Manor Elementary PTA

The impetus for the Multi-Age Program began when a group of parents in the district saw a need for more educational choice in the district and petitioned the Ross Valley School District (RVSD) Board to create an alternative program for their children.  These parents felt that with the increasing standardization of education and the emphasis on academic performance, there was a need to consider the whole child and to keep learning relevant and engaging.

After some years of discussion, the board agreed in the spring of 1996 to the creation of the then named Innovative Learning Community (ILC).  The parents of the ILC were deeply involved in forming the approach to the curriculum, establishing the structure and hiring the initial teaching staff.  The ILC’s first year was in 1996 with two classes, a multi-age K-1 class and a multi-age 2-3 class.

The program formed slowly through its first four years guided primarily by parents and teachers.  In January 2001 the school district administration and the Manor School Principal assumed some of the administrative responsibilities and the program was renamed the Multi-Age Program.  Parents, teachers and administrators continue to work together to strengthen the program and respond to the needs of the students, staff, and community.  Out of this collaboration has come the creation of a more formal MAP Advisory Board, the MAP Parents and Teachers Code of Conduct, the MAP Way of Being, the Multiyear Teachers’ Bill of Rights, and the Public Relations Program.

Demand for the program from parents has grown significantly in recent years and the Ross Valley School District has expanded MAP to meet this demand.  An additional K-1 class was added in the 2003-2004 school year and a 2-3 class was added in the 2005-2006 school year.  By 2008, MAP will have two classrooms each for K-1, 2-3, 4-5.

MAP Community

Founded by parents, parent involvement continues to be integral to the program's success.  Program goals and policies are developed, discussed and tracked by the MAP Advisory Board. Groups of parents developed The Multi-Age Philosophy, The MAP Code of Conduct for Parents and Teachers, and the MAP Way of Being core classroom values.  Additionally, two parents sit on all program hiring and interview committees. 

On a broader level, parent involvement is a part of every aspect of the program.  Parents work in the classroom as tutors on a regular and scheduled basis and assist classroom activities in a number of different ways.  Parents with particular expertise, such as theater, hydrology and engineering, teach in the classroom.  Parents are also an integral part of the larger classroom projects.  Each room has a Classroom Volunteer Coordinator who helps the teacher facilitate projects, plan field trips and manage schedules.  This classroom parent participation significantly reduces the student-to-adult ratio and is vital to the program’s ability to accomplish individualized learning.  Volunteer opportunities for single parents or those who work full time include preparation of project materials on weekends and evenings.

The Program Wide Volunteer Coordinator and Classroom Volunteer Coordinators will be developing in-class volunteer training and clarifying expectations for in-class volunteering.

This in-class parent presence as well as strong parent participation in the guidance of the program has created a sense of community and strong personal relationships among parents, teachers, administrators and students.  Core values developed by the parents have focused attention on the social and emotional development of the children both in the classroom and beyond.

At the community level, parents attend evening classroom meetings to discuss volunteer and classroom issues as well as parent education sponsored by MAP and offered to the entire site.  There are at least two community-wide parent meetings each year so the leadership team can keep parents informed, offer discussion and get feedback.  Numerous social events, one for adults only, enhance the feeling of community within MAP.  Classroom and program newsletters are distributed regularly.

Comprehensive parent surveys are undertaken at least every other year in order to continually improve the program.

MAP thrives because families who choose it believe that a nurturing community, child-centered and developmental classroom practices, and an ongoing partnership with parents is the best a school can offer its children.

Parent Volunteers

Since active family participation is a critical part of achieving MAP goals, each family is asked to provide eight hours of volunteer time each month.  This family commitment and involvement both creates and benefits the program community.  Parents can be involved in any number of ways supporting the daily classroom lessons or working on class projects.  They can serve on various program committees, assume one of the official parent jobs discussed under Organization and Structure or assist with projects from home.

Organization and Structure

The Manor School principal, the teachers and the parents perform the essential work of the program.

The Manor School principal serves as the overall program coordinator and teacher supervisor.  An Advisory Board consisting of the Manor School principal, the program teachers and parent representatives guides the program.  The parent board members are a Board Facilitator, a Program Wide Volunteer Coordinator, a Public Relations Coordinator, a Liaison with the Ross Valley School District Board, and a Secretary, a Community Events Coordinator, and a Parent Education Coordinator as non-voting members.  Elections are held annually in the spring by program parents.

In addition there are currently several other official parent jobs including Classroom Volunteer Coordinators, a Treasurer, a Site Council Representative, a Manor School PTA Representative, and a YES! Foundation Representative.