Articulation Matrix:
Secondary

Have representation from all grade levels where articulation work is being done.

Keep the end results of the expected student skills/attributes in mind.

Approach this work with the thought, “What will be best for the student during their education at our school?” and not “What is most comfortable/familiar for me as a teacher?”

Be willing to adjust/alter some personal processes and systems when a more consistent (i.e., holistic) system can be put in place to make skill development smoother for the students from year-to-year.

Work to make sure that each grade level begins with the skills from the previous grade level and know what skills need to be in place for the next grade level.

Trust that the teachers in the previous grade levels have/will do their part in student preparation.

In terms of the holistic skill development, do your part to ensure that students are prepared for the next grade level.

Have rigorous, but realistic, goals about what skills can be developed at each grade level.

Think of systems and processes that will make student transitions from year-to-year easier. For example, color-coded folders (e.g., blue – math, red – reading), common colors for highlighting, what layers should be included in notes, etc.

Try to move skills/strategies to the lowest levels where they can realistically be accomplished, keeping in mind what is developmentally appropriate and differentiated for all students. Then, consistently use those skills/strategies as students progress through grade levels.