• Select a School
  • Language
Admin

Academics


GREASEWOOD SPRINGS

 COMMUNITY SCHOOL



Curriculum Overview

2016-2017

November 22, 2016


Priority Graph


 

 

Introduction/Overview

The primary factor in allocating space for a school is the educational program is designed to support facility spaces as defined in the education specifications. The local school establishes the teaching methods and determines which learning process should be emphasized. Curriculum requirements are established by the Bureau, state and tribal Departments of Education, and tribal school boards.

Greasewood Springs Community School, Inc, (GSCS) is committed to implementing an educational program requirements and standards based on 25 CFR Part 36 — Minimum Academic Standards for the Basic Education of Indian Children and K-8 Arizona College and Career Ready Standards for learning content and skills that are connected to real-world issues and needs.

GSCS supports the Navajo Nation Department of Diné Education (DODE) standard requirement of engaging all students in a comprehensive Diné Studies Program based on the Diné Philosophy of Learning that offers a Diné language and culture revitalization program acknowledged and supported by the mission statement of GSCS and is dedicated to teaching the principle of Hozho Naasha', "1 Walk in Beauty.'•

The primary goal of the academic program is to produce healthy, capable bilingual citizens, and increase academic achievement in reading, language arts, and math and analyze these achievement levels to tailor instruction, set academic goals, and support academic improvement plans. GSCS focuses on continuous revision of the curriculum by integrating up-to-date technology tools to prepare students for the 21 st Century through creative and innovation learning.

Teacher-Student Ratio

GSCS is currently serving 209 students from Pre-Kindergarten to 8th grades. Twelve Highly Qualified/Certified teachers in General Education and six Special and Resource Program teachers serve students daily. The teacher-student ratios are as follows:

Classroom

Teacher-Student Ratio

Pre-Kindergarten/FACE

1:13

Kinder arten

2: 22

First Grade

1:14

Second Grade                    

2:22

Third Grade

1:20

Fourth Grade

2:28

Fifth Grade

2:28

Sixth Grade

1:18

Seventh Grade

1:20

Eighth Grade

1:26



Academic Master Schedule

GSCS has a master academic schedule for grades Kdg-8th developed for all instructional programs. The schedule includes reading block for 90 minutes; math block for 60 minutes; and reading and math intervention blocks which reflect the Rtl 3-Tier model for 60 minutes. In addition, there are provisions for special area classes in Dine Language and Culture, Physical Education, Computer Literacy, Library Skills and a Counseling/Positive Action Program.

The special area classes are integrated in the regular program for a minimum of 50 minutes per class period for Kdg-3th grade students and 60 minutes for 4th-8th grade students. GSCS provides an after school tutoring program utilizing 21 st Century funding. The program provides Residential students with an opportunity to receive eight hours of tutoring every week and bus students to receive four hours of tutoring every week.

GSCS was evaluated by the Navajo Nation AdvancED team and is fully accredited for five years from School Year 2016-2017 to School Year 2020-2021. The GSCS curriculum was developed in June 2013 and amended in July 2016. GSCS has a written curriculum with all components developed by teachers with technical assistance provided by educational consultants.

The core instructional program at GSCS during School Year 2016-2017 includes English language arts, mathematics, social studies, science, physical education and health, Diné language and culture, library media, and computer technology. The core instructional programs have been aligned with the Common Core State Standards.

Core Programs

Kindergarten to Second Grade Curriculum

Kindergarten to Second grade students are taught by highly-qualified teachers supported by teacher assistants. The teachers work on social skills and focus on building foundational readiness skills in early reading, writing, math, and social science. The core curriculum for reading is Reading Street, a basal reading program supplemented by the Jolly Phonics and Grammar Program. Writing is practiced daily across the curriculum in conjunction with reading and other disciplinary areas.

Teachers have established a classroom environment with word walls and a classroom library to support classroom literacy instruction. The core math program is the New Edition Envision Math that supports hands-on activities with multi-sensory manipulative and interactive learning. The social science program is based on integrated themes relevant to students' local environment and culture. These concepts and skills are taught quarterly with emphasis on science, social studies, and health themes.

Third to Fifth Grade Curriculum

Third to Fifth grade students are taught by four highly-qualified teachers and a substitute teacher in self-contained classroom settings. The core reading program is a basal series, Reading Street supplemented by Reading Plus. In addition, Words Their Way and Units ofStudy are utilized for writing, vocabulary development, word study, and spelling. Teachers also support the Literacy Program through student participation in the Book Up Program and National Young Readers

Program. The core math program is the 2010 Edition Envision Math supported by center activities, intervention instructions, and interactive math learning. Singapore Math also supplements the math core program. The social science program is based on integrated themes relevant to students' surrounding environment and culture. These concepts and skills are taught quarterly with emphasis on science, social studies, and health themes as outlined in the curriculum pacing guides and maps for each grade level.

Sixth to Eighth Grade Curriculum

Sixth to Eighth grade students are taught by highly-qualified teachers in semi-departmentalized classroom settings and each teacher is responsible for teaching a subject area and science for homeroom students. The reading and language arts core program includes a basal series, Prentice Hall Literature supplemented by Reading Plus and LYL. In addition, Words Their Way and Units ofStudy are utilized for writing, vocabulary development, word study, and spelling. Teachers also support the Literacy Program through student participation in the Book Up Program and National Young Readers Program.

The core math program is the 2012 Edition Envision Math and Engage New York which is supported by center activities, intervention instructions, and interactive math learning. Singapore Math instruction also supplements the math core program. The social science program is based on integrated themes relevant to students' surrounding environment and culture. The teachers develop integrated thematic units where concept and skills are taught quarterly with emphasis on science, social studies, and health themes as outlined in the curriculum pacing guides and maps for each grade level.

Reading and English Language Arts

The Reading and English Language Arts program includes reading, writing, speaking, listening, and presentation skills. The core Reading program for Kdg-5th grade students is Reading Street and 6th-8th grade students is Prentice Hall Literature. Supplemental materials include Units of Study for writing and Words Their Way and Jolly Phonics for phonics, word study, spelling, and vocabulary. Generally, teachers schedule 90 minutes for core instruction followed by 30 minutes block for intervention into small groups and centers in the classrooms.

Mathematics

The Mathematics program includes problem solving, strategies, speed, and accuracy. The core Mathematics program is Envision IVfath supplemented by Singapore Math instruction. Mathematics instruction is planned and implemented on a daily basis.

Science, Social Studies and Health

The Science, Social Studies and Health programs are planned during the summer curriculum workshops to ensure vertical and horizontal articulation. To the extent possible, instruction is integrated through problem-based units. Instruction includes study based on content knowledge in history and nature of science, personal and social perspectives, life science, physical science, and Earth and space science taught within the process of scientific inquiry.

Physical Education

GSCS provides both indoor and outdoor physical education and recreation activities. All students are involved in a physical education program provided by a certified Physical Education Teacher as a part of the pullout program. The focus of the physical education program is health, fitness, and skill development in a variety of activities and sports.

Diné Language and Culture

The Diné Language and Culture curriculum provides instruction in Diné language, history, government, and social studies. The Diné Language and Culture program provides vital language and culture instruction so that individual learners gain knowledge of their native identity, traditions, wisdom, and values. The concepts are taught in both the English and Diné languages to allow students the best opportunities to secure skills identified for each grade level.

Library/Media

The Library/Media program provides integrated services that enhance the quality of instruction and instructional delivery to improve student achievement, information literacy, and facilitate a 21st Century learning environment. GSCS ensure that all students are prepared to be good citizens by furnishing services and resources to meet the informational and instructional technology associated with the education, research, and professional development. The library supply a wide range of resource materials on all levels of difficulty with a diversity of appeal and the presentation of different points of view.

Computer Literacy

GSCS provides instruction in keyboarding, research, review of information on the Internet, and presentation skills. Simulation resources provide application of learning communication skills, listening, reading, and writing. Students use technology for project management and development of projects based on data and research. Non-Core Programs

Family and Child Education

The Family and Child Education (FACE) program is designed as a family literacy program as an integrated model for an early childhood and parent involvement program at GSCS. The services integrate Diné language and culture at home and at school. The program has several components including personal visits, Family Circle, screening, resource networking, adult education, early childhood education, parent time, and parent and child together (PACT) time.

The adult education component for 2.5 hours per day enhances parents• academic, employability, and parenting skills using Equipped for the Future Framework and Standards. The High/Scope Approach is used for the early childhood education component for 3.5 hours per day and emphasizes literacy development and children's involvement in their own learning. The Early Childhood Standards for Math and language/literacy are implemented to ensure children's smooth transition from Preschool to Kindergarten.

During the parent time for one hour per day component, parents come together to discuss critical family issues in a supportive environment and to obtain infomation about various parenting issues. Parents and children are provided with several opportunities to engage in child-directed parent-child interactions during PACT time for one hour per day with support and guidance from the FACE staff.

Special Education

The Special Education program provide services to meet the educational needs of all students with disabilities. Students are served in the Special Education classroom or provided inclusion services. An appropriate individualized education plan is developed by a multi-disciplinary team with parent participation. Informational meetings for parents/primary caregivers are held as needed by the Special Education program. The Special Education staff work in special or general education classroom settings with students with disabilities and consult with the general education classroom teachers to help them better meet the needs of the identified students.

Gifted and Talented

GSCS advertised for a Gifted and Talented Teacher for School Year 2016-2017, but was unable to secure a teacher due to unqualified applicants. The position is currently open to be filled.

Science, Technology, Engineering and Mathematics

GSCS was selected in partnership with Northern Arizona University, Flagstaff, Arizona, for 6th8th grade students to participate in the Science, Technology, Engineering and Mathematics (STEM) program. The projects include robotics and modern technologies to engage students in solving authentic problems in the communities. The 6th Grade Teacher has been assigned as the STEM Coordinator to ensure partnership, collaboration, and projects are implemented.

NAU Talent Search

Students in grades 6th-8th participate in the Talent Search Program. The program provides guidance for academic success, career opportunities and personal growth. A coordinator from Northern Arizona University, Flagstaff, Arizona, works with students two times a month at GSCS.

Counseling

At GSCS the ultimate goal of our comprehensive school counseling program is student success. Our program design, delivery, and content are dedicated to enhancing the ability of all students to fully utilize the educational opportunities available to them. The counseling program for Kdg8th grade students is delivered through direct and indirect services designed to address three domain of student development: academic, personal/social, and career.

The other program used to support the counseling program is Positive Action. This program is a systematic educational program that promotes an intrinsic interest in learning and encourages cooperation among students. It works by teaching and reinforcing the intuitive philosophy that you feel good about yourself when you do positive actions.

21st Century

The 2 1st Century Community Learning Center (CLC) provides a range of high quality extended day learning activities, academic instruction, special interests, and health and fitness activities to enable students to meet and exceed State standards in core academic areas including reading writing, and math. The major measurable project objectives are directly related to the identified needs of the students. The academic achievement of Kdg-8th grade students is expected to increase 10% per year.

Students are scheduled in the CLC four times per week Monday through Thursday for 8 hours. Instruction is provided in an active problem solving approach using an integrated approach with science as the unifying project theme. Students receive active, experiential, and integrated instruction in small groups of no more than 10:1 student-tutor ratio. Instruction is directed at the students' identified needs of non-proficiency, related to the regular program and State academic standards, health, fitness, and special interest at 15:1 student-tutor ratio. Extended day instruction is provided for students who are not proficient in reading, writing, and math

Academic Standards. The students participate in at least one Community Service Project using Positive Acton by applying their integrated learning to real life experience based on the Diné culture. All students participate in a recreation experience including activities and sports.


Website by SchoolMessenger Presence. © 2018 West Corporation. All rights reserved.