Internship Project EAD 894 Flexible Grouping

1. Internship Project EAD 894 Flexible Grouping Shelley Chuchmuch

2. What is flexible grouping? • Flexible grouping is grouping students accordingly to work in differently mixed groups depending on the goal of the learning task at hand. (Opitz)

3. Points to consider • Student groups are based on performance. • All groups are kept fluid. • All groups are provided with higher order thinking skills. • Silent reading activities are accompanied by purposeful reading and purposeful exercises.

4. Points to consider continued . . . • Teachers utilize open ended assignments to provide for individual differences. • Teachers are expected to use a variety of materials with an emphasis on reading whole books not sections. • Student performance is assessed and observed daily.

5. Benefits of flexible grouping • Small groups allow students to learn content but acquire interpersonal skills. • Students become independent learners and are accountable for working alone or in a group. • Develop skills in face to face interactions. • Reduced noise levels allow for less distractions.

6. Benefits continued… • Increases literacy knowledge that is characterized by several abilities. • All learners feel part of the community. • Students care about themselves and each other. • More one on one interaction time with the teacher.

7. Implementation of flexible grouping • April 2004 – met with administration to discuss the need for implementation of flexible ability grouping in the elementary school. • April 2004 – met with principal to determine and schedule common teaching periods for Language Arts and Mathematics in the timetable. • September 2004 – teachers met to determine needs of students and testing materials to be used to determine grouping placement. • September 2004 – Teachers tested students and grouped them based on testing results from Brigance Inventory of Basic Skills, Gaites Magininity, MACII English as a Second Language Test and Math Advantage placement Tests.

8. Implementation of flexible grouping… • September 2004 – teachers met to discuss testing results and social groupings. Students would be grouped according to chronological age and would remain with the homeroom teacher for Social Studies and Science. • September 2004 – teachers met to determine how to disseminate information and decide on the common vocabulary that would be conveyed to parents about flexible grouping at Back to School night. • October 2004 – students began going to respective groups for Language Arts and Mathematics. • November 2004 – teachers met to determine how and who would complete report card and Individual Education Plan (IEP) • May 2005- teachers met to determine when to post test • June 2005- teachers met to assess results

9. Feedback from studentsSara Hammadi Grade 5

10. Feedback from administrationDr. Anna Karola Director

11. Feedback from AdministrationLibby Naert Principal

12. Feedback from teachersShelley Jackson Grade 4

13. Pre and post test results Grade 5 Language Arts and MathBrigance Testing Key: C4: Listening Comprehension vocabulary C5: Listening Comprehension D1: Word Recognition Grade Placement F1: Reading Comprehension Grade Placement F2: Reading Comprehension I1: Spelling J3: Sentence Writing Grade Placement M1: Math Grade Placement

14. Grade 5 Math Advantage Pre and Post test results Pre test: Class average 62% September 2004 Post test: Class average 75% May 2005

15. Gates MacGinitie Reading Test MAC11 English as a Second Language English Language Grade Placement Test

16. Future plans…. • Because of the success of flexible grouping in the Elementary school, flexible grouping will be implemented throughout the middle and high school in the 2005-2006 school year.