1. Gender Specific Learning Kimberly Tooley Parkway School District

2. Why Single Gender? Just as students in different age groups are typically seperated to meet developmental needs, gender specific instructions supports learning differences in boys and girls. Just as students in different age groups are typically seperated to meet developmental needs, gender specific instructions supports learning differences in boys and girls. We will continue to celebrate the eclectic nature of our schools and take pride in our district’s diverse population of students. We will continue to celebrate the eclectic nature of our schools and take pride in our district’s diverse population of students.

3. Gender Learning “Thirty years ago,” he says, “we did not ask five-year-olds to sit still, be quiet and pay attention for six hours a day. But now we do, and that has not been developmentally appropriate for boys." -- ---Dr. Leonard Sax “Thirty years ago,” he says, “we did not ask five-year-olds to sit still, be quiet and pay attention for six hours a day. But now we do, and that has not been developmentally appropriate for boys." -- ---Dr. Leonard Sax

4. Boys vs girls The difference in what boys and girls can do is small: the differences in how they learn are great. The difference in what boys and girls can do is small: the differences in how they learn are great.

5. In language tasks, girls tend to be analytical, while boys are more concrete.

6. In Mathematical Thinking, boys are more analytical, while girls need real-life examples. The areas of the brain involved in skills associated with math and geometry mature earlier in boys than in girls.

7. Boys may require more movement than girls and have a higher tolerance for an active learning envirnment.

8. Timeframe for Implementation Six years ago, the staff looked at their data and discovered that boys were not doing as well in school as girls. Six years ago, the staff looked at their data and discovered that boys were not doing as well in school as girls. Dr. Raeker attended an early intervention workshop/ Dr. Leonard Sax was the guest speaker. Dr. Raeker attended an early intervention workshop/ Dr. Leonard Sax was the guest speaker. The next two years, the staff began to study single gender classrooms and attend workshops. The next two years, the staff began to study single gender classrooms and attend workshops.

9. Timeframe for Implementation Three years ago in January, parent meetings were held at the school. Three years ago in January, parent meetings were held at the school. 2007/2008 - First grade began with 2 single gender classrooms. 2007/2008 - First grade began with 2 single gender classrooms. 2008/2009 – First grade continued and Second grade began their single gender classrooms. 2008/2009 – First grade continued and Second grade began their single gender classrooms. 2009/2010 - First, Second and Third grade classrooms. 2009/2010 - First, Second and Third grade classrooms.

10. Timeframe for Implementation This school year, they will review the data and determine if they will add Grade four. This school year, they will review the data and determine if they will add Grade four. The first year the first graders were assigned to the single gender classrooms, the parents were informed that they would stay in this classroom for two years. The first year the first graders were assigned to the single gender classrooms, the parents were informed that they would stay in this classroom for two years. The children were looped together to the next grade, the teachers changed. The children were looped together to the next grade, the teachers changed.

11. Specifics for Implementation Made sure that all four classes per grade level are balanced class. (IEP, race, ESOL, reading) Made sure that all four classes per grade level are balanced class. (IEP, race, ESOL, reading) Parent Education begins with parent meetings to discuss rationale and process, three large ones during the first year at each school. Parent Education begins with parent meetings to discuss rationale and process, three large ones during the first year at each school. Teachers are then given time to collaborate and share ideas and techniques. Teachers are then given time to collaborate and share ideas and techniques.

12. Communication Process Dr. Tooley meets with her supervisor to discuss this initiative Dr. Tooley meets with her supervisor to discuss this initiative Dr. Tooley contacts the Public Relations Director and invits him to visit her to discuss the initiative. Dr. Tooley contacts the Public Relations Director and invits him to visit her to discuss the initiative. Dr. Tooley holds many parent meetings to teach the parents. Dr. Tooley holds many parent meetings to teach the parents. Dr. Tooley knows the importance of keeping communication open among the staff. Dr. Tooley knows the importance of keeping communication open among the staff.

13. Highlights of Program Extraordinary staff Belief in staff members Has produced a culture of collaboration Kids are being learners Staff are being continuous learners Loves coming to work each day

14. Obstacles Dr. Raeker referred to the obstacles as ‘speed bumps’. Dr. Raeker referred to the obstacles as ‘speed bumps’. Class placements required a great deal of work – this was a huge variable. Class placements required a great deal of work – this was a huge variable. Challenging for specialists (art, music, P.E..) – they need a great deal of support. Challenging for specialists (art, music, P.E..) – they need a great deal of support.