In Support of Multiage Education for All Students K/1, 2/3, 4/5 Configuration
Purpose and Norms We want to provide people with accurate information as to how this decision was made and how we plan to move forward We want to address parent concerns and questions We want to gather parent input on how to make this transition as smooth as possible
Agenda Vision What changes Why change Parent discussion — best hopes worst fears How will decisions be made Parent input on needed supports Remaining Questions — time to write down questions that have not been answered
Vision for Steele At Steele, our vision is to empower each other to explore and engage in the world around us. world around us. We value innovation. We research and practice the latest developments in education. We value creativity. We believe there is more than one approach and solution to a challenge. We believe in building community by developing relationships over time. We value risk taking . We create a safe environment that allows people to experiment and make mistakes. Excerpted from the Steele Mission/Values Statement
What Changes? Steele teachers and principals are proposing that the school change its design from: Contemporary grade level configurations of 1) Kindergarten, 1 st & 2 nd grade, 3 rd & 4 th grade, 5 th grade and British Primary grade level configurations of 2) Kindergarten, 1 st & 2 nd grade, and 3 rd , 4 th & 5 th grade To all Steele classes being mixed age classes with the following configuration: Kindergarten & 1 st Grades 2 nd & 3 rd Grades 4 th & 5 th Grades
Why Change? New Common Core State Standards are 1) grouped K/1, 2/3, 4/5 Steele values the multi-age design for ALL kids 2) The real differences between Contemporary 3) and British Primary classes are no longer substantial – “one school” not “2 programs” Transitions from Kindergarten to 1 st grade and 4) from 2 nd to 3 rd grade academic expectations have been tough for kids The range of abilities in a 3/4/5 class are 5) difficult to address Teacher collaboration, planning, and teaming 6) is difficult with the current design
A peek at the Common Core State Standards… Reading Standard for Informational Text #3 Grade Standard K With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text. 1 Describe the connection between two individuals, events, ideas or pieces of information in a text. 2 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in texts. 3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in texts , using language that pertains to time, sequence and cause/effect. 4 Explain events, procedures, ideas or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the text. 5 Explain relationships between two or more individuals, events, ideas or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the text.
A peek at the Common Core State Standards… Reading Standard for Informational Text #9 Grade Standard K With prompting and support, identify basic similarities and differences between two texts on the same topic. 1 Identify basic similarities and differences between two texts on the same topic. 2 Compare and contrast the most important points presented by two texts on the same topic. 3 Compare and contrast the most important points and key details presented by two texts on the same topic. 4 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 5 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Educational History Grade Levels The current, curriculum-centered, grade-level approach used in most schools began in the mid-nineteenth century in response to rapid economic development and massive immigration to our country. This factory-style approach to sorting kids by age and grade has been found to limit academic and social growth and development opportunities for students.
Benefits of Multiage Classrooms For Students For Parents For Teachers -Learner-centered -Stronger relationship -Stronger relationship -Positive, nurturing with teacher with students and environment -More opportunities to parents -Peer support, mentoring take an active role in -Better able to address -Opportunities for child’s education individual student needs leadership -Child is more positive -Longer time to monitor -Individual pace for about school students to recognize learning -Child is given effectiveness of teaching -Small group skill appropriate support/ -Fewer negative instruction challenge depending on behavioral issues -Longer time with individual achievement -More stimulating, teacher and classmates -Child learns to be pro- creative work -Increased self-esteem, social, independent and environment confidence responsible -More job satisfaction -Research shows -Child learns to self- significant gains in initiate academics
Reasons for a K/1, 2/3, 4/5 Configuration All children at Steele would benefit from the multiage configuration giving every child, teacher and classroom two, full years to establish relationships, differentiate and reach academic and social/emotional goals. The school would be unified under the same configuration. This would create three, solid teams of a more productive size (not too small, not too large). Concepts taught in the two years would be better aligned to the standards and make for easier differentiation of instruction. There would be more teachers directly involved with state assessments (11 as opposed to 8 now).
Will my kindergartner receive the attention needed at the start of his or her school years? Kindergarten students will be equitably distributed among 6 classes as opposed to 3, where teachers, second educators and support staff can better serve everyone’s needs.
Aren’t the social -emotional needs of K & 1 st grade too different? Research has shown that students learn best and more quickly when observing older students or siblings. They can observe and emulate new behaviors.
How will this benefit my first grader? Encourages 1 st graders to articulate their learning to new students, which helps develop critical thinking skills and build confidence for 1 st graders as they are the experts in the class Teachers know students strengths because they had them the year before Allows for more small group lessons based on students’ specific needs
Will my fifth grader be ready for middle school in a mixed 4/5? Data provided by DPS shows there have been no significant differences in sixth grade academic growth or performance of students from our straight fifth grade class and our 3/4/5 multi-age classes.
Best Hopes / Worst Fears Write down best hopes / worst fears Small groups discuss Whole group debriefs Collect input on index cards
So, what will that actually look like at Steele? Six K/1 Classrooms Six Five 2/3 4/5 Classrooms Classrooms Steele Elementary
How will decisions be made? How will teachers be assigned? How will students be assigned?
How will teachers be assigned? Teachers will request grade levels they are most interested in teaching School leadership team will make decisions on placement based on teacher interest and history of effectiveness
How will students be assigned? Teachers will take into account social and academic needs of students Students will be in mixed-ability classes that support the learning and development of all students Changes will be minimized as much as possible (For example, if your child’s teacher will continue in next year’s grade level, they will have the same teacher)
Change is Difficult We know how much teachers matter in the learning and development of our kids, that is why we care! Any time we lose an opportunity for our kids to have another year with a teacher we value, we grieve that loss. (Just like when a teacher retires, takes maternity leave, participates in an exchange program, or moves on to a new professional opportunity…) But each ending creates a new beginning, a new opportunity for our kids to build relationships, learn, and grow together.
What supports are needed for a successful transition? Groups: Brainstorm Record Report
Questions? Still have questions? Leave a card and we will do our best to contact you with answers Name Phone or Email Question
Recommend
More recommend
