Description of Curriculum
KNOVA schools offer rich, varied academic programs that cater to each child’s learning styles, preferences and aptitudes by providing all students with a variety of structuring learning mediums each day. Examples of the different teaching-and-learning modalities that are offered include:
The multi-modal learning structure just mentioned enables teachers to interact with students individually, in small groups, in whole groups, and in activity-based large groups. Senior teachers with deep experience instruct students in larger classroom settings while associate teachers with less experience facilitate student learning individually and in small groups.
KNOVA School’s curriculum combines innovative, research-based content standards and instructional methods from a variety of sources. In grades K-5, these sources include the Core Knowledge Sequence in history, science, geography, music, art, and literature and Direct Instruction in reading, language arts, and mathematics and the FOSS science kits for student led science projects. These programs have a well-documented track record of success. The School’s leadership has extensive experience implementing these programs effectively, and draw on a well-developed network of veteran coaches and trainers for technical assistance and professional development.
Integration of Research-based Programs and Teaching Methods.
The School integrates several different research-based programs that have been recognized nationally for their effectiveness in equipping elementary-age students with strong literacy skills. Among these programs are the Core Knowledge Sequence, Reading Mastery, Spelling Mastery, High Performance Writing, Connecting Math Concepts, FOSS science kits and Marcy Cook Tiles.
Core Knowledge has been accepted by the National Clearinghouse on Comprehensive School Reform as one of 26 whole-school reform models that have met the criteria for inclusion in the Catalogue of School Reform Models. The Catalogue reports:
- Learning individually by progressing through rich multimedia lessons with close teacher supervision;
- Building essential reading and mathematics skills in small groups composed by skill level;
- Collaborating in small teams to complete science and technology projects;
- Receiving teacher-delivered lessons in whole classes of no more than 30 students;
- Interacting in teacher-facilitated Socratic discussions designed to foster critical thinking and problem solving;
- Experiencing music, dance and physical education in large groups through scripted, activity-based periods.
The multi-modal learning structure just mentioned enables teachers to interact with students individually, in small groups, in whole groups, and in activity-based large groups. Senior teachers with deep experience instruct students in larger classroom settings while associate teachers with less experience facilitate student learning individually and in small groups.
KNOVA School’s curriculum combines innovative, research-based content standards and instructional methods from a variety of sources. In grades K-5, these sources include the Core Knowledge Sequence in history, science, geography, music, art, and literature and Direct Instruction in reading, language arts, and mathematics and the FOSS science kits for student led science projects. These programs have a well-documented track record of success. The School’s leadership has extensive experience implementing these programs effectively, and draw on a well-developed network of veteran coaches and trainers for technical assistance and professional development.
Integration of Research-based Programs and Teaching Methods.
The School integrates several different research-based programs that have been recognized nationally for their effectiveness in equipping elementary-age students with strong literacy skills. Among these programs are the Core Knowledge Sequence, Reading Mastery, Spelling Mastery, High Performance Writing, Connecting Math Concepts, FOSS science kits and Marcy Cook Tiles.
Core Knowledge has been accepted by the National Clearinghouse on Comprehensive School Reform as one of 26 whole-school reform models that have met the criteria for inclusion in the Catalogue of School Reform Models. The Catalogue reports:
Core Knowledge focuses on teaching a common core of concepts, vocabulary, skills, and knowledge that characterize a “culturally literate” and educated individual. The purpose of the approach is to increase students’ receptive and productive vocabulary, increase comprehension, and help build a general knowledge base, thus increasing academic performance.
Core Knowledge is based on the principle that the grasp of a specific and shared body of knowledge will help students establish strong foundations for higher levels of learning. Developed through research examining national and local core curricula and through consultation with education professionals in each subject area, the Core Knowledge Sequence provides a model of specific content guidelines for students in the preschool, elementary, and middle school grades. It offers a progression of detailed grade-by-grade topics in language arts, mathematics, science, history, geography, music, and fine arts, so that students build on knowledge from pre-kindergarten through grade eight. Instructional strategies are modeled for teachers, but the selection of strategies is left to the discretion of teachers.” (The Catalogue of School Reform Models, Northwest Regional Education Laboratory, 2003)
To be included in the catalogue, a reform model must demonstrate research-validated results. Space constraints prevent a complete discussion of the design and results of all the research, but notable are three separate studies (Johns Hopkins, 1998, Taylor, 2000, and Schubnell, 1996), all of which showed Core Knowledge students outperformed control groups on academic achievement tests.
The School also uses components of the Direct Instruction curricula, including Reading Mastery, Spelling Mastery, Language for Learning, Language for Thinking, Reasoning and Writing, and Connecting Math Concepts. Direct Instruction is another school-wide reform model that has been accepted for inclusion in the Catalogue of School Reform Models. Direct Instruction is a model for teaching that emphasizes well-developed and carefully planned lessons designed around sequenced learning increments and clearly defined lessons. It is based on the theory that explicit instruction eliminates misinterpretations and can greatly enhance learning. No method for raising student achievement has been more research validated in its effectiveness than Direct Instruction.
In 1999, the National Education Association, in collaboration with the American Association of School Administrators and the American Federation of Teachers, commissioned the American Institute for Research to conduct a comprehensive review of all the research regarding curricula that are commonly used in school-reform efforts, including Direct Instruction. Of the 26 models reviewed, Direct Instruction was one of only two elementary models that received a rating of “Strong.” The following is an excerpt from the study’s summary:
The School also uses components of the Direct Instruction curricula, including Reading Mastery, Spelling Mastery, Language for Learning, Language for Thinking, Reasoning and Writing, and Connecting Math Concepts. Direct Instruction is another school-wide reform model that has been accepted for inclusion in the Catalogue of School Reform Models. Direct Instruction is a model for teaching that emphasizes well-developed and carefully planned lessons designed around sequenced learning increments and clearly defined lessons. It is based on the theory that explicit instruction eliminates misinterpretations and can greatly enhance learning. No method for raising student achievement has been more research validated in its effectiveness than Direct Instruction.
In 1999, the National Education Association, in collaboration with the American Association of School Administrators and the American Federation of Teachers, commissioned the American Institute for Research to conduct a comprehensive review of all the research regarding curricula that are commonly used in school-reform efforts, including Direct Instruction. Of the 26 models reviewed, Direct Instruction was one of only two elementary models that received a rating of “Strong.” The following is an excerpt from the study’s summary:
“This guide is about separating real solutions–or at least programs with a track record for improving student achievement–from solutions that might work,” says Marcie Dianda of NEA’s Teaching and Learning staff. “Only three of the approaches examined — Direct Instruction, High Schools That Work, and Success for All — provide strong evidence that they positively impact student achievement.”
This study was repeated in 2005 by the American Institute for Research with the same results.
The Northwest Regional Educational Lab’s summary of effective instruction includes:
For this kind of instruction to be implemented in schools, well-designed and integrated materials are needed. These materials must be used by an academic leadership team with deep knowledge of and experience in how to instruct students effectively. The KNOVA Reynolds Public Charter School is applying all of these features through its academic programs.
Grade Level Summary of Learning Objectives.
The curriculum model the School has designed maximizes the potential for all children to reach and exceed grade level in all major subject areas. The tables below set forth a general list of curricula for each grade.
All new students who enter the School are given placement tests and then placed in the programs according to the results. Thus, children are placed according to their ability, especially with respect to skill-based subjects such as reading, writing, and math. For that reason, students in the same grade could be working in different curricula.
The School teaches reading at several levels in kindergarten through at least fifth grade in order to accommodate students who learn at different rates. For any children who are behind in any of the programs, individual plans are designed to help them catch up. For students in grades 3-5 who are behind grade level, the School will use portions of the program Corrective Reading: Decoding and Comprehension.
With coordination and support from the School’s leadership, teachers adjust the schedule to ensure that students demonstrate mastery at each step and level along the way. As the School expands, a schedule of programs for grades six, seven and eight will be developed and submitted to the District.
The Northwest Regional Educational Lab’s summary of effective instruction includes:
- Instruction is guided by a pre-planned curriculum
- High expectations for students and teachers
- Students are carefully oriented to lessons
- Instruction is clear and focused
- Learning progress is monitored closely
- Students are re-taught, if necessary
- Class time is used for learning
- Standards for classroom behavior are explicit
- There are smooth, efficient classroom routines
- Instructional groups fit instructional needs
- Student-teacher interactions are positive
- Incentives/rewards are used to promote excellence
For this kind of instruction to be implemented in schools, well-designed and integrated materials are needed. These materials must be used by an academic leadership team with deep knowledge of and experience in how to instruct students effectively. The KNOVA Reynolds Public Charter School is applying all of these features through its academic programs.
Grade Level Summary of Learning Objectives.
The curriculum model the School has designed maximizes the potential for all children to reach and exceed grade level in all major subject areas. The tables below set forth a general list of curricula for each grade.
All new students who enter the School are given placement tests and then placed in the programs according to the results. Thus, children are placed according to their ability, especially with respect to skill-based subjects such as reading, writing, and math. For that reason, students in the same grade could be working in different curricula.
The School teaches reading at several levels in kindergarten through at least fifth grade in order to accommodate students who learn at different rates. For any children who are behind in any of the programs, individual plans are designed to help them catch up. For students in grades 3-5 who are behind grade level, the School will use portions of the program Corrective Reading: Decoding and Comprehension.
With coordination and support from the School’s leadership, teachers adjust the schedule to ensure that students demonstrate mastery at each step and level along the way. As the School expands, a schedule of programs for grades six, seven and eight will be developed and submitted to the District.