Planning Ahead for Next School Year
May 12, 2013
Classroom Placements
As the current school year winds down, there are things that can be done to help get next school year off to a good start. This is the time of year that parent and teacher input into a child’s class placement for September is important.
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Many schools go to great efforts to place students in classes so that they are “balanced” (e.g., number of boys and girls, the range of academic levels, children who have learning or behavioral difficulties, and other factors).
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Most schools cannot accommodate requests for a specific teacher. School administrators making placement decisions DO, however, typically take into consideration parents’ requests for a particular type of teaching style or environment, such as one that:
– is well- structured (clarity of expectations & classroom procedures, organized).
– is inclusive – welcoming, supportive, and accepting of ALL children (including those with special
needs & learning/behavioral challenges).
– is willing to communicate with and work closely with parents.
– will follow through with implementing IEPs, 504 Plans, or other recommended supports
and interventions.
– motivates students through engaging, active learning experiences/activities.
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It is recommended that factors you want considered when making next year’s placement decisions for your child be communicated to the principal in writing and also shared with the current classroom teacher.
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It is hard to know and predict which classroom may be best suited, or who may turn out to be the best teacher for a child any particular year. Just because a certain teacher has a great reputation, does not mean that classroom will be the best placement for your child.
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It is often surprising how well a student performs with a teacher who may not appear to be a good match, and how sometimes a class placement that one would assume would be perfect turns out to be a disaster for a particular student. So, be flexible, reasonable, and trust that the school staff also wants to place your child in a class with the best chances for success.
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If you wish to provide input and make any requests regarding your child’s placement the following school year, ask the school when you may do so. Some schools communicate that information to parents, others do not.
Transitioning to a New School
During the last couple of months of the school year, parents of children who will be transitioning from elementary to middle school, or middle school to high school should consider the following:
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Be sure that the strategies and interventions that have been found successful for your child are documented. Many elementary schools do a very good job of accommodating children’s needs and providing supportive strategies without a 504 Plan or anything formal in place. At the middle school level, however, this might not happen.
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So, if your 5th grade child with ADHD has needed and received informal accommodations for his or her success, but does not currently have a 504 Accommodation Plan, discuss with the school immediately. If your child qualifies for a 504 Plan, it is wise to put one into effect before moving to the middle school.
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If your child is moving to another school for any reason, arrange for a visit to the new school. A chance to walk through the building and meet with some key school staff such as the counselor, or resource teacher (if your child is in special education), is helpful. Before the new school year begins, take advantage of any such opportunities to familiarize your child with the layout of the school campus, use of lockers, and so forth to ease anxiety about what to expect.
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It is recommended that you contact the school your child will be attending and set up an appointment to discuss his or her needs and ask for information.
This blog is from: Rief, Sandra. (2008). The ADD/ADHD Checklist: A Practical Reference for Parents & Teachers, 2nd Edition. San Francisco: Jossey-Bass.
Tags: classroom placements, new school, plan ahead, transition
