Our Program

Community Public Charter School’s goal is to create a learning environment with a maximum adult to student ratio average of 25:1. In our K-2 classrooms, the ratio will be lower because of the use of assistants and other support personnel based on the unique needs of our children.

This will give teachers an opportunity to spend more time learning the
strengths and weaknesses of each scholar, improving teacher effectiveness in
designing class-based instruction and independent study projects. Our goal
is to recruit the best connectors and content educators for each teaching
position.

In keeping with the philosophy of the school, all classrooms will be
equipped with manipulatives and materials appropriate to the lesson being
taught. Teachers within grade levels will collaborate on lesson preparation
and classroom set-up. Classrooms will be arranged so that scholars feel a
sense of order and purpose; displays will be presented in a such a way as to
complement, not compete with, instruction being given; materials will be
ready at hand for scholar exploration and manipulation as called for by the
lessons planned for the day.

Teacher professional development will focus on techniques for delivering the
Core Knowledge Sequence in a way that elicits both excitement and a sense of
ownership on the part of the scholars. This development plan calls for a
three-year, in-depth professional development series that will take teachers
from an understanding of the tenets of the Core Knowledge Sequence to being
true collaborators and creators of content-rich units. Teachers will also
learn to act as facilitators of learning, guiding scholars to discover
truths through kinesthetic, audio, and visual learning. In assembling the
initial teaching staff, and in making subsequent hiring decisions, Community Public Charter School will seek out teachers who are comfortable in the
role of facilitator, who collaborate well with peers, and who have the
intellectual, social, and emotional capacity to engage scholars as
individuals.

With the integration of social studies, science, music, and the arts in
CKLA, students will learn concepts within the structures of a variety of
structures. Students build knowledge most effectively when the selection of
read-aloud texts does not shift randomly from topic to topic from one class
to the next but instead remains focused on a single domain over a sustained
period of time. (A domain is an area of knowledge, such as the human body,
plants, astronomy, Eastern Woodlands Native Americans, civil rights, and so
on.) Staying focused on a single topic or domain before moving to another
increases the chance that students will receive multiple exposures to key
vocabulary words and concepts.

For example, for kindergartners, the Sequence specifies a series of topics
in the domain of Plants and Plant Growth. In a two-week unit of study on the
specified topics, students will get multiple exposures to key vocabulary
words (such as seeds, roots, crops, and harvest). Hearing these kinds of
words used repeatedly in meaningful contexts over the course of a domain
increases children’s learning of new knowledge.