Ability Grouping

All students attending Platte River Academy will be instructed according to ability in math, reading and language arts.  Ability grouping is the founding principle of Platte River Academy.  

Ability grouping was put in place long before any specific textbook series were selected.  Therefore, teachers adapt PRA’s textbooks to meet the needs of ability grouping.  Textbooks are the tools available to the teacher to assist them in delivering the Core Knowledge Curriculum.

Students are placed in small groups with approximately 10 students per group.  Smaller group size is most important in the lower grades.  However, it is understood that the student population changes from year to year and that primary, intermediate and middle school levels will implement ability grouping differently.  Students are placed in ability groups that best meet their individual needs and students making progress within a certain group may not need to be moved to another group.

Instructional materials must be tailored to the specific needs of the students in the groups and the instructional content must be unique to each ability group.  PRA supports multi-age groupings which means that groups may consist of students from different grades.  This is the most significant reason that PRA uses block scheduling for math, reading and language arts.

The classroom teacher and dean will make the decision concerning who will instruct each group.  Groups may be instructed by the classroom teacher, instructional aides, or parent volunteers.  Important factors in the decision include the level of instruction and the background and expertise of the instructors.  The classroom teacher is fully responsible for the oversight, planning and assessment of all groups.

Students will be assessed at the end of the school year for placement in groups for the following school year.  Additionally, students will be assessed at least quarterly throughout the school year to ensure correct placement in groups.  New students will be assessed within the first week.  Frequent assessment is critical to ensure that groups are fluid.  Moreover, teacher observations, testing and other evaluation tools may be utilized to reassess students’ progress.

Teachers will frequently communicate with parents explaining the group placement for the student.  Parents will be notified, in writing, of their child’s ability grouping placement at the beginning of the school year (or after testing is completed if the student is new to PRA) and whenever a change in placement is made.  Teachers review the student’s placement at each parent-teacher conference.  Teachers also indicate on the student’s ILP and PRALP the student’s level in math, reading and language arts.  Furthermore, teachers must demonstrate to the parent how PRA is meeting the needs of that student at that particular level.  For students who are behind, teachers provide specific suggestions for enhancing the student’s achievement.

PRA recognizes that students may need further enrichment in their ability groups.  The teacher, in conjunction with the parent, will decide if horizontal growth would better serve the student’s needs rather than a vertical placement change.  Horizontal growth is be considered first.  If a student is moved to a higher group after the first semester, the parent(s) and student will be responsible for enrichment to ensure that the student does not have learning gaps and completes the Core Knowledge requirements.