III. Curriculum and Instruction

"Throw your mind forward, then follow as fast as you can."

- Janet Kragen -

Instructional Framework and Strategies

The Volcano School of Arts & Sciences will synthesize curricula developed from a variety of models and sources based upon our philosophy and research. Our curricula will be continually fine-tuned. Teachers will be given time to collaborate and choose appropriate themes and projects and to design additional activities as needed for skill-building, for elaboration of concepts, and for promotion of cognitive, physical, affective and intuitive development.

In this eclectic model, teachers will work together to make and improve a curriculum blueprint that will lay out a comprehensive plan of themes, projects and activities incorporating content (HCPS-II) and skills to be addressed at each level. Assessments will be tied to curriculum and will measure student gains necessary for moving on to the next level. In subsequent levels, the themes and projects will again incorporate content and skills that build upon prior mastery and knowledge. This evolving master list, or curriculum blueprint, will show projects and standards in sequence and will be a reference for teachers in further planning.

In creating this eclectic curriculum model, teachers may draw upon standard curricula, especially for sequential skill building studies such as math, language arts and art.

Example: The Volcano School may use curricula such as the Connections In Art Interdisciplinary Curriculum from Davis Publications of Worcester, Massachusetts. This spiraling sequential program has been developed across grade levels. The Connections in Art program develops the four levels of a comprehensive art education program: Art History, Art Criticism, Aesthetics, and Art Production. Lessons are correlated to national visual arts standards as well as national standards for English/language arts, social studies, math and science. The program offers direct links with studies in other disciplines and lessons include assessment rubrics.

The Instructional Framework and Strategies will:

• Recognize different ways of learning
• Link to the HCPS-II standards
• Build on partnerships
• Create science studies based in the natural history of Hawaii
• Create cultural studies based on Hawaii's land and people
• Create art studies inspired by Hawaii's land and community resources
• Incorporate technological equipment

Recognizing Different Ways of Learning

Blooms Taxonomy provides one hierarchical framework for identifying and including a range of thinking skills in instruction from simple to complex and concrete to abstract. These many ways of learning may be best expressed through the domains of the Universe of Intelligence. (Clark, 1997; Snowman, 2000)

The Universe of Intelligence

Cognitive style:

Exemplary verbs that represent intellectual activity on each level include:

Affective style:

Physical style:

Intuitive style:

By applying the Universe of Intelligence to our educational framework, we will create an educational atmosphere that acknowledges our human differences and talents and offers children many ways to learn and understand and many ways to show others and themselves what they have learned and understood. Children will become skilled in the use of language and become literate in the symbol systems of the arts, mathematics, social studies, and science. They will also become skilled in interacting with others, and gain confidence in themselves as problem solvers and learners.

Linked to the Standards:

Both within the sequential learning lessons and within modules and learning units, activities will be set to target standards as articulated by the HCPS-II. Several standards may be addressed with interdisciplinary learning models and will include learning activities aimed at the cognitive, physical, affective and intuitive domains. Many standards can be applied to project-based learning around themes. In keeping with our objective of building concepts and skills from the bottom up in a curriculum blueprint for the school, we will map out appropriate standards to include at each level, through both project-based and sequential skill-building lessons.

Partnerships:

Science Studies based on the Natural History of Hawaii:

Cultural Studies based on Hawaii's Land and People:

The Arts:

Technological Equipment:

Additional Strategies will include:

The Volcano School has received a strong indication from the community of the willingness to participate with the educational activities of the school. The school will draw on volunteers to support many of the learning programs offered both during the regular school day and for after-school activities. The intent is to link community participants with the educational activities of the school, to heighten each student's sense of involvement with the community and to heighten the community's sense of involvement with our youth.

Mentoring

Community mentorships may take the form of one-on-one long-term exchange between a student and a mentor, or may be a short-term arrangement for a mentor to guide a specific activity with a few students.

During the school day, volunteers will serve as small-group leaders in learning unit activities such as leading field activities in the National Park, and enriching history, social studies, literature, world language and math lessons.

After-school enrichment programs will also draw upon volunteer mentors who may serve as academic tutors or as leaders for enrichment activities such as dance, music, theater, language, cooking, or organized team sports.

A Volunteer Coordinator will facilitate and coordinate community participation. The Volcano School realizes that voluntarism can best be nurtured by offering direct guidance and technical support to mentors, as well as by recognizing and appreciating the skills and insights that volunteers bring to the school. Mentors will receive training in mentoring skills through the school's Voluntarism program. By honoring the talents and skills of the volunteers who work with the Volcano School, the school will model and support voluntarism as a respected form of community participation.

Student Volunteers

Students will also have opportunities to volunteer their skills to the greater community through participating in community events such as the Fourth of July parade and celebration, the Community Christmas Festival and other community events and activities. The intent is to instill in our students empathy, an ability to interact with different community members, and a willingness to give back to the community which nurtures them.

Lifelong learning

The Lifelong Learning Program will sponsor enrichment-type activities for families and community members. Students and adults will learn together from mentoring artists, scientists or other experts. These seminars, demonstrations, and classes will take place at the school or in the field during breaks in the school calendar, after school, or weekends. The school may also offer classes for adults such as English as a Second Language, GED classes and other community-tailored training courses. The intent is to model lifelong learning for all members of the family and to involve other members of the community as active participants in the community school. Alternate sources of funding will support these programs.

Curriculum Sample

Educational research shows that the greatest learning occurs when students are involved in real-world projects and participate in their learning. Through authentic curriculum, collaboration, multiple paths for success, and assessments that target standards, our students will be empowered to excel. As activities are planned for each learning unit, care will be taken to make sure that learners of all kinds have opportunities to be engaged.

The following chart is an example of how sequential studies and interdisciplinary learning units may be combined in an upper elementary (5-6th grade) module. Students will be allowed to chose the learning units that interest them the most. Other grade level modules may have adapted schedules with sequenced studies and learning units targeted to reach their appropriate age level standards. The actual schedules and content will be designed by the education director and teaching staff during pre-opening planning time. Taking into consideration the amount of time required to plan and maintain this type of curriculum, the board will encourage the teaching staff to incorporate frequent collaborative planning time into the overall schedule.

Table 1: Example of a possible schedule, One Week, Upper Elementary Module

*examples of sequenced activities within the unit "Voices of the Earth" are detailed in Table II.

Table II: Sample Sequenced learning activities within an Upper-Elementary Learning Unit

Voices of the Earth

(a six-week learning unit)

* Key to standards: FA=Fine Arts; WL=World Languages; SS=Social Studies; S=Science; LA=Language Arts; PE=Physical Education;

H=Health; ET=Educational Technology; C=Career & Life Skills; M=Mathematics.

For example: WL-10-2 refers to World Languages HCPS-II booklet, page 10, standard 2.

Activity 1) World Views

---------Universe of Intelligence Domain------------------

Activity	Standards addressed*	Cognitive	Physical	Affective	Intuitive	Assessment
Objective: Note the natural order as reflected in traditional Hawaiian thought through music and dance Activities: Guest performer, Hawaiian Creation Chant Question & answer session with hula artists about the dance, its meaning, and their lives as dancers	SS-5-2 SS-11-2,3,4 FA-13-5,6 FA-27-6,7,8 WL-10-2 WL-13-4 H-7-5 C-5-2 C-9-5 LA-13-2,3 LA-15-5,6 LA-17-3 LA-19-5,6	Recognize & describe elements of story & dance Define meaning of dance & thought Compare & contrast with other cultures' storytelling & values		Judge & evaluate the effectiveness of hula as a vehicle for carrying information & cultural values Respond to the music and the message Evaluate effectiveness of non-verbal communication	Interpret meaning, mood & relevance to today's world Interpret meaning of non-verbal communication Gain perspective of what it means to be a hula dancer today	Participation Listening & interpretation Discussion Log Entries Assess for main idea
Objective: Formulate understanding of more than one traditional world view Activities: -Read native American stories from "Keepers of the Earth" and/or African folktales, and/or Western fables - characterize beliefs relating to land & animals - Analyze what the ancients are saying through stories -Compare and contrast to Western view. -Describe the present and intuit the future through the eyes of another culture -interpret present & future through artistic rendering based on another world view	SS-9-3 SS-5-2 LA-9-1,2,3 LA-11-4,5,6 LA-13-1,2,3 LA-15-4,5	Analyze main ideas of stories Compare & contrast similarities & differences in characters and main ideas Compare & contrast cultural viewpoints Characterize beliefs put forth		Judge similarities and difference of intended messages of stories Characterize values put forth in stories Respond to values put forth	Interpret meaning from story sources Interpret present and future through imagination	Assess for main idea Discussion Log Entries Listening & interpretation Participation Ability to imagine and interpret
Objective: Compare and contrast Western perspectives on natural order Activities: research those in Western culture who have lived closely with the land, their backgrounds, lives, world views (e.g. The American cowboy, John Muir, Ansel Adams, farmers, Native Americans, etc.)	SS-25-3 SS-13-1,2,3,4,5 SS-5-1 SS-15-1 SS-9-4 LA-9-1,2,3 LA-11-4,5 LA-13-1,2,3 LA-15-4,5 LA-17-1	Define & describe various ways of relating to the land Discuss and assess lifestyles & values demonstrated		Characterize value system that is land dependent Respond & judge values of land usage options	Interpret relationships with land & animals	Assess for main idea Discussion Log entries Participation Ability to gather information
Objective: Create and enact a method of cultural story-telling Activities: Students create and dramatize a story of their culture as if to tell someone from another planet about their world view. -create a script -photo-document the drama	SS-11-1 LA-12-2,3 LA-14-4,5,6 ET-4-1,2,3 ET-6-4,5	Organize & compose script, demonstrate main ideas Memorize dialog and/or express specific meaning Create drama	Perform & act in the play Handle photo equip-ment	Respond & participate in idea presentation Join the production in some capacity	Interpret relation-ships Interpret and imagine an alien's questions	Participation as individual and within a group Ability to think creatively Ability to photo-document and get main idea

Activity 2) Species on the Brink: Plants and Animals of Hawaii

-------Universe of Intelligence Domain--------------

Activity:	Standards addressed *	Cognitive	Physical	Affective	Intuitive	Assessment
Objective: Formulate questions, gain understanding of process of rearing & ethics of resource management. Activities: Field trip to Keauhou Bird Conservation Center (w/partner agency) -photo-document the facility and interaction among students and mentors	LA-13-1 LA-18-4,5,6 S-11-1 S-13-2 S-15-3 S-21-1 S-23-2 S-27-4 S-33-9 ET-5-1,2,3 C-4-2	Describe main ideas of bird conservation Discuss wild habitat and compare with captive habitat Differentiate among species & habitats	Walk through captive habitat Handle photo and other documentation equipment	Respond to and question policies of captive breeding	Interpret the value of captive breeding program in contrast to the quality of life for the captive birds	Participation Log entries Ability to photo document as main idea summary Ability to articulate questions and retain main ideas & information Field Trip/project report
Objective: Gain insight into detail and application of scientific methods Activities: Surveying/data gathering/ mapping biota with HAVO park personnel (w/partner agency) - Create a report on the project	M-9-1; M-11-4 M-13-2 M-15-1,2-3 ET-7-5 S-11-1 S-1-32 S-15-3 C-5-2; C-6-3 PE-7-4,5,6,7	Plan & organize field trip Recognize & identify species & habitat types	Hike Handle & operate field equipment		Compile a sensitive report reflecting the project, site and people	Participation Ability to document systematically and record accurately Written or multi-media project report
Objective: Students interview Park staff, formulate questions and evaluate reasons for reduced populations and recovery efforts. Understand factors affecting population and propagation Activities: Guest Speaker: from national park, endangered plants(w/ partner agency)	S-11-1 S-13-2 S-15-3 S-27-5 S-29-6 LA-9-1 LA-13-1,2,3 C-5-1,2	Evaluate factors in population dynamics Analyze & question recovery efforts Recognize & discriminate among species				Judge effectiveness of recovery efforts Discussion Participation Log Entries Ability to interpret maps, graphs
Objective: Gather information & evaluate policy on species restoration Activities: Field trip to Punalu'u Beach: sea turtles, observe interaction of turtles and visitors. Interview HAVO turtle expert re: protection program. (w/partner agency) -photo-document/video interactions on beach	SS-9-4 SS-11-4 SS-13-5 LA-17-1,2,3 LA-19-4,5,6 S-11-1; S-13-2 S-15-3; S-19-5 S-21-1; S-27-4,5 S-31-7,8 ET-5-1,2,3 C-7-3; C-9-1 PE-5-3 PE-4-7-4,5,6,7 M-9-1	Plan and organize field trip Recognize& distinguish among turtle individuals & behaviors & critical habitat Recognize & record differing viewpoints	Walk & Hike Operate binoculars & other observation and recording tools	Evaluate restoration criteria & differing viewpoints Question restoration attempts Evaluate results to date	Interpret impact on turtles, researchers and visitors	Oral reports Product: educational pamphlet or multimedia presentation Create management model for cooperative usage of the resource, valuing all viewpoints

Activity 3) Complexity and Balance: Biodiversity

----Universe of Intelligence Domain-----

Activity:	Standards addressed *	Cognitive	Physical	Affective	Intuitive	Assessment
Objective: Questioning, observing and participating in restoration work in a habitat hosting endangered species Activities: -Field trip: Hakalau Preserv for koa planting -Photo-document/video habitat elements, threats, and human interactions - map the planting area (with partnering agency)	LA-13-1,2,3 LA-15-4,5 LA-16-1,2,3 LA-19-5, 6 S-11-1; S-13-2 S-15-3 ET-4-1,2,3 ET-4-4,5,6 H-4-3 C-4-1,2 C-6-3 C-8-4 PE-4-2,3 PE-6-4,5,6,7 FA-12-6 SS-8-4 SS-10-2 SS-12-1,2,3,5 SS-14-4 M-9-1 M-11-4	Plan & prepare for field trip Recognize, name & describe elements of habitat Discuss, appraise & compare information from host Organize notes, maps Compare results	Handle tools & equipment Walk & hike Bend, pull dig, plant, & tag individual plants	Judge results of habitat alteration & restoration Share & understand different viewpoints Question ethics of habitat alteration & restoration		Log entries Participation Write a news segment or create a multi-media segment for module sharing Assess for main idea: threats to habitat and possible solutions, including various viewpoints Assess mapping skills including ability to create and read map of planted koas
Objective: Gain understanding of complexities relating to human needs and policy-making in preservation issues. Activities: -Research issue relating to habitat preservation such as visitor impact/ecotourism or wildlife-hunting. Present both sides of the issue in a multi-media debate.	C-7-3 ET-7-5 LA-17-1,2,3 LA-19-4,5,6 SS-5-1,2,3 SS-9-1,2,5 SS-11-1,2,3,4 SS-13-1,2,3,4,5 SS-15-1,2,5	Define a habitat issue Recognize factors and views within the issue Question & examine the issue from various viewpoints Demonstrate a possible solution	Operate multimedia tools	Characterize the issue/values from more than one viewpoint		Participation Ability to articulate positions Ability to gather and compile information effectively Ability to question and retain main ideas Demonstrate a model solution to a complex issue
Objective: Investigate competitive displacement of bird species in Hawaii with computer model. Make new generalizations about existing species. Activities: --Research and collaborate on one local endangered species	ET-5-3 ET-7-4,5,6 S-11-1 S-13-2 S-15-3 S-21-1 S-23-2 S-27-4,5	Identify bird species Demonstrate and explain factors involved in population dynamics	Operate computer	Support a viewpoint by selecting appropriate supporting information		Predict future based on intuition and facts Participation and collaboration Ability to research & get main idea Ability to use tools effectively Ability to articulate in sharing final product in module meeting

Planned interventions

Special Needs Students

1) Differences are studied as a basis for planning, and student differences will shape curriculum. Project leaders will take student needs into account when planning and implementing the project.

Example: If a student has difficulty with reading and writing and the class is doing a project that investigates Hawaiian culture ,community mentors would give first hand oral information that could be reinforced with taped books or books written at the student's reading level.

2) Pre-assessment will be typical. Each student will be evaluated to determine his or her individual needs using a variety of assessments. The project leaders will know what skills each student needs to work on and what knowledge the student will need for success.

Example: After completion of assessments it may be determined that a particular student has missed the mathematical concept of how to find the perimeters of geometrical shapes. This could be re-taught and then reinforced in the study of plant monitoring of an area where the student would mark out the perimeter of a specific area and then identify and record the variety of plants within the perimeter of this area.

3) Multiple learning materials will be available. Since students learn in many different ways, it is important that concepts are taught using materials that will address the learning modality strength of the students.

Example: When teaching a unit on the interactions between plants and humans, a variety of learning materials would be used. A student with limited reading ability or a student with vision problems would find it useful to have taped resources available for research. They will also benefit from direct hands on activities where they can feel and work with the various plants. Oral presentations by mentors will give them needed information for written projects. A student with an auditory processing deficit or with a hearing impairment would benefit from visuals such as pictures, diagrams, charts and videos as well as hands on activities where they can touch the plants to be studied.

4) Multiple options for students to exhibit their learning will be offered. There are many ways to assess the acquisition of knowledge about a particular subject.

For example: A student may need to show an understanding of how human interactions with nature have affected the Hawaiian Island ecosystems. To do this, the student might choose to write a research paper, but he or she could also have the option of drawing pictures or creating a mural, which would show the change in a particular area due to human interactions over time. They could perform a play or puppet show, which characterizes a cause and effect on the area. They could write an ad for the radio to encourage people to be more conscious of their effect on the land or they could build a model of the area and show how it might change over time.

5) Research shows that students learn more if they can connect what they are learning to their own lives. This is especially true for special needs students. Because of frustration with abstract concepts, some students may need concrete projects in which they can find meaning.

Example: Re-vegetating an area in native plants in the national park would develop a pride in island culture and skills the student may choose to transfer to his or her home life. The student would better be able to look at his or her personal environment and see how it might be adapted to the new ideas of habitat management learned at school.

6) There will be variable pacing. Not all students work at the same rate. Some students need more time to process information, directions, and to complete projects.

Example: A student with a learning disability who has difficulty with reading may need more time to find resources suitable for his or her report. The student may need to have a book read aloud by a mentor or listen to a book on tape. A math concept may need to be re-taught, or reinforced before the student can complete the assigned project. Due to a learning disability or distractibility and poor organizational skills, a student may need more personal guidance on projects.

7) Students will help set goals and standards. Students have more pride in and dedication to a project or goal that they have helped to create.

Example: A student whose parents fish for a living and who wants to do a math project which has to do with the average weight of the fish they catch each trip will learn more and be more involved in the study of measurement and averages.

As stated in the previous section The Volcano School will have a Comprehensive Student Support System (CSSS) modeled from the Department of Education. The charter school will cooperate with Student Service Coordinators (SCC) in other district schools to align procedures and ensure provision of services to all students with special needs. The Individualized Education Programs (IEP) and Section 504 accommodations will be maintained in accordance with existing state and federal laws. Special education services may be contracted back to the District of Education. In short, The Volcano School will deliver special education services to students pursuant to the following legal concepts:

• Zero Reject: No child with disabilities may be excluded from a public education.

• Individual Education Program: A written program of studies required by the Individuals with Disabilities Act for every child with a disability.

• Free Appropriate Public Education: A planned individualized program of education and special services, provided without cost to the family, and based on a child's own needs, allowing the child to make individual progress.
• Least-Restrictive Environment: Allows each student to receive his or her education in the least restrictive setting, supported by an individualized and appropriate array of supplementary aids and services that ensure that the student is physically, academically, and socially integrated into general education.
• Due Process and Parental Involvement: A system of formal proceedings regularly implemented in accordance with established rules and principles. Parents, students and educators would be able to engage in effective collaboration in designing and delivering a free appropriate public education in the least restrictive environment.
• Nondiscriminatory Evaluation: Students will be classified according to an accurate assessment of their strengths and needs across the curricular and functional requirements involved in their education and not based on their ethnicity, race, color, national origins, religions, or sex.

Students identified with special needs will be admitted and accommodated in accordance with Hawaii State and federal laws. The education of special students ties in to our mission "to celebrate the learning of all our children." The preliminary goal is to accommodate these students in the regular education classroom; however, some pull-out classes or other special accommodation may become necessary as the needs of the student dictate.

For example: The Volcano School will have a unique opportunity to offer special hands-on programs for "at risk" students who often respond better to hand-on, interactive, thematic types of programs. Students will be encouraged to work together to become successful learners and achieve standards in a diverse classroom community where students with special needs are identified and accommodated.

ESL

Gifted and Talented

Gifted students will have a unique opportunity to work, through our partnerships, with scientists, artists and other community members. The differentiated classroom environment described above also applies to the gifted students. Pre-assessment will allow for each student's advanced cognitive ability and intellectual curiosity to be used as a basis of planning. The tendency of these students to prefer individualized work along with a need for freedom of movement and action will be honored. Student differences will shape the curriculum. Gifted and talented students will also benefit from multiple learning materials, diverse options, variable grading and pacing. The more the students are involved with the planning the more they will buy into the projects. Excellence as an individual effort is honored. The challenges these students experience in the areas of social development, low self esteem, unrealistic self expectations can also be addressed more easily in a differentiated and small class size setting.