships with families from day one! Offered in English and Spanish.

Help students focus on what they'll gain next year, not what they've lost, with these (mostly) free tools.

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Free Back-to-School Templates for Teachers and Families | Common Sense Education

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Help students and their families lay the foundation for a positive, successful school year.

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 Help Your Kids Do Better In School workshops 

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 Help Your Kids Do Better In School workshops 

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Free Parent Workshops To Help Your Kids Do Better In School

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Educational Connections provides free parents workshop to teach practical strategies to help your kid(s) do better in school and achieve their academic goals.

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Mental Health Coping Skills for Middle School - Healthy Minds

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Mental Health Coping Skills for Middle School - Healthy Minds

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For Parents and Educators

You can use these evidence-based resources to spark important conversations and teach your kids a set of essential mental health skills.

There are 5 episodes in the series, each teaching a different mental health skill. Corresponding activity sheets summarize and reinforce key ideas in each video. You can watch the entire series on session, or show each episode individually. Each video comes with an implementation guide tailored to educators and parents.
Play Introduction Video

Watch Individual Episodes

These Simple Skills Can Make a World of Difference for Our Kids

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Optimized through services delivered to over 60,000 students, caregivers and educators in over 600 schools

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Mental Health Coping Skills for Middle School - Healthy Minds

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Evidence-based resources can help you teach students the mental health skills they need to be more ready to learn.

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Time Management Tips For Student Athletes And Busy Learners

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Time Management Tips For Student Athletes And Busy Learners

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Time Management Tips For Student Athletes And Busy Learners

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Balancing the demands of academics, sports, extracurricular activities, and a social life can be daunting for students. In this blog, we’re sharing three tested time management tips for students with jam-packed schedules who are trying to manage it all.

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Student and Adult Well-Being Are Key to Positive Conditions for Learning - 

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Student and Adult Well-Being Are Key to Positive Conditions for Learning - Attendance Works

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When positive conditions for learning are in place students are more motivated to attend and engage in learning. In collaboration with AIR, Attendance Works developed a graphic (see figure) showing how chronic absence is a sign that positive conditions of learning are missing. Attendance Works Execu…

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Launching Your Middle Schooler to Success

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Launching Your Middle Schooler to Success

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Executive Function Milestones, Challenges,& Implement Effective Strategies for Middle School

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Executive Function Milestones, Challenges,& Implement Effective Strategies for Middle School

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Executive Function Milestones, Challenges,& Implement Effective Strategies for Middle School

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Transition from elementary to middle school and from middle school to high school for 2e learners

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Transition from elementary to middle school and from middle school to high school for 2e learners

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Transition from elementary to middle school and from middle school to high school for 2e learners