The Multi-Aged Community currently serves approximately 129
elementary aged children in grades one through five of the total 318
students in grades one through five. Teachers, community volunteers and
supportive parents work together in grade level and multiaged
settings designed to develop independent lifelong learners. The
MAC is a District Elementary Alternative Program open to all students in
the district as space permits.
In the Multi-Aged Community, students are expected to be
responsible for their learning and behavior. They are guided in their
learning to become disciplined, motivated, and confident in their
abilities. Children are encouraged to rely upon themselves and to
cooperate and share with others.
The curriculum is based on school district and state
guidelines and student interest areas. Basic skills, as well as critical
thinking and problem solving, are vital components of the program.
Students are expected to work to achieve district and state standards in
all subject areas. Flexible grouping and room arrangement allow a
variety of teaching strategies to be used to assist students in
successfully reaching their full potential in all areas.
Committee Purpose and Recommendation
In August 2009, Superintendent Dr. Jane Pryne requested the
Multi-Age Community (MAC) Committee be formed to examine the MAC program
and provide her with recommendations regarding the program as it is
currently configured. The committee will provide Dr. Pryne with
recommendations in March of 2010. The Superintendent has asked the
Committee to study and report several program implications as they
relate to MAC and Franklin as well as the other elementary programs:
- How is instruction in the MAC different/same as other instruction at Franklin?
- How is instruction, to meet state standards, best taught in a multi-age classroom?
- How does assessment impact the concept of a multi-age community?
- What does it mean to be a “District Program?"
- How does the MAC affect the culture at Franklin Elementary School?
- How are district students invited to participate in MAC?
- How are students selected to enter MAC?
- How are younger siblings entered in to the MAC?
- Do students living in the Port Angeles School District boundary have priority over out of boundary students to enter the MAC?
- How are class sizes balanced when there are less than or more than three units of students at a grade level?
- How are teachers selected to be a part of the MAC?
The list above is a sample of questions that may be examined
by the MAC Committee and it is recognized that others will surface as
the program is reviewed and discussed.