The first tenet of the mission of Chico Country Day School is to hold each child to clearly articulated, high expectations for academic achievement. We achieve this tenet by developing thoughtful projects that
connect with students’ interests, engaging in critique and feedback, and presenting beautifully crafted work to an authentic audience.
Our instructional strategies include project based learning as well as workshop models that allow for personalization of student learning. Relationships are at the core of what we do an essential function of schooling is to foster the creation of deep and meaningful relationships.
Traditional core subjects: math, science, history, and English will be integrated into projects. Many projects will also include physical education, health, computer science, art, and music.
What a child accomplishes as a result of study is tremendously important. Most assessment at CCDS will be performance based: students develop projects, solve problems, write reflections of their findings, and often present them to a panel or during exhibition (usually comprised of teachers, community members, and other students). Consequently, our students are given traditional exams and tests sparingly. At CCDS, the measure of accomplishment lies primarily in the student's’ ability to explain or demonstrate his/her learning from the beginning of the project to the end.
In addition to the performance assessments, teachers will monitor growth and progress through formative assessments throughout the year and adjust and support students as needed.
At CCDS, regular feedback for our students is important to ensure that children are aware of the progress they are making regarding their learning and understanding. Students will often present their work for critique and feedback by peers, teachers, and adults in the field of study. This cycle of drafting, critique, and revision supports students in seeing what is Chico Country Day Charter School Student worthy, beautifully crafted work. Families will also be a part of this feedback cycle as participants in exhibitions throughout the year.
While we utilize a traditional method for communicating progress on report cards, teachers emphasize the process of learning, collaborating, articulating and reflecting on learning experiences.
CCDS utilizes a set of beliefs and values - what we call our Lifelong
Guidelines and Lifeskills - to help us define how we (students,
teachers, community members) interact and work with one another.
There are five Lifelong Guidelines which, taken together, represent the
expected behaviors of a CCDS community member. Community members are
expected to strive to use the Lifelong Guidelines in their daily
interactions and students are held accountable to the Lifelong
Guidelines throughout their entire CCDS experience. Families will be
notified when students are both exemplifying and contradicting them. The
five principles are listed below.
Trustworthiness: At CCDS we effectively act in a manner that makes one worthy of trust and confidence.
Truthfulness: At CCDS we believe that everyone should be honest about things and feelings with oneself and others.
Active Listening: At CCDS we listen with the intention of understanding what the speaker intends to communicate.
No Put-Downs: At CCDS, we strive to never use words, actions and/or body language that degrade, humiliate, or dishonor others.
Personal Best: At CCDS, we do our best given the circumstances and available resources.