ABSTRACT
How should children be grouped for instruction in elementary schools? Many teachers and administrators are considering this question. In this chapter, we describe an interactive approach that professionals in elementary school districts may use to establish sound policies for instructional grouping. By “interactive” we mean one in which teachers and administrators jointly explore alternatives and establish policy. This approach is more time-consuming than policy established through administrative directive, because time is required to consider alternatives and to agree on policy. It has the advantage, however, of increasing knowledge and commitment of those involved to the policies developed.
