21st Century Elementary Initiatives
NOTE: Portions of the information listed here no longer apply.
Multiage Instruction
What is multiage instruction?
District 41 is multiage in grades four and five in literacy/social studies. It intends to be
multiage in 2014-2015 in grades two and three in literacy/social studies. Multiage is a
general term that has different meanings in different school systems. In District 41, it
means grouping students strategically by learning needs rather than by chronological age
alone. To create these groupings, the school staff looks collaboratively at individual student
needs from an academic and social-emotional standpoint. They look at data from ISAT, MAP
and reading assessments; they share staff observations; and they look at input from parents.
Students are in Level III (grades 4 and 5) for two years during which time they cover
the appropriate Common Core Standards. To the observer, multiage classrooms look much
like traditional classrooms, with kids of similar age and development moving along at the best
pace for each one of them.
How does it benefit children?
To see why multiage groupings work, it helps to be familiar with the workshop model the district
has been using as its structure for the last six years, and with the literacy/social studies modules
that are a basis for instruction. In the workshop approach, students spend some of their time in
whole class work, some in independent work, and some in small guided learning groups where
they are with similar learners. Guided learning is when the teacher can deeply differentiate to student
needs and help them achieve mastery. Our student learning data shows that learning needs
among fourth and fifth graders are similar; looking at that larger number of students together (multiage)
gives us more flexibility to ensure that every child has other like learners to be grouped with for
guided learning. At the same time, we are better able to make sure that classroom teachers have a
manageable number of guided groups within a diverse range of learners in the classroom. The guided groups
are flexible and teachers can move students from one to another if needed. The new Common Core standards
lend themselves to a multiage approach in literacy and social studies and the literacy/social studies modules
are designed around essential questions and take students through the standards in the integrated way the
Common Core suggests. There are eight modules for Level II (grade 2 and grade 3) and eight for Level III
(grade 4/5) delivered in the same rotation across the district.
What does that mean to me as a parent?
Parents are usually the first to notice that their child’s growth and development
is on a continuum, and to observe that a birthday does not herald an abrupt increase
in maturity or knowledge. Their children play with kids both younger
and older than themselves and are in multiage groups in their families, neighborhoods,
sports teams and so forth. School has been the rare place where
students have been sorted by “manufacture date” as it’s sometimes described.
As always, we encourage parents who have questions about their child’s setting
to talk to the teacher and/or the principal. Our mutual priority is to do what is
best for each learner.
Teacher Specialization
What is teacher specialization?
Teacher specialization, sometimes called content specialization, simply means teachers
who focus on a particular subject. Core content teachers in grades two through five
specialize in either Literacy/Social Studies or in Math/STEAM*. We know that children
learn best when they make connections in their learning; the district integrates the
Common Core Standards in authentic, learner-centered instructional practices through
its literacy/social studies modules and its STEAM* approach. Literacy is the foundation
of all learning, and teachers embed literacy into their instruction, regardless of what
subject they teach.
*Science, Technology, Engineering, the Arts and Math.
How does it benefit children?
Teachers specialize to better address individual learning needs and take children deeper
into their subjects. Whenever possible, teachers choose their area of specialization
based on their interest in and passion for a subject. We all know children who are
whizzes in literacy and struggle in math—or vice versa—and their needs in one area are
quite different from their needs in the other; specializing allows teachers to focus on
their subject and on the instructional strategies that work best with that subject.
With the advent of the new Common Core Standards and the Next Generation Science
Standards, school has gotten more rigorous; expectations are roughly a grade-level
higher than they were before. This means that elementary teachers must master more
content knowledge than previously, especially in math. At the same time, the range of
learning needs in today’s classrooms is becoming more diverse every year. A teacher
who specializes brings to this range of learning needs strong content knowledge and
strategies specifically for his or her area of expertise in order to meet students where
they are and help them take flight.
What does that mean to me as a parent?
Your child sees many caring adults during the course of their day at school:
the office staff, the principal, their core content teachers; perhaps a different
teacher for WIN time (targeted help); teachers for physical education, art
and music; the school nurse; and possibly a social worker, psychologist or
therapist. Having two main teachers for their core subjects strengthens that
network of caring adults, each one of whom knows your child as a learner
and an individual, and who collaborates with others on your child’s behalf.
Elementary STEAM
What is STEAM?
STEAM stands for an integrated, authentic approach to teaching Science,
Technology, Engineering, the Arts and Math, the arts being integrated when
appropriate. STEAM teachers also extend instruction in reading, writing,
speaking and listening. STEAM fosters innovation and often involves handson
projects that take days or weeks. Ideally, classes have access to a larger
space where their projects can live while students are working on them; and
most of our elementary schools have found some space to designate as “Innovation
Labs.” Students still take their regular classes in math, art and
music; those subjects are reinforced in the integrated STEAM approach.
In 2013-2014, we will use our existing science curriculum; there will be opportunities
to integrate other subjects such as art, as we have already
begun doing. In 2014-2015, we expect to have our new STEAM curriculum
that is aligned to the Next Generation Science Standards.
*The term “STEM” is common in the education world—the same idea only
without the emphasis on the arts.
How does it benefit children?
STEAM helps to make learning real for kids as they make connections
among the various subjects. It’s active, hands-on learning that lets students
see the relevance and the relationships of various skills as
their learning develops before their eyes. Like PBL, STEAM
fosters students’ ownership and leadership in their own learning.
Students don’t need to be told when they are on the right
track because they see it in their work. The STEAM approach
fosters the inner scientist that lives within every child.
What does that mean to me as a parent?
Parents, especially those of students who experience restlessness
in school, may notice that their child is more engaged in
their learning. Most children thrive when they experience
some autonomy and control over their learning, and when
they can be physically as well as intellectually engaged in
meaningful work. Parents may notice their children looking at
their everyday world differently and more inquisitively.
WIN Time
What is WIN time?
WIN stands for What I Need, and is a highly individualized time in the day
for students in grades 1 through 5 during which students get extra help,
extensions or enrichment. First graders have one WIN time, and students
in grades 2-5 have two: there is a WIN time for literacy/social studies and
a WIN time for math/STEAM. Teachers collaborate closely to plan for this
time. WIN evolved from the elementary schools’ work with Targeted
Learning Time, during which students across a grade level were regrouped
according to learning needs.
How does it benefit children?
WIN time helps us move toward our goal of an individualized learning plan
for every child and providing an approach that makes the most of each
child’s strengths and helps them to overcome challenges. Whether a child
is ready for enrichment or extension, or needs more time to master something
difficult, WIN provides daily times for individualized learning.
What does that mean to me as a parent?
WIN time is one more strategy that demonstrates to parents that their
child’s teachers understand and respond appropriately and effectively to
their child’s uniqueness as a learner.
Problem-Based Learning
What is PBL?
PBL stands for Problem-Based Learning (or Project-Based Learning) in which
students identify a real-world challenge to solve or address. PBL combines the
theoretical with the practical as teachers facilitate children in their exploration
and discovery allowing the children to participate in creating their learning goals
and charting their path. Scores of District 41 teachers have been trained in this
inter-disciplinary and collaborative approach. Some recent examples are students
researching the local impact of the Emerald Ash Borer, creating resources
and developing a tree-replacement plan; students inventing working weather
instruments; students investigating the impact of soil variables on plant growth;
and students creating model communities comprising rural, suburban and
urban settings. Regardless of topic, fundamental literacy skills are embedded in
the children's work.
How does it benefit children?
In PBL, teachers gradually release tight control and take on the more challenging
task of facilitating learners in their own journey by helping them set goals,
assess their progress and reflect on and share their learning. PBL helps children
gain background knowledge that makes specific learning meaningful, and helps
them gain lifelong skills such as being a productive group member, disciplining
themselves to stay on task, developing the confidence to speak up, and learning
to present their findings to others with poise.
What does that mean to me as a parent?
Parents will see their children excited and engaged in their PBLs as their innate
curiosity and creativity grows. Sometimes parents will be invited to participate
in PBL work as local experts, or to see classroom PBL presentations. For at home
projects, parents will learn (as their child's teachers have learned) to relinquish
control and develop their own facilitative skills.
D41 Learner Characteristics
What are the District 41 “Learner Characteristics?”
The District 41 Learner Characteristics are 30 skills, applications, habits and attitudes
that are essential for success in the 21st century. The explosion of knowledge
and the demands of the 21st century mean that educators must go far
beyond “dispensing knowledge” if they are to help students be successful in
school, life and career.
The District 41 Learner Characteristics address intellectual and personal characteristics.
They are the bedrock for everyone in our learning community and the
lens through which we view our goals and behavior, whether we are teachers, administrators
or students.
The district adopted the Learner Characteristics in 2006 and they have been embraced
throughout the system with creativity and confidence, helping students to
become lifelong learners who will thrive in an increasingly global society.
How do they benefit children?
The Learner Characteristics are embedded in everything we do. They help children
become engaged thinkers who ask critical questions, recognize and use relevant
information to solve complex problems. They help students learn how to
look beyond their own environs with a global perspective so they will be able to
navigate a rapidly changing world.
Just as important are personal qualities: we want our children to develop initiative,
cultivate intrinsic motivation, engage enthusiastically, productively and optimistically
with others, value beauty and the arts and welcome challenges with
confidence and resilience.
What does that mean to me as a parent?
During Parent Teacher Conferences, your child’s teachers may talk with you about
the goal setting and self-assessments your child has done around the Learner
Characteristics. By becoming familiar with the Learner Characteristics you will be
able to reinforce them at home, acknowledging your child for demonstrates them,
modeling them yourself and setting expectations that take them into account; in
other words, to be alert for ways to incorporate them naturally into home life.
Guided Learning
What is guided learning?
Guided learning means that part of a student’s instruction will be in
small, flexible groups of like learners where he or she can be challenged
but not overwhelmed. Over the course of the year, children
develop and they may get out of sync with their group; in that case
the teacher may move them to another guided group that suits their
needs. Guided learning has been part of the district’s literacy instruction
for several years; a similar approach to math is being incorporated
into our schools as well but is not fully established.
How does it benefit children?
Guided learning helps teachers provide students with those instructional
strategies and supports that are best for each child and to adjust
these as children learn—whether they are hitting their stride,
experiencing a learning plateau or facing an obstacle. Guided learning
groups are designed so that children feel comfortable to take the
time they need and also to take risks; students are in a just-right
setting of like learners that lets them master, move on and soar.
What does that mean to me as a parent?
Parents can feel confident that the teacher is looking at their child as
a unique learner and as a whole child. Their child’s teacher is basing
their grouping decisions on specific data on student performance as
well as their insights and observations.
Elementary School at a glance (2013-14)
Preschool
Learning, playing, making friends!
Half-day program
3 programs: Early Childhood Special Ed, At-Risk,
and Blended (Blended includes Special Ed, At-Risk,
and tuition-paying typically-developing students)
Kindergarten
Half-day program
Curriculum aligned to the Common Core
Dual Language (an option only at Churchill); new
program will “roll up” to add a grade each year).
Students who are still acquiring English will receive
ESL services instead
Art, music, PE
First grade
Curriculum aligned to the Common Core
Art and music weekly, PE daily
Spanish daily (new program will “roll up” to add a
grade each year); students who are still acquiring
English will receive ESL services instead
Second grade
Curriculum aligned to the Common Core
Students have two main teachers: a literacy/social
studies teacher, and a STEAM/math teacher
Art and music weekly, PE daily
Third grade
Curriculum aligned to the Common Core
Students have two main teachers: a literacy/social
studies teacher, and a STEAM/math teacher
Art and music weekly, PE daily
Fourth grade and fifth grade
Curriculum aligned to the Common Core
Students have two main teachers: a literacy/social
studies teacher, and a STEAM/math teacher
Multiage groupings of 4/5 students during
literacy/social studies
Art and music weekly, PE daily (may be 4/5)
LEARNER Characteristics
30 skills, habits and attitudes
that underlie everything we do.
TEACHER Specialization
Teachers in grades 2-5 specialize
in their subjects in order to take
their students deeper.
MULTIAGE Learning
In multiage classrooms (4/5 literacy/
social studies), teachers focus
on learning needs rather than
chronological age.
GUIDED Learning
Each day, instruction is a
combination of whole class,
individual and small guided groups
of similar learners.
WIN time
Students receive enrichment or interventions
in small groups during
What I Need (WIN) time.
PBL Project-Based Learning
Teachers connect subjects to each
other and to the real world using
Project-Based Learning.
STEAM
Science, Technology, Engineering,
the Arts and Math are integrated
when possible. Math, art and
music are also taught separately.
