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Weatherbe principal credits whole-grade flexible grouping with early student gains
Summary
Weatherbe School principal described a whole-grade flexible grouping approach for fifth grade that uses frequent, data-driven regrouping; the school reported meeting projected NWEA growth targets and teachers noted improved engagement and fewer disruptions.
Weatherbe School presented its year-long experiment with whole-grade flexible grouping in fifth grade and shared early signs of academic and behavioral benefits.
Principal Matt Lynman told the RSU 22 board the fifth-grade team regrouped about 80 students into fluid, temporary groups for reading and math based on up-to-date assessments. "Students learn best when they're learning at their readiness level," Lynman said, describing the model as data-driven and frequently adjusted.
Lynman said staff used NWEA scores and unit assessments (and daily diagnostics through tools such as EXL) to place students, then frequently recalibrated groups each unit. The principal said the grade-level reached its internal growth targets in the most recent testing cycle: "On the whole at our grade level in math . . . we've met that target," he said.
Teachers and specialists were credited with coordination: interventionists, special-education staff and classroom teachers worked together to move students between groups without disrupting expectations. Student comments included appreciation for different teachers and the ability to progress "at their own pace," Lynman said when sharing selected classroom interviews.
Board members asked about behavioral effects and scalability. Lynman said teachers reported fewer disruptions and higher engagement because work was better matched to student readiness; other schools in the district run similar, smaller-scale cross-class grouping models.
The board did not take action; staff said they will analyze year-end academic data to quantify impacts and report back to the board on whether to expand the model to other grades or schools.
