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Jefferson School pilots fifth-grade departmentalization to ease middle-school transition
Summary
Jefferson Elementary School is piloting a fifth‑grade departmentalization program in which students rotate between two teachers to mirror middle‑school routines; teachers, students and district leaders described organization, benefits and implementation details at the March 24 board meeting.
Jefferson Elementary School is piloting a departmentalized schedule for its fifth graders to help students transition to middle school, district officials and teachers told the Caldwell‑West Board of Education on March 24.
Superintendent Dr. Conklin introduced the program and asked Jefferson principal Brian Ayers to present the pilot. Ayers said Jefferson volunteers worked with district administrators and sixth‑grade teachers to plan the initiative, and two fifth‑grade teachers — Brittany Shelley (ELA) and Natalie Duran (math, science and social studies) — led the classroom implementation.
"Students switch between two teachers, ELA and math," Duran said. "By departmentalizing, students have the opportunity to experience different subjects with specialized teachers just like they will in middle school." Shelley described the work as a follow‑through on earlier coordination with middle‑school staff and district professional development to align expectations.
Four fifth graders selected to represent the pilot spoke to the board about their experience. "I like the movement. I like switching, and it makes the day more exciting," one student said. Tallulah Walker told the board, "One of the biggest things it's helped me with is keeping track of my stuff ... I feel more prepared and more confident for sixth grade because of this program." Another student said switching classes "relaxes our brains for better learning" and praised having two teachers with different strengths.
Teachers and administrators described operational details used to reduce friction: students carry book bins from class to class to keep materials organized, and staff emphasized that students are expected to manage belongings rather than regularly returning to classrooms for forgotten items. Ayers and Shelley acknowledged there are logistical issues to resolve — for example, sectioning and scheduling — but described the pilot as broadly successful and popular with students.
Board members commended the initiative as part of a broader district approach — including newly added executive‑functioning classes at fifth and sixth grade and more direct coordination with middle‑school teachers — intended to smooth the transition between schools.
The district said the pilot will be monitored and refined; any decision to expand departmentalization beyond volunteer classrooms will follow review of outcomes and operational considerations.
