Core Curriculum

The pursuit of academic excellence is an important component of what guides the curriculum at the MVCS. The curriculum includes a wide variety of student, teacher and parent initiated experiences. It involves integration of activities that lead to social, emotional, physical and intellectual growth. Curriculum materials are chosen by the core teachers and integrated into a yearly expedition (or theme).

Daily interaction will foster:

• Mutual trust and caring between all
• Cooperative interaction with others
• Respect for others’ feelings, persons, property, and uniqueness
• Interpersonal problem-solving through talking and reasoning
• Group problem solving
• Movement from the child’s natural egocentricity toward greater sensitivity to others
• The ability to sometimes compromise individual needs for group goals
• Self-directed and independent learning
• Being realistic in accepting one’s own limitations and abilities
• Trust

In recognition of the child’s physical needs, the environment provides for:

• Large and small motor activities
• The use of concrete, manipulative learning materials
• Study of nutrition and health
• Freedom of movement in the classroom

Intellectual experiences foster concepts, problem solving, decision-making, predicting, and creating.

 

These experiences include work in the following subjects:
• Arts
• Language Arts (reading, writing, language)
• Mathematics
• Social Studies
• Science
• Physical education and health
• Music (Strings Program and Voice)
• Environmental Education
• Community Building and Service Learning
• Language

 

Language Arts

What does Reading and Writing look like at the MVCS?
Literacy wraps strong arms around the entire curriculum at the MVCS. As a theme-based school, reading and writing happen in many forms, on a daily basis, in every subject, and both inside and outside the classroom. But what does it really look like? How is it woven into the curriculum? What are the literacy systems and structures that are used? How is literacy taught in our multi-age classrooms? What resources does MVCS value and use to teach reading and writing? What exactly is a workshop? This guide is intended to give you some insight into the balanced literacy program and help answer some of these questions.

What are the goals?
Whether an emerging, developing, or proficient reader and writer, the main goal at the MVCS is to foster a culture of readers and writers who are learning about the joy and purpose of reading, are able to independently choose books according to their own passions and reading ability, understand what they read, know what strong writing looks and sounds like, and are writing about purposeful, authentic topics that connect to the their lives. Since choosing books and writing topics often depends on individual passions and interests, building strong relationships and knowing our students deeply guide our practice.

At the MVCS, there are 6 main components of Literacy:
1. Reader’s and Writer’s Workshop
2. Read Aloud
3. Author’s Share, Reader’s Theatre, Peer Edits, and Literature Circles
4. Word Study
5. Silent Reading
6. Homework Journals

These may take on various forms in different crews, but these are the general, overall components.

1. Students have both Reader’s and Writer’s Workshops. A workshop is a block of time, ideally 60-80 minutes, divided up into 3 parts: 1) a 10-15 minute whole group mini-lesson, 2) a 40-
50 minute work session where the students are given a task to work on, and 3) a 10-15 minute debrief where work, thinking, and new learning is shared.

In a Reading Workshop, mini-lessons focus on the Reading Comprehension Strategies. These strategies are:
• Making Inferences (predictions)
• Connections
• Mental Images (Visualizing)
• Questioning
• Determining Importance, and Synthesizing (putting it all together)
These research-based strategies help readers gain meaning from what they read, decode words, and enjoy their reading.

In a Writing Workshop, mini-lessons focus on the 6 + 1 Traits of Writing. These traits are:
• Conventions
• Organization
• Voice
• Ideas
• Word Choice
• Sentence Fluency
• Presentation

These research-based traits help students understand the components of good writing, and mini lessons allow for explicit instruction and modeling from powerful texts with rich language and strong writing. The variety of texts often include other published authors and student or teacher work.

During the ‘work time’ of the workshop, students may be working on a task in their ‘Just Right Book,’ a book they have learned to choose on their own based on their individual reading skills and what they know about themselves as readers. They may also be focused on expedition related literature (from the year long theme). Or they might be working on a book they are writing, an expedition piece they are bringing to a final draft (this could be science or math related, etc), or even a group project. Although it may be that everyone is working on the same writing trait, or the same Reading Strategy, the end project takes on many different forms based on the individual student. During this workshop time, teachers are also conferring with individual students, or small groups, based on individual needs. During individual conferring, teachers ask questions, listen, give feedback, ask more questions, assess, give suggestions, and listen again. Finally, a debrief at the end of the workshop is the important ritual of sharing new learning and thinking with each other, sharing work, addressing misconceptions, capturing thinking on charts, learning from each other, and assessing what students know and where they may need to go next.

2. Read Aloud is precious structure of the day. Students gather together on the carpet, and listen to a rich piece of text, that may take several months to finish. The purpose: To find common ground by sharing deep conversations about the same book, laughing together over the funny parts, discussing the meaning of a word, talking about ideas we get as authors from the craft of writing the author uses, thinking about what makes a really good story, and practicing the reading comprehension strategies together. It is an excellent chance for teachers to also model what proficient readers do, and to read with fluency, voice, expression, and with understanding of the reading strategies. Often these discussions will extend into other parts of our day or other mini-lessons.

3. “Reading and writing float on a sea of talk.” --
Debbie Miller. Author’s Share, Reader’s Theatre, Peer Edit, Book Reviews, and Literature Circles are structures used to share work, discuss our books and thinking, interact with the text, and provide feedback. These structures may happen throughout the year at different times, depending on the stage of a project or the present focus.

Mathematics

The mathematics program at the Methow Valley Community School has several basic goals, which reflect those of the National Council of Teachers of Mathematics.
In our community of learners, children:
• Use mathematics to solve problems, developing confidence to solve problems in a variety of ways
• Apply logical reasoning to justify procedures and solutions
• Are involved in the design and analysis of multiple models of mathematical learning, making connections and communicating about ideas within and outside of mathematics.

The mathematics curriculum is designed to meet the needs of a wide range of skill and ability levels at MVCS. At all levels, a variety of manipulatives and hands-on projects are used to encourage interest and motivation to add to students’ understanding of number, place value, and other mathematical concepts. There is a focus on problem-solving and using mathematics in the “real world.” Students are able to connect mathematics to the yearly expedition though a variety of interdisciplinary projects. For example, while students in the 1st -3rd grade classroom studied Antarctica and Shackleton’s expedition, they created graphs to compare the weather in the Methow Valley to locations in Antarctica. Students in the 4th-6th grade classroom planned virtual trips to European countries as part of their expedition studies relating to European exploration. In the classroom there are opportunities for independent work, small group skill instruction, group problem solving and workbook skill building.

To support the mathematics program, the Community School uses a variety of curriculum resources.

“Bridges in Mathematics” from the Math Learning Center is available to us in grades 1-4. We also use tools such as GEMS (Great Explorations in Math and Science) and AIMS (Activities Integrating Math and Science) guides and Marilyn Burns resources. In the upper grades we have Visual Mathematics (also developed by the Math Learning Center) and TAI Mathematics to support students in their thinking as their understanding of mathematics becomes more abstract.

If you are interested in learning more about the aforementioned curriculum resources, please visit the websites listed below:
Www.mathlearningcenter.org/
Www.aimsedu.org/
Www.mathsolutions.com/

Science

The roots of the science curriculum at MVCS extend deep into the theory and practice of place-based education (PBE) in that we use the Methow Valley as the context for learning. Topics of scientific investigation include biology, physics, chemistry, earth science, and environmental science. The Community School’s science program is unique in that it is organized to support our yearly themes and to maximize integration with other subject areas, and the natural landscape of the Methow Valley. Learning about and practicing scientific process and science concepts in context allows students to understand the role of science in the world beyond the classroom. Classroom and field investigations, which are integrated into the outdoor education program, are designed to be inquiry-based, hands-on opportunities for students to experience science and our changing world.

Principles of Successful Place-Based Education (as borrowed from Promise of Place.org)

• Learning takes place on-site in the schoolyard, and in the local community and environment.
• Learning focuses on local themes, systems, and content.
• Learning is personally relevant to the learner.
• Learning experiences contribute to the community’s vitality and environmental quality and support the community’s role in fostering global environmental quality.
• Learning is supported by strong and varied partnerships with local organizations, agencies, businesses, and government.
• Learning is interdisciplinary.
• Learning experiences are tailored to the local audience.
• Learning is grounded in and supports the development of a love for one’s place.
• Local learning serves as the foundation for understanding and participating appropriately in regional and global issues.
• Place-based education programs are integral to achieving other institutional goals.

Social Studies

The MVCS Social Studies program is an integrated study that prepares students to critically analyze and make decisions regarding themselves, their community, nation and the world. The curriculum is at the core of the “Expedition” chosen for the year. Curriculum evolves from a three-year plan that includes rotating annual themes of Ancient Peoples and Ancient Lands, Exploration and Community. Guiding questions thrust students forward to spark curiosity of a subject that will guide the expedition. Students form their own questions leading them into research projects. Their studies draw upon many disciplines such as history, geography, economics, anthropology, archeology, philosophy, religion and sociology. Students apply knowledge of people, places and environment to understand the past and present and to plan for the future. The MVCS hope is that students will connect to something that engages their curiosity and inspires further exploration. Student work is celebrated on “Expedition Night”, showcasing their research and understanding of their chosen subject. They may come dressed as a European Explorer, for example, explaining their importance and impact on the world through journals, posters, maps, and art projects, or they may present knowledge of local non-profit organizations and their significance in the Methow Valley. The evening provides an opportunity to communicate current and historical information and practice presenting and sharing their knowledge with an authentic audience.

Enrichment Programs

Visual Arts

The Visual Arts curriculum provides MVCS students an opportunity to explore the complex ideas of an “Expedition” through self-expression. Projects connect with the expedition curriculum fostering creative thinking and problem-solving skills. Students are given ample opportunities to experiment with a variety of media using the elements and principles of design to produce meaningful work. They learn new techniques and processes to demonstrate an understanding of how subject matter, symbols and ideas are used to communicate meaning in art. Students are provided a climate for the fullest development of their creative instinct and at the same time learn about the world around them. The program interweaves art appreciation, history, criticism and production. Students learn that art preserves history and civilizations long extinct. The MVCS believes that art is essential for full human development and helps students develop higher thinking skills.

Outdoor Education and Service-Learning

Environmental education and service to our community are deeply ingrained in the mission and practice of our school community. The mission of this unique program is to provide integrated, interdisciplinary education in a multi-age learning environment that utilizes community, classroom, and the natural world as a medium to learn. Each Friday of the school year is dedicated to either outdoor education or community service and these two disciplines are often integrated with each other and other subjects such as art and science. The MVCS outdoor education program offers opportunities for students to work as a school or crew community to achieve a goal, develop a sense of place, practice outdoor skills, and explore the natural world. As we are located in the beautiful Methow Valley, our classroom is often the riparian corridor, ski trails, or rock climbing walls. The outdoor education program is further integrated into the school’s science curriculum. On Fridays students may be found working on Phenology projects or collecting data for a research project. The overarching theme is to cultivate attitudes, values, and commitments necessary to build a sustainable society.

Service-learning projects offer student crews the opportunity to apply their knowledge and academic and creative skills to a real community need. Students develop partnerships and a sense of shared responsibility with community members, as well as feel valued for their service to others. A service learning project may include visiting the Twisp Recycling Center, assessing the organization’s need, and then creating and awareness campaign encouraging others to recycle. Our goal is to prepare students with attitudes and skills to learn from and be of service to others and that students become engaged with the larger context of self, family, school, community and the world.

Locavores

The Community School’s Locavores Program reflects the unique culture and values of the Methow Valley. Designed to create an awareness of local, organic, and seasonal foods, the Locavores program works in collaboration with the restaurant Local 98856. Every week, a multi-age group of students spends the afternoon at Local 98856 learning about topics such as gardening, the origins of chocolate, the chemistry of baking. During these education sessions, students explore nutritional health, well-being, and sustainable thinking. Locavores extends its realm into our outdoor education program and includes visits to local farms. Every week, the school community gathers for a delicious lunch prepared from local foods from Valley growers and producers. Througout the year we expand our school community at Celebration Meals to honor and thank participating community members.

Music Program

Music is a wonderfully important part of life at the MVC !  Students are exposed to and participate in a variety of musical experiences throughout the week.  Singing, moving, playing and listening to music is integrated into the curriculum and the music specialists work with crewleaders to nurture its existence.  Children are taught using the Orff method.

Language

Students are introduced to the Spanish language through song, dance, reading, and games, often integrated into a fiesta of learning.

Title I Reading and Math Support

Students who need assistance in reading or mathematics may qualify for Title I support. A reading and math specialist works one on one with qualifying students to give them the added support they need to achieve personal excellence.

Curricular Themes

The curriculum at the Methow Valley Community School is on a three-year rotation. The overall themes, or expeditions, are broad and allow for teachers to pursue student interests, current events, and to integrate curriculum between subjects. Fieldwork, the local community, and service learning are incorporated into the curriculum throughout the year. Every year the following traditions take place: All school play, Expedition Night, Science Fair, and Young Authors Night.