Minutes from meeting on Wednesday, October 7, 2009, to discuss grouping of students in the 4th grade (and other grades as background):
Teachers and administrators present: Ms. Cole, Ms. Barnes, Ms. Woerner, Ms. McGinness, Ms. Rivetti, Ms. Hild
Parents Present: sign-in list cannot be found, but all three School Family Council Parent representatives and about more than 20 other parents attended.
–How grouping of students works at Roland Park for the 2009/2010 School Year:
1st and 2nd grade—classes are heterogeneous, and reading groups are by reading level
3rd and 4th grade—reading groups extend to the entire reading class. In 4th grade, math and reading are the same class, whereas social studies and science are heterogeneous
5th grade—heterogeneous
–How grouping worked this year for 4th grade. There was a large variation between which classes had completed reading mastery 5 at the end of last year. Two homeroom teacher classes had not begun reading mastery 5, whereas two classes had completed reading mastery 5 at the end of the year. So, there are two classes in 4th grade with the same students as had been together the year before. However, all classes are beginning with reading mastery 6, with Ms. Hild working to catch up the kids who skipped reading mastery 5. The teachers worked very hard to make social studies and science heterogeneous, by each teaching a second subject. It was considered to make the homeroom teachers grouped without reference to reading level completed in grade 3, but due to the specials schedule (1st period) and the fact that reading is to be taught in the morning (2nd period), if homerooms were heterogeneous, and then students were grouped differently for reading, there would be too much instructional time missed as students would arrive back from specials on differing schedules.
–The question was raised whether 3rd and 4th could be completely heterogeneous. Ms. McGinness spoke to this as she has taught 3rd grade for many years. The school tried that and it was impractical with kids both bored and struggling. Direct instruction is designed to have all kids in a class moving at the same pace.
–The question was raised about grouping for math as well as reading. Answered that test scores repeatedly showed that the number of students that would be moving for math would be very small. Therefore, this is handled on a more individualized basis.
–The question was raised about communication. Some parents have asked about this grouping strategy for several months without a response. Some parents are getting different and inconsistent answers about grouping. That is what this meeting is designed to address. Ms. Woerner explained that it is challenging to communicate plans too early because many variables change throughout the year and summer. However, there was commitment by Mrs. Cole to have a similar meeting in the Spring to discuss the plans at that time for the following school year.
–For 4th grade, it was reported that kids who are excelling in Math may be moved to another group and even to another grade. However, one parent mentioned that this same message was given to her last year but it seems nobody was moved. Also, a statistical analysis of the third grade to fourth grade grouping was countered by the argument that it is better to move students between the groups during the school year as opposed to in the summer. However, no students seem to have been moved between the groups during the school year either. It is unlikely that out of 50+ children, maybe one excelled enough to be moved “up” to the higher-achieving group in a two year period.
–Mrs. Hild reminded the group that two years ago we had all heterogeneous grouping and last year all homogeneous grouping. No matter what the school decides, there is always a vocal parent group who are opposed to that decision, it’s just a different group. Parents were asked to keep in mind that teachers and administrators are always criticized for these types of decisions.
–The question was raised about students’ self-esteem when they are grouped and feel that they are moving much slower than another group, and this grouping extends even to homeroom and specials. There is a sense that they are “tracked.” The administration and teachers hear this and will work to minimize any sense of tracking in the future. Mrs. Hild reiterated the importance of parental encouragement and refraining from discussing “levels” in the presence of the children. She asked that parents praise their children and encourage their academic achievements in whatever level they are in.
Respectfully submitted,
Sandy Fink