Multi Age Van Hise Elementary School Julie Frentz Principal April, 2008

What is Multi-Age?  Definition—Grouping students of more than one grade level into one classroom, such as a second grade and a third grade combination into one classroom commonly referred to as a “2/3”

When do we have them?  Traditionally, it was when allocations dictated having them. (enough teachers for 2 and a half 2 nd grades and 2 and a half 3 rd grades)

MYTHS About Multi-Age  Students are “tracked” by their ability. (for instance, when we create a 2 nd /3 rd grade combination classroom, we put all the smart 2 nd graders and all the slow 3 rd graders together.  Teachers spend half their time teaching one grade level and the other half of their time teaching the other grade level, so students get half the teaching.

MYTHS About Multi-Age  Students are separated by their grade throughout the entire day depending on the activity.  In a multi-age classroom, there is always a bigger range of abilities than in a single grade classroom.  The older students are responsible for doing all the teaching of the younger students.

How is multi-age possible?  We teach very differently today than 20 years ago.  We no longer teach the same thing in the same way, no matter what the kids need.

Benefits of Multi-Age  Research shows slight gains in academics.  Students/families spend more than one year with a teacher, therefore building relationships, and better knowledge of the student.  Much greater flexibility in classroom placement, increasing the ability to create balanced classrooms.

Benefits of Multi-Age  More flexibility in delivering services to all students within the classroom.  Social benefits for both older and younger children.  Teachers truly work to address the needs of individual children.  More stability over time.

Benefits of Multi-Age  Mixed grades more realistically represents our real world experiences.  Fits with the demands of “No Child Left Behind”, reducing or eliminating the stigma of being held back in fourth grade.

Cons of past practices with Multi-Age  We were using multi-age classrooms based on district resources, when we were told.  Teachers and students were isolated (the only classroom teaching 2/3).  Curriculum plans were inconsistent.

Cons of past practices with Multi-Age  There was no continuity from year to year, and often the benefits were lost, due to dis-banning the single multi-age the following year.  Some teachers were operating under some of the myths described earlier.  Teachers weren’t given time to plan, collaborate, and understand multi-age philosophy.

The History at Van Hise  4/5 combination for 4 years.  “hit or miss” in other grades, depending on allocations  Frustration among parents and staff

District Philosophy Statement  Multi-aged classrooms are an appropriate way to organize schools based on sound instructional practices, needs of students and changing resources.  Multi-age instruction can promote engagement, learning and relationships through:

District Philosophy Statement  Differentiated curriculum to meet the wide range of developmental needs of students,  Expanded social relationships among students and staff,  Long-range relationships between school and home,  Collaboration among staff.

District Philosophy Statement  Resources, professional development and strategies will be provided to assist school communities to include multi-age classrooms in the schools’ instructional design.

Future Plans for Van Hise  Continuing and additional support for teachers  Maintaining multi-age sections for several years in a row  Establishing curriculum cycles in social studies and science

Questions?? Contact Julie Frentz