Education for All Students K/1, 2/3, 4/5 Configuration Purpose - - PowerPoint PPT Presentation

In Support of Multiage Education for All Students

K/1, 2/3, 4/5 Configuration

Purpose and Norms

 We want to provide people with

accurate information as to how this decision was made and how we plan to move forward

 We want to address parent concerns and

questions

 We want to gather parent input on how

to make this transition as smooth as possible

Agenda

 Vision  What changes  Why change  Parent discussion—best hopes worst fears  How will decisions be made  Parent input on needed supports  Remaining Questions—time to write down

questions that have not been answered

At Steele, our vision is to empower each other to explore and engage in the world around us. world around us.

 We value innovation. We research and practice

the latest developments in education.

 We value creativity. We believe there is more

than one approach and solution to a challenge.

 We believe in building community by

developing relationships over time.

 We value risk taking. We create a safe

environment that allows people to experiment and make mistakes.

Excerpted from the Steele Mission/Values Statement

Vision for Steele

What Changes?

Steele teachers and principals are proposing that the school change its design from:

1)

Contemporary grade level configurations of Kindergarten, 1st & 2nd grade, 3rd & 4th grade, 5th grade and

2)

British Primary grade level configurations of Kindergarten, 1st & 2nd grade, and 3rd, 4th & 5th grade To all Steele classes being mixed age classes with the following configuration:



Kindergarten & 1st Grades



2nd & 3rd Grades



4th & 5th Grades

Why Change?

1)

New Common Core State Standards are grouped K/1, 2/3, 4/5

2)

Steele values the multi-age design for ALL kids

3)

The real differences between Contemporary and British Primary classes are no longer substantial – “one school” not “2 programs”

4)

Transitions from Kindergarten to 1st grade and from 2nd to 3rd grade academic expectations have been tough for kids

5)

The range of abilities in a 3/4/5 class are difficult to address

6)

Teacher collaboration, planning, and teaming is difficult with the current design

A peek at the Common Core State Standards…

Grade Standard K

With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.

1

Describe the connection between two individuals, events, ideas or pieces

• f information in a text.

2

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in texts.

3

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in texts, using language that pertains to time, sequence and cause/effect.

4

Explain events, procedures, ideas or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the text.

5

Explain relationships between two or more individuals, events, ideas or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the text.

Reading Standard for Informational Text #3

A peek at the Common Core State Standards…

Grade Standard K

With prompting and support, identify basic similarities and differences between two texts on the same topic.

1

Identify basic similarities and differences between two texts on the same topic.

2

Compare and contrast the most important points presented by two texts on the same topic.

3

Compare and contrast the most important points and key details presented by two texts on the same topic.

4

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

5

Integrate information from several texts on the same topic in order to write

• r speak about the subject knowledgeably.

Reading Standard for Informational Text #9

Educational History

Grade Levels The current, curriculum-centered, grade-level approach used in most schools began in the mid-nineteenth century in response to rapid economic development and massive immigration to our country. This factory-style approach to sorting kids by age and grade has been found to limit academic and social growth and development opportunities for students.

Benefits of Multiage Classrooms

For Students For Parents For Teachers

• Learner-centered
• Positive, nurturing

environment

• Peer support, mentoring
• Opportunities for

leadership

• Individual pace for

learning

• Small group skill

instruction

• Longer time with

teacher and classmates

• Increased self-esteem,

confidence

• Research shows

significant gains in academics

• Stronger relationship

with teacher

• More opportunities to

take an active role in child’s education

• Child is more positive

about school

• Child is given

appropriate support/ challenge depending on individual achievement

• Child learns to be pro-

social, independent and responsible

• Child learns to self-

initiate

• Stronger relationship

with students and parents

• Better able to address

individual student needs

• Longer time to monitor

students to recognize effectiveness of teaching

• Fewer negative

behavioral issues

• More stimulating,

creative work environment

• More job satisfaction

Reasons for a K/1, 2/3, 4/5 Configuration

 All children at Steele would benefit from the

multiage configuration giving every child, teacher and classroom two, full years to establish relationships, differentiate and reach academic and social/emotional goals.

 The school would be unified under the same

• configuration. This would create three, solid teams of

a more productive size (not too small, not too large).

 Concepts taught in the two years would be better

aligned to the standards and make for easier differentiation of instruction.

 There would be more teachers directly involved with

state assessments (11 as opposed to 8 now).

Will my kindergartner receive the attention needed at the start of his or her school years?

 Kindergarten students will be equitably

distributed among 6 classes as opposed to 3, where teachers, second educators and support staff can better serve everyone’s needs.

Aren’t the social-emotional needs of K & 1st grade too different?

 Research has shown that students learn

best and more quickly when observing

• lder students or siblings. They can
• bserve and emulate new behaviors.

How will this benefit my first grader?

 Encourages 1st graders to articulate their

learning to new students, which helps develop critical thinking skills and build confidence for 1st graders as they are the experts in the class

 Teachers know students strengths

because they had them the year before

 Allows for more small group lessons based

• n students’ specific needs

Will my fifth grader be ready for middle school in a mixed 4/5?

 Data provided by DPS shows there have

been no significant differences in sixth grade academic growth or performance

• f students from our straight fifth grade

class and our 3/4/5 multi-age classes.

Best Hopes / Worst Fears

 Write down best hopes / worst fears  Small groups discuss  Whole group debriefs  Collect input on index cards

So, what will that actually look like at Steele?

Steele Elementary

Six K/1 Classrooms

Five 4/5 Classrooms

Six 2/3 Classrooms

How will decisions be made?

 How will teachers be assigned?  How will students be assigned?

How will teachers be assigned?

 Teachers will request grade levels they are

most interested in teaching

 School leadership team will make

decisions on placement based on teacher interest and history of effectiveness

How will students be assigned?

 Teachers will take into account social and

academic needs of students

 Students will be in mixed-ability classes

that support the learning and development of all students

 Changes will be minimized as much as

possible (For example, if your child’s teacher will continue in next year’s grade level, they will have the same teacher)

Change is Difficult

 We know how much teachers matter in the

learning and development of our kids, that is why we care!

 Any time we lose an opportunity for our kids to

have another year with a teacher we value, we grieve that loss. (Just like when a teacher retires, takes maternity leave, participates in an exchange program, or moves on to a new professional opportunity…)

 But each ending creates a new beginning, a

new opportunity for our kids to build relationships, learn, and grow together.

What supports are needed for a successful transition?

Groups:

 Brainstorm  Record  Report

Questions?

Still have questions?

 Leave a card and we will do our best to

contact you with answers Name Phone or Email Question