• Grouping

    Cross Grade Groupings

    Cross grade grouping allows students to work with others of varying abilities, interests, ages and backgrounds. It also allows for flexibility in planning for students with exceptional needs. The classroom teachers, the grade level facilitators, the principal and appropriate support personnel will be responsible for continuous progress and cross grade grouping decisions.

    The following examples are potential cross-graded opportunities for children:
    1. Students on a division participating in a common thematic unit;
    2. Students continuous progress needs extending beyond the instructional levels available on the grade level team;
    3. Students crossing between grade levels when participating in field trips, special area performances, interest groups, resource speaker presentations, tutoring programs, social service projects or special theme week projects;
    4. Students participating in cross grading social settings during lunch and recess.

    A. Teams
    Each elementary school is comprised of five grade level teams and a "special areas" team.
    • Kindergarten
    • First Grade
    • Second Grade
    • Third Grade
    • Fourth Grade
    • Special Areas (Art, Library, Music and Physical Education)
    Each grade level team consists of a group of teachers and students of the same grade level who plan together, have similar schedules, and interact in the instructional program. The special area team consists of a teacher from each special area discipline.

    B. Divisions

    Grade level teams belong to one of two distinct divisions within the elementary school. The Primary Division will consist of kindergarten, first and second grades. The Upper Division will consist of third and fourth grades.

    C. Integrated Core

    The Integrated Core takes up the majority of the student's day in which all subjects other than math are taught. The design of integration can include classroom, grade level or division activities. Students in grade one through four will be assigned to an Integrated Core class. In this setting, subject areas are intertwined with one another meaningfully. Integrated Core classes will be designed to include students of more than one achievement level.

    Grouping Students for Instruction

    A. Kindergarten

    Students will be grouped heterogeneously to meet their academic, social and emotional needs.
    B. Grades 1, 2, 3 and 4
    Integrated Core

    The Integrated Core classes will be designed to include students of more than one reading achievement level. Neither the highest nor the lowest achievement group on a team will by itself constitute a total class. The goal of Integrated Core groupings will be to have three reading levels per class.

    A single class on a grade level team may have a range of one to two years in reading achievement. These multi-leveled instructional groups within a class will allow students the flexibility of moving between levels within their classroom as their achievement warrants. If a student's reading level cannot be accommodated within a classroom, reassignment to another class or grade level may be necessary.

    Consideration will be given to constructing well-balanced core classes which meets students' academic, social and emotional needs.

    Students may move from their Integrated Core classes to another class for mathematics. Students will be grouped for math using the following guidelines.
    • Students in kindergarten will be grouped heterogeneously.
    • Students in first grade will begin the year grouped heterogeneously and may be grouped homogeneously by the end of the year.
    • Students in second grade are considered to be in a year of transition. Students may start the year homogeneously or heterogeneously grouped. If heterogeneously grouped, students will move into performance groups sometime during the school year.
    • Students in third and fourth grades will be grouped by performance.

    Grouping students for instruction at the elementary level places an emphasis on individual student progress, potential and success. In order to accomplish this goal, it is essential that children have opportunities to be intellectually challenged in skill areas and have opportunities to learn and share with children of varying abilities. In the process of grouping students, consideration is given to formation of groups that will enhance and foster interdependence among learners; promote independent thinking; build a positive self-concept; promote maximum opportunities for student interaction; and provide a stimulating learning environment for each student. The grouping process is part of the delivery system used to accomplish T/E's philosophy of education, which encourages an individualized, continuous progress approach.

    Since no type of grouping can accommodate the diverse instructional needs of all students, varied grouping patterns are employed. Instructional groups are formed in a variety of ways, both on a grade level and across grade levels in a division, based on students' academic and social needs and interests.

    Student Reassignment

    A student's progress in reading and math will be continually assessed throughout the school year. This continuous assessment will allow the grade level team to make appropriate recommendations regarding the student's assignment. Reassignment may be within the grade level teams or divisions.