Single Gender Classes RC Buckley Elementary

1. Single Gender Classes RC Buckley Elementary Chris Pettograsso, Principal Pamela Bryce, Classroom Teacher

2. Current Grade Level Sections • Kindergarten – 4 Coed • First Grade – 5 Coed • Second Grade – 5 Coed • Third Grade – 1 Boy Class, 1 Girl Class, 3 Coed - single gendered classes have combined time • Fourth Grade – 1 Boy Class, 3 Coed

3. What led us to create an all-boy class at RC Buckley Elementary School?

4. Review of Local Data • NYS Test Data • 171 Students Total (Grades 3 & 4) • 80 Female, 91 Male MATH • 62 Females met the standard • 61 Males met the standard 36 males scored a level 4 24 females scored a level 4 ELA • 53 Females met the standard • 54 Males met the standard 20 females scored a level 4 6 males scored a level 4

5. RC Buckley Club Data • Technology/ Art Club • 13 boys, 3 girls • Typically more boys than girls • Technology Club • Last 3 years has been 92% boys

6. Research Findings Achievement • Between the ages of 5 and 12, boys are 60% more likely to be retained than girls. • Boys are referred to special education 4 to 1 over girls. (RC Buckley - 40 Boys have an IEP, 16 Girls have an IEP) • There is a 3 to 1 ratio of boys to girls in groups for struggling readers. (RC Buckley is 3:1 for AIS ELA)

7. Instructional Strategies for Boys • Incorporate movement, competition, hands-on activities, and social interaction. • Encourage boys’ visual-spatial strengths by using visual aids, such as pictures and graphic organizers, to plan and demonstrate their thinking. • Give boys talk time to process their thinking. • Allow boys to read and write about topics that interest them. • Take time to build relationships with the boys.

8. In the Boys’ Words • “I think being in an all-boys’ class is awesome because you get certain freedoms that you usually wouldn’t get in a normal classroom.” • “I think that boys learn more in this class.” • You get to talk about boy stuff and write about boy stuff.” • “You get to put your feet up during read-aloud.” • “We have a good time together.” • “I’m getting way better report cards.” • “You get to sit on your desks and move around.” • “You get to draw monsters, blood, gross things, and read good books.” • I get an opportunity to have fun with other boys and there are no girls around to talk about ponies and stuff.”

9. National ConferenceNational Association of Single Sex Public Education www.singlesexschools.org • Attended conference in 2010-2011 • Highlighted presenters for the 2011-2012 • Focus on instructional strategies in writing linked to National Common Core Learning Standards in ELA

10. Next Steps • Establish a partnership with a local university • Professional learning community • Professional development • Research support

11. Next Steps • Professional development for all staff • Study instructional strategies that have been effective in single gender settings and apply them to coeducational classes

12. Next Steps • Data Collection • Attendance/ Tardiness • Student behavior referrals • Academic achievement • Student attitude/ satisfaction • Parent satisfaction

13. For all children “Students will be more motivated to learn when the following needs have been met: to feel a sense of belonging and connectedness to the school; to feel a sense of autonomy and self-determination; and to feel competent.” • Edward Deci, University of Rochester