FARMINGTON PUBLIC SCHOOLS 6152
Instruction
Grouping Policy
Objectives
The placement of students in instructional groups, classrooms, and programs of study, has a significant impact on their educational and social development. No one grouping or placement practice is best for all children under all circumstances, but some general principles are common to all proper grouping and placement decisions.
Instructional grouping shall encourage high expectations for every child and shall facilitate each child’s access to knowledge and opportunity to learn. Whenever feasible, instructional grouping shall provide opportunities for students exhibiting a variety of achievement levels to work cooperatively and to learn together.
Responsibility for Grouping
The School Principal, in collaboration with his/her faculty, shall have the primary responsibility for grouping in the school. Increased challenge, acceleration of learning and access to higher levels of education in various programs and curriculum subjects shall be an important objective of the instructional grouping in each school. Flexibility in instructional grouping should be an important criterion measure of each school's approach to grouping.
In making grouping and placement decisions, staff members must give due regard to the following general principles:
Grouping and placement decisions should also reflect the fact that changes in a student's educational development may require changes in his or her placement. Grouping and placement decisions, consequently, should be flexible, and they should be reviewed regularly to test their appropriateness.
Policy adopted: March 4, 2002
FARMINGTON PUBLIC SCHOOLS 6152A
Administrative Regulation
Instruction
Grouping Policy
General
Grouping of all children should be flexible. It is recognized that from time to time certain courses and programs will be offered which require particular levels of prior achievement. However, admission to these courses and programs shall not be limited by narrowly interpreted test scores and judgments. Long term ability grouping shall be avoided.
Elementary (Grades K-4 and 5-6)
Assignment to classroom groups shall be accomplished in a manner that will maximize achievement for all students. Principals will balance classes to the extent possible based on factors including gender, race, socio-economic class, status, prior achievement, leadership and other unique individual student learning needs and special circumstances.
A variety of between-class and within-class ad hoc instructional grouping arrangements will be implemented to facilitate appropriate instruction for all students. Students with disabilities shall be integrated into regular classes to the highest degree possible.
Secondary (Grades 7-12)
The School Counseling staff services shall play a central role in assuring implementation of this policy and shall prevent the negative effects of the self selection of low level courses by students. Tracking based upon socio-economic class, status, race, gender or disabling conditions shall not be permitted.
The course leveling system shall be used to facilitate informed decision making by students, parents, teachers and guidance counselors. Courses offered at various levels should provide opportunities for rigorous study and challenges for all students.
Regulation approved: March 4, 2002