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Early March –The Head of School meets with each teacher individually to ascertain needs of current classes
and individuals within them. Parents who wish to complete Grouping Forms do so and submit them to the
Head of School by March 15th.
The grouping process begins with the assumption that teachers have developed a comprehensive
understanding of students’ learning styles and needs, and parents’ communication with their child’s teacher
has been ongoing throughout the year. The child’s current teacher is the child’s advocate and representative
during the grouping process. However, if a parent feels that there is still something significant to consider for
grouping purposes, he or she may complete a grouping form—which can be obtained from the office.
Grouping forms ask parents to describe their child’s learning style, interests and needs and to indicate any
special needs, concerns, or considerations they would like the staff to know for grouping purposes. This
information is helpful to us to consider during the grouping process. Requests for a particular teacher or that
specific students be placed or not placed in a child’s class are not helpful to us as they negatively complicate
our ability to create good learning groups.
Grouping forms will be made available to parents in early March and must be returned to the Head of School
before March 15th. (Reminders will be sent home in News Notes). The Head of School will share this information
with the child’s teacher. If the school has any questions or disagreements regarding the information on the
form, the child’s classroom teacher or the Head of School will contact the parent(s) and arrange a
conversation, if necessary.
March, April & May – The Head of School, through conversations with teachers and individual parents, when
necessary, constructs possible models and first draft lists. These are scrutinized, reviewed, modified, and recast
by the full teaching staff and Head of School.
End of May – Lists get final review from teaching staff and they are published to the Touchstone Community.
Teachers, in collaboration with the Head of School, invest a tremendous amount of time, energy, and
thoughtful consideration to the placement of each child. The ultimate goal, however, is to create good
learning groups. Sometimes children (or their parents) may be surprised by their placements. A parent who
wants a clarification of a child’s placement may schedule a conference with the Head of School and/or the
child’s current teacher.
Teachers will help to prepare students for transitions through classroom conversations and activities. They will
also be available to work with individual students, as necessary, and to support parents in discussing the
grouping process with their children. It is extremely important for parents to encourage smooth transitions by
supporting the school’s placement decisions in conversations with children.
In rare circumstances, if a parent believes—as a result of new information—that his or her child’s needs will not
be met by the assigned learning group, that parent may submit a written request for a change in class
assignment to the Head of School within one week of the date the lists are published. That parent will
subsequently meet with the Head of School and the child’s current teacher to clarify the issues.
The full teaching staff and Head of School review any requests for a change in class assignment and will make
decisions through the staff’s consensus process. In the event that the staff cannot reach consensus, final
decisions are made by the Head of School. A change for one child has far-reaching implications for others.
Thus, only in very unusual circumstances will the teaching staff consider altering class lists. The Head of School
will communicate decisions to parents in writing before the last day of school.
August - Up-to-date class lists, including all students new to the school, will be sent home in the August mailing.
These lists are complete and final. However, the school reserves the right to adjust the grouping policies and
procedures due to very unusual and unforeseen circumstances.
Students Requiring Extra Attention and Support
The school is very responsive to students requiring extra attention and support, and routinely provides this by
virtue of our small classes, responsive teachers and the flexibility inherent in a thematic curriculum. We have no
paid support staff and when a student requires more support than the classroom teacher can provide as a