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Re: Kindergarten Reading Exit Exams



Scott-
I haven't been online, so just saw this. Yes, your description would be a
part of the program I outlined. I was trying to explain the dynamics of how
a school could work with students at different levels in different subjects.
A multi-age class IS part of that concept, but a student would not
necessarily be with the same group for every subject - unless one happened
to find a number of students all functioning at the same level in every
subject (& the level could still vary by subject).
Linda
----- Original Message -----
From: "Scott Hays" <shays@TELIS.ORG>
To: <ARN-L@LISTS.CUA.EDU>
Sent: Saturday, February 16, 2002 12:05 PM
Subject: Re: Kindergarten Reading Exit Exams


> Linda Cirincione writes:
> >I have to say that I get a bit tired of the grade level debate "to
pass...or
> >not to pass....". That is NOT the question! Our entire public school
system
> >is based on a false premise: that all kids of the same age can function
at
> >the same level in every subject. THIS is the real issue that needs to be
> >addressed. If anyone suggested that a university be run this way, the
person
> >would be laughed (or thrown) out of the discussion.
>
> >What we need to do is run the public schools on the same type of basis
that
> >we would run a college program:
>
> >1) there is a "core curriculum" of mandatory subjects & levels (ie.
Reading
> >802, Writing 301, Math 501, etc.) that a child must have proven
proficiency
> >in ... (through seven other insightful points)
>
> Let me add an even simpler solution ... one that, by nature, offers most
of
> the advantages that your seven-point program offers (and could include
most
> of it, too). Specifically, how about small, multi-graded classrooms (with
> four or five "grades" in the room, not just the two normally referred to
as
> a "multi-grade classroom"), in which students work in flexible groupings
at
> different levels by ability/skill rather than chronological age?
>
>
>
> Scott Hays
>
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