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Establishes grades on commons according to original plan, making a big move now to set up for future.

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Requires that 7 current teachers move classrooms

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Four classrooms in 5th grade could work effectively in paired classrooms

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Requires only two moves of current teachers.

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Provides a strong base for fifth grade as they expand to four homerooms

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Requires only two moves of current teachers.

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Fifth grade has no shared learning commons.

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Separates one 2nd and one 4th farther away from their cohorts, could be especially difficult with upcoming 2nd grade cohort.

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Keeps 4th grade closer together for the year when they're starting 2 new teachers.

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Requires that 3 current teachers move classrooms.

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Better space for multiple teachers working with different groups of kids.

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Very distracting space for kids who struggle with distractions

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Would potentially result in functionally having two teams of two teachers in 5th, rather than four teachers working cohesively as an aligned team, just because of proximity and geography.

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With no 5th grade learning commons, would have to come up with a solution for where the 5th grade Maker Space would end up

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Teachers in Art/Science room would gravitate back towards their 'home base' commons and team rather than functionally creating their own de-facto team.

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This would also keep 5th grade team closer together with new teacher. (assuming that the 2nd moving creates a 5th class)

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5th Grade Learning Commons retained.

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Teachers are "less moved in" now than they will be after an additional year(s)... knowing that enrollment/boundaries are unpredictable at this point, make this big move now when it will be easier for teachers than it would be down the line.

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Keep all cohort teams together on the same floor or with a team partner.

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You could put up some sort of covering half-way up windows to provide more privacy

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More teachers have to move classrooms

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Thinks toward the future as the additional classroom on the 3rd floor can be used for a split or full grade level for intermediate,

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Only 2 teachers will need to move classrooms.

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While not on the 2nd grade team, I recognize the frequent mixing of students during the day in 2nd grade. It does not seem developmentally appropriate to have a 2nd grade teacher all the way in the art/science classroom. Knowing the incoming 2nd grade cohort, this team should be in close proximity so they can support all students, use a "buddy classroom" strategy, etc.

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Makes more sense based on the number of teachers and students who utilize the space.

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The 3rd grade team is more established and several members have spent several years working together, compare the 4th grade team who has 2 new members and has only been together for 1 year.

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No space for very valuable lunch groups

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Decreased visibility of counselor space for parent connection that has increased tremendously

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Sink in tutor room (but guess that could be a con for intervention/tutoring)

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Ease of connection to recess for mediation, conflict resolve and inclusion work.

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The 2nd grade team mixes students frequently, and will be supporting each other deeply with the incoming 2nd grade cohort. It is not developmentally appropriate for 2nd graders to be moving between the art/science classrooms and the 2nd grade commons.

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It doesn't seem logical to separate one 3rd or 4th grade classroom from their cohort by an entire floor. Could create isolation, which may play out in lack of collaboration/"doing their own thing"

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Pro -It is important to have a 5th grade commons.  5th graders are able to use the commons well for small group or independent work.  It also helps support teachers work well during readers/writers workshop.

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Pro -It is important to have a 5th grade commons.  5th graders are able to use the commons well for small group or independent work.  It also helps support teachers work well during readers/writers workshop.

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Pro- It is important to have a  grade commons for intermediate grades.  3rd5th graders are able to use the commons well for small group or independent work.  It also helps support teachers work well during readers/writers workshop.

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Pro- It is important to have a  grade commons for intermediate grades.  3rd5th graders are able to use the commons well for small group or independent work.  It also helps support teachers work well during readers/writers workshop.

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Could open the wall and potentially have a double classroom to invite other 2 classrooms into for common work including maker space.  (with large sinks)

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2 of the 4th grade teachers are new (to Genesee Hill) next year and having one class away from the rest of the team creates challenges for collaboration and synergy.

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Con- This will put a huge burden on a lot of staff members, and won't really make a difference in student learning

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Con- This will put a huge burden on a lot of staff members, and won't really make a difference in student learning

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2nd graders are totally capable of walking up a flight of stairs.

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All grade levels from 2nd to 5th mix students frequently for math groups, so the 2nd grade team's mixing of students shouldn't be a reason for them not to move more than any other teacher

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The new third grade teacher will be walking into a fully set-up classroom, which will make the transition very smooth for them if 3114 is kept as a third grade room

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Tutoring can easily be done in the commons or other spaces.

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This is the least burdensome solution, and teachers do not need to be right next to each other to collaborate and work together. We did this for years at Schmitz Park.

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The visibility of the counseling office and proximity to the playground is a huge strength. Move reading intervention/tutoring space to tutor room at corner and encourage more frequent use of commons and small group rooms. If needed, could reading interventionists have their "office" space in the admin wing?

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depending on scheduling, intervention room could still be used as a lunch option supervised by the counselor.

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2nd graders at 7 years old. To ask them at the beginning of the year to walk to another teacher's classroom across the building is not appropriate because it would take them a long time to get from point a to point b without supervision. Leaving room for possible unsafe behavior. Another con is access to the bathroom. This was a huge issue at our old building. And we did all we could to ensure that primary kids were as close to the bathrooms as possible. The same thoughtfulness should be given to this scenario. Are 2nd graders going to run down the hall frantically trying to get to the bathroom when the really have to go? 5th graders most likely would not have this problem.

I highly urge administration to think about the developmental appropriateness of this kind of move.

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Seems like the option that keeps grade levels least separated and ensures easy common space. Also provides for grade level graduated experience...to the next floor.

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5th grade students are used to moving between different classrooms around the school and this would prepare them for middle school transitions.

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2nd graders use their common space together and are mixed WEEKLY and the transitions from one classroom to the other would have to be supervised and require long transitions. This would take away from instructional time and cause potential behavior issues.

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Allows the 2nd grade students to become more familiar with their future teachers and will help build relationships.

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Helps 3rd grade students remain connected to their previous teacher. Could help with the transition to 3rd grade.

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This would be a "temporary" fix, instead of long term.

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Allows students to be intermixed with grade levels that are developmentally appropriate

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Bathroom proximity for second graders.

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This solution may have the least number of people moving, but seems to create isolation issues for both the 2nd and 4th grade teachers in the art/sci rooms.

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Similar to above, but more explicitly: having 2nd grade students share a floor with 5th grade students can create unintended mimicking of more mature and inappropriate behaviors among younger students--particularly when sharing bathroom/sink/mirror space.

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Allows all teams to be close in proximity to each other and have a dedicated commons space.

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Turns one of the 2nd floor commons areas into a space that may not be well utilized since it is shared by three different grade levels

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the 2 teachers in the art/science rooms could team teach

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the 2 teachers in the art/science rooms could team teach

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2 grades sharing 1non-sound proof space

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Con 2 grades sharing 1non-sound proof space.

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Con 2 grades sharing 1non-sound proof space.

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The 5th grade could still use the current commons for cohort activities.  The other classes would use their grade level commons.

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Related to above: distractions possible during testing and differing recess schedules (indoor recess/brain breaks etc) if a 2nd and 4th grade class are next to each other with little sound proofing.

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Makes collaboration easier both during and after school

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5th graders are now able to use the commons for partner, small group work and teachers can check in with them.  This wouldn't be possible in this scenario.

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5th grade gets its own commons.  It is good for those very big class sizes of big students to have room to spread out when working.

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Creates even more separation between cohorts

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Creates separation by floor for 4th grade

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Requires many moves.

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4th graders are independent enough to handle separation by floor

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Creates less opportunity for younger students to be in proximity

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Provide students to feel more private and therefore safe to seek the help and camaraderie of the counseling office.

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utilizes the building in a way that is more coordinated with how it was designed to be used and allows for a logical "Aging-Up" progression through the building.

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Allows adjacent grades to more easily coordinate in terms of fostering more effective vertical alignment of both curriculum and appropriate learning behaviors

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The 3rd grade team has 2 people who have been in the grade level for more than 1 year, while 4th grade doesn't have any people who have been in the grade level more than 1 year.

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The 3rd grade team also has more people who have been at GHES longer than the 4th grade team.

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Keeping grade levels in developmentally appropriate bands will limit students' exposure to inappropriate topics. For example, 2nd graders have brought up the following: "I heard some 5th grade boys in the  commons discussing condoms. What are condoms?"

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May make the counseling office more of a stigma as it will not have constant visible students problem solving and practicing social skills flowing in and out a space that has become known and comfortable.

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there are a lot of kids and parents who feel really comfortable accessing the counselor in the current space

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the room is a great space for kids during overwhelming lunch

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the tutors could use an office space in the admin hall to access computers and store items, then use the commons to meet with students