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WASHINGTON ELEMENTARY
- Classroom Placement Policy
Washington Elementary uses the following guidelines for placement of Grades K-5 students. We believe that every child
can be a winner in every classroom at Washington Elementary. To accomplish this, we believe that each classroom should
be balanced to achieve the highest performance possible. Therefore, we use the following factors in placing students.
can be a winner in every classroom at Washington Elementary. To accomplish this, we believe that each classroom should
be balanced to achieve the highest performance possible. Therefore, we use the following factors in placing students.
| Class Size |
A reasonable, equitable number of children are assigned to classrooms at each grade level. Classes in Grades K-3
shall not exceed 20 students. Classes in Grades 4 and 5 shall not have more than 36 students.
shall not exceed 20 students. Classes in Grades 4 and 5 shall not have more than 36 students.
| Gender Balance |
The number of boys and girls in each classroom is equalized as much as possible.
| Gender Balance |
In all classrooms, the percentage of white and non-white students must not deviate more than a plus or minus 20
percent from the majority/minority make-up of the school. This ratio is state-mandated. Exceptions are ED students,
who are not factored into this ratio.
percent from the majority/minority make-up of the school. This ratio is state-mandated. Exceptions are ED students,
who are not factored into this ratio.
| GATE |
Washington Elementary School is designated a GATE school. Currently, we have a 4/5 GATE Seminar/Cluster class
and a 3rd grade GATE Seminar/Cluster class. Students who are district-certified for the Seminar Program are
assigned to these classes with parent approval.
Teachers who teach the GATE Cluster/Seminar classes have taken special courses to become GATE certified. Newly
assigned teachers to these grades must become certified within the school year.
and a 3rd grade GATE Seminar/Cluster class. Students who are district-certified for the Seminar Program are
assigned to these classes with parent approval.
Teachers who teach the GATE Cluster/Seminar classes have taken special courses to become GATE certified. Newly
assigned teachers to these grades must become certified within the school year.
| Social Adjustment |
Children with social/emotional needs will be placed in classes that best meet their needs, with equitable distribution
when possible.
when possible.
| English Learners |
English learners are strategically distributed among all classes based on CELDT scores and proficiency levels so that
they receive services from BCLAD/CLAD-credentialed teachers. The goal for English learners is to provide them with
strong language models from staff and peers in listening, speaking, reading, and writing Standard English.
Washington Elementary is implementing a school-wide English Language Development (ELD) classes for all English
Learners from 8:30 – 9:00 a.m. daily. Students not enrolled in the ELD classes will have a variety of courses offered
to them at this time. Information on the special course offerings will be available in October when the classes begin.
they receive services from BCLAD/CLAD-credentialed teachers. The goal for English learners is to provide them with
strong language models from staff and peers in listening, speaking, reading, and writing Standard English.
Washington Elementary is implementing a school-wide English Language Development (ELD) classes for all English
Learners from 8:30 – 9:00 a.m. daily. Students not enrolled in the ELD classes will have a variety of courses offered
to them at this time. Information on the special course offerings will be available in October when the classes begin.
| K-2 Class Size Reduction and Cohort Project - Fall 2008 |
Research suggests that smaller class size, random assignment of students to classrooms and the practice of keeping
groups (called “cohorts”) of students together for several years contribute to improved student achievement, behavior
and attendance. The Tennessee Student/Teacher Achievement Ratio Study, for example, found that students
randomly assigned to smaller classes (an average of 15-17 students per teacher) in grades K-3 performed better
than students assigned to classrooms with 24 students per teacher.
The San Diego Unified Board of Education has approved a three-year study that will determine the impact of smaller
class size, random assignment of students to classrooms and keeping cohorts of students together as they progress
from Kindergarten through Grade 2. The district is interested in knowing whether students in smaller classes, who
stay together across school years, have improved achievement, attendance and behavior. The study will begin in
September 2008 and conclude in Fall 2011, with interim reporting in Fall 2009 and 2010.
The following schools will have the class size reduction (from 20 to an average of 15 students) for Kindergarten
through Grade 2: Baker, Bay View Terrace, Clay, Crown Point, Cubberley, Emerson Bandini, Encanto, Foster,
Johnson, Jones, Lindbergh/Schweitzer, Logan, McKinley, Walker and Webster.
The following schools will have cohorts for Kindergarten through Grade 2, but the class size will remain at the state-
mandated 20 students: Cabrillo, Cherokee Point, Chollas, Hancock, Jefferson, Kimbrough, Lafayette, Lee, Marshall,
Miller, Ocean Beach, Paradise Hills, Rosa Parks, Sequoia and Washington.
The following schools will have the class-size reduction and the "cohort" assignments for Kindergarten through Grade
2: Adams, Barnard, Birney, Carver, Central, Edison, Freese, Golden Hill, Hawthorne, Horton, Perry, Porter,
Rodriguez, Ross and Toler.
Another 15 schools make up the control group. The schools were randomly assigned to one of the four groups.
If you have questions about the study, please contact Karen Bachofer at (619) 725-7167 or kbachofer@sandi.net.
| Support Personnel |
The Psychologist, resource specialist, speech therapist, and other support personnel also provide valuable
information to teachers regarding placement recommendations.
information to teachers regarding placement recommendations.
| Final Placement |
The principal has the responsibility for final placement of each student.
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