A school building configuration that includes only grades 4 and 5 offers several advantages, especially related to a narrower developmental focus and an easier transition for students. This model allows for specialized resources and programming that serve the unique academic and social-emotional needs of upper elementary students. 

Academic Advantages

• Increased teacher specialization: Teachers in a grades 4 and 5 building can focus on a narrower curriculum and become experts in their subjects. This level of expertise can improve instruction and student outcomes. Some school districts use a departmentalization model, where students transition between teachers for different subjects, which can be a good preparation for middle school.
• Targeted curriculum and instruction: A single-focus upper elementary building enables more precise alignment of the curriculum, instruction, and assessments for a specific developmental stage. This means that the learning goals and methods are tailored specifically for grades 4 and 5.
• Improved academic preparation: By introducing a more departmentalized structure, students can practice the executive functioning skills needed for middle school, such as time management and organization. This gentle transition helps them handle a more complex academic environment later on.
• Stronger professional collaboration: A building dedicated to a small number of grades allows a larger number of teachers at the same grade level to collaborate more effectively using a common curriculum. This can lead to more consistent and effective teaching practices. 

Social and Emotional Advantages

• Smoother transitions: A dedicated grades 4 and 5 school acts as a valuable transition year, reducing the stress and anxiety that some students experience when moving to middle school. The environment can acclimate students to changing classrooms and teachers in a less overwhelming setting.
• Fewer grade-span dynamics: In a separate upper elementary building, students are not influenced by the broader age range of a K-5 or K-6 school, creating a more cohesive peer group. Students may feel safer and more confident being with other students their own age.
• Appropriate activities and environment: Recess, extracurricular activities, discipline procedures, and school culture can be specifically tailored to the interests and maturity level of 9- to 11-year-olds. This allows students to participate more equally in activities without being overshadowed by older students.
• Stronger sense of community: A smaller student body and a narrower focus allow students, teachers, and families to develop stronger relationships. This can create a more supportive atmosphere for personal development and social-emotional learning. 

Questions? Contact Dr. Chip Kay at kayc@discoverers.org or 402-563-7000.