Focus of the Curriculum. The philosophy of education and educational goals reflect the school’s deep and central commitment to strong student achievement. We believe that the primary needs of our students are to develop the strongest standards based skills and build upon that foundation through the increasing application of those skills to real world problems and the development of critical thinking skills necessary for a college preparatory high school and the demands of college. The academic focus is centered on research-based, best instructional practices for primary and intermediate learners. This includes reading instruction in phonemic awareness, decoding, fluency, robust vocabulary, and comprehension; math instruction in counting and cardinality, operations and algebraic thinking, number and operations in base ten, number and operations in fractions, measurement and data, and geometry. The school also emphasizes hands-on literacy based instruction in writing, science, and social studies. Core programs are supported through writing across the curriculum using various genres, through science experiments and demonstrations, and with thematic- based projects. Common instructional practices sustain the core curriculum, such as close reading, text dependent questions, and citing evidence from the text in both writing and discussion. Technology is used in classrooms as appropriate to further reinforce lessons, to ensure exposure and to prepare students for the demands of the career force. The academic program remediates individual students’ basic skills and knowledge gaps to ensure that all students can read, write, and compute on grade level. As a result of this focus on the core academic skills, it is expected that English/Language Arts and Math take a larger portion of the students’ scheduled academic time. The school will make use of this additional time to ensure all students are achieving to very high academic expectations while still allowing students to develop and practice social emotional and college readiness skills through a variety of experiences in the daily curricula and beyond. Core faculty are hired based upon their full commitment to the school’s mission and their high degree of knowledge and experience in successfully promoting strong student achievement in English Language Arts, mathematics, science, and social studies. Learning opportunities at this school include: • Classroom instruction, in subjects described previously • Instruction in small and large group...
Focus of the Curriculum. The philosophy of education and educational goals reflect the school’s deep and central commitment to strong student achievement. We believe that the primary needs of our students are to develop the strongest standards based skills and build upon that foundation through the increasing application of those skills to real world problems and the development of critical thinking skills necessary for a college preparatory high school and the demands of college. The academic focus for V Prep School is centered on researched-based, best instructional practices for primary and intermediate learners. This includes reading instruction in phonemic awareness, decoding, fluency, robust vocabulary, and comprehension; math instruction in counting and cardinality, operations and algebraic thinking, number and operations in base ten, number and operations in fractions, measurement and data, and geometry. Village Prep also emphasizes hands on, literacy based instruction in writing, science, and social studies. Core programs are support through writing across the curriculum using various genres, through science experiments and demonstrations, and with thematic-based projects. Common instructional practices sustain the core curriculum, such as close reading, text dependent questions, and citing evidence from the text in both writing and discussion. Technology is used in classrooms as appropriate to further reinforce lessons, to ensure exposure and to prepare students for the demands of the career force. Enrichment programming may be provided to the students through collaborative curriculum implemented with a number of partners, including partnerships with local colleges and universities. The instruction is predominantly classroom-based and led by one or two teachers per classroom, and is complemented with non-classroom based experiential learning through field trips (i.e. Cleveland Museum of Art, Holden Arboretum, Great Lakes Science Center, Washington, D.C.). The academic program remediates individual students’ basic skills and knowledge gaps to ensure that all students can read, write, and compute on grade level. As a result of this focus on the core academic skills, it is expected that English/Language Arts and Math take a larger portion of the students’ scheduled academic time. The school will make use of this additional time to ensure all students are achieving to very high academic expectations while still allowing students to develop and practice social emotional and c...
Focus of the Curriculum. Citizens Academy Southeast has an academic program based on 4 guiding principles: all children can learn, academic rigor, high expectations, and citizenship virtues. These principles enable Citizens Academy Southeast to fulfill its mission: to produce learners who exemplify academic excellence and responsible citizenship. Citizens Academy Southeast’s academic program uses data to drive instruction. The academic program is rooted in standards-based instruction of core subjects using the citizenship curriculum as a framework for creating an optimal learning environment of the classroom. Since math and literacy are the foundation for success in all other subjects, Citizens Academy Southeast devotes a minimum of 90-120 minutes of daily instruction to these areas. Students participate in English language arts and math blocks. Blocks are taught with reduced class size with relatively flexible homogeneous groups. This enables students to receive maximum instruction tailored for their needs. Within these blocks, teachers instruct students based on the grade level state standards using a gradual release method of instruction: modeling, guided practice, and independent practice. Teachers follow grade-level modules (similar to curriculum maps) and ensure that lesson plans are aligned to the Ohio Learning Standards. While the curriculum at Citizens Academy Southeast is standardized, teachers are given autonomy in creating their own lesson plans, provided that their students continue to meet or exceed expectations for academic growth. Lesson plans include the use of scaffolded instruction and best practices. The end goal is for students to apply this knowledge to real- world applications. Learning Opportunities Citizens Academy Southeast offers the following. For in-classroom instruction: lessons for Citizenship Curriculum, 1 to 1 technology, field trips. For non-classroom instruction: tutoring, Saturday School, afterschool programming, parent/family events and community events. Attachment 4: Accountability Plan and Intervention Protocol Pursuant to the Sponsorship Contract, the Performance Framework enclosed herein ensures that each CMSD-sponsored charter school provides high-quality education to their students. The Framework includes the academic, organizational, and financial standards by which sponsored schools will be evaluated. The Performance Framework will be used to evaluate whether a charter school’s contract should be renewed. It will also be used throughout...
Focus of the Curriculum. Stonebrook Montessori is a learning community that supports learning and development using specifically prepared environments, both indoors and outdoors, appropriate to early childhood (3-6) and childhood (6-12). Students are guided by Montessori-certified teachers with the academic, social, and emotional expertise to establish effective learning communities with children of diverse backgrounds. The Montessori curriculum addresses the developmental needs of children from birth through adolescence, providing a continuity of approach that greatly enhances the learning experience for children as they grow. Montessori is an individualized learning approach, able to meet the needs of children with widely varying levels of knowledge, abilities and learning styles. Xxxxxxxxxx’s hands-on approach allows children to engage and experience learn more fully. It is an especially strong curriculum for developing literacy and language skills, and includes scientific and cultural learning from an early age. The specially designed mathematics materials develop reasoning skills and offer concrete experiences that provide a strong foundation on which abstract thinking is built. Among the most important qualities of Montessori learning is the development of social-emotional skills and executive functions, including independence, initiative, self-discipline, problem- solving abilities, and positive interpersonal interactions. The Montessori curriculum is implemented through the use of specially designed, manipulative materials that represent abstract concepts concretely, so that students can experience them in physical form. Each material for the primary and elementary children was tested through a scientific process of placing it in an environment and observing how children interacted with it. Based on careful observations, materials were modified, moved to be used with children of different ages, and sometimes discarded. In this way, the materials were precisely designed to attract the interest of the children and to xxxxxx their concentration and learning. Careful observation continues to be an essential technique for formative student assessments and is what drives the individualized pace of learning for each child. The characteristics of the Montessori educational philosophy and approach which are described above illustrate a teaching method that is not new, but is innovative compared to the traditional instructional practices currently used by the majority of the school ...
Focus of the Curriculum. The content of the curriculum at Summit Academy Transition High School-Dayton is aligned to Ohio’s Learning Standards and drives instruction for all students, including students with disabilities, English Language Learners, low-achieving, and economically disadvantaged. Utilizing structured pacing guides following the Ohio Learning Standards, teachers can assess student’s knowledge and fill in the missing skills while moving forward in the curriculum. All students receive specialized instruction in each content area. The Multi-Tiered System of Support framework provides a way for Summit Academy Transition High School-Dayton to effectively deliver the content of the standards in a way that meets the diverse needs of the student population. Core instruction is provided for all students and is differentiated to provide equitable, grade-level instruction, despite ability levels. Challenging higher performing students is included in the differentiation. Students who require additional support in specific content areas or topics are provided Tier 2 instruction, usually in small groups. Additional resources are utilized including hands-on and technology-based learning materials. Students move fluidly in and out of Tier 2 instruction as they master the skills. Tier 3 instruction is provided to students who require intensive interventions. Modified curriculum is utilized for this instruction including content textbooks written at lower readability levels in math, science, and social studies and an explicit, systematic reading curriculum to help struggling readers in ELA. This curriculum and corresponding instructional strategies are consistently being evaluated throughout the year in TBTs, the BLT and DLT. Data is collected and analyzed from the local report card (LRC), benchmarking and progress monitoring assessments (Renaissance Star), IEPs, and classroom observations. From this data, the teams make decisions about the instructional strategies used, standards to focus on, and interventions needed. Summit Academy Transition High School-Dayton February 2023 In alignment with the Ohio Learning Standards and mandated state testing, students receive coursework meeting the high school graduation requirements: ▪ Grade nine students are enrolled in English I, Biology, Algebra I, Integrated History, Physical Education, English Language and Composition and Applications of Algebra 1, Essential reading for graduation, Essential Math for Graduation, Advisory ▪ Grade ten stude...
Focus of the Curriculum. The philosophy of education and educational goals reflect the school’s deep and central commitment to strong student achievement. We believe that the primary needs of our students are to develop the strongest standards based skills and build upon that foundation through the increasing application of those skills to real world problems and the development of critical thinking skills necessary for a college preparatory high school and the demands of college. The academic focus for Village Preparatory School Xxxxxxx is centered on research-based, best instructional practices for primary and intermediate learners. This includes reading instruction in phonemic awareness, decoding, fluency, robust vocabulary, and comprehension; math instruction in counting and cardinality, operations and algebraic thinking, number and operations in base ten, number and operations in fractions, measurement and data, and geometry. Village Preparatory School Xxxxxxx also emphasizes hands on, literacy based instruction in writing, science, and social studies. Core programs are supported through writing across the curriculum using various genres, through science experiments and demonstrations, and with thematic-based projects. Common instructional practices sustain the core curriculum, such as close reading, text dependent questions, and citing evidence from the text in both writing and discussion. Technology is used in classrooms as appropriate to further reinforce lessons, to ensure exposure and to prepare students for the demands of the career force. The academic program remediates individual students’ basic skills and knowledge gaps to ensure that all students can read, write, and compute on grade level. As a result of this focus on the core academic skills, it is expected that English/Language Arts and Math take a larger portion of the students’ scheduled academic time. The school will make use of this additional time to ensure all students are achieving to very high academic expectations while still allowing students to develop and practice social emotional and college readiness skills through a variety of experiences in the daily curricula and beyond. Village Preparatory School Xxxxxxx’x core faculty is hired based upon their full commitment to the school’s mission and their high degree of knowledge and experience in successfully promoting strong student achievement in English Language Arts, mathematics, science, and social studies. Learning opportunities at this school includ...
