Educational Program

CURRICULUM AND INSTRUCTIONAL DESIGN

Introduction

The fundamental learning environment at Valley Oak Charter School will be a site-based, self-contained classroom, taught by an appropriately credentialed DJUSD teacher. The student/teacher ratio at the primary level will be 20/1 and at the intermediate level 29/1 maintaining class-size reduction goals reflected in the district.

All VO Charter students will matriculate through individual, class, group and cross graded skill based learning programs in the Reading/Language Arts & Mathematics Strands. All programs are to be aligned with California and DJUSD adopted content standards. Valley Oak Charter School will use a teaching faculty team approach to fully utilize individual teacher expertise, maximizing student outcomes by grouping students to address specific skill needs in both heterogeneous and homogeneous grouping as appropriate to the subject matter.

The VO Language Arts program is centered on student need and is structured into GR (Guided Reading) groups that are school wide. All of the grade levels engage in this language arts activity during the same period to provide explicit small group instruction in GR and English Language Development (ELD) at students' levels. This schedule allows all students (regular education, EL and Resource) to receive appropriate instruction and curriculum as per the RtI (Response to Intervention) model. These skill based groups have years of history at VO, the students and teachers are very adept at the transitions and changes required to make it work. It usually entails small group work with ability level groupings and includes independent as well as teacher/paraeducator led activities. The instruction is provided by the classroom teachers, Resource teachers and the EL staff depending upon the student’s needs. The strength of this approach is that the EL students do not lose academic standards-based lessons at the expense of their ELD lessons and Resource students receive the support that they need in their own classroom. These small group lessons are targeted towards reading level, or in the case of EL students, CELDT level (Beginning, Early Intermediate, Intermediate, Early Intermediate, and Advanced).

Assessments will be ongoing, both formal and informal, throughout the year. Teams in grade levels and content areas will re-evaluate & refine learning programs for all students at Valley Oak Charter School.

Faculty will meet no less than once per year to discuss performance trends based on STAR, district writing assessment and other pertinent data to review the effectiveness of curriculum choices and teaching methodology.

CURRICULUM AND MATERIALS

The core curriculum will include reading/language arts, mathematics, history/social science, and science. The California content standards define for each subject and grade level the most important knowledge that students must acquire and the skills they must master.

All students, regardless of gender or ethnicity, will have equal access to the core curriculum and steps will be taken to assure equity of that access for each student. Each student is to be provided with his or her own textbook and/or subject core materials for use in class and for homework. The Valley Oak Charter curriculum will go through the following curriculum approval process before materials are purchased and implemented in the classroom:

The Valley Oak Charter School Curriculum committee will work with district staff to review and to compare texts and supplemental materials, selecting materials that best align with district curricular standards and meet the needs of Valley Oak Charter School students.
Agreed upon materials may first be placed in the classrooms of pilot teachers so they can inform the committee of the quality and appropriateness of the instructional materials. Valley Oak Charter School faculty will be encourage to participate in DJUSD curriculum and textbook selection committees, volunteering as textbook and curricular material pilot teachers as they see fit.
The Valley Oak Charter School Curriculum Committee, in full cognizance of its place as a partner in the education of Davis students, will seek to adopt curricular materials in partnership with DJUSD Curriculum and Instruction district staff, with their vision fully on the needs of Valley Oak students and the mission of Valley Oak Charter School.
Due to state requirements or time constraints, an accelerated process may be used in which the Valley Oak Charter School Curriculum Committee is fully involved but in which a classroom pilot is not implemented.

GRADE LEVEL ARTICULATION

Valley Oak Charter School reserves the right to request review and adoption of additional or alternative curriculum as the Valley Oak Charter School program develops and as the school’s budget allows. Curriculum decisions for Valley Oak Charter School may be made jointly with the Valley Oak Charter School Curriculum Committee and district staff as described above. The Valley Oak Charter School will continue to develop appropriate subject specific curriculum that may include some of the current curriculum being used as described below:

GRADES K-3

K-3 Instructional Program Specifics

Teaching Methods - The needs of all students, including those at risk and below grade level, on grade level and above grade level would be met through a combination of materials and teaching methods.

Instruction Whole class instruction, small group instruction, and learning centers
Grouping Homogenous and heterogeneous grouping dependent upon subject and activity
Technique Direct instruction, guided practice, and independent practice

English Language Learners will be served with appropriate SDAIE teaching modalities with support and interaction with EL teaching staff.

Reading/Writing/Language Arts Program

The adopted Reading/Language Arts program for the Davis Joint Unified School Dist is Houghton-Mifflin (2003). It is a standards-based comprehensive program that addresses the areas of reading, writing, speaking and listening. Through systematic instruction the program covers phonics, comprehension strategies and skills, inquiry and investigation, language arts and writing.
Kindergarten instruction focuses on phonics, phonemic awareness, letter names and sounds, and word knowledge. Student materials for Kindergarten include wordless and decodable books, take home copies of these books and a student workbook which includes practice in comprehension, phonics, letter sounds and high frequency words.
The Kindergarten program also includes authentic literature in Big Book and Little Book form. These books also include reading reinforcement across the curriculum in Science and Social Studies.
To meet students' individual needs, the program provides program guides for Intervention, English Language Development, Re-teach and Challenge.
Designated Guided Reading time will be scheduled into the instructional day.
Peer tutoring will be utilized in heterogeneous group settings.
Note-taking skills will be practiced in an age-appropriate manner throughout the primary curriculum.
Chorus for all students for vocabulary development
Valley Oak Charter School will adopt the DJUSD practice of assessing writing samples, grades 1-6, at the frequency adopted by district curriculum personnel. Scoring will continue to be done as grade-level teams.

Mathematics

The mathematics program is based on state standards and addresses the needs of all learners. The curriculum offers a balanced instructional program including:

Computational and Procedural Proficiency: Students will demonstrate proficiency with math facts, computation, measurement, and geometry.

Conceptual Understanding: Students will demonstrate knowledge and application of facts and definitions; identification of principles; understanding of relationships among concepts; and recognition and application of signs, symbols and terms

Problem Solving: Students will demonstrate proficiency with use of concepts, skills, tools and reasoning strategies to formulate and solve problems

Mathematical Reasoning: constructing valid arguments and criticizing invalid ones.

Flexible Math Groupings: Skill groups with math taught at the same time daily to allow for team oriented ability grouping for acceleration as appropriate, mixed with heterogeneous grouping for peer-coaching.

Science

Primary grade science will be provided in such a manner that it is

In full compliance with DJUSD and California Department of Education kindergarten through third grade Science Content Standards.
Inquiry and experientially-based, with emphasis on explanation of observable phenomena through hands-on experiences.
Based on the California Department of Education list of approved providers of textbook materials.
Integrated with other curricular strands, for instance math and language arts, whenever possible.

Social Science

Physical Education/Health

DJUSD currently specifies ___ minutes per week, and Valley Oak Charter will align PE and health requirements to district and state guidelines.
P.E. will continue to include elements of dance, team sports, active games and healthy lifestyle choices.

Visual and Performing Arts

Music Instruction will include the opportunity to participate in chorus for all students.
Valley Oak will participate in the Center Stage Program via CA Arts Project)

Texts

Reading/Language Arts

Houghton-Mifflin 2003 ( K-6)
Primary Phonics
Read Naturally (Reading program)
Rosetta Stone (Reading Program)
EIS (Reading program)
EL/Challenge/Universal Access Books and Assessments
EIS Groups
McGraw Hill Self Paced Text.Write Source “Write On Track” Text
DJUSD Assessment Data Card (2007 edition): Star/Bear
Primary Spelling Test (M. Burns)/SDQA/IRI’s/Sitton Lists
Leveled Texts/BPST/Phonemic Awareness
K Assessment: Letters/Sounds/Concepts of Print/Phonemic Awareness Card

Mathematics

Houghton-Mifflin
Saxon Math, Differentiated Text for Low to High learners, including particular vocabulary/basic skills for EL Learners

Science

FOSS (Lawrence Hall of Science)
Harcourt Brace
McGraw Hill

Social Studies

McGraw Hill

Visual and Performing Arts
Fine and Performing Arts: As developed by Valley Oak Charter School Curriculum Committee in alignment with California Department of Education Visual and Performing Arts (VAPA) Content Standards.

INTERVENTION STRATEGIES

Valley Oak Charter School will adhere to the following district approved intervention processes:

Description

Program Options

Placement Guidelines

Screening Process for New Students

Teacher referral
Try to access STAR scores from previous school
Administer on-grade-level fluency and comprehension tests

GRADES 4-6

4-6 Instructional Program Specifics

Teaching Methods - The needs of all students, including those at risk and below grade level, on grade level and above grade level would be met through a combination of materials and teaching methods.

Instruction Whole class instruction, small group instruction, and learning centers
Grouping Homogenous and heterogeneous grouping dependent upon subject and activity
Technique Direct instruction, guided practice, and independent practice

English Language Learners will be served with appropriate SDAIE teaching modalities with support and interaction with EL teaching staff.

Reading/Writing/Language Arts Program

The adopted Reading/Language Arts program for the Davis Joint Unified School Dist is Houghton-Mifflin and Prentice Hall (2003). It is a standards-based comprehensive program that addresses the areas of reading, writing, speaking and listening. Through systematic instruction the program covers, comprehension strategies and skills, literary analysis, decoding skills, inquiry and investigation, language arts and writing.
Designated Guided Reading time will be scheduled into the instructional day.
Peer tutoring will be utilized in heterogeneous group settings.
Note-taking skills will be practiced in an age-appropriate manner throughout the intermediate curriculum.
Valley Oak Charter School will develop a uniform, comprehensive, writing assessment program, grades 4-6, based upon California Language Arts Standards. Scoring will continue to be done as grade-level teams.

Mathematics

The mathematics program is based on state standards and addresses the needs of all learners. The curriculum offers a balanced instructional program including:

Number Sense – Students understands place value and demonstrates facility with basic arithmetic operations and grade-appropriate applications
Algebra and Functions – Students uses and interprets variables in algebraic expressions, computes the values, plots/interpret the results.
Statistics, Data Analysis, Probability – Student displays, analyzes, compares and interprets data
Measurement and Geometry – Student solves problems by using appropriate units/measurement tools to describe and compare plane and solid geometric figures
Mathematical Reasoning – Student uses problem-solving strategies, justifies solutions and applies generalization to other situations.

Flexible Math Groupings: Skill groups with math taught at the same time daily to allow for team oriented ability grouping for acceleration or remediation as appropriate, mixed with heterogeneous grouping for peer-coaching.

Science

Introduction
Valley Oak Science serves all 4th through 6th graders in two classrooms dedicated to science instruction. Based on teacher preparation time allotted to intermediate-level teachers, students will participate in science instruction for 160 minutes per week.

Appropriately credentialed science specialists will design instruction around observable phenomena, utilizing models-based reasoning and other collaborative knowledge-building activities. Using digital technology and other tools of science, authentic science experiences will be provided whenever possible so that students are collecting and manipulating authentic science data in order to construct meaning relative to their own experience and prior knowledge.

Curricular Materials
Valley Oak Science may use the following materials, and will seek to utilize materials as adopted by DJUSD, though the unique programmatic needs of Valley Oak Charter School will also be considered in the selection of curricular materials.

Pearson (Prentice Hall)
FOSS – Full Option Science System (Lawrence Hall of Science)
McGraw Hill
Supplemental resources from project based, hands-on experiential curricula
Digital resources from academic, governmental, and educational institutions including Incorporated Research Institutions in Seismology (IRIS), United States Geological Survey (USGS), National Aeronautics and Space Administration (NASA), Educational Multimedia Visualization Center - UC Santa Barbara.

Instructional Program

Instruction is standards-based, with curriculum delivered through the Investigation and Experimentation strand of the DJUSD Science Standards in alignment with CA State Standards.

Cooperative Learning instructional strategies will promote discussion of scientific phenomena and interdependence in problem-solving and community knowledge-building. Students participate in class presentation of developed knowledge with peers, using all the modes of instructional representation, including digital and other technological presentation tools, white board/poster presentation, dramatic representation, and verbal expression.

Direct instruction will be utilized as appropriate, though augmented with interactive and small group-based activities to give opportunities for practice and information processing by all students regardless of learning styles and English language skills. Note-taking skill development, including practice in recording observations in graphical format will be part of the science program.

Assessment will be conducted on an ongoing basis, with written products developed during most science periods by all students. Assessments will also include periodic formal testing using a variety of modalities appropriate for each content unit and grade level.

Unique Aspects of the 4-6 Science Program

Science Fair
The science fair experience each spring has been mandatory for all students grade 4-6 at Valley Oak for very many years, and it has become an integral part of the school culture. Science process skills are introduced early in 4th grade and practiced with in-class science experiments, and these skills are utilized by students repeatedly both in-class and in developing fair projects. Students in need of support receive it from an intern program run by the science teachers and homework support staff. 6th grade students are encouraged to participate in the Sacramento Regional Science and Engineering Fair in lieu of the Valley Oak Science Fair.

Nature Bowl
All intermediate students will have the opportunity to participate in a competitive team which travels to regional competitions, meeting weekly for practice and learning enrichment.

Salmonids in the Classroom
Each year salmon eggs are provided to Valley Oak science classrooms for hatching and raising to the fry stage in a specialized refrigerated aquarium. This program is conducted in partnership with California Fish and Game, and forms one aspect of the provision of authentic science experiences in the program.

Seismology in the Classroom
In partnership with the Incorporated Research Institutions in Seismology (IRIS), Valley Oak Charter School will host a seismograph which collects seismic data for observation of worldwide earthquake events from the classroom. Analysis of this data is undertaken as an enrichment activity by 6th grade students.

Social Studies

Theory based active instruction – students learn best through multiple intelligences in which cooperative interaction increases the learning process.
Standards based content – curriculum will be aligned to California State Standards
Spiral curriculum – students would learn through a process of step – by – step discovery.
Cooperative Interaction between students and teacher.
Graphically organized Reading Notes and Strategies
Processing assignments – assessments that would encourage students to relate ideas to one another/causes and effects and make connections between the past and present.
Multiple intelligence assessment

Physical Education

DJUSD currently specifies 100 minutes per week, and Valley Oak Charter will align PE and health requirements to district and state guidelines.
P.E. will continue to include elements of dance, team sports, active games and healthy lifestyle choices.

Visual and Performing Arts

Music Instruction may include the opportunity to participate in band and orchestra through the DJUSD music program.

Texts

Reading/Language Arts

Houghton-Mifflin 2003 ( K-6)
Read Naturally (Reading program)
Rosetta Stone (Reading Program)
EIS (Reading program)
EL/Challenge/Universal Access Books and Assessments
EIS Groups
McGraw Hill Self Paced Text.Write Source “Write On Track” Text
DJUSD Assessment Data Card (2007 edition): Star/Bear
Primary Spelling Test (M. Burns)/SDQA/IRI’s/Sitton Lists
Leveled Texts/BPST/Phonemic Awareness
Prentice Hall

Mathematics

Houghton-Mifflin
Saxon Math, Differentiated Text for Low to High learners, including particular vocabulary/basic skills for EL Learners
Everyday Math
Transition Math

Science

FOSS (Lawrence Hall of Science)
McGraw Hill
Pearson (Prentice Hall)

Social Studies

Harcourt Brace
TCI

INTERVENTION STRATEGIES

Valley Oak Charter School will adhere to the following district approved intervention processes for intervention in math and language arts:

Description -

Program Options -

Placement Guidelines -

Screening Process for New Students

Teacher referral
Try to access STAR scores from previous school
Administer on-grade-level fluency and comprehension tests

Unique Aspects of the 4-6 Educational Program

Campus Connection
Children who are safe, happy, and connected to adults and their classmates are children who can learn. The following programs will continue to promote these characteristics at Valley Oak Charter:

Conflict Managers – 5th and 6th grade students conduct conflict resolution with all students during recesses.
PALS – Older students mentor younger students who lack peer connections and positive interaction.
Buddy Classes – Intermediate and Primary classes are paired for social and academic activities, focusing on mentoring and building positive relationships with different-age students.
Class Meetings – Each class will meet at least once per month in a formal manner to provide opportunity for free expression in a democratic context, airing issues around social conflict and celebrating progress as classes grow together as a unit.

Leadership

Student Government – Intermediate students will elect a representative body to conduct student business relative to the life of the campus and in consideration of campus policies and rules.
Safety Patrol – 5th and 6th grade students are trained to assist in the arrival of students to school, facilitating the speedy and safe exit from cars and promoting orderly conduct at the traffic/campus interface.

Round Table Conferencing
At least twice each year teams comprised of administration, the classroom teacher and any support staff who has contact with that teacher’s students will meet to discuss the progress and needs of each particular child. As appropriate, the team will develop strategies to provide for the needs of that child.

Technology
As a school where everybody belongs, and where a learning community is not bounded by the limits of school property, Valley Oak Charter School will phase in the use of technology as an essential tool not only for learning, but for full competency as an American living in the twenty-first century. Technology is not to be considered a separate curricular strand, but as an integral part of daily life, a tool for learning, communicating, and gathering information from the larger world. In keeping with the mission statement of Valley Oak Charter School, this effort will include the families of Valley Oak students, with home connectivity a top priority for then entire school community. The technology gap will be closed for students at Valley Oak Charter School.

Science Fair
The science fair experience each spring has been mandatory for all students grade 4-6 at Valley Oak for very many years, and it has become an integral part of the school culture. Primary students will have the opportunity to participate in Science Fair as entrants, and time will be set aside for primary classes to tour and discuss the work of older students.

Oral Language Fair
Valley Oak Charter School values literacy, oral expression, and excellence for all students. Oral Language Fair allows children to build these expressive attributes and will remain part of the tradition of the school.

Outdoor Education
Valley Oak Charter School will participate in outdoor education curriculum during the 6th grade year.

Service Component
Valley Oak wants to involve the students in the community. Each student will do some form of community service.

Summer Reading Program

TECHNOLOGY PLAN

Davis, California provides frequent evidence for the existence of a technology gap in our community. DJUSD provides a rich Internet-based resource for the community, but access to those resources without a computer is an insurmountable hurdle for many Valley Oak families. The assumption of household connectivity is in itself a barrier to success in school. Students come to school with technological capabilities reflecting what available to them in their homes. Some students will bring classroom assignments burned onto CDs, or even post video presentations as a link on their own personal blogs, e-mailing the teacher a link to the assignment. Other students will watch this presentation in awe, having no idea how such a thing was accomplished by their classmates.

These students’ technological capabilities reflect the classic socioeconomic divide, with their technological prowess directly related to family resources. Future education and workplace/income potential will be in part determined by student ability to effectively use the tools of technology. To provide the opportunity for Valley Oak students to be ready for their twenty-first century adulthoods, the technology gap must be effectively addressed design and expressed intent.

At Valley Oak Charter School, extending Internet connectivity into every student’s life is a high priority. Rationale for full Valley Oak Charter School community connectivity includes the following considerations:

Connection to Larger Community
Learning through Technology
School-to-Home Communication Link
Family Technology

Connection to Larger Community
“Valley Oak is where everybody belongs” embraces our ideal for universal connectivity. It is difficult to participate in American society without such connectivity, so that belonging should be extended to the wider culture. Valley Oak is the vehicle for that belonging.

Learning through Technology
The ability to complete homework assignments with access to school-based data files and on-line information resources should be utilized by all Valley Oak students.

School-to-Home Communication Link
All Valley Oak families should enjoy equal access to full communication with district services and site personnel, particularly with their children’s teachers. School calendars, notice of special events and school resources will be always convenient for every family.

Family Technology
Following completion of the phased-in technology implementation plan as enumerated below, the entire Valley Oak learning community – students, staff, and families – will share the pathway to full connectivity. Each family will be empowered to fully participate in global cultural life through the connectivity and resource of their neighborhood school.

Overview of Technology Plan and Implementation

Initiate a technology program that seeks to build 100% Valley Oak community Internet connectivity and effective classroom digital curricular integration.

Valley Oak Charter School will develop strategies for facilitating phased-in connectivity to families, beginning with primary grades. Strategies will include seeking partnerships for the provision of reduced-cost purchase or leasing of equipment, and for the provision of Internet access to the students’ homes or extended on-site opportunities.

Staff will receive ongoing professional development for the utilization of educational technology, in coordination with the phased-in implementation of hardware acquisition and connectivity.

ENGLISH LEARNERS

Identification Process:

Designation as English Learners (EL)
The Home Language Survey (HLS) will be used to determine if English is the student’s primary language. If English is not the student’s primary language, s/he will be tested with the California English Language Development Test (CELDT) within 30 calendar days of enrollment. The CELDT will be used to determine English language proficiency level and appropriate program placement.

If the CELDT indicates a student is at the Beginning (B), Early Intermediate (EI) or Intermediate (I) level of proficiency, and therefore not fluent in English, the student will be designated an English Learner (EL).

If a student’s English language proficiency level is Early Advanced (EA) or Advanced (A) and other appropriate assessments indicate the student is fluent in English, the student will be designated as Initially Fluent English Proficient (IFEP).

Reclassification of English Learners
Based on CELDT data, teacher assessments and California Standards Test (CST) scores, staff will determine when an EL should be reclassified to Reclassified Fluent English Proficient (RFEP).

An annual Reclassification Ceremony will be held each spring to recognize and celebrate the academic achievement of the students being reclassified for the year.

Primary Language Knowledge
The school will assess all Spanish-speaking ELs for primary language proficiency. For ELs whose primary language is not Spanish, the parent will complete a primary language survey.

Staffing

All teaching personnel whose assignments include ELs will hold a CLAD or BCLAD teaching credential.

The staff will commit to participate in at least one school wide professional development in-service each school year, specifically focusing on English Learners. The staff will apply new knowledge as appropriate to support the school wide comprehensive program k-6 for English Learners.

Response to Intervention (RTI) Articulation

Staff will participate in three RTI articulation meetings each year. The purpose of these meetings will be to use data to monitor students’ progress in CORE, supplemental and intervention programs. Students’ educational programs will be adjusted to reflect students’ needs.

Curriculum/Strategies

All English learners with less than reasonable fluency (B, EI and I)) will receive a minimum of 30 minutes per day of English Language Development (ELD) in small flexible groups. These groups are based on student’s grade level, English proficiency and other identified student needs. In addition to ELD, students will receive 30 minutes a day of small group reading instruction. English learners with reasonable fluency (EA and A) will receive 30 minutes of ELD or differentiated English Language Arts (ELA) to meet their language needs and 30 minutes a day of small group reading instruction.

All classroom teachers will use SDAIE/GLAD/GESA strategies in all CORE subject areas. Teachers must have high expectations for all English learners and will provide daily opportunities for students to develop and use academic language in all subjects.

Primary language support will be provided based on student need and availability of resources.

Parent Involvement

Designated staff and the parents of ELs will meet a minimum of three times during the academic school year. One EL parent will be included as a school board member and one non-EL parent board member will attend all EL parent meetings.

Parents will be responsible for setting up and maintaining a parent lending library.

Parents will be encouraged to participate, and a variety of volunteer opportunities will be made available so all parent skills are utilized and valued to benefit the school and help shape the school’s culture.

Adequate Yearly Progress

Students will make adequate yearly progress according to California State standards. If students do not meet adequate yearly progress, staff should develop appropriate interventions.