CLASS PLACEMENT PROCESS & PARENT INPUT
Creating balanced class lists that meet
the needs of all students is a difficult endeavor. This process
involves hours of thoughtful dialogue between classroom teachers,
administrators and other staff members. We know that creating a strong
learning environment is essential to students’ success and we therefore take
this responsibility seriously. Please be
assured that we take each child into consideration. Please see our
process below.
· Teachers
identify the social and academic needs of each student. They refer
to existing data and record pertinent information to assist them in their
decision-making.
· Teachers
meet as grade level teams to form class lists that are
balanced. Balanced classrooms meet each student’s academic, social
and emotional needs. Teachers consider each child’s personality,
academic strengths, needs and friendships. Learning specialists, the
specials team and administration also collaborate with classroom teachers to
provide feedback.
· Each
grade level team submits a draft of class lists. I review final
lists to ensure all parent input has been considered. Classroom teachers approve any changes I
suggest given parent feedback to ensure classes remain balanced.
· Class
lists are finalized in mid July to reflect the addition of students joining Gold
Rush in the summer.
This process is consistent across grades K-4.
Our 5th grade team collaborates with the teachers at Cimarron Middle
School to ensure students’ success in 6th grade.
We strongly believe that this detailed and collaborative process creates learning environments that benefit all students. Please remember that our ultimate goal is to create classes that promote the success of each child. Please also know that your child is placed in a classroom for specific reasons and that our process benefits all students. Because of the input and thought given by teachers, parents and administrators, we are reluctant to make changes once this process is complete. It may be hard to believe, but moving one child can disrupt the balance of an entire classroom.
We do value parent input and welcome any insight you wish to share about your child’s strengths, needs and learning style. We will take into consideration all pertinent information that you share with me on or before Friday, April 25th. While we welcome your input, we cannot honor specific teacher requests. Please put your thoughts in writing and address them to me (Jenny Brown). I will accept either a letter or email (jjbrown@dcsdk12.org).
I cannot express enough how important it is that your thoughts are in writing. As you can imagine, I receive a great deal of parent input and verbal information is difficult to track. I also prefer that you direct this communication to me, as I am ultimately responsible for reviewing final class lists in July when teachers may not be available.
We strongly believe that this detailed and collaborative process creates learning environments that benefit all students. Please remember that our ultimate goal is to create classes that promote the success of each child. Please also know that your child is placed in a classroom for specific reasons and that our process benefits all students. Because of the input and thought given by teachers, parents and administrators, we are reluctant to make changes once this process is complete. It may be hard to believe, but moving one child can disrupt the balance of an entire classroom.
We do value parent input and welcome any insight you wish to share about your child’s strengths, needs and learning style. We will take into consideration all pertinent information that you share with me on or before Friday, April 25th. While we welcome your input, we cannot honor specific teacher requests. Please put your thoughts in writing and address them to me (Jenny Brown). I will accept either a letter or email (jjbrown@dcsdk12.org).
I cannot express enough how important it is that your thoughts are in writing. As you can imagine, I receive a great deal of parent input and verbal information is difficult to track. I also prefer that you direct this communication to me, as I am ultimately responsible for reviewing final class lists in July when teachers may not be available.
Please feel free to contact me if you have
questions regarding our process or your individual child. I would be happy to speak with you further.
NEW PICK UP PROCEDURES FOR STUDENTS PICKED UP IN CAR LOOP
In order to increase student safety during dismissal, we are going to ask students who get picked up in the car loop to wait under the shade structure to be called to their cars. This allows students to wait in an area that is further away from curb. It also keeps our sidewalks clear for families that are walking home and has improved efficiency. As always, we appreciate your cooperation in keeping arrival and dismissal safe. Please see the following reminders:
* Use the crosswalk instead of walking through traffic.
* Refrain from using your cell phone while in car loop.
* Pull all the way forward.
* Refrain from parking in handicap spots without a handicap placard.
* Refrain from parking in handicap spots without a handicap placard.
REFLECTION IN PHYSICAL EDUCATION
Students in all grade levels routinely close physical education class with opportunities for group and individual reflection. Students talk about how they collaborate, communicate and think critically. This week, for example, third graders talked about how they worked together to assume all of the roles in the game "Sinking Ship". The discussion highlighted those students who assumed non-preferred roles to ensure their team's success. Students used a rubric to reflect on their ability to share ideas, be flexible, demonstrate responsibility and provide feedback both individually and as a team. Students also reflect on the strategies they use while playing to accomplish their collective goals. We are impressed with students' ability to demonstrate teamwork, think strategically and reflect!
Students in all grade levels routinely close physical education class with opportunities for group and individual reflection. Students talk about how they collaborate, communicate and think critically. This week, for example, third graders talked about how they worked together to assume all of the roles in the game "Sinking Ship". The discussion highlighted those students who assumed non-preferred roles to ensure their team's success. Students used a rubric to reflect on their ability to share ideas, be flexible, demonstrate responsibility and provide feedback both individually and as a team. Students also reflect on the strategies they use while playing to accomplish their collective goals. We are impressed with students' ability to demonstrate teamwork, think strategically and reflect!
CMAS TESTING GRADES 3-5
Students in grades 3-5 will begin their state testing when we return from spring break. Students in the intermediate grades will be assessed in literacy and math using the state CMAS assessments, or the Colorado Measures of Academic Success. Fifth graders will take an additional science assessment. The testing schedule is shown below. Please refrain from scheduling outside appointments during all testing times. We also recommend that students get plenty of rest and eat a healthy breakfast during testing days.
April 2, 3 & 4 CMAS Math
9:00-10:30 3rd Grade
10:45-12:15 5th Grade
April 9, 10 & 11 CMAS Math & Science
10:00-11:45 5th Grade - Science
1:30-3:00 4th Grade - Math
UPCOMING EVENTS
* April 6-9 District Art Show
* April 10: PTO Mtg @ 8:45-10:00
* April 18: Feeder SAC Mtg @ Iron Horse Elementary School at 4:30-6:00 PM
* April 20: No School
* April 10: PTO Mtg @ 8:45-10:00
* April 18: Feeder SAC Mtg @ Iron Horse Elementary School at 4:30-6:00 PM
* April 20: No School
