Thank you!

Last Spring, the administration and school board discussed class sizes in fourth grade. There were five sections of third grade. The conversation included a discussion about students being placed into four sections of fourth grade. In the past, as students progress in school, smaller class sizes are applied to primary (K-3) grades, where students are more dependent for help with learning to read, tying shoes, and other basic skills.

At Milaca Schools, our building space is also limited. For example, one of our Speech teachers, Mrs. Gerrard, who works with fourth grade students, works in a room that was built to be used as a closet. This year, our school board and administration even gave up the district board room, so it could be used as a classroom. Some of our fourth grade reading and math flex students, who work with Mrs. Neely and Mr. Johnson, attend class in the former district board room. Every area of our school is used, and often in these types of creative ways.

Last year, there were five sections of fourth grade. We had 28-29 students in each room. As fourth grade teachers, it is our job to teach fourth grade students. We are capable and able to make any configuration work. We care about each of our students and can't imagine having even one student removed from our learning communities. Yet, when we compare the classroom dynamics of 24 student this year (2013-2014) versus 29 students (2012-2013), the differences of smaller class sizes are significant to us.

A smaller class size means ...

* I can develop more meaningful relationships with my students and families quicker (five extra students, five more collections of stories and connections adds up in just one week).

* I have more space in the classroom. I have an entire table I can pull students to reteach, enrich, or separate students. Last year, I pulled students to a corner on the floor or into the hallway to meet learning goals.

* I can use more hands-on learning projects, because I can get around the room and connect with students in a proactive matter and reteach as the learning progresses.

* I can be more proactive in meeting with students who need help with organization and writing more detailed notes in planners to communicate with parents.

* I spend less time organizing, preparing, assessing for five less (ten less, including the students I team with from Mr. Greninger's classroom) for each lesson, for each day, for each week ... it adds up to more time for kids.

* the classroom is quieter with five less voices

* more

So my point of this blog post, if you see a Milaca School Board Member or an administrator, please thank him or her. Their decision to lower class sizes directly impacts YOUR child and your family in a positive way. Our board often makes difficult decisions based on the financial, space, and other resources and information available to them, and your feedback is important and valued.

Milaca Schools Adminstrators:
Mr. Voshell, principal
Mr. Meyer, assistant principal
Mr. Hanson, superintendent

Milaca School Board Members:
Jeff Larson
Mark Herzing
Jody Chambers
Bryan Rensenbrink
Judy Pearson
Aimee Struffert
Todd Quaintance