Concept Schools (CS) six core values; guide its interactions with all members of the school community:
High School Curriculum
High school graduation requirements exceed traditional public schools and include service learning and a senior thesis. In order to earn a diploma, each high school student must meet all of the following requirements. Only students earning a diploma are permitted to participate in graduation activities. The high school curriculum will continue to undergo design refinements prior to the first ninth grade class entering CS so that the minimum high school course requirements provide students with the opportunity to meet the entrance requirements for top-tiered colleges and universities.
High School Graduation Requirements
Academic Graduation Requirements
CS Elective Course Offerings
Rather than adhering to a single teaching philosophy or instructional model, the design will draw on best practices from the field and research to define a set of core instructional practices. CS teachers will utilize a unique mix of the following research-based instructional strategies:
- Respect – All members of the CS community (students, parents, and staff) have equal worth and should be treated with respect.
- Responsibility – All people have choices, and teachers, parents, and students should be responsible for their actions.
- Integrity – Belonging to a community requires a commitment to the common good. The community is stronger when everyone can be counted upon to be honest and trustworthy.
- Courage – Having the courage to try new things expands minds and causes students, parents, and staff to reach beyond their own expectations.
- Curiosity – The ability to wonder and to create connections stimulates further learning. At CS, inquiry will be fostered on the part of parents, staff, and students.
- Effort – Success is accomplished when students, family, and staff are willing to do what it takes to accomplish their vision of the future.
- Personalized approach
- Continuous relationships
- High standards and performance-based assessments
- Adaptive pedagogy
- Multi-cultural teaching
- Knowledgeable and skilled teachers
- Collaborative planning and professional development
- Family and community connections
- Democratic decision-making
- Authentic curriculum
|Subject||Minutes of Instruction|
|Mathematics||450 minutes a week (90 minutes a day)|
|English Language Arts||450 minutes a week (90 minutes a day)|
|Science||225 minutes a week (45 minutes a day)|
|Social Studies||225 minutes a week (45 minutes a day)|
|Art||135 minutes a week (3 times a week of 45 minutes)|
|Computer||135 minutes a week (3 times a week of 45 minutes)|
|Physical Education/Health||135 minutes a week (3 times a week of 45 minutes)|
|Life Skills||45 minutes a week|
|Total||1800 minutes a week|
|Criteria||Core Academic Program|
|Coursework||Completion of all required courses|
|GPA||Overall C or higher|
|Standardized tests||Completion of Graduation requirement tests|
|Digital Portfolio||Creation and maintenance of a digital portfolio that meets the school standards|
|College Portfolio and Applications||Completion of a college plan, resume, and necessary college applications|
|Internship||Completion of a summer internship during the course of high school|
|Service learning||40 hours of service learning|
|Senior Capstone Project||Completion of a senior capstone project|
|Mathematics||4 credits including Algebra I (may be taken in 8th grade), Geometry, Algebra II, Pre-Calculus|
|Science||4 credits including Physics, Chemistry, Biology|
|English||6 credits including Survey of Literature, World Literature, American Literature, British Literature, and 2 credits of Writing|
|Social Studies||2 credits including World History and American History/Government|
|Computer Technology||2 credit|
|Fine Art||1 credit|
|Physical Education||1 credit|
|College Pathway||2 credits including ACT/SAT Prep and College Path|
|Electives||6 credits; 1 must be in Technology; 2 must be in Foreign Languages; 1 must be Cons Ed/Economics; 1 credit must be taken online|
|African-American History||Film||Personal Finance|
|African-American Literature||Game Design||Philosophy|
|Animation and Graphic Design||HTML||Robotics|
|Art History||International Studies||Sculpture|
|Database Programming||International Politics||Sociology|
|Digital Photography||Latin-American Culture||Web Programming|
- Direct teaching
- Differentiated instruction
- Problem-based learning
- Project-based learning
- Collaborative learning
- Data-driven instruction
- Transformational use of technology
- Northwest Education Association (NWEA) Measure of Academic progress (MAP)
- ACT’s Explore and Plan
- State Standardized Tests
- Before- and after-school tutoring
- Saturday schools
- Pull-out programs
- Winter and Summer Academic Camps
- Peer tutoring
- Lunch and recess learning programs
- Buckle Down Institutes
- Grade level diagnostic tests created by Concept Schools
- Past performance in standardized tests
- NWEA test
- Concept Schools Interim Assessment
- Teacher recommendation
- Any prior evaluation by professional organizations/individuals presented by parents
- Class Performance
- The school publishes a clear policy welcoming parental involvement and post opportunities to become involved in an obvious place in the school building and on the school’s Web site.
- Teachers conduct home visits with parents to enhance parent education and build stronger relationships between students, parents and teachers.
- The school provides parent/family education programs
- The school office is trained in customer service skills to ensure that they present a friendly and open environment. Parents/families are treated with respect and are not kept waiting unnecessarily.
- The school’s Web site provides clear and consistent communication. Parents/families access to daily homework assignments, grades, attendance, and other information via the school’s secure Web page.
- The school recognizes the contribution of parents in their children’s success by organizing events, such as the Honor Roll Parent Dinner.
- The school sets up a parent area in the school building, equipped with a comfortable seating area, a telephone, copy machine, computers, books on adolescents, etc.
- The school provides translated materials and/or in-person contact with parents whose primary language is not English. Translators are involved in all parent-teacher interactions as needed.
- Collaborative Environments, i.e. social networking platforms, community Web sites, classroom management systems, multiplayer gaming environments, or virtual worlds
- Online Communication Tools, i.e. instant messaging, online conferencing, micro-blogging platforms, and online broadcasting
- Mobiles, graphing calculators, and laptops
- Cloud Computing, i.e. Flicker, Google, and YouTube, which are virtual servers available over the Internet
- Smart Boards
- Smart Objects, i.e. devices that use quick response codes and are connected to larger information sources or interactive books and maps
- Personalized Web pages, blogs, and blackboard-type online communication tools through which teachers can tag, categorize, publish, and review work online
- Virtual learning
- Focus on Student Achievement
- High Expectations