Placing students in classes for the coming school year is challenging. Many variables are considered when making each decision. For instance, a child's personality and ability to interact with other students is reviewed. In accordance with the district’s heterogeneous grouping philosophy, balanced academic groups are established. In addition, the relative compatibility of student and teacher is considered. The goal is to provide the very best learning environment possible for your child.
Prior to the start of school, in late August, parents will be notified of their child’s teacher assignment. Requests for specific teachers cannot be accepted. However, each year, in the spring, parents have the opportunity to place any special educational concerns that would influence a child’s placement in writing. These might include academic, emotional, or social issues. Parents may be concerned about conflicts between students and/or other similar issues that could adversely affect their child’s progress in school.
It is important that such concerns are received, in writing, before class assignments are finalized.
The process begins when classroom teachers fill out an information card on each student.
The card contains information on the student’s gender, literacy performance/assessment scores, mathematics performance/assessment scores, classroom behavior, interests, and any conditions in which the child learns best. Additional notes on potential social conflicts or incompatibility between students are noted. Other services including special education, intervention, enrichment, and guidance are recorded. Medical concerns are also denoted.
Classroom teachers then use the cards to create heterogeneous classes with input from specialty area teachers, enrichment and intervention teachers, special education teachers and the guidance counselor.
Finally, the principal reviews established class lists, while considering any parent letters that have been received.
The comprehensive process helps us to promote optimal learning.