Transcript Multiage Education - Oak Park Home Page

Multiage Education
Presented to the Board of Education for Oak
Park School District #97
February 14th, 2007
7/17/2015
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Presenters and Contributors
With much help, support, and
resources from:
Annie Darley Whittier School
Yvonne DeCarlo Whittier School
Kerri Druckmiller Whittier School
Julie Dunn Whittier School
Alex Fotopoulos Mann School
Cathy Hamilton Lincoln School
Principal
Nancy Hoehne Whittier School
Virginia Ilich Mann School
David Krauter Whittier School
Allison Lamb Mann School
Evette Little Whittier School
Kristine Mrozek Lincoln School
Sondra Nelson Whittier School
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Wendy Kassel Whittier School
Laurie Volz Whittier School
Danielle McDaniels Whittier School
Nancy McGurn Whittier School
Kristi Seefeld Mann School
Nicholas Sakellaris Irving School
Jasmine Reeves Whittier School
Arnetta Thompson Lincoln School
Jarvia Thomas Lincoln School
Kathy Wiedow Lincoln School
Beverly Winterstein Whittier School
Carol Young, Whittier School
Principal
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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
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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.
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Multiage: Defined
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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 teaching
 Relationships between parents,
students, teachers
 Various groupings of students
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“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
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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
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Jim Grant, founder and Executive Director of the society for Developmental Education
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Why Multiage?
The school fits the child
 Efficient and effective
learning environment
 Process approach has
long term benefits
 Encourages 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.”
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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
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“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 Love
Whittier Parent
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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
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“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
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Multiage is Differentiation
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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 Compared
Traditional
single grade
Time in
Classroom
Age Grouping
One year
Narrow range
(one grade)
Homogeneous
Segregated by
grade
Split Classcombined grades
Usually one year Multiyear, flexible
Mixed ages
Homogeneous
grouping
Segregated by
age
Transition to
middle school
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Mixed ages
Heterogeneous
groupings
Ages are
integrated
Natural transition
to middle school
format
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Educational Models Compared
Teacher
Curriculum
Traditional
single grade
Different every
year
Split ClassMultiage
combined grades
May be different Same teacher for
every year
multiple years
Opportunities for
team teaching
Age-specific
Specific to each
grade level in class
- separate work
Competitive
Some fail or repeat
Some academic
eavesdropping
Separate work
Competitive
Some fail or repeat
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Adapted to needs
of the students
Different ages,
ability to work
cooperatively
May remain for
another year
Students progress
at their own pace
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Research

Relationship with the Illinois Institute of
Technology’s Institute of Psychology since
1997
 Results suggested cognitive, academic, and
social gains
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Research
“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
7/17/2015
Cognitive 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.
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Research
Social development:
 MAP students are less egocentric than their peers.
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MAP children with low levels of peer acceptance during their
first year in MAP made dramatic improvements with social
acceptance in their second year.
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MAP students with low levels of peer acceptance all finished the
program with average levels of peer acceptance, leaving "at
risk" labels behind.
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In traditional settings, children with low peer acceptance carry
the same level of acceptance throughout school years.
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Current state
Multiage Programs are currently in place at:
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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 •
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four MAP K/1
three MAP K/1/2
two MAP 2/3
five MAP 4/5
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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.
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Administrative Considerations
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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
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Perspectives
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:
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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.
Mary Rhoton
University Director of Field Experience
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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
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Multiage is Life
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Thanks to…
Kerri Druckmiller Whittier School
Cathy Hamilton Lincoln School
Principal
Virginia Ilich Mann School
David Krauter Whittier School
Kristine Mrozek Lincoln School
Sondra Nelson Whittier School
Jasmine Reeves Whittier School
Arnetta Thompson Lincoln School
Jarvia Thomas Lincoln School
Kathy Wiedow Lincoln School
Beverly Winterstein Whittier School
Carol Young, Whittier School
Principal
7/17/2015
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.
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