• CURRICULUM

    TEACHING AND LEARNING, CURRICULUM AND STANDARDS
    TamValley teachers use a variety of curricular materials to support students in meeting the State standards. Our curriculum begins with the State Adopted Programs in Language Arts, Math, Science and Social Studies, and is supplemented and enriched according to student needs.

    Highlights of our Reading Program
    •Children are taught to read using a balanced approach that integratesall aspects of the reading process. In the primary grades the emphasis on phonics, decoding, fluency and comprehension. In upper grades thefocus is on reading comprehension.
    •Teachers use “best practices” such as mini-lessons, shared reading,guided reading, independent reading with conferring, book clubs, booktalks and comprehension strategy instruction.
    • Teachers encourage students’ love for reading by making reading meaningful and fun.
    • Children learn that reading is thinking and that all good readers use strategies.
    •Our reading program is based on the work of professional educators suchas Ken and Yetta Goodman, Lucy Calkins, Marie Clay, Regie Routman,Fountas & Pinnell, Ellin Oliver Keene and others.

    Highlights of our Writing Program
    • Students learn both the conventions and craft of writing through meaningful and relevant writing projects.
    •Children are encouraged to write for many different purposes and in avariety of genres: stories, memoir, poetry, essays, research projects,etc.
    •Teachers use “best practices” such as mini-lessons, shared writing,mentor pieces, guided writing, independent writing with conferring,author studies and genre studies.
    •Our Writing program is based on the work of professional educators suchas Lucy Calkins, Donald Graves, Shelley Harwayne, Nancie Atwell, KatieWood Ray, and others.
    Highlights of our Mathematics Program
    • Children are taught to become mathematicians who solve a variety of problems flexibly and with confidence.
    • Children learn computation by exploring big ideas prior to learning the traditional algorithm.
    • Teachers engage children in a variety of math games to foster and deepen understanding of math concepts and skills.
    • Teachers use “best practices” such as mini-lessons, math centers and a variety of real world projects.
    • Our Math program is based on the work of professional educators such as Marilyn Burns, David Berg, and others.
    Highlights of our Science Program
    •Teachers focus on the cycle of inquiry and the scientific method tohelp children to understand and apply scientific concepts and skills.
    •Teachers use FOSS Kits developed by Lawrence Hall of Science, U.C.Berkeley, to bring hands-on units of study to the classroom.
    • Teachers and students utilize our school garden as a real-life laboratory.
    • Primary students receive additional instruction from Science teacher Susan Beuhler.
    Highlights of our Social Studies Program
    • Teachers use project-based learning to engage and motivate students.
    • Concepts in history are grounded in and connected to students’ current experience.
    • Reading and Writing are integrated throughout the Social Studies Program.
    • Students attend various field trips in the area.
    Highlights of our Technology Program
    • Teachers use a variety of technology programs and tools to enhance the curriculum.
    • Each teacher has a laptop for planning, teaching lessons, assessing and communicating with parents.
    •There are currently three mobile laptop carts and three iPad carts, as well as other iPads available in classrooms. Teachers can check these cartsout and provide their classes with laptops for research and projects.
    • Our Librarian integrates the use of the technology, creating a robust Library/Media program.
    Highlights of our Physical Education Program
    • The P.E. program’s long-term goal is to instill in every student a life long joy of physical activity.
    • Character Education and team building are inter-related and taught year-round.
    •The Curriculum is based on State Physical Education Standards andincludes both team sports and non-traditional topics, such as dance andorienteering.
    • First through Fifth grade students receive 30 minutes of P.E. each day.

    ASSESSMENT AND EVALUATION
    Assessment and evaluation are integral parts of the teaching and learning cycle.Teachers use a variety of assessments to identify students’ needs aslearners. At Tam Valley, we view assessment as a tool for understandingthe learner and informing instruction. There are four different types ofassessments used throughout the school year to gather information aboutour students’ progress.

    Assessment:
    Classroom-based Assessments : Teachers utilize assessments on an on-going basis to ensure that students arelearning. They also use the data from assessments to plan futurelessons. These assessments are often designed by the teachersthemselves.

    District-wide Assessments: Nationally recognized reading assessments are given to all kindergarten through 3rd grade students across theDistrict at specific times of the year. The purpose of these assessmentsis to provide our teachers with the opportunity to review assessmentresults with colleagues from other schools and share ideas.

     
    In addition, Tam Valley administers a school wide (K-5th) writing assessment each spring. 
     
    California State Standardized Test (CST) – PART OF STAR TESTING
    The CST is a standardized test given in the spring of each year to all students in grades two through twelve. The results from this test provide our District with a broad understanding of how students are doing overall. It also provides a way to identify those students who are not achieving proficiency on these tests so that schools can address these students’ needs. It is not the type of assessment that provides teachers with specific information about each child’s learning.

    Evaluation:
    Conferences and Report Cards
    Regular communication between teachers and parents is important to the academicand social development of each child. For first through fifth grade students the school year is divided intotrimesters and a progress report is given at the end of each trimester. At the beginning of November, parents are invited to a parent-teacherconference to discuss their child’s progress during the first trimesterand to receive the child’s first progress report. Kindergarten conferences are held in October and a progress report is sent home at the end of the school year. 

    STUDENT SUPPORT PROGRAMS
    Our goal as educators is to ensure that all students are learning. In the event that a child is not meeting academic standards, there is a pyramid of support that we have in place that provides both teachers and parents with strategies and a plan for how to support a particular child. The first level of support takes place in the regular classroomwhere the teacher differentiates the instruction and activities for students to meet their individual needs. However, sometimes a teacher’sattempts to intervene and support may not be enough.

    Student Study Team (SST)
    A Student Study Team (SST) is comprised of the classroom teacher, the parent, the principal, the Special Education teachers, the School Psychologist the School Counselor, and the Reading and Math ProgramTeacher (when applicable). The team works collaboratively to understand the child’s strengths and areas of need and then to create a plan ofaction.

    RAMP Program
    In some cases, the student is referred to our RAMP (Reading and MathSupport Program) for a period of focused and targeted instruction. If, after the classroom support and the RAMP support, the child continues to not meet standards, an evaluation by the Resource Teacher and SchoolPsychologist may be deemed appropriate by the SST team.

    Special Education
    If the child qualifies for Special Education under the Federal and StateGuidelines, the child may be eligible for one or more services such asour Resource Program, Speech and Language Therapy or Occupational Therapy. If the child does not qualify for these programs, the SST team develops an alternate intervention plan.