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Classroom Assignments

As we assign children to classrooms, we are guided by several factors:

 
Class Size       A reasonably equitable number of students are assigned to classrooms at each grade level according to district and state policy.
Ethnic BalanceIn all classrooms, the racial/ethnic balance may not deviate more than plus or minus 20 percent from the ethnic make-up of the school.
Gender BalanceThe number of boys and girls in each classroom is equalized as much as possible.
English Language ProficiencyEnglish Learners are assigned to teachers who have specialized training in English Language Development.
Range of Academic SkillsStudents in each classroom will reflect a range of academic skills resulting in heterogeneous groups in each room.
Social AdjustmentChildren requiring special social and emotional guidance will be placed with teachers best suited to assist them. An equitable distribution of these particular students will occur.
GATEWe follow the Inclusion Model of GATE placement.  In grades 3 through 5 GATE identified students are distributed equally among all the classes.  We also have many Seminar identified students.  They are also distributed among the classes in a way to best serve their needs.

At EBS, the placement process is a professional team effort and will involve your child’s current teacher, any specialists who are familiar with your child (i.e., district counselor, resource specialist, speech and language specialist, nurse, psychologist, etc.) and administrators. We place children according to their unique needs. The principal is ultimately responsible for the final placement of each student; however, the principal and staff work closely together to make placements.

The teachers at EBS are highly trained professionals who meet students’ instructional needs. Students whose primary language is not English and students who receive special education are placed in classrooms with teachers holding the appropriate credentials.

Student placement has become quite an involved process that must meet district and state mandates. The administrative staff does not accept letters, emails or phone calls regarding student placement requests or meet with parents on this issue. We ask that parents place their trust in the administrative and teaching staff of the school as we make student placement decisions for the next school year.

Once school begins in September, parents concerned with their child’s placement are encouraged to talk to their child’s teacher. Generally, once the parent and teacher open a line of communication, all concerns subside.
Time is also a factor in many cases. Students will not be moved during the first three weeks of school unless there is a general reorganization of the school.

Grade Level and Classroom Configuration

Current enrollment and enrollment forecasts from the district are used to determine a tentative grade level and classroom assignment for each teacher. These assignments are tentative in that enrollments are subject to fluctuations beyond the control of the school. Personnel changes often occur after the grade level and room assignments are made, sometimes necessitating changes in configuration.
 

Reorganization

Reorganization is a normal part of the process of setting up classrooms at the beginning of the year, due to fluctuations in enrollment.

If reorganization must be made after school begins, we will follow the same process used in the spring, and parents of students involved in any changes will be notified the day before moves occur, in writing. We ask that parents be supportive of teachers throughout any reorganization and keep in mind that changes are not made arbitrarily, but out of necessity.