Capitol Collegiate Academy
Textbooks and California State Standards
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- Figure 1.20 . Figure 1.20: Content Area Textbooks for Grades K-8
- English/ Language Arts Mathematics History/ Social Science
- Appendix O . ADDITIONAL INSTRUCTIONAL PRACTICES
- Figure 1.21
- INTEGRATION OF TECHNOLOGY
- BEST PRACTICES FOR INSTRUCTION
- Bloom’s Revised Taxonomy Capitol Collegiate will use the revised Bloom’s Taxonomy (see Figure 1.22
- Figure 1.22: Bloom’s Taxonomy
- Understand Construct meaning from instructional messages Apply
- Create Put elements together to form a coherent or functional whole Factual Knowledge
- Metacognitive Knowledge
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Textbooks and California State Standards The academic program at Capitol Collegiate begins with the California Content Standards. Teachers will use standards-based, research-proven curricula as guidance for the core academic subjects. The identified curricula have been proven to produce exceptional results in urban schools and were adopted by the California Department of Education. The selected textbooks for Capitol Collegiate are research-proven curricula and are aligned to the California State Content Standards. We endeavor to select textbooks that are California State standards aligned and will purchase those editions that meet this requirement. We will additionally supplement all math curriculum with internally developed materials to ensure that we provide students with the skills needed to be prepared for higher levels of math. Content Area Textbooks are outlined in Figure 1.20. Figure 1.20: Content Area Textbooks for Grades K-8
The above scope and sequence outlines the four core content areas of English Language Arts, Mathematics, Social Studies/History, and Science for the nine years of study. An outline of the California State Standards for each grade level are also included in Appendix O. ADDITIONAL INSTRUCTIONAL PRACTICES PRIDE Program Capitol Collegiate recognizes the importance of both an academic and a character education. To prepare students for college, we cannot simply assume that their grade-level proficiency will be enough to ensure their success and achievement. We also cannot hold students accountable for high levels of behavior unless we specifically teach them, just as we would teach reading or addition. As a result, Capitol Collegiate will teach students the behaviors that we expect for a strong school culture, and those that will help them to compete, lead, and achieve in college and in life. We will develop these skills extensively over the beginning weeks of the school year and reinforce them as the year progresses. These skills will include school behaviors such as raising your hand to speak, listening to the person speaking, sitting up straight, following directions, and participating in class. Further, we will develop habits that we expect students to display throughout the course of their education including: completing all homework, taking responsibility for actions, working towards quality output, managing time, taking good notes, remaining organized, and being prepared for each day. While we do not have a class to explicitly teach these character attributes to students, we have developed a core set of operating principles and values with which to assess the character development of students – PRIDE.
This character education will be infused in every part of the school culture. School leaders will plan activities around these principles to strengthen school culture, teachers will speak often about these principles to students, and students will adopt a common language around their performance using these values. PRIDE will be referenced through school culture and more explicitly taught in physical education, advisory, community circle, enrichment, and additional classes, as warranted. PRIDE will be taught through instruction, demonstration, discussion, quotes, environment, vocabulary, and role pays to continuously reinforce those principles that will lead to student success. Some examples of PRIDE values at school are included in Figure 1.21. Figure 1.21: What PRIDE Can Mean
PRIDE values will be used for individual and class positive and negative consequence systems. The application of this will vary by academy, however the purpose will remain the same: ensure that all students are exhibiting the behaviors necessary to be successful in college. In order to do this as effectively as possible, we have differentiated the PRIDE values to be developmentally appropriate. An example might be:
While PRIDE and PRIDE points are important symbolic structures within the school, the greater value is the character building that it produces. We know that in order to be successful in college, students will need to perform at their highest level every day. PRIDE is a system that actively holds all members of the school community accountable for this level of performance. We want students to feel confident in their abilities as well as their character. By allowing this level of reflection on a regular basis, we are providing them with the tools to do so. Sunrise Smarty Before and after a student eats breakfast or lunch, he or she will have the opportunity to complete “Sunrise Smarty” work, a monthly grade-appropriate packet of learning. These activities will consist of review material from the previous day’s lessons, foundational knowledge and skill building, and/or preoperational assignments for the lesson ahead in a way that is entertaining and fun for students. An example might be tracing your name, coloring different continents, completing math games, etc. It is a way to ensure that students have something to do if they finish eating early and before classes go outside for recess or to Community Circle. INTEGRATION OF TECHNOLOGY Technology can be an appropriate method for promoting meaningful learning and allowing students to work on challenging problems for student-direct learning. Technology also promotes the development of higher-order critical thinking skills.96 We have planned for ten (10) computers in each classroom. These computers will allow for students to use the River Deep computerized reading program to support their literacy development in kindergarten and first grades. It will also allow for increased computer familiarity as students begin introductions to the proper use and geography of computers. As the grade levels progress, students will begin to type assignments, create PowerPoint presentations, and use Excel. Students will also have increasingly more assignments that utilize internet research as part of the expository and research-based standards in the California state curriculum. Students will be expected to use computers on a daily basis. Classrooms will also have access to LCD projectors, television and DVD equipment, cameras and recording equipment. At the school level, computers will be individually available to every staff member and there will also be public computers available for families. The internet will be available at the school level and we will utilize a computerized gradebook, attendance program, and parent communication system (in addition to the paper copies provided to families). Families and teachers will be able to further communicate through the school’s web site, which will keep an updated calendar of events, newsletter, and curriculum guide. At Capitol Collegiate are:
As the program grows, we expect to include increasingly larger levels of technology into the classroom. Such technology could include such technology as mentioned on the NMC Horizon Project Short List: Smart Objects, collaborative environments, mobiles and next-generation mobiles. BEST PRACTICES FOR INSTRUCTION Capitol Collegiate will utilize research-based best practices in classrooms and as school-wide policies and procedures. We believe that encouraging the use of such practice as a school will develop a strong consistency for students and clear expectation for teachers. Below are some examples of instructional practices to be used: Bloom’s Revised Taxonomy Capitol Collegiate will use the revised Bloom’s Taxonomy (see Figure 1.22) in constructing lessons. By using this framework, teachers will be able to ensure that they are pushing students to higher order thinking and mastery of content. Below is a framework that we will use to guide our planning. Figure 1.22: Bloom’s Taxonomy
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