Become a Jump tutor!

I wanted to let you all know that we are still looking for volunteers to tutor kids at Lady Evelyn in for the JUMP Math program. Interested?
Read on...

What is JUMP?
JUMP (Junior Undiscovered Math Prodigies) is a remarkably successful free tutorial program designed by John Mighton, a Toronto mathematician and teacher who believes every child can succeed at math. JUMP gives children time to learn and introduces math concepts in smaller, more understandable units. JUMP students are allowed to wait until they fully understand a concept before moving on to something new. Ultimately, JUMP aims to reduce math anxiety, to improve attention and confidence and to show students the beauty of mathematics.

What do JUMP Volunteers do?
JUMP volunteers come to the school just one day a week and tutor one student for 40 minutes. All JUMP materials are provided for you. And, no, you don’t need to be “good at math” to volunteer!

Yes, I want to volunteer! Now what do I do?
If you are interested in becoming a JUMP tutor, first you must:

1. Complete a JUMP volunteer form which is available at
http://www.ocri.ca/education/jump_onlineapplication.asp

2. Attend a JUMP orientation session. There will be one held this Friday, November 30th at 9:15 a.m. at the school. You are very welcome to attend, but you must complete the online application form first. If you can't make it this week, other sessions are offered throughout the year by OCRI Volunteers in Education, the organization which oversees the delivery of JUMP in Ottawa schools.

Who do I contact about becoming a volunteer?
Tanis Dennis, JUMP Program Coordinator
tanis45.dennis@gmail.com
(613) 235-2352

Where can I learn even more about JUMP?

- Visit the JUMP website at http://www.jumpmath.org/

- Read John Mighton’s book The Myth of Ability: Nurturing Mathematical
Talent in Every Child August 31, 2004 ISBN: 0802777074
From the publisher:
“For decades teachers and parents have accepted the judgment that some students just aren''t good at math. John Mighton--the founder of a revolutionary math program designed to help failing math students--feels that not only is this wrong, but that it has become a self-fulfilling prophecy.

A pioneering educator, Mighton realized several years ago that children were failing math because they had come to believe they were not good at it. Once students lost confidence in their math skills and fell behind, it was very difficult for them to catch up, particularly in the classroom. He knew this from experience because he had once failed math himself.

Using the premise that anyone can learn math and anyone can teach it, Mighton''s unique teaching method isolates and describes concepts so clearly that students of all skill levels can understand them. Rather than fearing failure, students learn from and build on their own successes and gain the confidence and self-esteem they need to be inspired to learn. Mighton’s methods, set forth in "The Myth of Ability" and implemented in hundreds of Canadian schools, have had astonishing results: Not only have they helped children overcome their fear of math, but the resulting confidence has led to improved reading and motor skills as well.

"The Myth of Ability" will transform the way teachers and parents look at the teaching of mathematics and, by extension, the entire process of education.”

Education Committee Discussion Evening

Friday, November 16
7pm at school (room to be determined)

Choices for children - Is Alfie Kohn's perspective realistic and applicable or utopian?

The education committee is inviting all school families (grown-ups and kids) to an evening of discussion on facilitating choices for children at school and at home as presented last week by Alfie Kohn at the Montessori Conference.

We hope you will join us for stimulating dialogue and sharing of ideas on how to enhance our children's potential to learn and flourish in an inspired and inspiring environment.

For those of you who couldn't make it to Alfie Kohn's presentation, it might be useful to read his article Choices for children which sums up his arguments for allowing children greater choice.

refreshments will be provided

LEAP forward

Lady Evelyn Alternative Priority Working Group
To revive ongoing dialogue and working relationship between teachers and parents in the broader school context and to engage students in the process of planning and direction for the long term for Lady Evelyn Alternative School the school council has decided to set up the Alternative Priorities Working Group starting with the school year 2007/2008.

The rough outline of this body is:
· it will consist of students, teachers and parents
· it will meet on a regular basis
· it will explore alternative education models and practice
· it will support, advance and implement innovative alternative education models at Lady Evelyn School

To refine the working group's mission and vision, as well as defining its composition and processes, we need volunteers to join the "LEAP" (that would be Lady Evelyn Alternative Priorities) ad-hoc committee, who are able to work over the summer months to put a framework in place for the coming school year. We need parents and teachers (ideally representing all kids' age groups). The committee is committed to seeking full school community input, as well as "mining" similar models at alternative schools across the province for their best practices.

All those who can commit to working on the ad-hoc committee, please respond to educationchair@ladyevelyn.ca by Tuesday, June 5th.
If you have any questions don't hesitate to ask council and education committee members at the family breakfast on Friday - hope to see you all there!

UPDATE on multigrade classrooms

Parents met with staff on Tuesday at their regularly scheduled meeting, as a fact finding mission on next year´s class composition. As promised, here is the update on what we learned from that meeting:

It is with great regret that we inform you that 3-grade multi-age classrooms have been eliminated at Lady Evelyn Alternative School . Next year's classes will all be grades 1-2, 3-4 and 5-6. There is no longer-term plan in place to revive or further explore this significant element of child-centred learning, which many parents see as an important option within the alternative school system. Although the option of re-establishing the 3-grade classes in the future was discussed, there was no commitment made to establish a process or plan that would enable this to become a reality.

While the commitment of staff to educating our children as best as they know is apparent, it was evident that the team feels they lack the appropriate tools to provide a complete alternative approach. There is a general sense that working with 3-grade multi-age classes is particularly challenging and is beyond their current capacity. We would certainly like to assist staff in whatever way we can in developing and enhancing their skills in this area and with other elements of the alternative philosophy, and we will seek to secure a commitment from leadership within the school and at the Board level to facilitate the necessary professional development.

It is further disappointing (and disillusioning) that we discovered this decision was made some weeks ago, absent of input from members of the school community, and parents and students in particular. The lack of inclusivity and communication is particularly concerning in an alternative education context.

To address the issues of consultation and communication and ensure future transparency in decision-making, we would like to develop a proposal for a decision-making process that would include participation of all of the stakeholders (teachers, students, parents). Such a process would provide a multilateral forum for determining the alternative nature of the school, in all its diversity and in the short- and long-term.

The education committee will be drafting this proposal at the next meeting (May 14, 7:30pm at the school) to present to school council on May 28. All committee and council meetings are open to the entire school community, so please come and participate in this important discussion.


the Education Committee

multigrade classroom debate

Tim and I haven't been able to attend any of the meetings regarding this key issue, but want to express that we are strongly in favour of the multigrade classroom approach, and didn't want our absence from discussions to be seen as apathy. Like other parents who actively sought the alternative school approach for our children's education, we specifically chose Lady Evelyn for its noted strengths, opportunities and teaching philosophies (which includes these integrated classrooms) and even with our high expectations, we're pleased with the supportive school environment, and have been blown away by the exceptional teachers who have contributed to our son's education. We're loyal fans.

While we've had to move out of the catchment area, we remain committed Lady Evelyn supporters, and have recently managed to enrol our younger son here in JK while maintaining Brennan's membership in Ellis-Lynn's 1-2-3 class. What could be better?

It was a sudden, disheartening surprise to hear of the possibility of future changes to this multigrade arrangement. We have witnessed first-hand a number of the benefits of Brennan's school experience and the profound effect his teacher and class dynamic has had on him, and we'd really hate to lose this opportunity. We've seen a real blossoming of his sense of self and confidence, and a developing appreciation for school and his classmates--and he is but one member of a diverse group responding to a teacher who seems energized toward and by this arrangement. It's a good fit because in this set-up, everyone fits.

Sincerely,
Karen Massey & Timothy Hunt

multigrade classroom debate

Thanks for the opportunity to participate in this important discussion.

While the principle of split classes is one that all L E parents likely support, class

size is also very important. If class sizes are capped at approximately 20, then, as others have suggested, social issues can arise with very few children of the same gender and year in a class. For us, and my daughter will be entering grade 4 in the fall, class size is more important than maintaining a 4/5/6 split.

Bill Cross

multigrade classroom debate

On Saturday I will be running around doing a bijillion things for the social events that evening, so maybe I could swing by the park, maybe not. So here are my thoughts re: the parent 'negotiating position' (as a junior division parent, not co-chair).
Feedback from Jen Dawson's class parents (about 6 people) is so far a consensus that we support the teacher's recommendation if she feels that a 5/6 is the best choice for her and her returning students for next year. We're not worried that it will be the end of the 3-grade class in the junior division and believe that Jen will want to go back to that model. Even though many
of the parents strongly support the 3-grade model, we don't want the teacher or the returning students to be pushed into a sub-optimal class situation for an entire year for the sake of upholding a principle. If another teacher wants to teach a junior 3-grade class that would be great, as long as it doesn't totally mess up the numbers so that some classes have close to 30 kids (the junior classes are too big this year). However, I don't think it would be accurate to say that there is a strong demand for this option among the current junior division parents, and I don't think that anyone would request their child be moved from Jen's class to a new 4/5/6. There might be a desire for this among the Grade 3 parents... maybe you should talk to the Grade 3 parents in E-L's class?

Teresa

multigrade classroom debate

I like the "blog" you started to help collect
opinions on the matter - it is nice to get offerings
from the people we don't usually hear from. This is a
VERY important topic and we need to engage as many LE
parents as possible.

If I could add a few things :

- I really like the mixed grades and think it is
important that we hang on to BOTH split classes.
- we need to also consider that there are board
guidelines of a 23 student max per class (I think
that's what it was, but correct me if I am
wrong)...class size is also an important issue which
generated a movement led by Ananda at LE in September
- I have this feeling that Lori made her decision
based on a belief that class size is the main concern
of parents...
- Whatever is decided has to be adhered to at least
for a few years to give us the desired continuity; at
the meeting I may have appeared to oppose the 3 grade
splits which I definitely don't, however, a point was
brought up that due to the confguration changees every
year there was a student who was in the oldest grade
2/3 years. I beleive 2 or 3 grade classes work best if
the student gets a year at each level. The issue
occurs when that objective fails to be met ie. a child
is in grade 2 of a 1-2 split, then grade 3 of a 1-2-3
split then grade 4 of a 3-4 split...

Dominic Fontaine

multigrade classroom debate

I won't be able to make it to the meetings but I do want to
weigh in on this debate. Kier has benefited from being in two family
grouped classes (Ellis-Lynn's 123 and Jen's 456). In both cases the
continuity of classroom structure and expectation as well as the
ability for him to socialize and work with kids of different ages has
been a true benefit. Multi-age classrooms means that Kier is able to
work with peers at his level and as we all know level is not determined
by a child's age but is rather something that is specific to each kid
and also to the subject area. Kier, for example, excels in reading.
In a multi-age class he is able to read with a cohort one or two grades
above him and also develop his sense of self by helping those working
at less advanced levels. At the same time, Kier does not excel in
math. IN this context, a multi-age class means that he is able to work
at his own level without the added anxiety of not keeping up with the
rest of the class.
Multi-age classrooms are also of benefit socially. Kier closest
friends have always been kids in grades above or below his own. In a
differently structured system he would never have had a chance to get
to know these kids.
Finally, the multi-age class has allowed kier to form a very close bond
with his teacher and also lets him get right to work in September
without the adjustment period most kids (and families) need with a new
teacher. Kier's family structure is rather complicated and it is a
great bonus to have a consistent teacher who is familiar with his home
situation and able to accommodate our specific needs.
In short, in the four years we have been a part of the Lady E community
I have had nothing but positive experiences with the family grouping
classes and have fought to keep Kier in three grade splits. To lose
this now would be a serious blow not only to my own kid's needs but
also to the unique and superior education offered by the school.
I would do a lot to support the endurance of family grouped classes so
please let me know if there's anything more specific I can do.
- dawn

multigrade classroom debate

Hello.

My name is Lisa Howell and I am the mother of Darius Fazilat, a Grade 3 student in Ellis Lynn Duschenes Mulit-grade 1-2-3 classroom.

Darius began his journey through the multi-grade classroom in September of 2004, in his First Grade year. He is now completing his three years with Ellis Lynn and with many of his classmates that have been in his class for the entire time. The multi-grade classroom allows the relationship between the teacher and student/parent to develop, grow, evolve and blossom over the years spent working together.

My reasons for choosing the multi-grade classroom are meshed with my strong belief in community-based classroom education. In the multi-grade classroom you have a diverse blend of learners, ages, skills, social competencies, interests and abilities. My experience through Darius has been that the beauty of the multi-grade classroom is in this bringing together of ages and stages. Children are able to work at THEIR actual level rather than at their grade level. A grade 1 student may do Grade 2 Reading, while a Grade 3 student may need to work on Grade 1 math skills. The child, then, has the space to explore activities that are developmentally appropriate for them as individuals rather than as "Grade 1" or "Grade 2" students.

Another dimension that I have witnessed in the multi-grade classrooms is the mentoring and leadership that goes on among the age groups. The Grade 1 students work with and are exposed to concepts by the older students. They learn to trust their older peers as fellow-learners (they also learn to assert themselves in appropriate ways!)Darius led a Science group this term,guiding younger students in their observations and questions. The opportunity for leadership and patience is ripe in multi-age classrooms.

It is important for an alternative programme to offer alternatives to mainstream education. One of these choices at Lady Evelyn are the multi-grade classrooms. We are empowered by our freedom to choose, using logic and reason when we make these educational choices for our children. Choice encourages this contiplation and reflection. Chioce allows different families diverse options. I believe that the option to choose a mulit-grade classroom for our children is an integral and inherent core of the Lady Evelyn Alternative School's philosophy, foundation and future.

Thank you,

Lisa Howell

multigrade classroom debate

As a past parent of Lady Evelyn and a strong supporter of the 3-way
multi-grade class I am not surprised to hear of trying to eliminate
them, any excuse is one to eliminate them. I have heard over the years
many reasons not to bring it in and many reasons to eliminate it once it
is in place. The space one surprises me, usually it is that that forces
other schools to run the multi-age classes at all. And to use that as
an excuse to remove it from the school sounds to me that the
administration does not believe in the alternative philosophy of child
centered learning very sad with all the struggles the Alternative
schools have.
I hope you do succeed in keeping it - it would be interesting to know
how the teachers that teach the 3-way classes feel as I know it takes a
very special teacher and many teachers find it very difficult. as some
do with the 2-way - when you see it work and watch the children it is
amazing how far they get over the multi year, and how most of them will
surpass the expectations by the end even if at the beginning they look
to be struggling, It allows for all those differenced in learning that
is the reality of children.

Sadley I do not have all my documentation on the advantages of 3-way
classes - but I would like to put my voice behind it
good luck in your meeting tonight.
Catherine Keir - Past parent at lady Evelyn

multigrade classroom debate

April 23, 2007

I am unable to make it to the meeting this evening, so here are a few comments regarding the three-way multi-grade classes.

I have no particular expertise on the pedagogical (sp?) pros and cons of the 3-way multi-grade class, so I can speak only from our personal experience at Lady Evelyn. (Our son has been in Ms. Dawson's class for grades 4, 5, and 6.) Overall we have been very pleased that he has had this opportunity and we generally support the concept of mult-grade splits.

We feel that students can benefit enormously from the consistent learning environment over three years and from being in a classroom that includes children in a fairly wide age range. The peer learning opportunities are rich, and our observation has been that a sense of responsibility grows in the older students. Our son has been able to experience the change from being one of the youngest in the class to being one of the "big kids", with a responsibility to help the younger ones. This can help to prepare kids for the many situations in life where they will find themselves working together with people of varying ages and abilities. It can also help to diminish the emphasis on competition, as it becomes a given that each child will be working at a different level or speed.

Students have a wider range in which to find their niche - both academically and socially.

Having said this, I think it must take a high level of organization, creativity, and flexibility on the part of the teacher to manage the varied curricula and levels of ability. I could understand why the multi-grade split might not be a popular concept with some teachers. We are extremely impressed with (in awe of, in fact) Ms. Dawson's ability to manage the 3-way split and to provide a challenging, fun, creative learning environment.

I think my son would say that overall he has really enjoyed the mix of students in his three years of being in a 3-way split. One downside, however, has been that he feels disoriented each fall as the composition of the class changes and he has to adjust to losing some good friends who move on to grade 7 and getting used to "strangers" in their midst - as the grade 4s are perceived until everyone gets used to each other. This is uncomfortable at first, but is also a good learning experience in adjusting to changing social situations.

For what they are worth, these are a few off the cuff observations about the multi-grade-grade split. Generally, I think it presents more benefits than detriments - if the teacher is supportive.

Thanks for listening.

multigrade classroom debate

We are new family to Lady Evelyn and we drive in from Manotick everyday. We chose Lady Evelyn based on many factors but one of them was the 2 and 3 year cycles with one teacher and one group of kids. We have come from the Ottawa Montessori School and we believe that there is a positive impact on the children when there is the continuity of one main teacher. I would be very sad to see the elimination of the 1-2-3 and 4-5-6 splits.

Have all possibilities been examined? Does Lori know that this important to the parents?

Thank you

Susan Dennison