Are class assignments random for students in elementary school?

[Anonymous]

Anonymous wrote:

Anonymous wrote:It takes us hours every spring to figure out classes for the following year.

You keep saying this but then what about all the new kids that show up over the summer? Do you just randomly throw them in wherever?

Yes! Unless they have a specific need (ELL, IEP, Gifted) that would require they be in a specific class

[Anonymous]

Anonymous wrote:

Anonymous wrote:It takes us hours every spring to figure out classes for the following year.

You keep saying this but then what about all the new kids that show up over the summer? Do you just randomly throw them in wherever?

I'm sure they use the same methodology (what are known about the students) in class placement (total students in each class, ESOL, academic level, etc.).

[Anonymous]

A teacher at our school said the teachers do after-hours trades for kids/families as well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It takes us hours every spring to figure out classes for the following year.

You keep saying this but then what about all the new kids that show up over the summer? Do you just randomly throw them in wherever?

Yes, if the class sizes are the same.

What if it's a kid who comes from another FCPS school? Do you look at their file to see if they might be a better fit with a teacher or class?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It takes us hours every spring to figure out classes for the following year.

You keep saying this but then what about all the new kids that show up over the summer? Do you just randomly throw them in wherever?

Yes! Unless they have a specific need (ELL, IEP, Gifted) that would require they be in a specific class

Do ESs put all the kids with IEPs in one classroom? (That seems unfair for the teacher considering the extra time they would need to attend IEP meetings.)

[Anonymous]

Do they ever make a "slow" class or do they usually put a good mix of ability? We are new to FCPS 2nd grade well regarded school and I can't tell if my kid got a "slow" class or if the kids in the grade in general are just way behind. Kid claimed a lot of other kids missed what I would consider to be a kindergarten level brain teaser.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It takes us hours every spring to figure out classes for the following year.

You keep saying this but then what about all the new kids that show up over the summer? Do you just randomly throw them in wherever?

Yes. How can you do anything else when you don’t know the kid from a hole in the wall? Gender and any SN, if known, will factor into which class the new kid gets, but generally it’s whichever class is smaller once the known kids have already been placed in classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It takes us hours every spring to figure out classes for the following year.

You keep saying this but then what about all the new kids that show up over the summer? Do you just randomly throw them in wherever?

Yes! Unless they have a specific need (ELL, IEP, Gifted) that would require they be in a specific class

It’s quite common. Then the SPED teacher only need to push into 1-2 classes per grade versus all 4-6 classes.

Do ESs put all the kids with IEPs in one classroom? (That seems unfair for the teacher considering the extra time they would need to attend IEP meetings.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:It takes us hours every spring to figure out classes for the following year.

You keep saying this but then what about all the new kids that show up over the summer? Do you just randomly throw them in wherever?

Teachers keep saying it because it’s true. If multiple teachers keep saying it, it’s true.

Admin leave empty slots in certain classes. Students are fitted into whichever slots are available. My class from the very depths of hell had a new student who was a terrible, terrible mix with an existing student. Those two kids were never together again, but it didn’t help me.

In an ideal world, we’d have the resources to fully test and interview the new student, contact their old school, and reshuffle classes as needed. In reality, the school has to go on whatever documentation the parents provide, or don’t. Private schools fully interview each student, so they can make adjustments if need be.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It takes us hours every spring to figure out classes for the following year.

You keep saying this but then what about all the new kids that show up over the summer? Do you just randomly throw them in wherever?

I'm sure they use the same methodology (what are known about the students) in class placement (total students in each class, ESOL, academic level, etc.).

This poster is not a teacher. When classes are made, we shuffle and reshuffle for a long time to get the right mix. Once the classes are set, they just do they best they can. Sometimes, slots are left in one class. Other times, students are put into the smallest class, unless they come with an IEP. I’ve seen both.

[Anonymous]

Anonymous wrote:Do they ever make a "slow" class or do they usually put a good mix of ability? We are new to FCPS 2nd grade well regarded school and I can't tell if my kid got a "slow" class or if the kids in the grade in general are just way behind. Kid claimed a lot of other kids missed what I would consider to be a kindergarten level brain teaser.

You moved here from a different public school system?
There are no "slow" classes.

[Anonymous]

When I saw my child' classmates and the open house, I was guessing school take into account teacher and students' energy level in class assignment. Because 6 very energetic boys are in this same class with a young teacher who also seems very energetic.

[Anonymous]

Anonymous wrote:Do they ever make a "slow" class or do they usually put a good mix of ability? We are new to FCPS 2nd grade well regarded school and I can't tell if my kid got a "slow" class or if the kids in the grade in general are just way behind. Kid claimed a lot of other kids missed what I would consider to be a kindergarten level brain teaser.

Kid claims at that age are pretty suspect IME--if one kid misses it, they over-generalize etc. Kids don't have a good handle on the overall distribution, for most kids in ways that favor themselves being smarter than everyone else. Also, post summer, many kids are just getting back in to listening to a teacher, following directions and are distracted and the teachers do a lot of "low ball" questions etc to build confidence.

That said, sometimes schools arrange it that the kids who have an IEP that requires some pull-out times are more concentrated in one class for scheduling purposes--this also sometimes allows there to be a more dedicated aide to handle their IEPs. Depends on how the school structures it. In my kid's 2nd grade class it was kind of bimodal--there were a lot of kids who had IEPs who needed extra help and a lot of kids who ended up going on to AAP in 3rd grade and not that much in the middle.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Do they ever make a "slow" class or do they usually put a good mix of ability? We are new to FCPS 2nd grade well regarded school and I can't tell if my kid got a "slow" class or if the kids in the grade in general are just way behind. Kid claimed a lot of other kids missed what I would consider to be a kindergarten level brain teaser.

You moved here from a different public school system?
There are no "slow" classes.

Or, to put it another way, every class (besides level IV) is equally slow. Welcome to FCPS!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Do they ever make a "slow" class or do they usually put a good mix of ability? We are new to FCPS 2nd grade well regarded school and I can't tell if my kid got a "slow" class or if the kids in the grade in general are just way behind. Kid claimed a lot of other kids missed what I would consider to be a kindergarten level brain teaser.

Kid claims at that age are pretty suspect IME--if one kid misses it, they over-generalize etc. Kids don't have a good handle on the overall distribution, for most kids in ways that favor themselves being smarter than everyone else. Also, post summer, many kids are just getting back in to listening to a teacher, following directions and are distracted and the teachers do a lot of "low ball" questions etc to build confidence.

That said, sometimes schools arrange it that the kids who have an IEP that requires some pull-out times are more concentrated in one class for scheduling purposes--this also sometimes allows there to be a more dedicated aide to handle their IEPs. Depends on how the school structures it. In my kid's 2nd grade class it was kind of bimodal--there were a lot of kids who had IEPs who needed extra help and a lot of kids who ended up going on to AAP in 3rd grade and not that much in the middle.

How does that work? Did the teacher effectively teach two different lessons each class? Sounds like a nightmare, unless the teacher focuses on one to the detriment of the other.