multiage education

04/22/23 Multiage Program Presentation 1

Multiage Education

Presented to the Board of Education for Oak Park School District #97

February 14th, 2007


Presenters and ContributorsWith much help, support, and

resources from: Annie Darley Whittier SchoolYvonne DeCarlo Whittier SchoolKerri Druckmiller Whittier SchoolJulie Dunn Whittier SchoolAlex Fotopoulos Mann School Cathy Hamilton Lincoln SchoolPrincipalNancy Hoehne Whittier SchoolVirginia Ilich Mann SchoolDavid Krauter Whittier School Allison Lamb Mann School Evette Little Whittier SchoolKristine Mrozek Lincoln SchoolSondra Nelson Whittier School

Wendy Kassel Whittier SchoolLaurie Volz Whittier SchoolDanielle McDaniels Whittier SchoolNancy McGurn Whittier SchoolKristi Seefeld Mann SchoolNicholas Sakellaris Irving SchoolJasmine Reeves Whittier SchoolArnetta Thompson Lincoln School Jarvia Thomas Lincoln SchoolKathy Wiedow Lincoln SchoolBeverly Winterstein Whittier School Carol Young, Whittier School Principal


Table of Contents

Multiage Defined: Philosophy and Components Why Multiage? Educational Models Compared Research Results and Data Current State in Oak Park A History of Multiage in Oak Park Perspectives Conclusion


Philosophy

The purpose of creating a diverse classroom community is to provide more effective instruction for all students in the program, to enhance the social skills of its participants, and to accelerate cognitive development. In a multiage classroom, the individual needs and characteristics of students are considered a vital element in the design of instruction.


Multiage: Defined

Grouping of students of different ages, grade levels, and ability levelsChild centered

Developmentally appropriate Inclusive Differentiated Safe environment for

academic risk taking Fluid groupings

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How multiage functions in the classroom

Team teachingRelationships between parents,

students, teachersVarious groupings of students

“Once the environment is developed, this then fosters an acceptance of others that could not have been replicated in a traditional single grade classroom. These experiences have prepared my children for future classroom and adult experiences in a diverse population.”Seth and Caroline Baker, Whittier Parents


How multiage functions in the classroom

Differentiation All science and social studies units for every

grade level taught by cycling through curricula

Family and community involvement

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Jim Grant, founder and Executive Director of the society for Developmental Education


Why Multiage?The school fits the childEfficient and effective

learning environmentProcess approach has

long term benefitsEncourages friendships

and peer learning

"The challenge of having to use his social skills and language to collaborate with other students has truly helped him with friends, inside the classroom and out in the neighborhood. For a child with autism, this is a wonderful thing to see.”


Why Multiage? Promotes cooperation

and collaboration Accommodates diversity

and inclusiveness Encourages academic

eavesdropping Gift of time: a continuum

of academic relationships with teachers and support staff

“Because multiage facilitates children working together, I have seen (my child) begin to demonstrate leadership skills. He is, in his own way, mentoring other first year students.”David LoveWhittier Parent


Multiage is Differentiation

Students in multiage classes: Learn to take

responsibility for their learning at all levels

Are encouraged to set goals and challenges for themselves

Are not held back by prescribed grade level curriculum

Have opportunities to interact with older and more experienced students

“By creating a framework that not only recognizes but builds on the different stages children go through, we believe that a multiage classroom encourages greater openness in the appraisal of children’s abilities, and a more deeply rooted experience.”Emily Hauser and Eran Loewenthal, Whittier Parents


Multiage is Differentiation

Students in multiage classes: Have opportunities for

leadership and mentoring when they are older students in class

Demonstrate positive self concept and self esteem along with positive attitudes

Have fluid opportunities to explore, discover, and invent

Have freedom to explore interests

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Educational Models ComparedTraditional

single gradeSplit Class-

combined grades Multiage

Time in Classroom

One year Usually one year Multiyear, flexible

Age Grouping Narrow range (one grade)HomogeneousSegregated by grade

Mixed agesHomogeneous groupingSegregated by age

Mixed ages Heterogeneous groupingsAges are integrated

Transition to middle school

Natural transition to middle school format


Educational Models ComparedTraditional

single gradeSplit Class-

combined grades Multiage

Teacher Different every year

May be different every year

Same teacher for multiple years Opportunities for team teaching

Curriculum Age-specific

Separate work

Competitive Some fail or repeat

Specific to each grade level in class - separate workCompetitive Some fail or repeatSome academic eavesdropping

Adapted to needs of the students Different ages, ability to work cooperativelyMay remain for another yearStudents progress at their own pace


Research

Relationship with the Illinois Institute of Technology’s Institute of Psychology since 1997

Results suggested cognitive, academic, and social gains


ResearchCognitive development: MAP (Multiage Program)

students progressed through cognitive stages of development at a faster rate.

MAP students have a better understanding of reality.

MAP students coordinate multiple perspectives in their thinking.

“We had a great multiage experience. Aaron (Marks) says it helped him get to know kids in another age group. I also think the greatest benefit was social … They learned how to cooperate and they learned that learning from each other was a positive experience not a reason to feel bad about yourself.”Dr. Emily A. Keshner, Former Mann Parent


ResearchSocial development: MAP students are less egocentric than their peers.

MAP children with low levels of peer acceptance during their first year in MAP made dramatic improvements with social acceptance in their second year.

MAP students with low levels of peer acceptance all finished the program with average levels of peer acceptance, leaving "at risk" labels behind.

In traditional settings, children with low peer acceptance carry the same level of acceptance throughout school years.


Current state

Multiage Programs are currently in place at:• Lincoln School - MAP 1/2 and MAP 4/5• Mann School- MAP 1/2 and MAP 4/5• Irving School - MAP 4/5• Whittier School -

• four MAP K/1• three MAP K/1/2• two MAP 2/3• five MAP 4/5


In the Future…

Longfellow plans to have a 2/3 multiage team for the 2007-08 school year

Beye will continue their primary looping program in 1st and 2nd grade

Holmes is exploring a looping configuration for the 2007-08 school year.


Administrative Considerations No additional teachers are needed to staff a multiage

program in grades 1-5 since the student-teacher ratio is the same as a graded class

Cost saving does occur due to flexible groupings Principals have more choices to place new students,

often eliminating the hiring of teaching assistants due to class size increasing through the year

As new classes are formed, budget for teacher workshops, observation, and materials

Support of multiage teachers and single grade teachers


Perspectives

Work collaboratively as a member of a professional team, Plan instruction based on results of effective assessment, Learn the value of flexible grouping techniques, Learn to connect the pieces of the curriculum together, Observe the modeling that is evident in a multiage classroom, and Observe how long term relationships between teachers and families can be extremely

beneficial for all concerned.

In my work as a university director of field experience, I seek out excellent placements for my student teachers. There are many outstanding teachers in both graded and multiage classroom, but when I have an opportunity to place a student teacher in a multiage classroom, I jump at the chance! Because of my own experience as a multiage teacher, I am confident that each student teacher placed in a multiage setting will:

Mary RhotonUniversity Director of Field Experience


Perspectives

"One of the best aspects of the multiage classroom is the community atmosphere that results from the collaboration between parents and teachers over several years. The multiage classroom is a comfortable environment for learning. There is a natural progression over time and the children are able to build long-standing relationships .”

A Whittier Parent


Multiage is Life




Thanks to…Kerri Druckmiller Whittier SchoolCathy Hamilton Lincoln SchoolPrincipalVirginia Ilich Mann SchoolDavid Krauter Whittier School Kristine Mrozek Lincoln SchoolSondra Nelson Whittier SchoolJasmine Reeves Whittier SchoolArnetta Thompson Lincoln School Jarvia Thomas Lincoln SchoolKathy Wiedow Lincoln SchoolBeverly Winterstein Whittier School Carol Young, Whittier School Principal

This presentation is the property of District 97. Permission to use or alter this presentation must be approved by the administration of the District Office for the Oak Park Public School System.

multiage education

Documents

multiage classroom

multiage functions

history of multiage

multiage educationpresented

table of contents multiage

oak park school district

diverse classroom community

definedgrouping of students