FRANK LOVE ELEMENTARY SCHOOL
STUDENT PLACEMENT POLICY AND PROCEDURES
One of the most important responsibilities of the school staff is to assign students to classes for the next year. The ultimate goal of student placement is that each child be placed in the best possible learning environment, taking into account academic strengths and areas for growth, work habits, interpersonal relationships, and social/emotional development in establishing balanced classes.
The Frank Love Leadership Team has identified the following process and criteria for student placement:
- The current teacher evaluates each student’s academic skills, work habits, behavior, leadership, etc. Parents or guardians have the option to complete the “Parent/Guardian Input for Class Placement” electronic form during the spring of the previous school year, providing more information to be used by the Placement Team.
- Placement Teams are established for each grade level. Each Placement Team includes all teachers from the present grade level and other staff members as appropriate including: special education teacher, psychologist, student support specialist, ELL staff, specialist staff, school assistant and principal.
- Based upon projected enrollment for the next school year, the Placement Team will use the teacher and parent input to make tentative class lists without teacher assignments before the end of the school year. Building Principal makes final teacher assignment decisions. The team’s ultimate goal is to create a balanced and highly functional learning environment for each classroom, based on the skills, needs, and attributes of the students.
- In late August, newly enrolled students will be added to tentative class lists. This process will be overseen by the principal who will consult with grade level Placement Teams and school support staff as needed.
- Principal will assign staff to balanced class lists. Final approval of student placement and assignment of teachers rests with the principal.
- When enrollment and staffing are judged to be stable by principal, class lists will be finalized and students will be notified about their assignments via postcard mailing.
As additional students move into the Frank Love attendance area during the school year, these students will be placed in classes by the principal. In making these placement decisions, the principal will gather as much information as possible about each new student. Input from receiving teachers about their classes will also be used, and the above placement criteria will be applied.
Request For Change in Placement:
The Frank Love Placement Teams work judiciously to ensure the best placement for all students. Input from staff and families regarding a child’s academic and social/emotional development are considered in the creation of classrooms balanced by gender, cultural diversity, academic abilities, interpersonal skills, special needs and class size. Every effort is made to ensure that your child has positive peer models enrolled in their classroom community.
For that reason, we require that students remain in the assigned classroom for the first week of school. Concerns regarding student placement will be addressed beginning the second week of school. The new school year signifies a time of change and transition. Like any adult, students may need the gift of time in order to integrate into their new classroom community.
Parental appeals for change of placement, clearly indicating why the placement of the child is inappropriate, are to be directed in writing to the principal. Upon receipt of a written request for a change of placement, the following process will be used:
- The principal will discuss the request with the parent(s) following the first week of school;
- The principal will communicate placement concerns to the student’s classroom teacher. Families are encouraged to attend this meeting;
- The principal, classroom teacher and family will collaboratively develop a transition plan in order to meet the needs of the student. These stakeholders will schedule to meet within two weeks to assess the success of the transition plan;
- Should placement concerns remain following implementation of the transition plan, the principal will ultimately decide on the best course of action:
- Keep the original placement,
- Determine a second trial period for the original placement, and establish criteria for further review after the trial period, or
- Grant a change of placement.