Single Gender Classes RC Buckley Elementary

Chris Pettograsso, PrincipalPamela Bryce, Classroom Teacher

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

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

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 424 females scored a level 4

ELA 53 Females met the standard 54 Males met the standard

20 females scored a level 46 males scored a level 4

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

Research FindingsAchievementBetween 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)

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.

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.”

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

Next Steps

• Establish a partnership with a local university

– Professional learning community– Professional development– Research support

Next Steps

• Professional development for all staff– Study instructional strategies that have been

effective in single gender settings and apply them to coeducational classes

Next Steps

• Data Collection

– Attendance/ Tardiness

– Student behavior referrals

– Academic achievement

– Student attitude/ satisfaction

– Parent satisfaction

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