Good teachers were shying away from accepting 4th-grade positions because of the growing accountability pressures that were being unfairly brought to bear on that grade level. Highly publicized reports of the state's new battery of standardized assessments were scaring off applicants. To address the personnel needs while more fairly sharing the accountability load for these critical 4th-grade tests, the leadership at Bishop Dunn Memorial School in Newburgh, New York, devised an innovative instructional arrangement that borrows from both looping and departmentalization concepts. This article describes the new program and its benefits.