Combined Classes

8/12/2019 Combined Classes

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Combined (split) classes

Downolad the brochure: How your school system works: Combined Classes (aften referred

to as split classes)(pdf)

What is a combined class?

A combined or split class refers to a class that is made up of students from two or more

grades. Combined classes occur most frequently in elementary schools and are the

combination of students in two different grades with one teacher teaching both curricula.

or e!ample" a school might ha#e a grade $%grade & class combination or a grade '%grade

class combination. At

the secondary schools" combined classes may occur" for e!ample a panish *%+,

combination or a Ceramics +,%++%+$ combination.

-t is important to know that students in combined classes are not held back to the le#el of the

younger children nor are the children in the lower grade e!pected to do work beyond theirabilities. he prescribed learning outcomes are grade appropriate for all students" whether or

not they are in a combined class.

Why do Schools create combined classes?

here are se#eral reasons why schools create these classes. /hen school staff look to

organi0e their students" that is to place the students in their classes with teachers" they ha#e

to balance the educational needs of their students with the staffing they recei#e from Human

1esources as well as with legislated contractual considerations.

A school calculates enrolment. his is then #erified by the Human 1esources di#ision of the

2ancou#er 3oard of 4ducation. 3ased on this figure" teaching staff (both enrolling andnonenrolling) is allocated. he 5rincipal" working with the taff Committee of the school" then

constructs classes based on these factors and the educational interests of each student. -n

many instances" combined classes result.

How do Schools decide which students to place in combined classes?

-n an effort to ensure all students are placed in appropriately balanced classrooms" school

staff (teachers" 5rincipals and 2ice65rincipals) use such criteria as age" range of ability"

special learning needs" gender" social groupings" and support staff recommendation.

Also" 7ust as they do when allocating students to non6combined classes" the 5rincipal and

2ice65rincipal work together with the classroom teachers to best match the learning stylesand needs of the student. -n many schools parents are gi#en the opportunity in 8une to

submit their preference for a learning situation for their child for the ne!t school year. All

these factors are considered before allocating classes for students.

Will the teacher teach the entire curriculum to both grades?

he chool Act" which go#erns 3ritish Columbia schools" stipulates that all teachers"

including teachers of split classes" must teach the prescribed curriculum. herefore the

teacher is obligated to teach the entire curriculum to both grades. eaching strategies that

address di#ersity" meet indi#idual needs" and satisfy 9inistry requirements with respect to

content and processes of learning work well in both combined and single grade classrooms.
http://www.vsb.bc.ca/sites/default/files/school-files/Resources/Combined%20Classes%202010.pdfhttp://www.vsb.bc.ca/sites/default/files/school-files/Resources/Combined%20Classes%202010.pdfhttp://www.vsb.bc.ca/sites/default/files/school-files/Resources/Combined%20Classes%202010.pdfhttp://www.vsb.bc.ca/sites/default/files/school-files/Resources/Combined%20Classes%202010.pdf


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What are the challenges for teachers?

eachers need to be familiar with the curriculum for both grades and the #ariety of resources

a#ailable in the school and in the district. eachers of students in combined classes" like

those in single6grade classes" employ their skills and strategies so that each student is

challenged at the le#el at which he%she can succeed. or e!ample" a teacher might use a

thematic approach to teach a unit.

his approach enables the teacher to address processes and skills requiring continuous

de#elopment. his requires a sophisticated approach to integrating knowledge and skills but

it can be done in ways that do not repeat or miss out; prescribed curriculum.

I am concerned that my child will not do well in a combined class and will not be ready

to move onto the next grade

Detailed studies like 8ohn (he non6graded 4lementary school) ha#e

shown that on a#erage a fi#e year span of de#elopment is typically found in a single grade

group and si! years in a combined class. Additionally" the results of a study published in

+*** by Dr. 8oel


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9y daughter was recently placed in a combined class of +st and $nd graders. According to

the principal she was placed in the class randomly. 9y daughter is upset because she feels

like she was held back a year" since most of the students in the class are first graders. he

school is stating that she is not being held back that the class will ha#e a first and second

grade curriculum. After researching - ha#e learned that first and second graders learn

differently. /ill this class ha#e a detrimental effect on my daughter

uestion asked after reading: http:%%www.education.com%maga0ine%article%/riti...

-n opics:chool and Academics

E ', days ago

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pigtoriawrites:

9y son started second grade last week. His school has a different situation than the one you

described for your daughter but - hope it helps to answer your question. Gne of the second

grade teachers was a first grade teacher last year. All last week" - see so many perple!ed

and confused looks on the faces of children from this class. he confused face is gone this

week. hey know that they are in second grade now and are learning second

gradethings.

/ith budget cuts and increased of class si0e" combined class is ine#itable in e#ery school.

All credential teachers ha#e training in teaching I6+$ classes. hey ha#e taken a good

amount of child de#elopment%education classes to know that children of all ages learn

differently. hey are also aware of the curriculum for the different grade le#els. Jour

daughter will ha#e her own second gradelessons where the second grade

curriculum is presented solely to second graders. here will be grade appropriate homework

assignments and tests to accompany the lessons.

/hen - was taking child education classes a couple of years ago" -#e heard some

wonderful things about combined class. -n general" children ha#e benefited both ineducation and de#elopment from combined class. he younger children ha#e their
http://www.education.com/magazine/article/Writing_Success_Behavior/http://www.education.com/answers/school-and-academics/http://www.education.com/answers/school-and-academics/http://www.education.com/question/classroom-combined-graders-concered-affects/?flagComment=63988&__module=Answers_QuestionDetailhttp://www.education.com/question/answer/classroom-combined-graders-concered-affects/http://void%280%29/http://void%280%29/http://void%280%29/http://www.education.com/answers/profile/pigtoria/http://www.education.com/magazine/article/Writing_Success_Behavior/http://www.education.com/answers/school-and-academics/http://www.education.com/question/classroom-combined-graders-concered-affects/?flagComment=63988&__module=Answers_QuestionDetailhttp://www.education.com/question/answer/classroom-combined-graders-concered-affects/http://void%280%29/http://void%280%29/http://void%280%29/http://www.education.com/answers/profile/pigtoria/


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older peers to e!plain class lessons to them if they didnt understand it from the

teacher. he older children benefit a lot from e!plaining lessons to the younger children.

hey#e learned the material last year and by ha#ing the opportunity to e!plain it to

someone else" it refresh the memory of what they#e learned. Also" helping the

younger children raises the self6esteem of the older children. -n all" children of both grades

benefit.

- know that your daughter will fine in a couple weeks when she begin learning second grade

curriculum. Ha#e a wonderful school yearK

http:%%www.education.com%question%classroom6combined6graders6concered6affects%

High #xpectations$ %he Challenge of the &odern &ultigrade Classroom

About one quarter of Gntario=s elementary school students are in split6grade classrooms.9ultigrade classrooms are not new" but the debate about them is heating up.

By Helen Dolik

eacher Ladia Ciacci is a whi0 with equations and beakers" but the one e!periment she

can=t pull off for her combined6grade class is splitting herself in two.

M- don=t e#en think a machine could be programmed to do this. Jou=d see blown circuits"M

says Ciacci" who teaches gifted


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3ut what are the kids getting Half6time teaching.M

&I'IS% #S*+'S#

he 9inistry of 4ducation says it=s committed to the curriculum that was introduced in the

pro#ince=s classrooms in +**" but it hasn=t turned a deaf ear to the teachers= cries for help.

-t has responded with workshops" training" booklets and sample units designed to assist

teachers with split grades.

Mhe go#ernment is happy with the fact that (the curriculum) is #ery rigorous" it=s #ery

ad#anced and there are higher standards"M says anya Cholako#" a 9inistry of 4ducation

spokesperson.

Mhe ministry is #ery confident in the teachers ... Combined grades are a reality of the

pro#ince. he go#ernment does want to support the teachers in e#ery way possible

because the ultimate goal is the success of the student.M

he Gntario go#ernment considers the new curriculum the centrepiece of the pro#ince=s

education reform. he new curriculum" pro#ince6wide testing" standardi0ed report cards

and new teaching standards were ushered in to ensure Gntario students get a high6quality

education and to increase accountability to parents.

he go#ernment organi0ed the Curriculum -mplementation 5artner6ship composed of

ministry staff and education partners to support curriculum implementation" Cholako# says.

-t meets four times a year.

he ministry" in consultation with the partnership" crafted an action plan to support teachers

of combined grades. he action plan" appro#ed in 9ay $,,," can be #iewed on the 9inistry

of 4ducation web sitewww.edu.go#.on.caO 4lementary and econdary O Curriculum

?pdate O ?pdate" December $,,,.

Cholako# says the ministry responded with a number of summer workshops" training in the

spring for teaching combined grades" and a booklet of practices and strategies for

classroom management" lesson planning" assessment and reporting.

he ministry also designed sample units for teachers of combined grades and it is working

on a public web site that includes curriculum assistance for combined grades" she says.

he sample units are a#ailable on CDs or teachers can access them using the electronic

Gntario Curriculum ?nit 5lanner" a ministry software tool that was distributed to schools.

S!&*,# -'I%S

Lick carfo" a field co6ordinator in the 9aster of eaching 5rogram at the Gntario -nstitute

for tudies in 4ducation of the ?ni#ersity of oronto (G-4%?)" is an e!pert on these

sample units. He was an education officer at the 9inistry of 4ducation in the Curriculum

and Assessment 5olicy 3ranch.

carfo co6ordinated the 4lementary Curriculum ?nit 5ro7ect" which de#eloped the

classroom6ready materials for teachers in single and combined6grade classrooms. he

Council of Gntario Directors of 4ducation (CGD4)" public and Catholic school boards" and

the -nstitute for Catholic 4ducation (-C4) are partners in the pro7ect.
http://www.edu.gov.on.ca/http://www.edu.gov.on.ca/http://www.edu.gov.on.ca/


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/riting teams of teachers de#eloped sample units of study for single and combined grades

in mathematics" science and technology" social studies" history and geography. here are

>+ sample units for . our copies of the CD were sent to e#ery school in

Gntario.

Mhe response we=#e been recei#ing is #ery positi#e. he materials are #ery effecti#e and#ery practical for classroom use"M carfo says.

eachers can take a unit and use it e!actly as is or they can customi0e it to meet the needs

of students in their classroom" he says. he ministry produced $B",,, CDs and began

distributing them in late Lo#ember $,,+. hat=s phase one. 5hase two is underway with

sample units for the arts" language" health and physical education.

M/e=re hoping by the end of the school year we=ll ha#e another set of units"M carfo says.

Mhat=s our target date. -=m #ery pleased with the pro7ect. Here=s something you can

actually use.M

%H# .+'/% &I0

3ut the lead author of the elementary curriculum for science and technology unequi#ocally

states that the curriculum and combined grades don=t work. here=s no question the two

don=t mi!" says


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sur#ey found.

*ublicly 1unded #lementary Schools #nrolment in Combined 2rades in

34445"666 and "6665"663

Combined 2rade 34445"666 "6665"663

8I an I 8I I otal 8I I otal

B"+>B >"*' *"+B$ B"&& B,"B' *B">>,

I and


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Date e!clude hospital%pro#incial schools" core Q treatment facilities

Date for $,,,6$,,+ are preliminary

%+* *I+I%

he combined6grades issue is one of the top6priority items for teachers and classroomhealth" says 3rian 9c


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setting.M

he report concludes that Gntario is merging two opposing educational systems N graded

and multiage. -n a graded system" kids are grouped by age and grade to address the same

curriculum. -n a multiage system" the curriculum is adapted to the children and studentsad#ance at their own pace.

9c


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classroom. hat data is +, years old.

@aurentian ?ni#ersity=s Diane @ataille6DSmorS and AngTle radette conducted a

pro#incial pro7ect on multigrade classes. he December $,,, report looks at

combined classes around the world.

ome of their findings are that about B, per cent of all teachers start their career

in multigrade classes in


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parallel classes in the same room for a significant part of the day" it says. hat eats up

time. tudent6teacher interaction is dramatically reduced" it says.

5enny @ebo" ++" can attest to that. he=s currently a


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about combined6grade issues at the pro#incial le#el.

he says there are concerns when a teacher=s time is split between two grade le#els but

some schools are so small that a number of them need combined grades.

Mhey need that to sur#i#e"M oster says. M-f that weren=t to happen" then the schools would

close and the students would be out of their community for schooling.

Mhe other issue is sometimes it=s not 7ust small schools. ometimes it=s a bigger school

that ends up with a funny split of students left o#er.M

A split class shouldn=t be bigger" if anything" it should be a little smaller because of the split

nature of the class" she says.

he supports assigning e!perienced teachers to split grades when possible.

Mhe reason that would be ad#antageous is that for the first6year teacher e#ery preparation

is a new preparation N they=#e ne#er done it before"M oster says. Mo if a brand6newteacher had a combined grade" then he or she is doing e#erything brand new. 4#en with

two or three years e!perience" then some of their preparations are ready.M

oster also fa#ours keeping


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Split Decisionsrecommends federations and stakeholders:

de#elop lesson plans and other curriculum resources for teachers and students in

combined grades

work with faculties of education so candidate teachers get more com6bined6grade

classroom e!perience.

%H# .IC9#'S W!

/hile Gntario grapples with the combined6grades issue" an inner6city school in 2ancou#er

that embraced the multiage classroom is attracting busloads of educators. Jou won=t find

one single6grade class at Charles Dickens 4lementary chool.

-n +*>*" Dickens adopted school6wide" multiage classes.

i! hundred students from Iinder6garten to


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teachers with fa#ourable classroom conditions" such as a smaller class" gifted students or

considerable leeway in designing an integrated curriculum.

Closer to home" Catherine 3rowne" an elementary school teacher at Ieatsway 5ublic

chool in the /aterloo 1egion District chool 3oard" considers multigrade classrooms a

key topic in education circles in Gntario. -t was the sub7ect of her 94d degree pro7ect.

3rowne inter#iewed nine multigrade elementary school teachers in the /aterloo region for

her pro7ect. he found teachers #iewed independent and well6beha#ed students as the

best candidates for multigrade classrooms. Jounger students gained by acquiring more

academic knowledge and an increase in confidence as the school year progressed" her

findings showed. tudents in the older grade le#el felt important because the younger

students #iewed them as the leaders.

MGn the other hand" students in the older grade le#el were #iewed by their peers in the

single6grade class as being less smart and socially immature"M 3rowne said.

All nine teachers said they preferred to teach a single6grade classroom" though one6third

elaborated to say split grades weren=t necessarily bad.

ostering peer co6operation emerged as a key teaching strategy in multigrade classrooms"

she found.

Mtudents were encouraged to ask two other peers before asking an adult"M she said.

@o#e them or hate them" people generally agree split grades are here to stay. he new

curriculum has une!pectedly thrown a wrench into today=s combined6grade classroom as

teachers 7uggle time and the ministry of education attempts to support educators with

#arious workshops and resources. he test will be in making split grades more palatable for

all.

ETFOs paper, plit Decisions, can be viewed atwww.etfo.on.ca%inde!.html.

OECTAs discussion paper on cobined !rades can be "ound at

www.oecta.on.ca%pdfs%combinedgrds.pdf# T$e inistrys action plan on curriculu

ipleentation "or support "or teac$ers in cobined !rades can be viewed on t$e %inistry

o" Education web sitewww.edu.go#.on.ca& Eleentary and Secondary & Curriculu

'pdate & 'pdate, Deceber ()))#

http:%%professionallyspeaking.oct.ca%marchV$,,$%highVe!pectations.asp

What esearch and esources !re !vailable for %eachers of &ultigrade or

Combination Classrooms?

A frequent question posed to the 1eference Desk is /hat is the impact of multigrade or

multiage classrooms on student achie#ement and what strategies should be used in such

classrooms; Although the terms multigrade; and multiage; are often used interchangeably"

there is a distinction: Combination or multigrade classes preser#e grade6le#el curriculum and

ob7ecti#es in the combined classroom" whereas multiage classes integrate instruction and

curriculum across the grades. /hile research generally has not found a significant difference

in student achie#ement between multigrade and single6grade classes" researchers stress
http://www.etfo.on.ca/index.htmlhttp://www.etfo.on.ca/index.htmlhttp://www.etfo.on.ca/index.htmlhttp://www.oecta.on.ca/pdfs/combinedgrds.pdfhttp://www.edu.gov.on.ca/http://www.edu.gov.on.ca/http://www.etfo.on.ca/index.htmlhttp://www.etfo.on.ca/index.htmlhttp://www.oecta.on.ca/pdfs/combinedgrds.pdfhttp://www.edu.gov.on.ca/


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that sustained and coordinated teacher preparation is key for effecti#e instruction in

multigrade classes (9ason Q 3urns" +**W 9ulryan6Iyne" $,,W 2eenman" +**). hey

recommend that schools pro#ide teachers of multigrade classes with coordinated support"

professional de#elopment" and time to de#elop and integrate curriculum for multigrade

classrooms. 2eenman cautions that the decision to create combination classes or not

should depend on more than research results alone. uch factors as the si0e of the school"the distribution of students across grade le#els" class si0e per teacher" workload" teacher

commitment and e!perience" support pro#ided for teachers" and the concerns and wishes of

parents may all play a role; (p. $). urthermore"


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%he &ultigrade Classroom$ ! esource Handboo: for Small> ural Schools

:incent, S# .Ed#0# .5///0# -ort$west 1e!ional Educational *aboratory .now Education

-ort$west0#

his se#en6book series was produced in +*** by the 1ural 4ducation 5rogram of the

Lorthwest 1egional 4ducational @aboratory to address multigrade teacher training in rural

schools. he books pro#ide an o#er#iew of the research" identify key issues teachers face ina multigrade setting" and offer resources for multigrade teachers.

+ther eferences(a#ailable on request)

(+)" +ZB&.

9ulryan6Iyne" C. ($,,). he preparation of teachers for multigrade teaching. Teac$in! andTeac$er Education, (>()" B,+ZB+.

2eenman" . (+**). Combination classes re#isited. Educational 1esearc$ and Evaluation,

>(&)" $'$Z$'.

he 1egional 4ducational @aboratory (14@) 1eference Desk is a ser#ice pro#ided by a

collaborati#e of the 14@ program" funded by the ?.. Department of 4ducation=s -nstitute of

4ducation ciences (-4). his response was prepared under a contract with -4" Contract

4D6,'6CG6,,+'" by 14@ Lorthwest administered by 4ducation Lorthwest. he content of

the response does not necessarily reflect the #iews or policies of -4 or the ?.. Department

of 4ducation nor does mention of trade names" commercial products" or organi0ations implyendorsement by the ?..


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belie#ed in the philosophy that if - ha#e to do something that - am not familiar with" -]m going

to take it on as a challenge" go full force" and make it workK

9y 3ackground

9y career as a multi6age" split" combination classroom teacher started with my #ery first

assignment... student teaching. - student taught in a +%$ multi6age classroom. his

classroom had $ kids in a co6teaching e!perience. wo teachers" an aide" and myself"

were all in#ol#ed.

hat e!perience landed me my first 7ob in a +%$ split classroom. rom there - ha#e gone on

to teach in split classrooms for se#en yearsK +%$" $%& and &% combinations. o far only

three years of my career ha#e been in a single grade classroom.

3elie#e me" my first year in my own +%$ classroom was not easy" not because - had twoclassrooms but because it was my first year teaching. - did not ha#e anyone to guide me

through how to deal with two grade le#els.

/hen - found out - was going to do another +%$ split at another school in my district" - thought

- ha#e to make this better. - ha#e to find a way that this is going to work for both me and my

students. And that is what - did. - set out to perfect how - can be a successful multi6age

teacher. G#er the ne!t four years - continued to ha#e splits and - lo#ed each year.

How - 9ake it /ork

he reality is" a split classroom is no different than a straight grade. Jou are going to ha#e

students of all different le#els regardless of two grades or not.

he age old fall back is to put high%independent workers into a multi6age classroom. or a

few years - did ha#e these kids. 9y last se#eral years - actually requested students of all

background and abilities. eeing that - run my classroom no different than a straight grade"

high%independent kids were not necessary.

9y last two years in a &% split - had students reading le#els ranging from +st to 'th grade. -

had an >, point spread on my 9A5 scores. Howe#er" when - look at the three years - was

th grade" - had 7ust about the same amount of spread of abilities. - think when you take on

split teaching" you need to step back and not look at your students being in two grade le#els

but rather the range in indi#idual abilities. 1egardless of teaching situation you most likely

are going to ha#e a wide range" that is 7ust the reality of today]s teaching.

- was lucky that we had curriculum requirements but was free to structure my classroom the

way it would work for me. - highly suggest you sit down with your administrator to figure out

what is e!pected of you. /hat sub7ects can you combine" what is separate he more you

can combine" the better.

1eading%/riting%/ord tudy


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- follow a 3alanced @iteracy format. 9y reading and writing mini6lessons are done whole

group. Jour indi#iduali0ation%grade le#el standards will be met during writing conferences

and guided reading time. - also used the Daily B format. - found that the structure of Daily B

helped with gi#ing me the time to indi#idual conference and meet with groups.

4#en with my


19/40

/hate#er your split is... - wish you luck and assure you that you can make it a successful

e!perience for both you and your students. 1emember that small group%indi#idual

conferencing is the key to making this successful (as it would be in a straight classroom).

alk with your teammates and administrator to see how they can support you. Gne last

thing... remember to keep a positi#e" - can do this attitudeK

http:%%www.guided6math.com%p%multi6age6teaching.html

%ips for %eaching Combined Class&ulti52rade Classes

What/s Here

-f you=re teaching a split class (multi6grade or combined class) and need ad#ice on classroom

management and organi0ation" you=#e come to the right placeK Jou=ll find practical tips fromteachers who ha#e taught in multi6le#el classrooms and combined classes at all different

grade le#els.

%ips and %ric:s 1rom %eachers in Combined Class Schools

7ve invited teac$er8blo!!er %ary %ueller o" =uided8%at$to

s$are ore about $er e?perience wit$ teac$in! split classroos# T$ank you, %ary, "or t$e

$elpin! tips@

Did you 7ust find out you are teaching a split%combination%multi6age classroom Are you in a

bit of a panic mode trying to figure out how on earth you are going to handle two (sometimes

more) grade le#els at once

en years ago" my teaching career began in a split classroom in a #ery large school district

in -llinois. irst of all" - can=t belie#e that - 7ust wrote ten yearsK econdly" now that - am

counting" - can=t belie#e that se#en of those years ha#e been in combination classroomsK All

of those questions and panic moments went through my head with the news of my first

assignment. 3ack then" - ne#er knew that first year" in a +%$ split" would set me on a path of

more split classrooms and would help positi#ely shape who - am as a teacher today.

-n the beginning" - saw combination teaching as a welcome challenge. his was a challenge

that - was not going fail at. - was always looking at what - did and figuring out how - could

make the structure better for both my students and -.
http://www.guided-math.com/http://www.guided-math.com/


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within a class. -t can be part of your first week of school acti#ities" kind of like some teachers

do with reading groups. - think that would be a nice way to build a sense of community and

gi#e kids ownership o#er the classroom. hey could also create a class name so they ha#e

one cohesi#e identity" too. or e!ample" your whole class could be the whales" and your

second graders could be the orcas and the third graders could be the belugas. ell the kids

about your dilemma on what to call them" and ask for their inputK - bet they=ll come up withsomething way better than either of us could think of.

I have applied for a Eob in a combined B= classroom and I have a good chance that I

will get an interview I don/t have any experience in multi5level rooms> I don/t even

:now what :inds of @uestions to as:> and> although I can see how the Cornerstone

boo: could be a help with this type of classroom> is there anything that your boo:

does not mention to help me organiFe for this type of room?

5G

- would imagine that the th and Bth graders would work together on many assignmentsW

you=d be able to differentiate your instruction and acti#ities by ability le#el and not 7ust grade

le#el. his would probably be the way the principal would like it" 7udging by what - see in

recent educational trends. -f you would teach that way" then it would probably be helpfulZin

preparation for the inter#iewZto come up with a few specific e!amples of how you would do

this. -n terms of organi0ing" you may need to keep some things separate (maybe different

bins for them to turn in their papers" etc.) but for the most part - don=t think the grade le#el

split would change much about the room layout.

ecommended esources

he 9ultigrade Classroom: A 1esource Handbook for mall" 1ural choolsis a (freeKK)

se#en book series you can download. -t co#ers class management and discipline"

organi0ation" instructional deli#ery" and more.

http:%%thecornerstoneforteachers.com%free6resources%your6teaching6scenario%combined6

classmulti6grade6classes

Combined classrooms concern teachers association

C3C Lews5osted: Gct $" $,+& *:+& 59 A @ast ?pdated: Gct $" $,+& *:B* 59 A

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elated Stories
http://educationnorthwest.org/resource/1680http://www.cbc.ca/news/cbc-news-online-news-staff-list-1.1294364http://educationnorthwest.org/resource/1680http://www.cbc.ca/news/cbc-news-online-news-staff-list-1.1294364


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eacher cuts hurting schools" parents worry

At many smaller schools on the -sland combined classes are nothing new. he 4nglish

@anguage chool 3oard said as it stands about $' out of , schools on the -sland ha#e

some combined classes.

ome schools on 5.4.-. ha#e added multi6grade classes in the wake of teacher cuts" to

the frustration of the pro#ince]s teachers] association.

he pro#ince cut & positions last year and another , this year.

At many smaller schools on the -sland combined classes are nothing new. he 4nglish

@anguage chool 3oard said as it stands about $' out of , schools on the -sland ha#e

some combined classes.

3ut the president of the of the 5.4.-. eachers] ederation said when one teacher has to

teach two grade le#els at once the teaching quality can suffer.

-t is double the workload and you ha#e to match the curriculum up with the students] needs";

said


23/40

3ut really" once you]#e done it once you]#e done it.;

Hubley6@ittle said there]s strong e#idence that the makeup of a student]s class has little

impact on how well they learn.

he said all classrooms" no matter how many grades" will include students at #arying le#els.

-t]s not unusual e#en in a class that would be e#en one grade for students to be working in

slightly different areas of the curriculum.;

he 4nglish @anguage chool 3oard said it=s confident students will start to see impro#ed

results on pro#incial assessments and international testing in the years ahead.

-t said taking steps to impro#e teaching methods will ha#e a greater impact on learning than

class si0e or composition.

http:%%www.cbc.ca%news%canada%prince6edward6island%combined6classrooms6concern6

teachers6association6+.$$$'*+

HomeE @ocal LewsE 1i#erside CountyEemeculaE emecula Headlines

#.-C!%I+'$ Combination classes on the rise in elementary schools

DA2-D 3A?9AL%A 5HGG


24/40

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eptember &," $,+$W ,:$$ 59

1elated

W#7,I'9 54 2-D4G: 494C?@A: 3enefits 6 and challenges 6 of a combination

classroom

W#7,I'9 -L@ALD CHGG@ 3@G district" has seen an increase in combination classes.

District officials say after years of budget cuts" they can no longer afford the e!tra teachers

needed to ensure that all students are in single6grade classrooms.

he three districts also ha#e cut their teaching staffs N mostly through early retirements and

other attrition" but also through layoffs in emecula and 1omoland N and increased class

si0es in an effort to reduce costs.

-t=s not what we want" but it=s what we ha#e to work with"; said Char


25/40

California education officials say there is no data to show if such classes are increasing

across the state in an effort to deal with e#er6shrinking budgets.

Combination classes ha#e long been a part of school life" simply because students don=t

show up to school in e#en class sets" said 8odi 9cClay" assistant superintendent for

educational support ser#ices for the emecula 2alley ?nified chool District.

3ut in years past" a emecula school with se#eral classes of $' or $ students would ha#e

been left alone. his year" the classes are being reconfigured so all of the classes reach &,

students" e#en if that means creating combinations.

/e=re 7ust staffing tighter"; she said.

oday]s 5oll/hat]s this

Combination classes" where a teacher has two grades of students in one class" are on the

rise in some -nland area schools because of the ongoing budget crisis. How do you feel

about combination classes

hey]re great. Jounger students get e!posure to ad#anced curriculum and older students

ser#e as role models for their younger classmates.

hey should be a#oided if at all possible. in a mi!ed6grade class" a teacher]s attention is

di#ided and students suffer academically.

-]m not sure.

chools will make or break up combination classes if needed during the school year as

students mo#e in and out" but educators say they are mindful of the impact those mo#es

ha#e on students and try to limit them as much as possible. 2ail 4lementary chool in

emecula recently created another combination class rather than break up a combination

class of students that had already been together for se#eral weeks.

/e don=t like to mo#e the kiddos after the school year has started"; 9cClay said.

-n 9urrieta 2alley" one of the most common combination classes is kindergarten and the new

transitional kindergarten program for children who aren=t quite old enough to enroll in

kindergarten.

-n those combinations" the students in two grades spend only &, minutes together" because

half of the students come for the morning and the other half come in at midday and stay for

the afternoon"


26/40

1esearch on the effecti#eness of combination classes seems mi!ed. e#eral studies from

the +**,s raise concerns that students in combination classes didn=t do as well as their

single6grade peers.

A $,+, analysis found first6graders in combination classes performed the same as their

peers in single6grade classes in 4nglish. -n math" students in the combination classesperformed slightly better. 1esearcher 8aime @ynn homas e!amined the effects of I6+ and

+6$ combination classes on academic achie#ement while she was completing her doctorate

in economics at ?C an Diego.

here was no relation between combination classes and educational achie#ement"; said

homas" who began studying the issue because she was in a combination class as a child.

-t doesn=t look like there=s a real detriment.;

@ocal educators say the key to a successful combination class is careful planning and

selection of teachers and students. Administrators seek strong teachers" particularly those

who ha#e taught one or both of the grades. tudents selected for the class tend to be thosewho are working at or abo#e grade6le#el" are independent workers and ha#e few beha#ior

problems.

eachers are already accustomed to altering lessons based on the range of abilities in their

classrooms" so ha#ing two grades doesn=t affect instruction as much as people might think"

said 9cClay.

8erec0ek" emecula 2alley ?nified=s current elementary school teacher of the year"

#olunteered for the combination class assignment" e#en though she knew it would require

more planning on her part.

- wanted to get rid of the stigma that combo classes are bad"; she said.

Gften combination class teachers rely on their colleagues for support and help to ensure that

all of the students= needs are being met.

At emecula @uise^o" 8erec0ek=s students go to another first6 or second6grade teacher=s

class for science" social studies and 54. hey also participate with that class for grade6le#el

field trips" assemblies and other acti#ities.

/hen half her class is out with another teacher" 8erec0ek has time to work on grade6le#el

math standards with the other group. hose lessons allow 8erec0ek to work one6on6one or in

small groups with students who may be struggling" she said.

/e share kids all the time"; she said.

he concept of combination classes still is sometimes difficult to sell to parents who worry

that their child won=t get enough attention. ome parents ha#e asked to opt out of such a

class" and schools try to accommodate those requests when they can.

8acquelyn Cerasuolo" whose son roy is a first6grader in 8erec0ek=s class" said she was a

little apprehensi#e when educators first suggested roy for the combination class" because

the concept was a new one for her.


27/40

3ut when Cerasuolo learned how the students were selected for the class" who the teacher

would be and how the class would operate" she decided to gi#e it a try. he said she=s glad

she did" in part because roy is being e!posed to higher le#el concepts than he would ha#e

in a traditional first6grade class.

-t doesn=t fa0e him whatsoe#er"; Cerasuolo said. He=s doing ad#anced work" and he=s doinggreat at it.;

ollow 9ichelle @. Ilampe on witter: _9ichelleIlampe and read the -nland chools blog:

blog.pe.com%schools

http:%%www.pe.com%local6news%ri#erside6county%temecula%temecula6headlines6

inde!%$,+$,*&,6education6combination6classes6on6the6rise6in6elementary6schools.ece

.oing the Splits/J ! case for Combined/ classes

$%eaching is the greatest act o optimism.&

''(olleen Wilco)''

-n my eight years of teaching" - ha#e yet to teach a Rstraight= grade. o far" all of my classes

ha#e been multi6age" or Rsplitclasses. And each year" - ha#e a parent%guardian who does

not like the idea of their child being in a*splitclasses.

+ome concerns and ,uestions that are oten raised-

/ill my child be rushed%slowed down by the other grade le#el

/ill my child be taught curriculum%content they ha#e already done the year before or

they will ha#e to re6do the following year

/ill my child be taught only half the curriculum

How will my child be treated by those younger%older than him%her

cc flickr photo by eleaf

How do you respond to the folks who belie#e a *splitclass is detrimental to their child=s

learning e!perience Gr to those who feel there will be lasting negati#e effects on their

child=s academic or social de#elopment
http://thehive.edublogs.org/files/2010/07/question_eleaf.jpg


28/40

his all" - will once again be teaching a*split class. - ha#e been assigned to teach a I%+

class. his is often a contro#ersial *split" as many people associate kindergarten with play

and grade one with academics. ome people find it difficult to imagine these two grades in

one classroom and loath the thought of their child being Rsub7ected= to a *split.

$+peech is the mirror o the soul as a man spea!s so he is.&''0ublilius +yrus''

Howe#er" at a ull Day Iindergarten conference in 9ay" keynote speaker" Colleen 5olitano

encouraged us to change our language when discussing *splits and to focus on using terms

with more positi#e connotations" such as *combined or *blended.he implored teachers to

highlight the benefits of multi6age groupings. - lo#e this approach and resol#ed right then and

there to use the terms *combined and *blendedinstead" as - set out to con#ince folks of

the merits these multi6age classroomsK

cc flickr photo Rypical= by Abi63ee

-ndeed" my own perspecti#e on *split classes is quite positi#e. 5erhaps that is because my

first few years of school were in a two6room school house" in a small westcoast logging

#illage" and - had a fa#ourable e!perience in this multi6age setting. Gr perhaps it is because

- ha#e taught se#eral multi6age classes in my short career" and -=#e done a lot of thinking

(and e#en some pre#ious writing) about combinedclassrooms.

- strongly belie#e that multi6age classrooms are not all that different from Rstraight= grade

classrooms. Any classroom with +B to &,` students is going to ha#e a wide range of abilities

and de#elopmental le#elsK Di#ersity is e!pected. - also belie#e there are many benefits to

blended groups" and as - embark on the coming school year" - know that sharing positi#emessages about combined classrooms with parents" will be important.
http://www.edu.gov.on.ca/eng/literacynumeracy/combined.pdfhttp://www.edu.gov.on.ca/eng/literacynumeracy/combined.pdfhttp://www.ourbigearth.com/2009/10/10/public-ed-the-scoop-on-split-classrooms/http://thehive.edublogs.org/files/2010/07/multiage_typical_Abi-Bee.jpghttp://www.edu.gov.on.ca/eng/literacynumeracy/combined.pdfhttp://www.ourbigearth.com/2009/10/10/public-ed-the-scoop-on-split-classrooms/


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cc flickr photo by Iathy Cassidy

4ffecti#e multiage classrooms allow children to work at their own skill le#els and to

take ownership of their learning. /here the child could benefit from enrichment" theyacquire the skills and resources to work independently. hey are pro#ided with

opportunities to interact with others who push their thinking. /hen e!tra help is

needed" there are opportunities to re#iew concepts and skills" and to recei#e help

from peers.

4ffecti#e multiage classrooms allow children to gain leadership and confidence. Iids

learn to work together in mentoring relationships and use one another as resources"

rather than relying only on the teacher. hey gain a sense of confidence from these

opportunities to practice being leaders and role models.

4ffecti#e multiage classrooms recogni0e kids for their strengths in all areas of

de#elopment and encourage friendships across grade le#els. his builds community

and instills a sense of responsibility to care for one another. Inowing children in

different grades pro#ides kids the opportunity to choose friends from a wider range of

children.

cc flickr photo by 3renda Anderson
http://thehive.edublogs.org/files/2010/07/multiage_play_brenda_anderson.jpghttp://thehive.edublogs.org/files/2010/07/split_Kathy_Cassidy_Reading_to_K.jpg


31/40

How do you feel about combinedclasses Ha#e you had positi#e e!periences with

multiages groupings /hy or why not /hat responses would you ha#e for parent concerns

about*splitclasses

$We dont see things as they are we see them as we are.&

''1nas in''

his entry was posted on hursday" 8uly $*th" $,+, at &:& pm and is filed under

?ncategori0ed. Jou can follow any responses to this entry through the 1 $.,feed. Jou

can lea#e a response" ortrackbackfrom your own site.

http:%%thehi#e.edublogs.org%$,+,%,%$*%doing6the6splits6a6case6for6combined6classes%

trategies for a Combined6@e#el @anguage Class

by Ieiko Abrams

@ake 3raddock econdary chool

3urke" 2irginia

and 9ichiko prester

@angley High chool

9c@ean" 2irginia

and Joko hakur

alls Church High chool

alls Church" 2irginia

Gn the /ay ?p

oday many 8apanese teachers teach le#els &" " and%or B in a combined6le#el

situation. eachers often must do this for budgetary reasons or to accommodate

students] needs. /hen schools offer the A5 8apanese @anguage and Culture

course" many teachers will encounter the difficulties of instructing a challenging

A5 course and another6le#el course (such as 8apanese or 8apanese &) in the

same classroom. 1egardless of the reasons and conditions" the teacher must

teach" and the students are e!pected to achie#e a performance le#el that theywould normally reach in a regular classroom situation. he #arious challenges

include not only academic matters but also classroom management issues.

o ease these challenges" we would like to suggest some strategies for teachers

of combined6le#el language classes. /e also include some suggestions for A5

course instruction in combined6le#el classes. 9any factors must be considered

including academic content" classroom conditions" time" the number of students

and their moti#iation" curriculum" and so forth. /hile one strategy may work in one

class" it may not work in another class. hus we encourage teachers to try

different tactics until they find the best way to meet the needs of their students.irst" we define three different cases:
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32/40


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helps students moti#ate and stay on task while e!periencing different

scenery.

4nlist #olunteers and parents from the community who can be your

assistants6for e!ample" college students who are studying to be teachers"

e!change students" nati#e6speaker parents. Jou may also request ateacher assistant. Although they may not be able to instruct" they can

monitor students] acti#ities.

cheduling trategies

he key to success in this kind of combined6le#el classroom instruction might be

scheduling. 9ost teachers find the following way to be manageable and practical"

especially in a long block class.

Gf course" teachers may make #ariations and slight modifications to the schedule

abo#e" but it seems to work well. -f you ha#e a short class period (B minutes or

so)" you may concentrate on only one le#el of instruction one day and switch the

ne!t.

Gften teachers assign a quiet acti#ity (e.g. reading" writing" completing a

worksheet" or research) to one group while conducting a speaking acti#ity with the

other. ome teachers ha#e the whole class do a speaking acti#ity at the same

time" whether they are doing the same one or a different speaking acti#ity. o

ha#e producti#e students6only time" you can take the following measures.

trategies for tudents] ime

5repare written daily and weekly schedules (including assignments) for

each group and make them a#ailable to the students. Gften teachers are

too busy going from one group to another and don]t ha#e time to remind

students. -n this way" the students are responsible for their learning. Also"prepare the answer key for homework and%or worksheets. tudents can


34/40


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36/40

situation. -n a third or fourth year class" the teacher introduces the grammar"

topics" and some functions. -n the A5 course" students re#iew pre#iously learned

materials with added #ocabulary" kan7i" and more functional e!pressions. 3ecause

the A5 4!am is function and performance based" teachers can organi0e

curriculum with topics and functions. Although repeating the topics may not be

appealing to students" adding functions is easy for both teachers and students. Atthe same time" students will ha#e enough time to de#elop the necessary

proficiency.

Case &: tudents /ork ogether All of the ime

ome rench language teachers ha#e been doing this two6year curriculum for a

while" with both praise and skepticism. irst" you must carefully plan this two6year

curriculum for the two sequential groups (e.g. le#el & and le#el ). 4ach curriculum

plan (year A and year 3) includes different topics" grammar" #ocabulary" and

cultural products" practices and perspecti#es. he teacher instructs the year6A

plan the first year for the le#el & and le#el students. he following year" year63instruction is presented to new le#el & students and le#el (former le#el &)

students. hus students finish both the A and 3 curriculum in two years (in an

order of A63 or 36A).

Gn the positi#e side" the students learn #arious topics and regular amounts of

grammar and #ocabulary in two years" pro#ided they remain in the program for

those two years. -t is easier for the teacher to instruct and manage the classroom

because the students are one group. peaking and interacti#e acti#ities are easier

to conduct as well as #arious other acti#ities.

Gn the negati#e side" the teacher has to create a special two6year curriculum" and

it may be hard to find an appropriate te!tbook. Although students in the second

year of this combined class may ha#e a good opportunity to re#iew pre#ious

material as it is being introduced to students in the first year of the class" they may

be less interested in the material because it is not new. -n a sequential teaching

plan" all pre#iously learned materials are included in the new material" but this

system makes it hard to re#iew in a natural way. he teacher has to make an

e!tra effort for the second6year students to re#iew the material. -n a 8apanese

class" students ha#e to study kan7i in addition to topics" grammar" and #ocabulary.

/hen a teacher uses this method for designing the A5 course" different

e!pectations for assessment of A5 students are necessary to keep the standards

higher than for the lower6le#el class. -n the pre#ious two cases" the main group is

the lower6le#el one because there are more students. -n those cases" the upper6

le#el students occasionally recei#e their le#el6appropriate materials. -n this case" a

teacher can target the A5 students as the main focus by gi#ing their le#el6

appropriate realia" reading materials" and speaking and listening acti#ities to the

whole class for re#iew. hen a teacher may gi#e e!tra points to lower6le#el

students for guessing or picking up the materials they ha#e not learned. hus this

method may be practical if a teacher wants to focus on the upper6le#el or A5

course.


37/40

Conclusion

/e ha#e suggested #arious ways to pro#ide producti#e instruction in a combined6

le#el class. 3y trying #arious strategies" teachers can deli#er successful A5

8apanese instruction in a combined6le#el class. Howe#er" we encourage teachers

to appeal to the school administrators to create an independent A5 8apanese

course. Also" good ad#ocacy acti#ities are important to keep a 8apanese programstrong and e!panding so that a teacher does not ha#e to teach a combined6le#el

class.

1eference

chneider" Ieiko I. +***. M@earning Contracts: An Alternati#e to a 9ulti6le#el

ClassM presented at A8 (Association of eachers of 8apanese) seminar (9arch

+***).

eiko Abras !rew up in Hakodate, 3apan and received a BA "ro -otre Dae

oens Colle!e, yoto, 3apan and an %#Ed# "ro =eor!e %ason 'niversity,Fair"a?, :A# S$e $as been teac$in! 3apanese in 'S since 5//5, and is currently

teac$in! in Fair"a? County 2ublic Sc$ools in :A# S$e is a eber o" t$e %id8

Atlantic Association o" Teac$ers o" 3apanese#

%ic$iko iura Sprester was raised in Sapporo, 3apan and received $er

under!raduate education at 'niversity o" Te?as at El 2aso and $er asters

de!ree "ro 'niversity o" %ic$i!an# S$e $as been teac$in! 3apanese lan!ua!e

since 5//# %ic$iko currently teac$es 3apanese lan!ua!e to !rades 485( in

Fair"a? County 2ublic Sc$ools# S$e is also a eber o" t$e 3apan Association "or

*an!ua!e Teac$in! and t$e %id8Atlantic Association o" Teac$ers o" 3apanese#

oko H# T$akur was raised in 3apan and educated at t$e 'niversity o" %innesota

and t$e 'niversity o" %aryland, w$ere s$e earned a 2$# D# in 5//)# 7nitially, s$e

tau!$t 3apanese lan!ua!e at =eor!etown 'niversity# Since 5// s$e $as been

teac$in! 3apanese at Fair"a? County 2ublic Sc$ools#

http:%%apcentral.collegeboard.com%apc%public%courses%teachersVcorner%+*&*&.html

+. eHow

$. 4ducation

&. I6+$

. I6+$ or 4ducators

B. How to each a Combination Classroom

How to %each a Combination Classroom

3y Danny /aldo" eHow Contributor
http://www.ehow.com/http://www.ehow.com/education/http://www.ehow.com/education/k12/http://www.ehow.com/education/k12/k12-educators/http://www.ehow.com/how_8298003_teach-combination-classroom.htmlhttp://www.ehow.com/http://www.ehow.com/education/http://www.ehow.com/education/k12/http://www.ehow.com/education/k12/k12-educators/http://www.ehow.com/how_8298003_teach-combination-classroom.html


38/40

hare

5rint this article

o create community within a combination

classroom incorporate acti#ities that in#ol#e students of both grades.

Combination classrooms consist of two grade le#els in the same classroom. chools form

combination classrooms due to student population. -f a school does not ha#e enough

students to make a full class in two different grades" the two classes are combined in one

room. -f a school has a shortage of staff or there are budget cuts" the school may be forced

to create combination classrooms. eaching two grade le#els in one classroom can be

challenging for the teacherW howe#er" thinking outside of the bo! will make instructing and

managing a combination class a success.

+ther *eople !re eading

/hat Are the 3enefits of a plit


39/40

o $

Differentiate instruction. -f you ha#e a student in a younger grade who is performing abo#e

grade le#el" let him 7oin in the older grade]s acti#ities. -f you ha#e a student in the older grade

who could use some e!tra practice" ha#e her teach a concept to the younger grade. -n this

way she is getting practice at her le#el without being embarrassed. Create pro7ects inscience or social studies where students across both grades work together based on

interests to create enrichment lessons.

o ponsored @inks

ree 8ournal 1esearch

earch the global online library on ethics. ign up for free.

www.globethics.net%library

o &

9i! students up in your seating chart" so students from both grades are sitting together.

Ha#ing students from both grades interact with each other on a daily basis will create a

community classroom" which will help with management issues. Jou want to a#oid

segregating the students based on age because this can create an Mus against themM

mentality.

o

?se no#el studies to teach reading. ?sing no#els to teach reading instead of te!tbooks

allows you to tailor questions and acti#ities to the ability of your students at both grade le#els.Jou can also create small literature circles based on reading le#els that can ha#e members

from both grades in them. /ithin these literature circles each student has a role" and while

groups are meeting you can circulate from group to group" checking in and questioning

students on their reading.

o B

Create acti#ities that all students can participate in at their le#el. or e!ample" use a math

fact challenge where students progress at their own rate" or assign a research pro7ect that

can be tailored to each grade]s standards. Lot e#ery acti#ity is going to work for both grades"

but the more of these acti#ities you can incorporate into your daily teaching" the more timeyou will ha#e to work indi#idually with students.

ponsored @inks

1ead more: http:%%www.ehow.com%howV>$*>,,&Vteach6combination6

classroom.htmli!00$rHJwsCU

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http:%%www.edu.go#.on.ca%eng%parents%combinedClassrooms%
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Combined Classes

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