DEVELOPING EQUITABLE ELEMENTARY CLASSROOM PLACEMENT ROUTINES

The annual assignment of elementary students from one classroom to the next is a ubiquitous cycle in schools. Since student class has an effect on students’ educational trajectory, understanding how placement procedures impact equity important area research with benefits for all stakeholders. In this action project, survey data was collected examine what points teachers found most meaningful as well elements participants considered effective and least beneficial components previous piloted at central California school. findings demonstrated that respondents valued intervention data, such English Language Proficiency Assessments (ELPAC) levels or special education (SPED) status, Arts (ELA)/Math achievement behavior data. However, they also expressed hesitancy over certain narrative subjective information. Respondents reported that, while multi-grade level cooperation valuable component process, needed be more clearly systematized. Findings suggest by linking existing Multi-Tiered System Supports (MTSS) structures, process can effectively address issues achievement.