A+Place+to+Start+4

Question #2 - Part C.

===**It’s five years from now… 2014… and we have worked to create the school that we are now only envisioning. (This is not an “every student comes to us knowing how to read” or a “no student ever gets into trouble” or an “every parent helps with homework” type of question. This is about what really can change.) **===

**How do we look now? **
Teachers can move between areas of study more seamlessly with teaching resources, textbooks, etc. at easy web access.(S. Rahm) We are staying more current with the technology required to function in society.(E.Harris) There is a greater variety in teaching approaches within the same class of students. (J. Layman) We have more computer access, media projectors, and other technologies inside the classroom. (H. Witt) We are beginning to see the possibilities and limitations of technology. We see the need for much more training and PD in the use of technology. (E. Hodgen) More technology is available in all areas of the school. Teachers are mutually responsible for having better results. There is a positive and respectful collaboration throughout the school, system, and community.(R.Russell) Through the continual teacher collaboration, teachers will group students by learning style, interests, and skill levels. These groups intersect the traditional "grade" levels so that students' individual needs are met where they are academically at the present time. (J.Hall) It's been in the news lately that a Denver, CO school is eliminating grade levels and going to more of a skills continuum for student placement. Could we be headed in that direction?? (Susan Hayes) This might work better for us with the no child left behind act and grouping. It would minimize the amount of distance between students and allow higher achievers to move along faster. Looping with the student throught 2 or more grades might also be more prevalent.(ELee) Awesome thought for high-achieving kids, especially gifted kids! I worry about what happens socially. Just because my six year old can work on a much older academic level, do I want her to socializing with much older kids all day? Tough question! However, it can also be tough on these kids to spend all day with children who are not cognitively where they are... I would love to know more about what they are doing in Denver. I would also be curious to know if they are still assigning traditional letter grades or placing them according to academic achievements.(C.Hagemann) Interesting concept. I am curious to follow their progress. (C. Bennich) I'll be interested to see how many parents will adapt to this concept. Traditions are so hard to break. We still have first time Kindergarten parents that think the students should learn their ABC's and play the rest of the day. (Linda Wren) To piggy back on this whole Denver, CO issue. I agree that just because the students might be academically ready for a skill it does not mean that they are socially or emotionally ready for those more advanced academic skills. We see K students all the time who can do the work academically, but have no social skills for the classroom. They are imature in their behaviors and this carries over in all areas of the school, ie. lunchroom, playground, PE. etc. I would hope that the Denver school system is looking at the child as a whole and not the academic issues. We all know that those with social skills that are not as advanced as others can disrupt the learning in the classroom no matter what the levels of the students. (A. Shirey) I agree with Amy in that we must look at the child as a whole person, not just an academic level. I know from experience with my own children that often their academic level does not match up with their maturity. I would hope that we would consider all elements of development when considering changes. (M. Brown)