The
School Curriculum:
3. EDUCATIONAL PROGRAM
3.1. Overview of Content
3.2. Teaching Methods and Pedagogy
3.3. Special Needs
3.1.
Overview of Content
SVRCS has adopted a curriculum model which integrates
traditional subject matter and skills with activities appropriate to
each child's stage of development and learning modalities. While maintaining
the highest academic standards, rigor, and expectations, SVRCS embraces
an integrated process that places learning, ideas, and experimentation
in a real life context that requires interdisciplinary thinking and
applications. The home, school, community, and the global community
become the frame for these endeavors. SVRCS promotes the reciprocal
bonds that tie home, school, and community to breach the confines of
theoretic learning, and expands learning into tangible, hands-on applications
that accentuate the rich diversity of local resources.
3.2.
Teaching Methods and Pedagogy
SVRCS articulates three basic premises which undergird
teaching philosophy and practice.
Premise: Young people are powerful learners.
Positive affirmation will enhance students' abilities
to develop their own learning style at their own pace, while concurrently
supporting and encouraging independent, creative, and thoughtful learning
Practice: Young people will be viewed and affirmed as
capable, intelligent and powerful learners. As much as possible, young
people will be empowered to direct and design their own learning, both
individually and in groups.
Premise: Authentic learning excites "perpetual
curiosity".
Young people learn best when they are actively involved
in meaningful pursuits.
Practice: Learning will be active and "hands-on";
young people will pursue real research and applications in a relevant
context as much as possible.
Premise: Maintain a learning community.
Learning is solidified and enhanced when many adults,
(teachers, parents, and community members), model and participate together
with young people. All are immersed in the continuing process of growth
and learning.
Practice: Learning will be cooperative and interactive;
students, teachers, parents, and community members will participate
as learners together.
3.3.
Special Needs
At SVRCS, inclusive classrooms start with a philosophy
that all children can learn and belong in the mainstream of school and
community life. Diversity is valued; it is believed that diversity strengthens
the class and offers all its members greater opportunities for learning.
SVRCS upholds the conviction that every child has special needs and
that every child possesses giftedness and unique talents and abilities.
It will be the obligation of every adult - parent, staff,
and community member - to ensure that the unique and special needs of
each student are met. To accomplish this, an individual plan, (Help-Holistic
Education Learning Plan) will be developed for each student. The student,
teacher, and parent or guardian will be involved in the development
of this plan. Progress toward goals will be assessed at Parent/Teacher
Conferences. These meetings will occur at a minimum of three times yearly.
Students will participate in these meetings as deemed appropriate, along
with any other SVRCS staff or advisors they or their parents/guardians
may request.
SVRCS will use a variety of teaching methods to ensure
mastery of appropriate skills, ideas, and knowledge for all students.
However, it is essential to detect marked learning variances to identify
areas that require more support or greater challenge. Regular assessments
integrated with the curriculum will help determine how students are
learning.
SVRCS is dedicated to challenging and stimulating every
child. A modified program including flex time opportunities, will be
provided for those children with diagnosed disabilities or those requiring
greater challenges which indicate adjusted teaching strategies or definitions
of success, all within the frame of stated education goals.
Adherence to all federal and state regulations governing
special education benefits the quality of education received by students
at SVRCS. All staff will be made aware of resources available within
the scope of the school and community to provide services and support
for students with special needs. Any necessary accommodations will be
made. Certified special education teachers will ensure that all legal
mandates are met. Each teacher will be responsible for facilitating
every effort to fully integrate students into the life of the classroom
and the school. Children who enter SVRCS with IEPs in place will receive
adaptations and services articulated in the document at the time of
receipt. Parents and teachers will reserve the rights to review and
make appropriate changes to meet needs and goals within the new setting.
When proper arrangements are present, inclusion works
for all students with and without special needs in terms of mutually
held positive attitudes, gains in academic and social skills, and preparation
for living in the community. A fundamental purpose of education is to
facilitate and assist the learning and adjustment of all students; and
a part of this process is to value diversity and welcome the differences
among all people.
Continue on to Assessment