ABOUT OUR SCHOOL MODEL

Educating Students for the 21st Century

In September 2008 Saint Ann School opened its academic year to one of the most exciting concepts in its long and distinguished history.  In response to the significant challenges of educating students for the 21st century, the school implemented a multiage classroom model in grades one through eight. 

The Multiage Model:  An Explanation

In contrast to the conventional graded classroom, multiage classrooms, or levels, group together students of different ability levels and different ages (at least a two-year span).  Research shows that such a model provides “countless opportunities for children across grade levels to learn from each other and take on leadership roles in the classroom.” In what Bob Johnson, senior associate for the Society for Developmental Education, calls “the single best benefit of multiage grouping,” students remain with the same teacher for more than one year.  “The teachers can go into the second year knowing how the children learn.  Then, it’s day 181, not day one, and the children gain valuable instructional time.”

This model places a greater emphasis on math, science and technology, with 60 minutes every day devoted to the study of Algebra/Pre-Algebra and the sciences, with a concentration in technology.  The result of this increase in math/science instructional time is the equivalent of an extra marking period for math each school year.

Saint Ann’s continues to offer rigorous instruction in reading and language arts, traditional areas of high achievement for our students.  Religion is taught every day, at all levels.

The Multiage Model: An Evaluation

The faculty has responded eagerly to the challenge of the new multi-age model.  Their evaluations reflect their excitement at the opportunities their students have to develop and succeed on many different levels.

“As an educator,” reported one upper level teacher, “I am thrilled to have the opportunity to teach in this unique learning environment.”  The new model, teaching to a student’s ability as opposed to a student’s age, is one that the members of the faculty find very exciting.  A classroom with students of many ability levels allows for more flexible grouping and gives every student, regardless of age, the opportunity to work with others of similar abilities.

Students who might not feel challenged by the grade level material in the traditional educational setting have the unique opportunity to work up to a higher level and to excel at an academic level that is right for them.

The model has also proven effective for students who are struggling academically.  It is designed to allow students having trouble with previously learned concepts to review the material with those students in the classroom who may be learning these concepts for the first time.  This opportunity for remediation ensures that these students achieve mastery at a pace that is right for them and their ability, not necessarily their age.  Once “struggling,” the students now feel a sense of accomplishment, which in turn increases their chances for academic success in the future.

The ultimate goal of the multiage model is to ensure that each and every student receives the optimal educational experience and that they are enriched and challenged academically according to their own personal abilities.

Within the Early Childhood program Pre-K and Kindergarten remain traditional models with an interconnectedness that sets them apart. Pre-K and Kindergarten students meet together in the Kindergarten classroom at least twice a week to work on units of study like Dinosaurs, Seasons, Fire Safety and Healthy Habits. They also have a combined Spanish class.  This unique collaborative approach helps the older and younger children to get to know one another and develop relationships.  The Pre-K students become more comfortable with the Kindergarten classroom and the teachers and feel a real sense of belonging.  As leaders and models for their younger counterparts the Kindergarteners develop more self-confidence and are very caring and helpful toward the younger students.  All the children benefit from the presence of four teachers in the classroom. For their part the teachers get to know the strengths and needs of all the students.  One extremely positive result is a very smooth transition from Pre-K into Kindergarten.