Skyline Elementary School

Overview of Global Education

The Global Education curriculum presupposes a strong, flexible structure for teaching basic skills. The Solana Beach School District has developed curriculum and standards in the areas of language arts, mathematics, social studies, visual and performing arts, health, physical education, and science. Students in Global Education receive this curriculum. These continuums provide a foundation for curricular decisions without dictating the method of instruction.

The Global Education Program takes an in-depth look at the issues, problems, and concerns facing the world: environment, human rights, economy, government, culture, religious, and political issues, current events, geography, plus scientific and technological advances and discoveries. Not only do students examine these issues, but also study how these issues cut across national boundaries and concern all people as citizens of a global community. Global Education examines historical perspectives and how they relate to current world situations. The Global Education Program emphasizes perspective-taking and being able to see things through the eyes and minds of others.

While students in the Global Education Program meet Solana Beach School District grade expectation and standards, there are several areas that differ from the regular school program:

Social Studies/ Cyclical Curriculum 
Multi-aged Classroom 
SSL Strand (Spanish as a Second Language) 
Individualized Education: A Developmental Approach 
Assessment of Student Growth 
Parent and Teacher Teamwork 
Parent Volunteers

Social Studies/ Cyclical Curriculum

Students experience an integrated social studies curriculum based on cycle themes. Kindergarten through sixth grade students experience the same three themes that provide unity throughout the program. The themes allow for the integration of students in multi-age learning experiences. The three themes are a) exploration and migration, b )local organization, and c) development of humanity. One theme is focused on for an entire year. For the primary students, participation in the cycle curriculum provides exposure to the theme. While for the older students, participation includes a heavier emphasis on research-oriented activities.

An example of a unit which provides for this multi-age range of abilities is when students are learning about the indigineous people of the Americas. The older students research individual tribes. Then these students share the information with the younger students. Together the older and younger students prepare a presentation for a cumulative activity. In general two major cross-age activities are anchored to each cyclical unit.

Multi-aged Classroom

Global Education offers a unique setting for students called multi-age grouping. It is the practice in the Global Education Program to have 3 age levels in one classroom. Multi-age grouping meets the child's developmental and social needs. Typically students remain with a teacher for a period of two years which allows for continuity of expectations and instruction and a powerful long-term relationship between, student, child and family.

SSL (Spanish as a Second Language) Program

When you fill out the form to indicate your interest in the Global Education Program, parents and their child decide if they are interested in enrolling in the SSL strand of the Global Education Program or in the monolingual strand of the program. In the kindergarten entry classes all children receive SSL instruction. In grades one to six, students enrolled in the SSL strand receive SSL instruction throughout the week. Spanish instruction is aural (speaking, listening). Instruction includes activities such as singing, playing games, and storytelling. Students who enroll in the monolingual strand have the option of attending the Speak & Sing Spanish classes in a parent-supported program after school.

Individualized Education: A Developmental Approach

The Global Education Program offers an educational experience where children's developmental capabilities, motivations and natural learning styles are considered of prime importance. The ability to organize one's learning strengths is encouraged. Children need to feel successful for optimal learning to occur. Global Education teachers feel it is extremely important to be aware of student developmental levels by not asking students to perform tasks which they are developmentally unable to succeed. Students work in multi-age groupings based upon a students individual needs. The classroom of today looks different from that of the past Solana Beach Schools. Students do not sit in rows. Parents see students actively learning and all classrooms are supplied with manipulative materials such as pattern blocks, unifix cubes, geoboards, number blocks, cuisenaire rods, building sets, and interesting collections of junk to count, sort and classify. Children of all ages are encouraged to use these general materials to aid in concept building. Learning styles of students are considered as instruction is planned for children by tailoring instruction to particular styles. The variety of reading methods taught and materials used in teaching math concepts are examples of attempts to take advantage of a child's natural cognitive style. When observing in the global classrooms, you will notice many different activities going on concurrently, reflecting active learning. The diversity of activities is evidence that individualization is occurring.

Assessment of Student Growth

The Solana Beach District Pupil Progress Report cards are used for student evaluation. No letter grades are assigned in grades four to six. The process of student evaluation is a cooperative one; incorporating input from parents, students, formal and informal written instruments, and teacher observation. Individual assessments are used to develop a profile of the whole child. A student's developmental capacities, motivation and natural learning styles are considered throughout K-6 experience. Each student is recognized as unique, and the program individualized. The emphasis is on the specific academic and social strength of the student and the needs of that student in order for each student to develop as far as possible. Student evaluation is not intended to compare the student with his/her classmates or with grade level expectations. Parent conferences and reports of your child's progress are integral parts of the evaluation process.

Parent and Teacher Teamwork

A foundational belief of Global Education Program is the idea that parents and teachers need to work together as a team in order to provide a quality educational experience for children. Parental agreement and understanding of the goals set for this program is essential for the program to function smoothly and for parents and teachers to complement each other's roles. 

Parent Volunteers

Parent Volunteers are an essential part of the Global Education Program. Volunteers assist with instruction and supervision of students, provide clerical help, and function as a support group for staff, other parents and students.