# data[].attributes.body
What if you already differentiate for your students daily in book clubs and math games. How will this change my classroom in kindergarten.

# data[].attributes.headline
Kindergarten Needs-addressed by H. Koedyker

# data[].attributes.subject
Kindergarten Needs-addressed by H. Koedyker

# data[].attributes.body
This is part of the "starting small" with our change over in the program. Myself and the potential two additional HA teachers would be there as a resource to work with teachers to meet the needs of those high learners. As of right now, it's just me, but I'd be happy to work with K teachers to meet the needs of their students. We identify HA by the last nine weeks, but that doesn't mean they need to wait that long for lessons aimed at their needs. We are in transition, so I still have my lesson plans that I meet with regularly during the week. As this progresses, I will do less teaching of students and more coaching of teachers. Next year, for example, I will teach 2nd, 3rd, and 4th while working with K and 1 teachers.

# data[].attributes.body
What would the makeup of four classes look like, percentage wise?

# data[].attributes.headline
Class Makeup by Percentage-addressed by H. Koedyker

# data[].attributes.subject
Class Makeup by Percentage-addressed by H. Koedyker

# data[].attributes.body
This is something that would vary from year to year depending on the students that makeup that grade level.  There's no set percentage, but you would want those average learners to be at least meeting grade level standards if they are in with the HA students. The goal is to restrict the instructional range for all groups.

# data[].attributes.headline
I’m concerned about the high learners in that third class. I feel like everything would be too slowed down for them. The teacher will very likely be putting their energy into the bottom learners.  

# data[].attributes.subject
I’m concerned about the high learners in that third class. I feel like everything would be too slowed down for them. The teacher will very likely be putting their energy into the bottom learners.  

# data[].attributes.headline
Third Class Concern-addressed by H. Koedyker

# data[].attributes.subject
Third Class Concern-addressed by H. Koedyker

# data[].attributes.body
You would still differentiate instruction, with this model you essentially have only three levels instead of five.  Plus, you would have the support of the special ed staff/aides, so more assistance.  You still teach to that middle group , push your highs and modify for your lows. It's not much different than a regular classroom, but this time your spectrum is smaller. Your lesson plans would narrow in on three groups as opposed to five. At the bigger schools, one option would be to split the IEPs between two teachers instead of just one having them all.

# data[].attributes.body
Kindergarten is dealing with non-cluster grouping, and they have levels all over the place. Is there any plan in place to assist them with meeting the high learners’ needs? Maybe this isn’t the place to worry about that, but I would think some aides in each classroom would be beneficial.

# data[].attributes.body
The makeups of the different classes for four . . . five classes will depend on your numbers. Some schools have large numbers for HA students, so it's possible to have two HA classes. The same is true for the lower half. If you have a group with lots of IEP's, then you could split them among two teachers.

# data[].attributes.body
Christy do you have the first grade high ability curriculum that you can share?

https://drive.google.com/a/duneland.k12.in.us/file/d/0B9PPwP6_lngEOVBZN2gwRFY4Umc/view?usp=sharing

# data[].attributes.body
1st grade curriculum

# data[].attributes.attachment_link.title
HA-  The Transition Plan  October 18, 2017