Single Gender Classes RC Buckley Elementary Chris Pettograsso, ES Principal Pamela Bryce, Classroom Teacher, Grade Level Coordinator Rhody O’Donnell, Classroom Teacher, Math & Science K-4 Coordinator

What led us to create single-gender classes at RC Buckley Elementary School?

Why did we continue single-gender classes at RC Buckley Elementary School? TED TALK - Ali RC Buckley overall data - Girls are performing at a higher level of achievement in ELA - Boy’s are performing at a higher level of achievement on Math It’s not what we teach but how we teach. Student success. We are not comparing single-gender classes to co-ed classes. By doing so we would assume the goal would be to outperform the other. We want all of our classes to be successful. Our goal is student success and how each student improved throughout the course of the year.

Why did we continue single-gender classes at RC Buckley Elementary School? Differentiated Instruction The practice of using different instructional strategies to deliver a lesson. All teachers differentiate. How we differentiate in a single- gender class may be more specific to boy or girl interests. Parent/ Student Choice

Instructional Strategies for Boys Incorporate movement, competition, hands-on activities, and social interaction. Encourage boys’ visual-spatial strengths by using visual aids, such as pictures and graphic organizers, to plan and demonstrate their thinking. Give boys talk time to process their thinking. Allow boys to read and write about topics that interest them. Take time to build relationships with the boys.

Instructional Strategies for Girls Eliminate gender bias in efforts to promote a safe and open learning environment Increase opportunity to collaborate and perform (group projects, reader's theaters, social role plays, rotating cooperative learning groups) Focus on teamwork instead of competition (opportunity to use verbal skills to problem solve) Provide multiple safe forums for dialogue around emotions (journaling, classroom chats, extra sessions with school guidance counselor) Room for discussion around assignments (verbal reasoning and processing directions) Promote confidence building strategies (strong female characters in read- aloud, author studies, microphone during shares, video making) Incorporate the arts to meet learning targets (singing, dancing, painting, illustrations) Integrate technology to promote usage and comfort level Infuse math specific reading and writing throughout the day (math journaling, morning messages, math dialogue)

Survey Results - Girls eVD8PrwYFFJhYBcnS5guTxpi47T689GoiLvZnaH VSE_3d eVD8PrwYFFJhYBcnS5guTxpi47T689GoiLvZnaH VSE_3d kwrdcprygD6f5sjEy_2fA7dZ0yzXLHvh2L7U0H3 G3isS4_3d kwrdcprygD6f5sjEy_2fA7dZ0yzXLHvh2L7U0H3 G3isS4_3d

Survey Results - Boy e5gIoQ3Asp6wr8uZ_2bkHWz2x_2fZJJzNzP2frje8V 3k_3d e5gIoQ3Asp6wr8uZ_2bkHWz2x_2fZJJzNzP2frje8V 3k_3d _2bV0TZAdHgXHNDez2fD9A3b2jOoGazsm2eXw5 7zE_3d _2bV0TZAdHgXHNDez2fD9A3b2jOoGazsm2eXw5 7zE_3d

In the Students’ Words - Boys “I think that boys learn more in this class.” You get to talk about boy stuff and write about boy stuff.” “You get to put your feet up during read-aloud.” “We have a good time together.” “I’m getting way better report cards.” “You get to sit on your desks and move around.” I get an opportunity to have fun with other boys and there are no girls around to talk about ponies and stuff.”

In the Students’ Words - Girls “I enjoy how I have all of my friends and how I make them laugh!” “I feel like I am getting to know a lot of new girls and it’s a lot quieter with no boys.” “I am doing great in the all girls class. I miss my friend from a different class, but I get to see her at recess.” “I love how people are including me in their games at recess and conversations at lunch. I can’t believe the change!” “ I have noticed that I’m not that shy. Last year I was really shy to meet new people.” “I notice that if you play with only one friend it is not that much fun and you should include lots of other friends. In the all girl classroom, you can make more girl friends and at recess you can make more friends that are boys.” “I am really proud of myself and others for how hard we have been working.” “I can’t wait to show my mom. She’ll be so proud. Math tests rule!”

Current Current class gender demographics  Incoming Grade 3 – 53 Boys, 40 Girls  Incoming Grade 4 – 47 Boys, 44 Girls Current class academic needs  Special education services, related services (speech, OT, PT, Language, etc.), Academic Intervention, Enrichment, ESL We are proposing at grades 3 and 4  3 Mixed Gender classes, 1 All Boy Class, 1 All Girl Class

Current Grade Level Sections Kindergarten – 5 Coed First Grade – 4 Coed Second Grade – 5 Coed Third Grade – 1 Boy Class, 1 Girl Class, 3 Coed - single gender classes have combined time (lunch, recess, instruction) Fourth Grade – 1 Boy Class, 1 Girl Class, 3 Coed - single gender classes have combined time (lunch, recess, instruction)

Class Placement Process Once we receive consideration requests from parents we will meet as a team and review all requests. Team – All grade 2 teachers, grade 3 representatives, special education teacher, enrichment teacher, encore teacher and principal Goal is to have academic, social and behavioral classrooms that are balanced in all sections.

Considerations Kids in single-gender classes feel “special” Not able to meet the demand Transition to coed Perception that coed classes not meeting needs of all students Exacerbating stereotypes Students can’t be with their friends if they choose single-gender Parents are selecting single-gender based on teachers not the single gender philosophy

Next Steps If you would like your child to be considered for placement in the all boy and/or all girl classroom please complete the form and submit no later than April 20. Forms will be placed in your child’s report card being sent home on April 5. Our decision to move forth with an all boy and all girl class will depend on the responses we receive. A letter regarding any updates will be mailed to all grade 2 and 3 families.

Questions