What Are the Greatest Gifts You Can Give Your Child?

• Parents know that material things like toys and even learning games (computers, board games, creative play, etc.) are an important part of growing up but certainly are not the core ingredients for responsible parenthood.
• Parents know what dedicating time to meaningful interaction with their children (reading, assisting with projects, playing games, etc.) establishes a relationship that serves a child throughout his/her life.
• Parents know that providing growth experiences (museums, trips, historical sites, etc.) for the child will equip that child to succeed in academic settings.
• Parents know that creating opportunities for spiritual growth in their family is essential to establishing a relationship with God and forming values.

SO, what are the greatest gifts? Helping children grow in a faith relationship with God is at the top of the list. Without that dimension, a person's life is futile and fruitless.

Right after the gift of faith comes the gift of education. Concordia Lutheran School has a fantastic program designed to help your child grow and mature, develop and expand his/her horizons spiritually, academically, socially, and physically, and emotionally. We have chosen a Multi-Age Program (MAP) because research demonstrates the following:

1. Every child is unique and has an individual pattern of timing for growth. In a multi-age classroom, where continuous progress is encouraged, children feel successful, develop positive self-concepts, and are helpful and sensitive to others.
2. Students in a multi-age classroom see a wide spectrum of learning that emphasizes building on strengths. An integrated curriculum where themes are developed to include language, writing, reading, research, and presentation engage children in meaningful activities.
3. Socially and emotionally, students develop a sense of caring and feeling of family as they help each other learn and at the same time reinforce their own understanding of knowledge, skills, and attitude.
4. Washington State and Lutheran School standards are our determining factors for academic goal-setting and teaching directives. Evaluation and accountability will be measured on standardized tests as well as curricular material tests.

What Does Our Program Look Like for Your Child?

White Team: Ages 5 - 6 MAP Department

Teacher: Julie Buck

Students entering Kindergarten will participate in a self-contained Kindergarten day program, which includes early reading and math activities, as well as activities that promote social growth.

Students who have finished Kindergarten and are ready for a more defined curricular study will have direct instruction in reading, math, and writing. Thematic studies based on seasons and recommendations from the state standards will complete their studies. Religion instruction will follow the Lutheran Schools curriculum.

Foreign Language, Physical Education, Music, and Art classes will taught in Department groupings.

We envision 12 - 15 students in this department.

Red Team: Ages 7 - 9 MAP Department

Teacher: Karin Irigon

Students who have finished First and Second Grades will have direct instruction in core subject areas: reading, language, and math appropriate to their learning level.

Social Studies and Science topics will follow the Washington state standards. Religion will follow the Lutheran School curriculum. Instruction will be to the whole group with activities designed according to student ability.

Foreign Language, Physical Education, Music, and Art classes will be taught in Department groupings.

We envision 10 - 12 students in this department.

Cardinal Team: Ages 10 - 13 MAP Department

Teachers: Helga Johnson, Tim Cosgrove, Karen Voss

Students will test into a level of instruction for basic skills - reading, language, and math - and participate in multi-age activities relative to religion, science, and social studies. Independent work will be balanced with group projects and discussions. Content will be chosen from Washington State curriculum guidelines and Lutheran School guidelines.

At the end of the Third Quarter, evaluation relative to grade level placement will be determined with standardized tests as well as teacher observations.

Foreign Language, Physical Education, Music, and Art classes will be taught in Department groupings.

What resources does Concordia have for a Multi-Age Program?

• Experienced and committed teachers
• Resource Room with extensive collection of fiction and nonfiction material
• Computers with internet capability
• Well-equipped classrooms
• Curriculum materials with recent copyright dates
• Accelerated Reading program 
• Spacious classrooms
• Gymnasium
• Designated art room
• Strong parental support 
• Strong Lutheran Church Association support
• A core of private donors, financial support
• Teams of volunteers
• Administration with a vision and energy for success

What advantage does Concordia's Multi-Age Program have for my child?

• A Christ-centered approach to all academic subjects and life values.
• Individualized and small group instruction allowing the child to progress at a rate appropriate to that child.
• Independence and responsibility for learning encouraged and self-esteem and self-confidence grow as a result.
• Significant one-on-one and small group time with teachers for instruction and clarification.
• A caring, supportive, encouraging environment where he/she can thrive.
• An on-going partnership with home and family. 

What might a daily schedule look like with a Multi-Age Program?

Sample Schedule for MAP for ages 9 - 13:

8:30 Christian religion instruction

9:00 Directed reading instruction and reading time

9:40 Recess

10:00 Direct Math instruction, independent work, and practice

11:00 Language Arts (English, Writing, Spelling)

11:45 Lunch and Recess

12:40 Accelerated reading and independent reading –resource room

1:30 Natural Science or Social Studies topic: instruction and activity

2:00 Recess

2:15 Natural Science or Social Studies work

3:00 Dismiss

"Multi-Age Education: Time for a Change"

Here are a few excerpts from "Multi-Age Education: Time for a Change," published by Bonnie R. Moen in the academic journal Psychological Foundations of Education:

When comparing multi-age classrooms to single-grade classrooms, there is little to no difference in the cognitive learning outcomes of the two types of classes. However, there are significant differences in affective areas such as attitudes toward school, self-concept, and personal and social adjustment in favor of the multi-age classrooms.

Students have a chance to form relationships with a wider variety of children.

Teaching a diverse group of students demands individualized instruction.

The self-concepts of slower, older students are enhanced when they are asked to tutor younger students in their class.

Fewer anxieties may develop because the educational atmosphere is conducive not only to academic progress but also to social growth.

Multi-Age grouping invited cooperation and other forms of pro-social behavior and this appears to minimize competitive pressures and the need to discipline.

Students in the lower grade(s) can enrich their learning by attending to the material designed for higher grades.

All [Moen's] studies reported superior academic achievements by the multi-age students.

[Moen's] study went on to report that there were fewer discipline problems in junior high by students who had come from a multiage program.

[Moen's article] also noted that "underachievers" in multiage schools had better self-concepts, attitudes toward school, and academic achievement than those in graded schools.

Among Moen's recommendations for multi-age programs:

• Condense the curriculum into a one-year realistic set of goals.
• Match eligible children into each age unit. Be conscious of social and emotional growth as well as cognitive growth.
• Check the heterogeneity of the classroom mixture. Each room must contain a mixture of ages, ability levels, and social needs.