Why do schools have combination classes?
Combination classes are made necessary by two factors: (1) the need to fill classrooms to capacity and (2) varying enrollment by grade level. In order to maximize our district’s resources, schools need to fill classes in grades K-3 with 20 students, and classrooms in grades 4-6 with 36 students. In grades K-3, we face a state-mandated cap of 22 where we incur significant financial penalties for filling a class with more than 22 students. Certainly, it would be convenient if grade level enrollment numbers fell in neat numbers; the reality, however, is that enrollment numbers often fall into patterns where we need to schedule a combination class in order to keep classrooms at capacity. At Walnut this year, 3 of our 16 classes are combination classes.
How do combination classes operate?
Teachers of combination classes typically break up their class into grade-level groups for reading, mathematics, social studies, science, and any other subjects where the curriculum differs by grade level. In subjects such as writing, where student work is more open ended and does not require grouping by grade level, combination teachers work with both grade levels at once.
As for managing instruction, combination teachers typically employ a “rotations” format. As an example, they might teach a directed lesson with Group A while Group B does independent work, then rotate groups and teach Group B while Group A does independent work. At Walnut, we have worked to reduce the teacher-student ratio by providing priority scheduling of specialist times. In addition, teachers within grade levels collaborate and support colleagues assigned to combination classes.
How are combination classes different than straight grade -level classes?
The manner in which combination classes work is remarkably similar to procedures associated with straight grade-level classes. In discussing this topic, it is important to keep in mind that every straight-grade class at Walnut contains a combination of student abilities, ranging from students significantly below grade level to student performing above grade-level. Consequently, teachers of straight-grade classes, in an effort to meet their students’ needs, frequently group their students and utilize a “rotating”, small group teaching format similar to that used in combinations. The point here is that in whatever class your child is in, students will be grouped! The practice of teaching students as a whole group for reading, math, and/or language arts is simply not utilized as often these days.
What types of students are most commonly placed in combination classes?
In order for the rotational format of combination classes to work best, it helps if students follow directions well, grasp new skills and concepts quickly, take responsibility for their class work and homework, and manage their time well. Accordingly, we place strong students at both the upper and lower ends of combinations. For the upper end of combinations, we often seek students who would benefit from being “leaders” within their class – student who can be good models for their younger classmates.
Will my child miss out on what other children at his/her grade level are doing?
Absolutely not! Students in combination classes do everything that their grade-level peers are doing; go to the same recess, attend the same lunch period, participate in the same PE groups, take the same field trips, partake in the same special programs, etc. Academically, students are held accountable to the California Common Core State standards designated for their grade level.
What are some other advantages of combination classes?
Participating in a strong peer group. Due to the mix of strong students typically placed in a combination class, these classes feature high levels of enthusiasm, excitement about learning and intellectual curiosity.
Cross-age tutoring. Within combination classes, older students have the opportunity to help and tutor younger students. This has brought out leadership qualities and confidence in the older students as well as provided opportunities for younger students to have more access to academic help. The end result is that many combination classes become an authentic “learning community!
Fewer issues with behavior, class work and homework. Since we select students with specific abilities, these classes typically are characterized by focused behavior and a good follow through both in class and homework assignments.