Educational Programs

Constructivist Learning

Constructivist learning [Carey et. al., 1981] is based on the idea that children's minds are not blank slates. They all have a set of beliefs, theories and perceptions. Learning happens when these are challenged through conversation, a hands-on activity, or an experience. Children adapt their minds to fit in the new information. This may involve reinforcing an existing theory, adapting one, or creating a complete new one. For instance, a child may believe that when you drop two things at the same time, the heavier one will land first. At school, she may be playing in a loft and dropping notes and stuffed animals to a friend. She may expect them to land at different times and be surprised when they bump her friend on the head at the same time. Most likely, she will try this a number of times and even talk to her friend about it. Talking and experimenting causes the child to change her theory about gravity. This scenario typifies constructivist learning.

This theory suggests that good constructivist teaching must therefore include a number of important elements. These elements are the foundations of the CACS curriculum. The tasks that we ask learners to undertake must be authentic, long term and interesting. Therefore the units at the CACS are interdisciplinary, as the brain does not automatically categorize theories according to the traditional academic disciplines. This give the learners plenty of time to go in-depth and really challenge their constructs rather than merely memorizing information. These units end with a real-life, useful product. For instance, a unit on biodiversity will end with a plan to assist Edgewood Park in their efforts to conserve endangered habitats. These useful products are more meaningful and interesting than a product created for the teacher only. These authentic tasks prepare learners for the real world and teach about the value in helping others in the community.

Multiple Intelligences

The CACS curriculum is also based on Gardner's [1983] theory of multiple intelligences. All learners have different strengths and weaknesses within seven different areas of intelligences: kinesthetic, musical, spatial, linguistic, mathematical/logical, interpersonal and intrapersonal. With this in mind, the CACS curriculum includes a variety of activities that challenge and teach to each of the intelligences. This way every learner will succeed.

Core Subjects

The core subjects (science, math, social studies, language arts, and arts core-choice of visual, dance, theater, music) at CACS are taught in the context of interdisciplinary units with art integrated into each subject. These units let the learners connect all of the subjects, as they exist in real life. For instance, while studying ancient China, learners may learn about the invention of the abacus in social studies, while learning about different number base systems. Traditional textbooks do not match this interdisciplinary style of teaching; therefore, the CACS's curriculum is resource-based, with most references coming from primary and secondary sources, however, text books provide back-up and support to the program.

Other Subjects

One of the concerns of the CACS's founders was that, outside the core curriculum, many important topics have fallen by the wayside in public education. Too many schools, faced with budgetary shortfalls, have chosen to eliminate subject matter which is regarded as somehow less essential than "the three R's." Drawing on Gardner's research, we believe that these topics--besides enriching the overall school experience, and helping students to identify unique interests, talents and abilities (leading to career choices and/or lifetime hobbies)--can often open the door to greater achievement in core subjects. For example, Music can provide concrete experiences inspiring appreciation of mathematics and physics; visual and graphic arts can provide concrete motivation for learning more about geometry; and learning a foreign language at an early age can provide insight into the thought patterns of other cultures.

Student Assessment

To track student progress, k-5 teachers use a performance assessment tool called the Work Sampling System. Its purpose is to document and address children's skills, knowledge, behavior and progress across a wide variety of curriculum areas on multiple occasions. These curriculum areas include personal and social development, language and literacy, mathematical thinking, social studies, the arts and physical development. After tracking progress with this system throughout the course of a year, teachers then describe in narrative form what they have assessed of each child. Student assessment procedures will be reviewed this fall to improve our reporting methods. To ensure the teachers have a strong understanding of the program, we have set aside four afternoons for teacher training. Highlights of the program are:

The WSS is designed to help teachers learn about your child's skills, behaviors, and academic achievements in school. WSS gives teachers the information they need to effectively report student progress to parents. This program focuses on seven areas of the curriculum:

Personal and Social Development
Language and Literacy
Mathematical Thinking
Scientific Thinking
Social Studies
The Arts
Physical Development and Health

There are three main parts to this program. However, in rolling out the WSS, our emphasis this year will be on the first two: checklists and portfolios.

Developmental Guidelines and Checklists-list of age and grade level expectations that are used for guiding teacher's observations about student achievement.
Portfolios-collections of student work that shows progress and demonstrates special interests and talents as well as areas that need development.
Summary Reports-a profile of the student's performance based on the checklist and portfolios.

Kindergarten through 6th Grade will adopt at a minimum the Guidelines and Checklist along with the portfolios (Summary reports may be adopted for the final reporting period). Grades 7 and 8 will adopt only the Portfolio component of this program (7th and 8th grades receive letter grades). The checklists are sent home three times a year.

At the middle school level (6-8), students are assigned letter grades for the academic subjects and effort grades for P.E. and the various art classes. Parents have the option to request that letter grades not be assigned to their child.

In addition, charter schools are required to administer the STAR test, a standardized test that all California schools participate in grades 2-11. This test is usually administered in the spring and results are sent to students' homes in mid-summer.

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Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh & Eighth Grades Art Program	Educational Programs Constructivist Learning Constructivist learning [Carey et. al., 1981] is based on the idea that children's minds are not blank slates. They all have a set of beliefs, theories and perceptions. Learning happens when these are challenged through conversation, a hands-on activity, or an experience. Children adapt their minds to fit in the new information. This may involve reinforcing an existing theory, adapting one, or creating a complete new one. For instance, a child may believe that when you drop two things at the same time, the heavier one will land first. At school, she may be playing in a loft and dropping notes and stuffed animals to a friend. She may expect them to land at different times and be surprised when they bump her friend on the head at the same time. Most likely, she will try this a number of times and even talk to her friend about it. Talking and experimenting causes the child to change her theory about gravity. This scenario typifies constructivist learning. This theory suggests that good constructivist teaching must therefore include a number of important elements. These elements are the foundations of the CACS curriculum. The tasks that we ask learners to undertake must be authentic, long term and interesting. Therefore the units at the CACS are interdisciplinary, as the brain does not automatically categorize theories according to the traditional academic disciplines. This give the learners plenty of time to go in-depth and really challenge their constructs rather than merely memorizing information. These units end with a real-life, useful product. For instance, a unit on biodiversity will end with a plan to assist Edgewood Park in their efforts to conserve endangered habitats. These useful products are more meaningful and interesting than a product created for the teacher only. These authentic tasks prepare learners for the real world and teach about the value in helping others in the community. Multiple Intelligences The CACS curriculum is also based on Gardner's [1983] theory of multiple intelligences. All learners have different strengths and weaknesses within seven different areas of intelligences: kinesthetic, musical, spatial, linguistic, mathematical/logical, interpersonal and intrapersonal. With this in mind, the CACS curriculum includes a variety of activities that challenge and teach to each of the intelligences. This way every learner will succeed. Core Subjects The core subjects (science, math, social studies, language arts, and arts core-choice of visual, dance, theater, music) at CACS are taught in the context of interdisciplinary units with art integrated into each subject. These units let the learners connect all of the subjects, as they exist in real life. For instance, while studying ancient China, learners may learn about the invention of the abacus in social studies, while learning about different number base systems. Traditional textbooks do not match this interdisciplinary style of teaching; therefore, the CACS's curriculum is resource-based, with most references coming from primary and secondary sources, however, text books provide back-up and support to the program. Other Subjects One of the concerns of the CACS's founders was that, outside the core curriculum, many important topics have fallen by the wayside in public education. Too many schools, faced with budgetary shortfalls, have chosen to eliminate subject matter which is regarded as somehow less essential than "the three R's." Drawing on Gardner's research, we believe that these topics--besides enriching the overall school experience, and helping students to identify unique interests, talents and abilities (leading to career choices and/or lifetime hobbies)--can often open the door to greater achievement in core subjects. For example, Music can provide concrete experiences inspiring appreciation of mathematics and physics; visual and graphic arts can provide concrete motivation for learning more about geometry; and learning a foreign language at an early age can provide insight into the thought patterns of other cultures. Student Assessment To track student progress, k-5 teachers use a performance assessment tool called the Work Sampling System. Its purpose is to document and address children's skills, knowledge, behavior and progress across a wide variety of curriculum areas on multiple occasions. These curriculum areas include personal and social development, language and literacy, mathematical thinking, social studies, the arts and physical development. After tracking progress with this system throughout the course of a year, teachers then describe in narrative form what they have assessed of each child. Student assessment procedures will be reviewed this fall to improve our reporting methods. To ensure the teachers have a strong understanding of the program, we have set aside four afternoons for teacher training. Highlights of the program are: The WSS is designed to help teachers learn about your child's skills, behaviors, and academic achievements in school. WSS gives teachers the information they need to effectively report student progress to parents. This program focuses on seven areas of the curriculum: Personal and Social Development Language and Literacy Mathematical Thinking Scientific Thinking Social Studies The Arts Physical Development and Health There are three main parts to this program. However, in rolling out the WSS, our emphasis this year will be on the first two: checklists and portfolios. Developmental Guidelines and Checklists-list of age and grade level expectations that are used for guiding teacher's observations about student achievement. Portfolios-collections of student work that shows progress and demonstrates special interests and talents as well as areas that need development. Summary Reports-a profile of the student's performance based on the checklist and portfolios. Kindergarten through 6th Grade will adopt at a minimum the Guidelines and Checklist along with the portfolios (Summary reports may be adopted for the final reporting period). Grades 7 and 8 will adopt only the Portfolio component of this program (7th and 8th grades receive letter grades). The checklists are sent home three times a year. At the middle school level (6-8), students are assigned letter grades for the academic subjects and effort grades for P.E. and the various art classes. Parents have the option to request that letter grades not be assigned to their child. In addition, charter schools are required to administer the STAR test, a standardized test that all California schools participate in grades 2-11. This test is usually administered in the spring and results are sent to students' homes in mid-summer.

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