Multi-Age Group

• four year stability within one program
• community building
• time to build long-term relationships
• extended family environment
• varied grouping patterns
• leadership roles for children
• attention to individual needs
• democratic process
• constructivist practices
• multiple intelligence theory

Within the MAG program, children are recognized for their inventive, constructive and intuitive nature. Children have diverse interests, abilities and strengths. All children have potential that needs an environment of flexibility and trust to find expression. The MAG Program encourages diversity in areas of study, exploration and invention. The importance of product and process are an integral part of the program. There is student-determined as well as teacher-determined project work. There is both individual and group work. While delivery may differ, program development falls within the guidelines of the district curriculum requirements.

MAG recognizes that children have a need and a right to share the educational agenda with adults as part of the process of their own empowerment. MAG supports the notion of the "whole child" and is equally concerned about the affective side of the child.
Student decision making is emphasized. Personal responsibility and internal controls are important. There is an attempt to ensure student ownership for work and process. Student decisions and judgment are taken seriously and considered meaningful. Group meetings and committee work are part of the process. Students, in part, evaluate their own work. They share in the responsibility for the upkeep of their environment.

Students within the MAG Program have an opportunity to be with chronological peers as well as peers of other ages, interests, and abilities. Students have the opportunity to sustain meaningful relationships over a longer period of time. Students are part of one chronological base group per teacher. Each base group determines its own name through consensus in the first weeks in MAG 1. There are four adult teachers for the entire student body, and the class size ratios are similar to other instructional groupings within the school. Student grouping is flexible and changes depending on the nature of the activity and the interest of the students; it is not bound solely by age. Grade titles are eliminated. Chronological base groups attend all school specials.

Parents have the opportunity of selecting the Multi-Age Group following kindergarten.

Opportunities for entering the program at other years are based on a case-by-case review and space availability.

A sibling preference policy is observed. If an older brother or sister is in the program, we reserve space for incoming siblings. This assists with the sense of family which is an important part of the program.
Students are placed in the program based on space availability. Should the demand exceed the number of spaces available, a lottery will be initiated.

We encourage parents who are considering MAG to attend the Information Night and the follow-up Question and Answer Night. These meetings take place toward the end of March. Parents will receive first-hand information from the teachers as well as program parents. Visitation hours are offered at the meetings.

The school has a professional collection in its Library/Media Center on multi-age practices, democracy in the classroom, child development, and resource-based learning.

MAG recognizes that children have a need and a right to share the educational agenda with adults as part of the process of their own empowerment. MAG supports the notion of the "whole child" and is equally concerned about the affective side of the child. 
 

Student decision making is emphasized. Personal responsibility and internal controls are important. There is an attempt to ensure student ownership for work and process. Student decisions and judgment are taken seriously and considered meaningful. Group meetings and committee work are part of the process. Students, in part, evaluate their own work. They share in the responsibility for the upkeep of their environment.

August

• Families visit classrooms before school year begins

• First whole group gathering and welcoming of new community members

• Announcement of umbrella project

• 1st and 3rd Year Buddy Project begins

• 1st Years begin working towards consensus of a name

• Harvesting of gardens begins

 

September

• Distribution of MAG song book to new community members

• Opening agenda board for community submissions

• Daily cooking program begins

• First year base group name announcement

 

October

• 1st Entertainment Show of the year

 

December

• 2nd Entertainment Show of the year

• Students construct their individual gifts from adult teachers (related to the umbrella project)

• Creating garlands of fruit and grains for wild animals that share our environment 

• Marking of the winter solstice

 

January

•  Activities in appreciation of Martin Luther King, Jr. and other activists 

 

February

• Valentine's Day movies, snacks, and card exchange

• 3rd Entertainment Show

 

March

• Poetry Slam

 

April

• 4th Entertainment Show

• Poem in Your Pocket Day

• Monitoring bluebird trail begins

 

May

• Connecticut Food Bank “Walk Against Hunger” 

• Fourth Year Feast (4th Years organize, make, and serve 3-course lunch for the rest of MAG)

• Third Years make secret Fourth-Year goodbye gift

 

June

• 5th Entertainment Show

• Screen-printing of group-designed tee shirts

• End-of-Year Celebration

 

Other Yearly Traditions

• Family potluck dinner

• New, child-generated celebrations 

• Family-led presentations or activities 

The Multi-Age Group has an umbrella project that is a focus of study throughout the year.  There are four such projects and they are on a 4-year rotation. The topics are: Energy, Water, Bluebirds, and New Haven.

Included in the project is a seven week, four workshop, concentration of study. The concepts worked with, and questions raised, in these workshops are reinforced and integrated throughout the year.

Also included is an ongoing appreciation of the essential social and environmental relevancy of these topics to the present as well as future; that they have interconnections; and that each has a history worthy of study. 
 

Energy:
Our energy project revolves around the understandings that all motion requires energy and that energy is transferable.  We focus on renewable vs. non-renewable resources, electricity, sound energy, combustion, alternative energies, and the energy of life.

 

Water:

 

Bluebirds (Native/Invasive Species):
A project that follows the issue of a one-time threatened species, realizing how human history has played a part in changing habitats and introducing non-native, invasive species. Climate change and its effects on the Connecticut environment and its inhabitants is also considered. Bird anatomy, life cycles, habitats, food chains and webs are all part of this study. We have designed and built bluebird boxes, and continue to monitor a trail of bluebird boxes daily in the spring.  We have a Webcam set up in one box in which we watch the life cycle of birds in real time.

 

New Haven (our neighboring city, urban/suburban life):
We cover green cities, city populations, sustainable cities, and the history of the city.
 

• New Haven/Cities Project: More than half the world’s population

The Multi-Age Group created a bluebird box trail around the Beecher Road School campus in 1994 and has been actively monitoring it ever since. Parent volunteers come in daily in the spring time and take a small group of mixed-aged children to view the boxes, actively monitor them to remove sparrow nests, and record  activity of native birds nesting in the boxes. All children get the opportunity to monitor the trail. We have been fortunate over the years to watch many broods of bluebirds, house wrens, black-capped chickadees, tree swallows, and tufted titmice grow and fledge from our boxes. 

Our cooking program begins with a small committee made up of one adult teacher and several multi-aged children. They brainstorm and discuss various types of foods and recipes that would be possible to cook in our classroom kitchen. The committee settles on five (or six) recipes to be made throughout the school year. 

Every child cooks every recipe. Cooking takes place most afternoons during Student Workshop. Parents are encouraged to sign-up to come in and cook the supplied recipe with four multi-aged children. The adult begins by helping the children clean the kitchen area, read the recipe, and pull out the supplies needed. The adult supervises and guides the children as they follow the recipe. The final product is shared among the cookers of the day and then the utensils and area are cleaned and made ready for the next day’s group.

This experience is an opportunity for children to learn and practice life skills, such as: reading and following instructions, measuring, cleaning, working cooperatively,  having patience, and “the breaking of bread” with friends. It is often an opportunity for children to try foods or seasonings that they may not have tasted on their own.

Parent-Led Mini Workshops 

Lead a small group of children in an area of your interest/expertise. 

Some suggestions to consider:

• Knitting
• Collage
• Crochet
• Sewing
• Language
• Cultural activity
• Foreign money
• Planting seeds
• Science experiments
• Musical instrument- e.g. making cup shakers filled with rice
• Jewelry making
• Professions -photos and a couple of hands-on activities to share about your profession
• Acting
• Singing
• Dance
• Board game –chess or other games of strategy
• Photography
• Painting
• Clay/Sculpting
• Mobiles
• Instruments
• Computer club
• Book club
• Writing club
• Math club
• And more!

Although, children do the bulk of the planning and physical labor, we do need parents to guide groups and to help children to use the varied tools effectively and safely. Each spring, we send out a request for parents to volunteer during Student Workshop. When school is out in the summer, we ask that families share the work of weeding, watering, and harvesting with the adult MAG teachers.

The Multi-Age Group welcomes family, caregivers, and friends to volunteer in many capacities. We encourage you to:

• chaperone  field trips 

• give presentations on any topics or interests

• help with  base-group and whole-group projects

• send in supplies

• assist teaching assistant with tasks (copying, laminating, etc.)

• volunteer at Student Workshop (see list below)
   

Student Workshop Volunteer Opportunities
(2:00 - 2:45 p.m. daily)

 

Cooking 

Facilitate a multi-age group of four children as they prepare, measure, cook, and clean up. Recipes and ingredients are provided.

 

Gardening

Weed, plant, mulch, and harvest with groups of children in our Outdoor Classroom.

 

Sewing

Help students complete individual projects by tying knots, interpreting pattern directions, etc.

 

Bluebird Trail Monitoring 

Take a small group of students along the bluebird trail. Maintain boxes and record findings.  Bluebird monitoring backpack and radio are provided. 

 

Woods Walk

Take a small group of students around the Nature Trail.  There is a nature guide as well as field guides you may use as reference if you wish. We have binoculars, magnifiers, and bags for collecting samples.
 

Litter Walk

Take a small group of interested students to pick up garbage around the school grounds.  Trash and recyclables will be separated at the end. Gloves and bags are provided.

Live Animal Cams

View animals around the world through live cams. You can watch hummingbirds, osprey, horned owls and eagles. You can tune in to kittens, puppies, bobcats, or sharks.  
 

Bluebird Project

This site is one of the most comprehensive sites on bluebirds.

Sialis Home Page

DEEP Department of Energy and Environmental Protection

Find out what’s on CT’s energy agenda

http://www.ct.gov/deep/cwp/view.asp?a=4405&Q=481600&deepNav_GID=2121 

 

Find lists of Endangered, Threatened and Special Concern Species in Connecticut

http://www.ct.gov/deep/cwp/view.asp?a=2702&q=323486

 

Animal and plant adaptations along with food chains and food webs are investigated each year in M.A.G.

 

CT Food Bank 

MAG’s Annual Walk Against Hunger

 In 2007, as part of the New Haven Project the Multi-Age Group began participating annually as a community in the New Haven Walk Against Hunger. This event takes place on the first Sunday of May at College Woods Pavilion at East Rock Park.
 

Massaro Community Farm

A non-profit farm in Woodbridge where farming, feeding the hungry, and building community takes place. This site is updated regularly with upcoming activities, agricultural information, and fundraising events. Massaro is celebrating 100 years of farming this year.
 

Common Ground

Common Ground is a high school, urban farm, and environmental education center that offers events and activities for children, adults, and families.

http://nhep.com/ 

 

Woodbridge Town Library

See what our local library has to offer: Books, DVDs, music CDs, magazines, audiobooks, museum passes, activities. You may also borrow from 29 area libraries or use Hoopla or Libby to check out ebooks and more, 

http://www.woodbridge.lioninc.org/

 

ScienceNews

The 3-D Printing Revolution

Erin, Leah, and their parents gave us a well organized and meaningful presentation on the ARA Foundation of Costa Rica. The foundation rehabs, raises, and releases endangered macaws to the rain forest. One of the poignant facts and images that were shared was about macaws whose beaks were damaged or shot off. This article from Science News addresses the many developing applications of 3-D printing. You will find the article linked on the BRS MAG website.

 

New Haven Parks and Recreation (subscribe at bottom of page):

https://www.newhavenct.gov/cityservices/information_n_assistance/parks_n_recreation.htm
 

Daily Nutmeg (subscribe at top of page)Visit New Haven (subscribe “Get the Scoop” middle of page)

Info New Haven (subscribe at bottom of page):

https://www.infonewhaven.com/visiting/ 
 

New Haven with Kids: 25 Top Things to Do for Families    8/19/17 - By Tara DNew Haven free Public Libraries

MAG has a long history of utilizing the grassy area outside B-2, B-4, and B-6 for recreation, construction, rock-crushing, scientific inquiry, and quiet study.

 

In 2007-2008 school year, there was a flurry of activity as children planned and built some raised gardens and a succession plot. Soon after, a shed and compost were built, followed by the placement of a rainwater barrel below the shed.  Since that year, fences and a sink stand have been built, chairs purchased, and a park bench placed by the hallway window (a parting gift from ancestors).

A birdhouse with a camera has been attached to an outer fence. Volunteers stayed after school to build a trench for a video cable. This video cable leads from the camera to a TV in the classroom. Each year, we have the joy of watching birds choose a mate and then lay claim to the birdhouse with a few pieces of dried grass. Then we wait for eggs to be laid. The hatching of the nestlings is eagerly anticipated. For a couple of weeks we watch in awe as the hardworking parents feed the large open mouths. Then we watch as the fledglings leave one by one.  Just two weeks later more eggs are laid. The cycle begins again!

 

Over the years, many more raised gardens have been made by the children and the pumpkin patch expanded to a Three Sisters' Garden (corn, beans, and squash) for our Native American Project. This past year, a green roof was added to the shed, a pond was created, and two large tables were added to allow more learning to take place outside. All the hard work (and it IS hard work) is undertaken by groups of highly enthusiastic and dedicated children.