Elementary schools and high stakes testing:<br />Self-contained classroom vs. departmentalized classes<br />Bonnie Hernandezcied 5383<br />July 20, 2011<br />
purpose<br />The goal of this research is to determine at what grade should departmentalizing classes begin at the elementary school level.<br />
Significance<br /><ul><li>The trend to transition students at the elementary level into a departmentalized setting is due in part to the high stakes in state testing and accountability.
Departmentalized classes are set up where core content classes are taught by specialized teachers.
What are the trade-offs taking place with this trend, are students prepared for this transition?</li></li></ul><li>No Child Left Behind Act (2001)<br />“The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.”<br />http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf<br />
Study<br /><ul><li>Elementary School teachers are typically certified as Generalist. It is at the middle school and high school level where you will see more specialized certifications.
It is cost effective to move from self-contained to departmentalized having existing teachers trained in one core subject, rather than hiring new staff (Hood, 2009).
Self-contained classes have the time and flexibility to teach critical thinking across subject areas (Hood, 2009).
How young is too young? At what age are students responsible enough to be able to make class rotation times effective.
Are teachers prepared to take on the responsibility of being accountable for a whole grade level? </li></li></ul><li>Classroom Setting<br />Self-contained<br />Departmentalized<br />Reading Writing Spelling Health<br />Math Science Social Studies<br />Reading Writing Spelling Health<br />Math Science Social Studies<br />
Findings<br /><ul><li>Some students at the adolescent stage may experience academic and emotional declines when transitioning into middle school (Parker, 2009).
Elementary schools can ease this transition by implementing classroom rotations, at the very least the last grade before middle school.
The burden of accountability on all subjects tested is placing a lot of pressure on self-contained teachers, therefore, making it ideal to move towards departmentalization.
Students at the lower grades still require nurturing on a more personal level.</li></ul>http://www.thefreelibrary.com/Elementary%20organizational%20structures%20and%20young%20adolescents'...-a0197989600<br />
Why nclb is important<br />http://www2.ed.gov/nclb/overview/importance/edlite-index.html<br />
conclusion<br /><ul><li>Departmentalization in elementary schools is an indirect result of the NCLB act. The high stakes and accountability placed on states, districts, campuses, teachers, and students has left our education system in disarray.
Teachers at the third, fourth, and fifth grade level may advocate for departmentalized classes, specialization in core subjects can mean greater depth in teaching.
Students, however, may not be ready to make this transition, especially at the lower grades. Organizational skills and maturity may not yet be in place.</li></li></ul><li>bibliography<br />Basset, D. (2009, October 29). Platooning at the elementary level.[Blog post].<br /> Retrieved from: <br />http://greybrookbc.blogspot.com/2009/10/platooning-aat-elementary-<br /> level.html<br />Borislaw, A. (2009, October 28). Districts weigh pros and cons of departmentalizing <br /> elementary schools. Specialkids.com. Retrieved from:<br />http://www.specialkids.com/my_weblog/2009/10/districts-weigh-pros-and-<br /> cons-of-departmentalizing-elementary-schools.html<br />Cheung Chan, T. Jarman, D. (2004, September/October).<br /> Departmentalize elementary schools. Principal. Retrieved from:<br />http://www.naesp.org/resources/1/Principal/2004/S-Op70.pdf<br />Hood, L. (2009, November/December). Platooning instruction. Harvard<br /> Education Letter, 25(6). Retrieved from:<br />http://www.hepg.org/hel/article/426<br />
Parker, A. K. (2009, March 22). Elementary organizational structures<br />and young adolescents' self-concept and classroom environment<br />perceptions across the transition to middle school. The Free Library.<br />(2009). Retrieved from<br />http://www.thefreelibrary.com/Elementary organizational <br />structures and young adolescents'...-a0197989600 <br />A blueprint for reform. (2011, May 27). US Department of Education. ed.gov.<br /> Retrieved from:<br />http://www2.ed.gov/policy/elsec/leg/blueprint/publication_pg3.html#part3<br />Sec.1001. Statement of purpose.(2002, January 8). US Department of Education. ed.gov. PL107-110. Retrieved from: <br />http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf<br />Why no child left behind is important to america.(n.d.).US Department of Education. ed.gov. Retrieved from: <br />http://www2.ed.gov/nclb/overview/importance/edlite-index.html<br />