The unique needs of each individual student are considered as the class lists take shape.  If you feel that you have information about your child pertinent to the process, please make sure to complete the form below, and return it to the Elementary School Main Office by June 1.  We appreciate your help in the placement process and encourage parents to complete the form.

Several steps are taken regarding the placements of students in new classrooms for the coming school year.  Parents and their children often times will anxiously await the letter that arrives in the mail, which informs you of who the teacher will be for the coming school year.  It is important for us to share with you the process we use to make those determinations.  We always ask that parents refrain from making a request for a specific teacher.  We cannot accommodate such requests.  The teachers and other professionals that work with your child will be meeting with the administration in June to create the new class lists.  We do this together as a team.  Our goal is to achieve the most appropriate and beneficial placement for all children.  Many factors are taken into consideration during placement.  These include such things as: gender, academic ability across the content areas, behavior, social and emotional needs, peer relations, special services, medical and physical needs, and learning styles.  The process includes the following:  

  1. Placement cards are distributed to classroom teachers in May.  The classroom teacher places a variety of student information on the form that assists a placement team in creating the groupings.  The form contains information on each student, regarding reading, writing, independence, critical thinking, and more.

  2. The placement cards are then reviewed by the administration and brought to the placement meetings, which occur on the last two ½ days of student attendance.  Numerous staff members, not just classroom teachers, create classes that balance the student needs across the grade level.  The placement team divides the students into well-balanced groups.  The team includes the classroom teachers at the current grade level, special education staff, speech therapists, social worker, principal, instructional coaches, and others.  Special area teachers provide input as well by reviewing the class lists generated.  These teachers raise any potential concerns or issues they may identify with the groupings created thus far.

  3. Once the well-balanced sections have been finalized, classroom teachers are then randomly assigned to each group.

  4. The new teacher's name is indicated on the last report card mailed home to families in June.