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Administrative Procedures 6000 - Instruction
Administrative Procedure 6152 - Combination Classes in Elementary School

Administrative Procedure 6152 - Combination Classes in Elementary School

I. PURPOSE

To provide guidance to administrators and teachers in organizing combination classes in elementary schools. This administrative procedure does not apply to established program models with multi-grade grouping (e.g., Montessori).

II. POLICY

The Prince George’s County Board of Education (Board) is committed to providing all students, employees, and third parties with equal opportunity in Prince George’s County Public Schools (PGCPS) workplaces, and educational programs and activities and promotes compliance with all federal and state nondiscrimination laws and regulations.

III. BACKGROUND

  1. The Department of Curriculum and Instruction does not promote the use of combination classes, as it does not allow teachers to effectively address the Maryland College and Career Readiness Standards (MCCR) for each grade level. However, it is identified that extreme circumstances, such as when the number of students in different grades do not distribute evenly, when mobility is high, or when more flexibility for placing students is needed, that combination classes may be needed to meet the instructional needs of students.
  2. However, pre-kindergarten and kindergarten students shall not be part of a combination class.

IV. DEFINITIONS

  1. “Combination classes” are those classes to which students in two (2) or more grades or curricular levels are assigned.
  2. “School instructional plan” is a structured framework that outlines how teaching and learning will be delivered within a school.

V. PROCEDURES

  1. Organizational Procedures

    1. General Planning: Planning for the formation of combination classes should be initiated at the end of the school year when preparations are being made for the following year. Early planning is necessary to ensure appropriate selection of teachers, student placement, and parent orientation. In many schools, these plans will need to be revised and adjusted at the beginning of the new school year to provide for changes in enrollment.

    2. Communication with Parents: Parents must be oriented to the organizational structure of the combination classes prior to the start of the school year or as soon as possible, if the school year has begun. If the combinations are being established for the first time or in a way new to the community, more time must be given to parent orientation. Principals of schools in which combination classes have been formed should schedule an orientation meeting to provide an opportunity for parents to discuss questions related to combination classes.

      1. The principal may wish to share the following information with parents:

        1. How classes will be organized;
        2. Class sizes for primary and intermediate classes;
        3. The instructional similarities and differences in combination classes and other classes;
        4. The academic content that will be covered for both grades; and
        5. How the needs of students will be met to include academics, physical, social and emotional.
      2. It is recommended that the date for the orientation meeting be scheduled prior to the start of the school year or as soon as possible, if the school year has begun, so that parents can be informed of it during the first few days of school.
      3. If changes in enrollment after September 30 create a need for combination classes, a special meeting must be held to explain these changes and respond to any parent concerns about them. Within 5 days of the changes notification of the meeting shall be conveyed.

    3. Selecting Teachers: Teachers who teach combination classes must engage with a group of students, which represent different age and instructional levels, and with a varied curriculum. Therefore, it is recommended that teachers selected for combination class understand the structure and receive professional development and support with implementing the curriculum.

    4. Assigning Teachers to Teams: When a combination class is organized, the teacher should be assigned to both teams or grade levels for instructional planning purposes. It is recommended that the teacher be assigned to one (1) grade level team for cafeteria, playground or other activities.

    5. Class Size: Class size in a combination class need not be different from that of other classes. The maximum class size for primary or upper grades should be established at the beginning of the year and maintained as long as possible. Unless the students’ instructional needs clearly can be served best through placement in the combination class, new students should be assigned to the non-combination classes.

      1. When new students are placed in the combination class, available data shall be reviewed to ensure that these students can be grouped appropriately with other students already in the class. If student enrollment declines, care should be taken not to have either a combination class or non-combination class enrollment in excess of the maximum class size.

    6. Selecting Students: Instructional levels of students vary in the homogenous grade level classroom and will vary in the combination class. However, when assigning students to combination classes every effort must be made to avoid extremes in instructional levels. Avoiding extremes in instructional levels is necessary so that teachers can provide balance to the instructional program. Data such as reading levels, state assessment scores, benchmark assessments, course grades, and student support needs should be used to avoid extremes in instructional levels and create balanced classroom rosters.

      1. In general, when selecting students for placement in a combination class, these guidelines should be followed:

        1. The social and physical development of students in the combination class should be such that a compatible group (i.e., a group in which students can work and interact in a cooperative manner) is formed.
        2. Where possible, the balance should reflect the balance in the total population of that school.

        3. Careful consideration should be given to the skill needs and ability levels of students so that:

          1. One grade level does not place a “ceiling” on, or limit the other grade level’s academic progress.
          2. Enough students have developed satisfactory independent work habits to make frequent sub-grouping manageable.
        4. No single combination works best for all school situations. Numbers of students, achievement levels, skill needs of students, and experience of teaching staff are all factors which must be considered. Placing students in a combination class for two (2) consecutive years, or more than twice during their elementary years, should be avoided. Students should not be assigned to a combination class for two consecutive years or more than twice during their elementary school experience.

    7. Location of Combination Classrooms: The combination classroom should be located within close proximity of comparable grade levels. Isolation of the combination classrooms either physically or educationally must be avoided.

  2. Instructional Procedures

    1. Planning for Instruction

      1. A total school instructional plan is necessary. The Reading/English Language Arts and mathematics programs should be designed so that all students progress at their individual rates through a planned sequence of skills.
      2. In planning instructional procedures, teachers and administrators must be certain that concepts and skills are presented in a sequential and continuous manner in all classes. If the entire school follows a carefully designed skill sequence in planning for instruction, repetition or omission of instruction will be avoided.
      3. Science and social studies instruction should be organized to avoid repetition and to ensure that all students in the combination classes receive instruction in important topics and skill areas. Some schools may find it possible to regroup students for social studies and science instruction.
      4. Where there are programs restricted to a specific grade level (e.g., drug education), arrangements must be made to group all students on that grade level for the specified instruction.

    2. Sub-grouping for Instruction

      1. Instructional procedures used in the typical classroom are appropriate for use in a multi-level or combination classroom.
      2. Instruction may be given to the class as a whole in some situations (e.g., viewing instructional films, mini-lessons, and writing instruction) and it may be given in a small group setting.
      3. Grouping is flexible, and groups may be changed according to the interests, abilities, and needs of students.
      4. Audiovisual aids and manipulative materials may be used, as in any other grouping plan.

VI. MONITORING AND COMPLIANCE

Principals must have a documented plan for their combination class that can be reviewed by their Instructional Director and Associate Superintendent. A copy of this scheduling for the combination class plan should be filed in the school office, updated annually for easy access, and included in the school’s instructional plan.

VII. RELATED ADMINISTRATIVE PROCEDURES

None.

VIII. MAINTENANCE AND UPDATE OF THIS ADMINISTRATIVE PROCEDURE

This administrative procedure originates with the Department of Curriculum and Instruction and will be updated as required.

IX. HISTORY

September 5, 2019 (Revised)
July 1, 2025 (Revised)

X. EFFECTIVE DATE

August 19, 2026

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