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Differentiating for Transfer Students

Imagine yourself back in sixth or seventh grade. That is enough to give most of us the shivers! Now imagine that time in your life with all its uncertainty and awkwardness and see yourself being told by your parents that the family is moving at the end of this school year. In a moment you realize that not only will you be changing neighborhoods, states, and possibly countries, but that you will also be changing schools. How will you possibly survive this dreadful upheaval? Just when you had some of the mysteries of middle school figured out, you must start out all over again! New friends (if you can find students who will accept the “new kid”), new teachers (who can ever figure them out?), and new rules and expectations (arghhhh!)—it is all too much for a 12-year-old to take! It is next to impossible to attend a conference or read a professional journal that does not include information on how to differentiate for the growing diversity in our classrooms. There are many methods educators can choose from to reach all learners. In fact, there are so many strategies that it would be overwhelming to list them all here. The most interesting commonality of all these strategies is that they take place in the classroom. These strategies are devoted to helping a diverse group of students become more academically successful by differentiating teaching techniques to help support the multitude of learner styles and strengths. At Springman Middle School, a seventh and eighth grade public school in Glenview, Illinois, we differentiate for our transfer students before they enter the classroom. In other words, we start differentiating at the very beginning. Students who move have lost their social support systems. As quickly as possible, newcomers need to feel a sense of belonging. Once this basic need is met, it is our belief that it is easier for new students to get on with the business of learning. Whenever transient students are unable to connect and fit in, they are at risk of school failure. Educators aware of the needs of transient students can help them gain a sense of belonging in their new school. The period from 1997 through 2001 was marked by a significant and rapid transfer student population increase in our school that was unsupported and set up for strife. Without a well-designed and comprehensive orientation program, the transfer students struggled to adjust to our school. Parents did not receive the information and help they needed from us in a timely manner to assist their children with the transition. During this four-year period, we attempted to make space for these new students by placing the vast majority of transfer Differentiating for Transfer Students