Multi-Age Program
An Educational Environment that teaches at your child’s pace.
An Educational Environment that teaches at your child’s pace.![]()
An Educational Environment that teaches at your child’s pace.
The Multi Age program for the Eureka Union School District is available for children who progress better at their own rate and offers the following:- A continuum of simple through more complex material that children can do at their own rates, making continuous progress rather than being 'promoted' to the next grade at the end of a school year
- The opportunity for children to typically stay with the same teacher for two or three years
- At the beginning of each new school year, one-half to two-thirds of the students from the previous year's class remain together with only the oldest students leaving and entering new classes or levels
- The opportunity for children to work at developmental levels above or below their abilities, thus avoiding the social or emotional issues caused by retention or acceleration
Research Shows
Research Shows![]()
Research Shows
Students in multi-age classes perform better, or as well as students in single graded classes on standardized measures.- Multi-age students have greatly enhanced attitudes toward school, toward themselves as learners, and toward positive relationships.
- Multi-age students exhibit more positive outcomes in social skill development, leadership, frequency of interaction with other age peers, reduced aggression, and prosocial behaviors such as giving, sharing, taking turns, giving praise etc.
- Teachers are responsive to individual differences in developmental stage, ability, and interests. Different levels of ability, development, and learning styles are expected, accepted, respected, and used to design curriculum.
Teachers plan and prepare the environment so children can learn through active involvement with materials and with each other, with adults, and with other children serving as informal tutors.
Success in School
One of the important variables in school success is a child’s development and readiness. Students do not all learn at the same rate or at the same time. The learning process is more like a roller-coaster. Students can really take off in some subjects while simultaneously be struggling in another.
Students do better when they work together. As part of a learning community, students are able to share their strengths while benefiting from others in areas needing assistance.
School success is ensured when the teacher and the parent work together, over time, to assist the students.
Success in School![]()
One of the important variables in school success is a child’s development and readiness. Students do not all learn at the same rate or at the same time. The learning process is more like a roller-coaster. Students can really take off in some subjects while simultaneously be struggling in another.Students do better when they work together. As part of a learning community, students are able to share their strengths while benefiting from others in areas needing assistance.
School success is ensured when the teacher and the parent work together, over time, to assist the students.
Facts About Multi Age Classes
Facts About Multi Age Classes![]()
Multi-age Is:
- Student-centered curriculum planning across three years
- Students taught at level of readiness
- Students encouraged by cross age coaching and carefully planned cooperative learning
- Students able to bypass transitions and review and rev into the new school year
- Students benefiting from two teachers and an instructional assistant.
Multi-age is NOT:
- Combination classrooms, split grade classrooms etc wherein one teacher teaches a dual curriculum in response to enrollment imbalances.
- Shared teaching where two teachers from different grade levels swap class groups.
For Further Reading:
Gaustad, Joan. Nongraded Education: Overcoming Obstacles To Implementing The Multiage Classroom. Oregon School Study Council bulletin, special issue, vol. 38, nos. 3 and 4 (November and December 1994). Eugene, Oregon: 84 pages.
Grant, Jim, and Bob Johnson. A Common-Sense Guide To Multiage Practices. Columbus, Ohio: Teacher's Publishing Group, 1994. 124 pages.
Hord, Shirley M., and others. Taking Charge Of Change. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1987. 98 pages.
Miller, Bruce A. Children At The Center: Implementing The Multiage Classroom. Eugene, Oregon: Northwest Regional Educational Laboratory and ERIC Clearinghouse on Educational Management, 1994. 123 pages.
Joan Gaustad, Overcoming Obstacles To Implementing The Multiage Classroom, OSSC Bulletin Series, November/December 1994, 84 pages.
Gaustad, Joan. Nongraded Education: Overcoming Obstacles To Implementing The Multiage Classroom. Oregon School Study Council bulletin, special issue, vol. 38, nos. 3 and 4 (November and December 1994). Eugene, Oregon: 84 pages.
Grant, Jim, and Bob Johnson. A Common-Sense Guide To Multiage Practices. Columbus, Ohio: Teacher's Publishing Group, 1994. 124 pages.
Hord, Shirley M., and others. Taking Charge Of Change. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1987. 98 pages.
Miller, Bruce A. Children At The Center: Implementing The Multiage Classroom. Eugene, Oregon: Northwest Regional Educational Laboratory and ERIC Clearinghouse on Educational Management, 1994. 123 pages.
Joan Gaustad, Overcoming Obstacles To Implementing The Multiage Classroom, OSSC Bulletin Series, November/December 1994, 84 pages.
