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  Evaluation and Self-Assessment Tool


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Fox (1996b) has developed the following evaluation and self-assessment tool for educators to use when evaluating a multiage program.

 

SCHOOL PROGRAM STUDY GUIDE ... THE MULTIAGE CLASSROOM
A SELF STUDY INSTRUMENT FOR SCHOOLS

 
DISTRICT____________________________________

BUILDING___________________________________

RESPONDENT________________________________

 Low = Not yet/Rarely/To a small degree

Moderate = Sometimes/To a moderate degree

High = Usually/Frequently/To a large degree
THE LEARNING ENVIRONMENT      
1 - PHILOSOPHY Low Mod High
  Task Force:      
  + Review of current research has been completed      
  + Site visitations have been conducted      
  + Program's philosophy is developed cooperatively by parents, staff members, and community representatives      
  Teacher Team:      
We actively seek to maintain a good understanding of the knowledge base by observing, reading and attending workshop sessions regarding:      
  + Child development and the learning process of young children      
  + Appropriate curriculum and teaching techniques specific to the young child      
  + Observing, assessing and recording young children's growth and development      
  + Assisting parents to enhance their understanding of their child's development and to support this development in the home and school settings      
2 - ORGANIZATION      
  Teacher Team:      
  + We provide an orderly, clear arrangement of equipment, materials, and supplies which promotes exploration and creativity      
  + Equipment, materials, and supplies are easily accessible to all children, including those with a variety of handicaps      
  + We provide a "print rich" environment (e.g., items labeled, many types of literature, posters, charts, etc.)      
  + We encourage independence by supplying shelves, containers, supplies, and special areas with symbols, pictures, and/or work labels to encourage children to select, put away, and clean up materials and activities      
  + We provide areas in the classroom for individual, small-group, and large-group activities      
  + We provide a place for each child to store personal belongings encouraging ownership and responsibility      
  + Children have many places to display their own work      
  + We make provisions for accommodating a wide variety of behaviors by providing separate active and quiet activity areas      
3 - ROOM ARRANGEMENT/USE OF SPACE      
  Teacher Team:
      
  + We make frequent small changes in the classroom to adapt to the students' ever changing needs, and I support children making similar changes to meet their self-identified learning needs      
  + We make major adaptations in the physical environment when necessary to prevent overcrowding or acknowledge concerns based on the children's needs      
  + We insure that children have easy access to teachers and peers as well as learning materials      
  + The activity areas we provide have well-defined boundaries that are observable to children      
  + Areas are provided in the room for individual, small-group, and large-group activities      
  + We provide private as well as group spaces to encourage children to create and experience cooperative as well as independent activities as needed      
4 - LEARNING TOOLS: EQUIPMENT, MATERIALS, AND SUPPLIES      
  Teacher Team:      
  + We offer materials that address a wide range of developmental stages, capabilities, and learning styles      
  + We offer materials that are open-ended so children can use materials in a variety of ways      
  + We extend, enrich, and simplify activities to make experiences more meaningful to individual children (e.g., increase or reduce the amount of material to be manipulated, provide a variety of fiction and nonfiction books on many reading levels, etc.)      
  + We carefully introduce materials and activities on a regular basis to assure understanding, provide variety and challenges, and to meet the individual children's changing needs      
  + We provide sufficient numbers and multiples of some learning tools to encourage the flow of activities, social interaction, and peer modeling      
  + We use a wide variety of leaning tools including teacher-prepared, found objects, materials supplied and created by the children, as well as commercial items      
5 - SCHEDULING/USE OF TIME      
  Teacher Team:      
  + We organize the daily schedule to allow time for children to plan, implement, describe, and assess their own activities      
  + We plan with all teachers that work with our students, including special education, gifted education, art, music, physical education, etc. in order to design days which meet each individual's special needs      
  + We meet with children daily -- individually and/or in small and large groups -- to discuss their individual plans and completed activities      
  + We maximize continuous time for interactive learning and minimize the number of transitions to encourage children's sustained involvement in complex activities      
  + Clean-up time is built into the regular schedule and students are responsible for keeping their room neat and clean      
  + We allow children to make choices and encourage them to be in charge of their own learning      
  + We have developed and use a nonwritten/symbolic, and/or written system, for choosing work assignments (e.g., pegboard for activity choices to support children's planning and transitions, etc.)      
  + We have a convenient, effective, and flexible method enabling us to record and change our daily plans      
6 - DEVELOPMENTALLY APPROPRIATE PRACTICES      
  Teacher Team:      
  + We allocate a significant portion of the day for sustained interactive learning activities which is primarily child initiated      
  + We allow children freedom of movement to meet their own needs      
  We have developed a well-balanced daily schedule that includes:      
  + Active as well as quiet activities      
  + Individual, small-group, and large-group activities      
  + Indoor and outdoor activities      
  + Independent projects as well as teacher-supervised activities      
  + Child-initiated as well as teacher-initiated activities      
  + Use of manipulative and other multi-sensory activities as well as paper/pencil tasks      
  + Programs or activities that pull children out of the classroom are minimal or nonexistent      
7 - DISCIPLINE      
  Teacher Team:      
  + Children are involved in setting our classroom rules and expectations      
  + Children know what is expected of them and their classmates      
  + We emphasize positive, appropriate behavior while allowing for mistakes      
  + We accept children's need to assert themselves and to be inquiring      
  + We structure classroom activities to enhance cooperation rather than competition, and emphasize helpfulness, kindness, and caring attitudes      
  + We create a schedule that encourages activities that are developmentally appropriate and maximize time for talking among children, rather than primarily listening to adults      
DEVELOPMENTALLY APPROPRIATE CURRICULUM      
8 - VARIED INSTRUCTIONAL APPROACHES      
  Teacher Team:      
  We use a variety of curricular approaches daily which include:      
  + Whole language, literature based reading, or other related approaches      
  + Hands-on math, (e.g., Mathematics Their Way, Box-it, Bag-it, or other related approaches)      
  + Theme or Unit Studies      
  + Cooperative learning      
  + Service learning      
  + Shared reading/writing      
  + Learning centers      
9 - INTEGRATED CURRICULUM/THEME STUDY      
  Teacher Team:      
  + We know what skills and concepts our students should be learning      
  + We provide activities, materials, and plenty of time for students to develop and practice the skills and concepts      
  + We adjust our expectations to meet the developmental needs of individual children      
  + We cut across subject matter to teach and reinforce skills (e.g., to complete a science project on magnets, the child not only has to find out about the magnetism, but needs to count and weigh objects, measure distance, make charts, write a summary paragraph, give an oral report, etc.)      
  + We use broad based themes to provide a springboard to develop a series of topical themes that connect together (e.g., a broad based theme could be "Beginnings." Then throughout the year, during designated times, topical themes could include: "All About Me," "My Family History," "Dinosaurs," "Seeds," "The American Revolution," "Life Cycles," etc.)      
  + We use topical themes to integrate and guide our curriculum (i.e., the concepts, objectives, and skills introduced would revolve around a topical theme such as seeds)      
10 - WHOLE LANGUAGE APPROACHES      
  Teacher Team:      
  + We include activities in language arts, social studies, creative dramatics, music, art, sciences, mathematics, or any combination of these -- rather than with short periods of time spent on each subject area      
  + We reflect themes by changes, additions, and deletions within the environment and curriculum (e.g., a topical theme on "Keeping Healthy" may encourage these changes: the dramatic play area changes into a health clinic, a vegetable garden being started outside or in large containers in the window sills, opportunities for many cooking experiences are provided, charts on appropriate exercise programs for students and teachers are written and performed, etc.)      
  + We are careful about forcing content into a theme when it does not flow. (Sometimes I need to teach a skill or particular content outside the prescribed theme. We let the theme bring together natural correlations, not trap us within curricular boundaries.)      
  + We allow student's interests to influence the themes and project selection      
  + We model writing, reading, listening, and speaking daily      
  + We incorporate the philosophy behind whole language by having our students write, read, listen, and speak daily      
  + We introduce writing and reading simultaneously as an integrated part of the curriculum, not just at assigned times      
  + We schedule independent writing and reading workshops each day      
  + We present language in a whole setting (i.e., read an entire story then proceed with phonics and other skill instruction through children's reading and writing activities)      
  + Children develop an awareness of phonics and other skills through interaction with meaningful text (e.g., good literature, songs, chants, poetry, etc.)      
  + We provide a wide variety of literature-based instructional materials for a wide range of ability levels (e.g., fiction, nonfiction, poetry, biographies, etc., at varying levels from picture books to chapter books)      
  + We use our basal readers as a resource for multiple copies of stories      
  + We provide activities for creative expression to also be developed through art, music, drama, dance, and movement      
  + We use our school library, public library, book clubs, donations, children's published books, etc., to provide a continuous stream of print materials in my classroom      
  + We provide multiple copies of good literature when possible      
  + We give time for daily journal writing in order to document progress in the writing process, note students' social and emotional development, and practice various types of daily writing      
11 - HANDS-ON MATHEMATICS, SCIENCE, SOCIAL STUDIES      
  Teacher Team:      
  + We give children opportunities to explore, investigate, question, and research their environment and lives; we use this information as a foundation for mathematics, science, and social studies      
  + Questioning and exploring is a daily event      
  + We provide correlation between our real world and mathematics, science, and social studies      
  + Mathematic concepts of sorting, classifying, ordering/seriation, matching, patterning with concrete materials are full developed before entry into paper/pencil tasks      
  + Numeration, geometry, measurement, and graphing concepts are developed through manipulation of concrete materials and are understood by the children before they move to abstract and symbolic reasoning      
  + We integrate the performance of mathematic skills into our everyday routines (i.e., having students count milk or lunch money, tabulate attendance, record time for daily events, etc.)      
  + We incorporate the National Council of Teachers of Mathematics (NCTM) standards of problem-solving, communication, reasoning, and connections into our curriculum      
  + The scientific method (observing, questioning, gathering information, forming a hypothesis, experimenting, collecting and analyzing data, and stating the conclusion) is used regularly as we define and discover our world      
  + We provide opportunities for inductive reasoning as well as deductive reasoning      
12 - VARIED INSTRUCTIONAL STRATEGIES      
  Teacher Team:      
  + We provide community and field expert representatives in our classroom and school to share and discuss particular relevant topics      
  + Materials are available to enable hands-on math and science and/or plans to acquire these materials as funds are available are outlined and given to those responsible for supplies      
  + Maps, globes, and other representational items are available when actual experiences are not possible      
  + We use a variety of instructional strategies daily which include:      
      - Cooperative learning      
      - Peer coaching/tutoring      
      - Learning centers      
      - Project making      
      - Use of technology      
      - Independent learning activities      
  + We group students and give assignments designed to encourage students to work together to research, design, and/or complete assignments      
  + We set up learning centers in order to provide choices for students, to offer a wide range of open-ended activities, and to integrate activities      
  + We offer a range of activities within each center to address a broad scope of developmental needs (e.g., the book corner has wordless books, picture books, predictable books, chapter books, etc.)      
  + Students move from center to center as outlined by the classroom routine      
  + We limit the number of learning centers based upon our evaluation of space, time, and personnel to prepare, maintain, and supervise quality centers      
  + We design and assign projects allowing a child not only to show what he/she knows but what he/she can do with what he/she knows      
  + We allow for student interest and input when assigning projects      
  + We allow for enrichment and/or continued interest by encouraging children to design and complete independent learning activities      
  + We use the technology made available to us as a tool for learning, not as a substitute for work sheets or an electronic textbook      
  + We give assignments that include using a computer's technology to solve problems      
  + We use word processing as one means for students to write, edit, and rewrite stories, reports, etc.      
13 - MULTI-AGE/MULTI-ABILITY GROUPINGS      
  Teacher Team:      
  + We have multi-age, multi-ability classroom and/or team      
  + We regularly employ alternative grouping strategies (e.g., cooperative learning groups, interest groups, problem solving, skill reinforcement, learning style grouping, etc.)      
  + Group size varies, exposing children to large groups, small groups, and individual situations      
  + Roles within the groups change allowing children to experience different responsibilities within different group settings      
  + We employ family grouping (keeping a certain percentage of students from year to year depending on the number of different age groups within the classroom or team)      
ASSESSMENT      
  QUALITATIVE REPORTING METHODS:      
Regular home-school communications which describe how and what the child is learning, individual accomplishments, interests, abilities, and attitudes.
Progress is related in terms of the continuous growth and development of the whole child in noncomparative ways. Reporting encompasses formats such as formal narrative, report cards, conferences, portfolios, journals, videotapes, and anecdotal records.		      
ANECDOTAL RECORD:      
A written record kept in a positive tone of a child's progress based on milestones particular to all aspects of a child's development. Recording happens throughout the day while actual activities are occurring.      
  + As we plan for learning, we ask ourselves, "What is the valued outcome I am looking for in this learning activity? Are these learning activities likely to lead to that outcome, and how can I actually tell if a child can do this?"      
  + We use a variety of methods to study and record each child's development and current level of understanding (qualitative reporting methods), including:      
      - Observations      
      - Daily journal entries      
      - Conferencing      
      - Anecdotal records      
      - Checklists      
      - Work samples      
      - Portfolios      
      - Video recordings      
      - Audio recordings      
  + We take time to observe children's total development (social, emotional, aesthetic, physical, and cognitive) on a daily basis, although we realize we may not get to each child every day      
  + We use these observations to identify individual strengths as well as needs      
  + We use our observations to identify learning styles and preferences to particular aspects of development or intelligences      
  + We use daily journal writing (which helps us understand the whole child) as a means to see progress and to keep aware of what is going on in each child's life      
  + We talk and chat with children daily (conferencing) to see specifically what they are doing, how they are doing it, and how they feel about it; although we realize we may not get to every child every day      
  + We ask questions that lead children to improve skills or uncover valuable knowledge      
  + We often use group conferences of varying sizes to encourage children to honestly and openly evaluate their work      
  + We allow children to make choices and be in charge of their learning      
  + We keep a note pad, clipboard, sticky notes or other adhesive blank stickers, etc., at all times for recording observations, anecdotes, and conferences      
14 - RESULTS OF ASSESSMENT      
  + We use the results of authentic assessment to set individual, realistic goals so that each child is supported and challenged      
  + We use the insights resulting from authentic assessment to build short and long-range plans for the group      
  + We use the insights resulting from authentic assessment to make needed changes in the curriculum or environment      
  + We report progress to parents by sharing and reviewing his or her child's recorded observations, and conferences, portfolio, narrative report card, checklist, video and audio tapes, etc.      
  + Letter grades are not used to report the child's progress to his or her parents      
  + We explain to parents what the recordings of these qualitative reporting methods mean to the child's total development      
  + A student's progress is defined in terms of individual growth and development rather than by comparisons with other children or against an arbitrary set of criteria      
  + Complete assessment of student progress represents a joint venture between the teacher, student, and parents      
EDUCATION PARTNERSHIPS      
15 - TEACHERS AND TEACHERS      
  + I am open-minded about working as a team of teachers to meet students' needs      
  + As a faculty, we have read articles and/or visited team teaching situations, etc., to give us ideas on how we wish to proceed      
  + Our faculty has discussed the definition and characteristics of team teaching, strategies for team building, strategies for selecting teams, and other pertinent information to be finalized or discussed before team teaching decisions are made      
  + I help to determine whether I want to team, how many teachers will work on my team, and who will be on my team      
  + We find time to plan together at least 30 minutes daily, and then for a large block of time at least once a week      
  + We are flexible and make adjustments in our schedules and routines as needs arise      
  + I am aware of strengths and weaknesses and where these fit in with our team's needs      
  + Responsibilities, duties, and each of our roles are discussed, well-defined, and agreed upon by our team members      
  + Curriculum decisions are made and carried out as decided by our team members      
16 - TEACHERS AND ASSISTANTS      
  + The teacher assistant and I have compatible philosophies and styles and we work well together for the good of each child      
  + The teacher assistant and I have outlined and agreed upon the role and responsibilities of his/her job within our classroom      
  + I inform the teacher assistant regarding my rationale behind activities as well as the goals set for the completion of these activities      
  + It is difficult for a guest to distinguish who is the teacher and who is the assistant during the course of the day as we circulate and work with children      
  + The teacher assistant and I communicate regularly through frequent planning/evaluation meetings, as well as spontaneous brief chats throughout the day      
17 - TEACHERS AND SPECIAL AREA TEACHERS      
  + I encourage special area teachers to support and enhance my program by sharing my plans with them. (e.g., if my class will be studying changes for the next several weeks, with an emphasis on seasons, I make them aware of this and encourage them to offer activities that support our theme.)      
  + I encourage special area teachers to be involved in specific classroom activities with large and small groups as well as individual students      
  + I work with special area teachers to understand and coordinate their activities with our classroom curriculum to avoid content isolation      
  + Since we do not have a special area teacher in one or more subjects (music, art, P.E.), I regularly include these subjects in my daily curriculum      
  + We schedule regular planning periods to collaboratively develop activities for children      
  + We communicate regularly to coordinate our instructional plans      
18 - TEACHERS AND SPECIAL NEEDS TEACHERS      
  + I schedule regular planning periods with special needs teachers to develop activities and plans for my students      
  + I seek to collaborate efforts with special needs teachers in order to meet children's needs within the classroom without isolating them or taking them out of the classroom environment      
  + I work with special needs teachers to schedule times that work for everyone involved when students need to leave my room and for times when the teacher comes into my classroom      
  + I solicit and use the expertise of the special needs teacher to provide an appropriate environment, curriculum, and expectations within my classroom for my identified students      
19 - TEACHERS AND PRINCIPALS      
  + I share with my principal ideas I have gotten from training sessions and schools I have visited, as well as articles I have read      
  + I work with my principal and support him/her in providing an effective, consistent, ongoing communication system that creates a clear understanding and cooperative "ownership" of developmentally appropriate practices with all staff members, parents, and the community      
  + I follow directions and complete assigned tasks in an efficient and timely manner      
  + I work with my principal to evaluate my performance and provide opportunities for further growth      
  + I use my principal as a professional mentor, not just as a disciplinarian or a person to go to when I have a concern      
20 - TEACHERS AND PARENTS      
  + Parents and their opinions are treated with respect      
  + The atmosphere in the school and the attitude of the staff clearly indicate that the involvement and opinions of parents are highly valued      
  + Parent involvement is included within the school's philosophy and mission statement      
  + I am sensitive and understanding to parents' concerns and questions about the changes being made in our school      
  + There are regular parent recognition programs, as well as other activities that promote close parent/school ties      
  + Parents have a copy of the school's philosophy and mission statement and are encouraged to be involved in updating these yearly      
  + Formal communication strategies are established (e.g., regularly scheduled newsletters, information nights, open houses, parent conferences, etc.)      
  + We respond to the needs of working and nonworking families (e.g., we try to allow for flexible scheduling of conferences and meetings for parents who work outside the home)      
  + Informal communication from parents is encouraged (e.g., notes or phone calls to the teachers or principals, visits in the classroom, etc.)      
  + Parents are encouraged to express their ideas and opinions about the school and the program at formal and informal meetings, during visits to the school, by notes to the principal, on evaluation instruments, etc.      
  + I value cultural diversity and seek to establish and maintain a nonsexist, multicultural classroom environment      
  + I strive to be knowledgeable about and sensitive to each child's special needs, handicapping conditions, learning styles, and unique situation      
  + I seek parental input about their child's development and their expectations      
  + I summarize children's individual development and needs in clear, positive, jargon-free language      
  + I communicate through a variety of methods including informal personal notes, classroom notes or newsletters, telephone calls, visits from the parents in our classroom, etc., along with the more formal school-wide communications      
  + I explain to parents how our classroom runs, our classroom rules, and the expectations I have for their children      
  + I let parents know, on a regular basis, what their children are studying and how each child will be evaluated      
  + I provide frequent, specific opportunities for parents to be involved with their child's education at home and encourage and support their efforts      
  + I encourage families to participate in my program and in school activities in a variety of roles responsive to their own needs, talents, and availability (e.g., preparing materials for the classroom, contacting other parents by telephone, etc.)      
  + I encourage, train, and involve parents in our program so that they feel comfortable being involved with their child's education within our classroom      
21 - TEACHER AND COMMUNITY      
  + My school invites area businessmen and women to visit our program      
  + We especially try to encourage policy-makers (local, county, and state) to visit our program and see our progress      
  + I allow my students to be involved in soliciting help and involvement by writing letters, making invitations, donating finished projects for display in a business, etc.      
  + I look for many opportunities for businesses to help, including:      
      - Donating items particular to their business that could be useful in our class or school (e.g., lumber to build needed furniture, yarn and material to make puppets, etc.)      
      - Donating money (of varying amounts) in the form of grants for specific uses such as: projects (e.g., specific field trip, materials to make costumes and scenery for a play, etc.), school improvements (e.g., building a loft in a classroom, supplying a computer lab, etc.), staffing (e.g., hiring a foreign language teacher for the school, hiring aides, etc.), and classroom supplies (e.g., math and science manipulatives, multiple copies of good literature, etc.)      
      - Giving special discounts to children's families that could enhance children's learning (e.g., special prices for admission to the zoo or a museum, discounts on school supplies, etc.)      

Adapted from the Kentucky Department of Education



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