or students who enrolled in either the Lower School or North Campus, one can vividly remember traveling from class to class with the same group of students. Placement did not yet divide students into their classes. Random selection determined whether you would or would not be in the same class as your best friend. Yet, there was always another group of students in a smaller homeroom class who stayed together year after year until they moved to the Middle School. This was not the result of random selection but of the Transition program. Among Remembering what she needed as a those students was Micaela Stewart ‘20 who started Transition classes in Primary School. Transition student, Micaela Stewart “When it comes to the Transition program, [they] obviously set out to fill that need for others. have good intentions, but they do isolate you from what we call the mainstream program,” Stewart said. “You’re on a different side of the hallway, and you’re on a different floor. It was hard to interact with the other kids because you couldn’t relate to them. You only interacted with them during lunch, after school or in the morning. It was kind of difficult because every kid wants to fit in when they’re young.” As a former Transition student, Stewart clarified what the purpose of the program was and who was eligible to take these classes. “The Transition program is for students who have learning differences such as dyslexia, dysgraphia or ADHD,” Stewart said. “When it comes to the Transition program, you [learn] the same tutoring program. It turns into a mentorship program where kids talk thing as everyone else does, but they break it down step by step by about issues that may be going on at school or that go on at home.” Stewart coined the term “the Transits” for the Upper Schoolers step.” who served as tutors and mentors. Before enrolling at Woodward her third grade year, Stewart said “The actual program [started] my 11th grade year, but I had she was falling through the cracks. Her mother felt that Stewart would to get it approved by the Lower School and the Upper School,” excel best with the individualized help of the Transition program. Stewart said. “It was a difficult process. I had to go through [the] While the program was beneficial for her, Stewart said she struggled Transition department head, and then I had to go to Ms. Ronda with some aspects of it. Zents and Dr. Jonathan Merrill. I also wanted this to be a service “You’re with the same opportunity for students, kids for three to four years so I had to get it approved [until] Middle School,” for Helper Helper. We Stewart said. “You’re stuck “[We] really wanted them to know that this is about didn’t actually start going with the same people, [but] sharing your strengths, sharing your story and sharing over there until probably you become really close this year.” with them. Those are the your tools.” Ms. Kendra Clemons September Ms. Clemons played only people that you have. a key role in the startup It was pretty difficult. I of the program, helping wished that I had [an] older Micaela reach out to the Lower [student] to help me not overthink things and [help me] with my School Transition program. confidence.” “I was excited,” Ms. Clemons said. “I was actually beyond excited. Remembering how she felt growing up in the Transition program, Many students who have learning challenges don’t have the same Stewart voiced her concerns about the Peer Konnect tutoring opportunities as some of the other students to offer their skills and program to Ms. Tonya Dedeaux, School Counselor, after realizing their talents to younger peers. This program allows students to really that it was not offered to Transition students. With the help of show their unique strengths and show how they have overcome their Ms. Kendra Clemons, Accommodations Coordinator in the Upper learning challenges. They have an opportunity to share what I call School, Stewart started a mentorship program for Lower School their toolbox, what they’ve used to overcome and be successful in Transition students and recruited other former Transition kids in the school. [I wanted] to do whatever I could do to help see this come Upper School to join and help. to fruition.” “We wanted to give [former Transition students in the Upper Ms. Clemons helped former Transition students like Stewart get School] the opportunity to share skills that they’ve learned,” Stewart accustomed to the Upper School. said. “Not only learning skills, but also life skills too. It’s not just a 22
exploring
LEARNING by alina noorani
