1. Kimberly Tooley Parkway School District

2.  Just as students in different age groups are typically separated to meet developmental needs, gender specific instructions supports learning differences in boys and girls.  We will continue to celebrate the eclectic nature of our schools and take pride in our district’s diverse population of students.

3.  “Thirty years ago,” he says, “we did not ask five-year-olds to sit still, be quiet and pay attention for six hours a day. But now we do, and that has not been developmentally appropriate for boys." -----Dr. Leonard Sax

4.  The difference in what boys and girls can do is small: the differences in how they learn are great.

5. In language tasks, girls tend to be analytical, while boys are more concrete.

6.  In Mathematical thinking, boys are more analytical, while girls need real-life examples. The areas of the brain involved in skills associated with math and geometry mature earlier in boys than in girls.

7.  Boys may require more movement than girls, and have a higher tolerance for an active learning environment.

8.  The areas of the brain involved in language and fine motor skills such as handwriting develop earlier in girls than in boys.  Girls navigate between the right and left hemispheres to process language.  They love to talk about their feelings.

9.  Girls hearing acuity can be as much as four times better than boys. This means that boys often require repetition and clarification to understand verbal directions.  Where boys and girls sit in proximity to the teacher, does make a difference.

10.  Boys: benefit from the use of visual models for writing. If they draw first, and then write, their writing is richer and more detailed.  Girls: are more able to imagine a story with a beginning, middle and end. The need fewer visual models.

11.  When girls are taught math and science in gender- friendly ways, they are more likely to pursue careers in those areas.

12.  When boys perceive themselves as learners they are more likely to:  Graduate from high school  Succeed in school  Avoid harmful life choices

13. Teachers capitalize on behavioral assets typical to boys:  One task at a time  Movement opportunities  Friendly competition  Topics of relevance to boys  Clear routines and expectations

14.  Real life examples are used to capitalize on inductive reasoning skills  Movement, as needed, generally with less activity and volume than is required for boys  An emphasis on problem-solving skills  Personal stories are woven throughout all subjects  Praise and encouragement to counteract girls self-critical nature

15.  Parent meetings will be held in each participating building – May 2010  2010/2011 - First grade classrooms will begin single gender program  2011/2012 –Second and third grade will begin single gender classrooms.  2012/2013 – Single gender classrooms will become fully implemented into schools

16.  Made sure that all four classes per grade level are balanced class. (IEP, race, ESOL, reading)  Parent Education begins with parent meetings to discuss rationale and process, two in May 2010 and three large ones during the first year at each school.  Teachers are then given time to collaborate and share ideas and techniques.

17.  Dr. Tooley meets with her supervisor to discuss this initiative – December 2009  Dr. Tooley contacts the Public Relations Director and invites him to visit her to discuss the initiative.  Dr. Tooley holds many parent meetings to teach the parents.  Dr. Tooley knows the importance of keeping communication open among the staff.

18.  Extraordinary staff  Belief in staff members  Will produce a culture of collaboration  Kids will be learners  Staff will be continuous learners  Program is proven in research

19.  Known as temporary ‘speed bumps’.  Class placements require a great deal of work – will be a huge variable.  Challenging for specialists (art, music, P.E..) – they will need a great deal of support.

20.  Present relevant research  Show and discuss PowerPoint  Take questions from the Board of Education about the program  Discuss financial impacts and timelines  Discuss implementation timelines  Vote on the initiative