Flexible Classroom & Learning Space Initiative

  • We recognize there are many questions about our Flexible Classroom - Learning Space Initiative pilot program.  This document provides information on some of the most common topics.  Additionally, we have shared the research in the form of articles, websites, and books at the end of this document if you wish to read further about our initiatives.


    COMMUNICATION
    In order to successfully support our students within any learning environment, structure, or philosophy, quality communication is essential and MUST be a two-way street between school and home. Not unlike previous years, Bainbridge Elementary School faculty and administration will continue to keep parents/guardians informed of student progress throughout the year through a variety of methods.  The homeroom teacher should be the main point of contact for general questions or when you do not know who to communicate with. The school faculty will share regularly with parents/guardians who their child is working with in the area of mathematics and reading. For questions related to these two curricular areas, contact that assigned teacher.

    We also appreciate feedback so that we can help to make our students learning experience optimal.  We welcome both positive and constructive feedback.  In addition to contacting the teachers or principal a check-in meeting will be held to gather feedback.


    TYPICAL DAY
    A typical day will include homeroom time at the beginning and end of the day; large group, small group, and individual instructional time; Special classes; lunch; and recess just like in previous years. Specials such as art, CUBS, music, technology, and physical education, as well as science instruction will be taught in grade level classes (i.e. second grade or third grade). For mathematics, English language arts, and social studies, students will be grouped based on curricular and student instructional needs. This grouping allows for more targeted instruction to support students at meeting the skills being taught. The size and composition of the groupings will be dependent on pre-test data and will vary in size and who is in each group over the course of the units being taught. In short, students will be intermixed with a variety of their classmates and teachers throughout the day and year and these grouping will change based on student needs.


    INSTRUCTION
    Our instruction goals have not changed with the Flexible Classroom – Learning Space Initiative. They remain centered around both student achievement and growth. Achievement meaning meeting the state standards and other measurements identified within the curriculum. Growth meaning meeting students where they are in their learning and ensuring each makes at least a years worth of progress during the school year. Instruction will not go beyond third grade standards.  Rigor will be increased for students that already show mastery of standards ensuring that students are able to utilize skills and knowledge at higher cognitive levels.  Intervention and enrichment will also still be available for identified students like it has been in the past.


    ASSESSMENT AND PROGRESS MONITORING
    Routine assessments are a key component of any successful instructional program. Students are assessed both formally and informally throughout the year.  Assessments include, but are not limited to, tests, quizzes, exit tickets, student work, and teacher observations. Data from a variety of assessments are utilized to place students appropriately in groups and identify instructional goals. Progress will be reported multiple times throughout the year.

    SOCIAL EMOTIONAL NEEDS
    By focusing on the whole child, we not only pay attention to their academic needs but also their social emotional needs. By working together as a team of five classroom teachers, as well as additional teachers and paraprofessionals, we create an environment in which students have many adults available to support them. Through a supportive environment, students will be encouraged to take risks, celebrate their successes, and learn from their mistakes. This environment allows students to be more engaged in their learning and have ownership over their progress.

    BUILDING CAPACITY DATA
    Last year’s redistricting was predicated on the goal of beginning construction at Rheems Elementary School for the start of the 2019-2020 school year. This would of necessitated the building to be vacated for the year, much like was done for the Bainbridge project, as well as a new redistricting of students K-3. As such, Rheems enrollment was kept low to keep the number of moves due to the second redistricting to a minimum. However, the Rheems project has been delayed a year to focus on renovations to the lower level of the middle school that will allow for a grade level redistribution between our primary elementary schools, the Bear Creek School, and the middle school.

    Due to the intentional delay of construction at Rheems, building utilization does vary between The building capacity for Bainbridge Elementary School is 250. Projected enrollment for the start of the 2019-2020 school year is 220 or an 88% utilization rate.

    Building utilization for our three other elementary schools is as follows:

    • East High Street Elementary – 61%
    • Mill Road Elementary – 60%
    • Rheems Elementary – 45%

     

    ADDITIONAL INFORMATION

     

    SUPPORTING RESOURCES

    Books:

    • Inevitable: Mass Customized Learning: Learning in the Age of Empowerment by Charles Schwahn and Bea McGarvey
    • Most Likely to Succeed by Ted Dintersmith
    • What School Could Be by Ted Dintersmith
    • Innovator’s Mindset by George Couros


    Articles and Websites: