The following is a synopsis of the general procedure followed for student placement at Grades 1, 3, and 5. For students entering the second year of a blend, it is expected that they will remain with the same teacher unless extraordinary circumstances arise. In any case, it is the expectation that a parent or teacher requesting a placement change in the second year of a blend will have brought concerns to the principal immediately, that  parents and teacher will have met to problem solve and implement possible solutions to preserve the current placement, and that a general agreement has been reached that a change in placement will be beneficial to the student. Placement changes in the second year of a blend will not be accommodated without parent/teacher conferencing and serious consideration to the drawbacks and effects on student learning.

General placement

• Prior to the placement process, parents are given the opportunity to provide feedback regarding placement for the coming year. Parents return the forms to the principal, and the comments are kept confidential. Specific teacher and friend requests are not considered.  The input form is a place for parents to give information about their child’s strengths, needs, and learning style. On the rare occasion that a parent requests a separation between specific peers and/or avoiding a placement with a specific teacher, the principal will follow up with more direct communication to gain specifics as needed. This contact is initiated by the principal only; appointments with the principal to discuss placement are not granted, as it creates an inequity for students and families. If necessary, some specific notes regarding parent input and placement may be given to the team leader prior to the placement process. As mentioned above, changes in placement in the second year of a blend are not accomplishable through a request on an input form.
• The initial placements are completed by teachers in grade level teams. The overall goal is create classroom configurations that are heterogeneously grouped and balanced by gender, academic ability, special needs, student personalities, and student behaviors (both positive and negative). It is vital that teachers avoid making agreements with parents for specific teacher placement and/or placement with specific peers, as this is not something we can guarantee.
• The principal will discuss placements with the Special Education Team to address specific needs of students on 504 plans and IEPs. Should the SET bring forth concerns regarding placement for a specific child, the principal will bring the concerns forward to the team leader and/or current classroom teacher making the placement.
• Once the initial placements are complete, the principal will review them with the team and look for general balance, potential problems based on prior history, and the overall composition of the class.  Adjustments will be made with team and current teacher agreement.
• Once lists are finalized, new students will be placed throughout the summer by the principal. Again, attention is given to balance and overall class composition. Should a concern arise in the summer regarding a continuing student, the principal will contact both the current classroom teacher and the team lead prior to adjustments or changes. It is recognized that shifts in the summer can create a “domino effect”, and they are generally avoided.
• Notification of placement is provided to parents of Kindergarteners approximately two weeks before school begins so that students may attend the Meet & Greet. Notification to Grades 1, 3 & 5 is provided via email on the Friday prior to Labor Day.