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Frequently Asked Questions

How is a multi-age classroom model better for students?

  • The multi-age structure offers a two-year relationship with teacher(s).
  • There are fewer transitions grade to grade.
  • Teachers gain a better background on students’ needs and learning styles.
  • There is less “down time” at the beginning of the school year, teachers already know half of their student population.
  • Multi-age classrooms allow for more manageable and consistent class sizes across the school and less teacher re-assignments.


Will teachers really know the grade expectations (GEs) for both grades?  How will they cover it all?

  •  The GE’s are not exclusive from each other but build gradually each year.  Addressing the GEs over two years allows time for deeper understanding and development of the content.
  •  All essential skills will be covered for each grade level.


How will placement work next year?

  • The placement process will remain the same as last year.


Will my child be academically challenged with a wider age span in the classroom?

  • The issue is not so much which grade levels are in a class, but instead, what is the teachers’ program and philosophy.
  •  Differentiated Instruction directly addresses looking at the needs of all children.
  • Time is provided each day to pursue learning at students’ own level and pace.
  • A wider age span offers more opportunities for students to work with their academic and social peers. 
  • Because multi-age classrooms are collaborative in nature, students have an opportunity work in flexible groups.
  • Teachers working in teams will have more opportunities to share their expertise to strengthen their program as well as differentiate to meet the needs of all their students.


How will the teams look at different grade levels?

  • Teams will look different based on age appropriateness.  All levels will offer a two-year relationship with teachers with fewer grade to grade transitions.