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Abbot Downing students and teachers describe departmentalized 5th‑grade model to board
Summary
Teachers and 5th‑grade students from Abbot Downing School presented a departmentalized instructional model that rotates students among math, reading and writing teachers; presenters highlighted student data tracking, goal setting and formative checks used to monitor growth.
Abbot Downing School staff and students presented to the Concord School Board on April 6 about a departmentalized 5th‑grade model intended to increase instructional specialization and prepare students for middle school routines.
Principal and teachers described a schedule in which students remain in a homeroom for some blocks but rotate among teachers who specialize in math, reading and writing for core instruction. Three 5th‑grade students told the board that switching classes three times a day has helped them adapt to multiple teachers, gain subject‑specific support and practice transitions similar to middle school.
Teachers outlined classroom practices used to engage students in data‑driven learning, including AIMSweb and iReady assessments, partner reading, short formative ‘comp checks’ and unit summatives tied to standards. Presenters said they have used data tracking and goal setting for three to four years and plan to continue refining the model as enrollment and scheduling demand changes.
Board members asked about scalability and whether larger class sizes would affect the model; teachers said contingency rotations (a 4‑rotation or 2‑and‑2 model) can be used if cohort sizes change. The board applauded student participation and recognized that the approach blends student agency with measurable formative practice.
