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[quote=Anonymous]22:34 here--grabbing a bite and catching up on DCUM

A lot goes into the class grouping.  It's a process that can take hours.  Here are the things that my team of teachers and administrators group for:

--Spec Ed, ESOL and Adv Academic needs.  It's a best practice to have a resource teacher push into the classroom as much as possible, so we cluster hi-needs kids while at the same time not overloading the class.  These are the classes where you would see more co-teaching.

--gender balance
--behavior challenges 
--heterogenous in terms of ability.  There should be, as much as possible, an equal distribution of high, average and low performing kids
--separating kids who may not have been a good match in a classroom or because of parent request to separate
--size of class.  I try to keep the inclusion classes a little smaller because if a new student with an IEP or ESOL status comes in, they would likely go into those classes.
--match with teacher.  Sometimes you just know that a certain teacher is going to do well or clash with the personality of a particular student.  Most kids will do fine with any teacher, and most teachers will do fine with any kid.  But there are times when it would be good to be proactive.
--parent requests

Some needs trump others, and often there are several configurations that would work.  In the end, we try to maximize success for every child. Of course, we have no control over who arrives in the summer.  Kids move in, and we don't always have the benefit of knowing what the child needs or how his/her personality may impact the dynamics of a class.

If you have questions about the process at your dc's school, I invite you to speak with your school's principal.

Lunch over!  Back to work!  :)[/quote]

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