Rosecrest Elementary Confidently building our future . . .
Weighted Pupil Unit Funding from the state. • Utah State Office of Education divides funding amongst districts • School Districts allocate funding to all needed areas (district is told by state some • of the specific areas in which funding may be spent) Class Size - Full Time Equivalent – Number of Students = Number of Teachers • Class Size Determined (GSD is 27.25 students per teacher) • Some classes are bigger and some are smaller to balance the FTE •
Utah Core Standards and Objectives • Core standards are aligned to scientifically based content standards and regulated by the State Office of Education. • The standards outline essential knowledge, concepts, and skills to be mastered at each grade level. • The standards were created similar to those in 44 other states to address the problem of low expectations. • They raise the bar on student performance. • The standards are rigorous in nature for both teachers and students.
A Split in a Classroom • From Previous Experience Student Teacher Must be self-motivated • Prepares about 90 lessons a week • • Less individual help • Teaches all subjects Scheduling conflicts • Analyzes data for two grades and • • Issues with students of several subjects other ages • Responsible for six end of year summative tests • Minimal time for small group instruction and differentiation Collaboration difficult with two grade • levels
Avoiding a Split in a Classroom- Looking at Our Creative Grouping • CONS PROS • Classroom Community • • Teacher Expertise • Will take longer to get to Lesson planning • know students • Specialized subjects Student Organization • Data analysis • • Executive functioning skills Student Focus • Scheduling • • More individual help • Extra curricular areas Testing • • Class parties • Formative and summative SEPs • testing in only two subjects Data to adjust instruction • • Differentiated Instruction Small group individuality • • Collaboration Sharing and cohesion • School collegiality •
Rosecrest Successes to Help We have these things in place … • School Wide Discipline Policy • Anti Bullying Policy • Supportive Faculty and Staff • Helpful and Volunteering Community • Technology and Communication/Information Easily Available • Supportive Principal Willing to Listen and Ask for Feedback • Strong Sense of Togetherness from All • Great kids • And more …
Teachers • Third Grade • Mrs. Holley (Math, Science, and Writing) • Mrs. Lucy (Language Arts, Social Studies, and Writing) • Half the job share (Language Arts, Math, and Writing) • Fourth Grade • Mrs. Brown (Math, Science, and Writing) • Mrs. Manning (Language Arts, Social Studies, and Writing) • Half the job share-Mrs. Sharp (LA, Math, and Writing)
Creative Plan to Avoid a Split Class Math/Sci-Teacher 1 ELA/SS-Teacher 2 Math/Sci-Teacher 3 ELA/SS-Teacher 4 M&ELATeacher 5 8:15-8:25 Homeroom 8:25-9:45 3rd 2+1/2 3rd 3 3rd 1+1/2 3rd 3 4th 1 4th 2 4th 3 9:45-10:00 Recess 10:00-11:20 3rd 1+1/2 3rd 3 3rd 2+1/2 3rd 3 4th 2 4th 1 11:20-11:50 Recess 11:50-1:10 3rd 1 3rd 2 4th 2+1/2 4th 3 4th 1+1/2 4th 3 3rd 3 1:10-1:25 Lunch 1:25-2:45 3rd 2 3rd 1 4th 1+1/2 4th 3 4th 2+1/2 4th 3 2:45-2:55 All ELA and Math classes are projected at 23. Science and SS projected at 35. SHORT DAY Math/Sci-Teacher 1 ELA/SS-Teacher 2 Math/Sci-Teacher 3 ELA/SS-Teacher 4 M&ELATeacher 5 Short day 8:15-8:25 Homeroom schedule is a 8:15-9:00 PE (3rd 2+1/2 3rd 3) PE (3rd 1+1/2 3rd 3) 4th 1 4th 2 4th 3 work in 9:00-9:45 3rd 2+1/2 3rd 3 3rd 1+1/2 3rd 3 PE (4th 1+1/2 4th 3) PE (4th 2+1/2 4th 3) Planning progress. 9:45-10:00 Recess 10:00-11:20 3rd 1 3rd 2 4th 2+1/2 4th 3 4th 1+1/2 4th 3 3rd 3 11:20-11:50 Lunch 11:50-12:40 3rd 2+1/2 3rd 3 3rd 1+1/2 3rd 3 4th 1 4th 2 4th 3
Specific Student Example Students begin and end in a homeroom everyday. Math/Sci-Teacher 1 ELA/SS-Teacher 2 Math/Sci-Teacher 3 ELA/SS-Teacher 4 M&ELATeacher 5 8:15-8:25 8:25-9:45 3rd 2+1/2 3rd 3 3rd 1+1/2 3rd 3 4th 1 4th 2 4th 3 9:45-10:00 10:00-11:20 3rd 1+1/2 3rd 3 3rd 2+1/2 3rd 3 4th 2 4th 1 11:20-11:50 11:50-1:10 3rd 1 3rd 2 4th 2+1/2 4th 3 4th 1+1/2 4th 3 3rd 3 1:10-1:25 1:25-2:45 3rd 2 3rd 1 4th 1+1/2 4th 3 4th 2+1/2 4th 3 2:45-2:55 Students study science and writing. Students transition once to social studies and writing. Students stay for Language Arts. Students transition a second time to math. Students end the day where they start the next day.
Specific Student Example Math/Sci-Teacher 1 ELA/SS-Teacher 2 Math/Sci-Teacher 3 ELA/SS-Teacher 4 M&ELATeacher 5 8:15-8:25 8:25-9:45 3rd 2+1/2 3rd 3 3rd 1+1/2 3rd 3 4th 1 4th 2 4th 3 9:45-10:00 10:00-11:20 3rd 1+1/2 3rd 3 3rd 2+1/2 3rd 3 4th 2 4th 1 11:20-11:50 11:50-1:10 3rd 1 3rd 2 4th 2+1/2 4th 3 4th 1+1/2 4th 3 3rd 3 1:10-1:25 1:25-2:45 3rd 2 3rd 1 4th 1+1/2 4th 3 4th 2+1/2 4th 3 2:45-2:55 One third of each large class transitions to the third class for smaller class sizes in Language Arts and math.
Other Grades and Schools • Rosecrest fifth grade already team teaches and is looking at additional teaming. • Rosecrest sixth grade will be team teaching and rotating students in preparation for junior high school. • Other schools on the east side and across the valley have a variety of teaming practices in place where students rotate through teachers, subjects, and ability groupings.
Suggestions for Support • School Community Council Advertise to parents and answer questions • PTA • Advertise to parents and answer questions • • Help students with organization Coats and lunches • • Back to School Morning with parents walking with students to classes Student schedule attached to registration card for registration • day (July 22)
Questions??? Please email, call, or come in with thoughts and/or suggestions.
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