![]() A similar tale played out in 2009 when, based on its scores on the Arizona Instrument to Measure Standards (AIMS) test, CDCHS ranked first in the county in student performance for almost all grade levels and subjects. In 2010, CDCHS ranked first in its county in student performance in math and reading and ranked among the top 10 percent of Arizona charter schools. PowerSchool provides the student information system, including gradebook, report cards, and the attendance records that are sent to the state. e2020 also manages the student gradebook and sends out automatic weekly results emails to parents. The school doubles up on assessment by contracting with Acuity to conduct extra-curricular assessments, which enables the school not to rely on e2020 or state assessments alone to assess the effectiveness of e2020 content. The guidance counselor helps place students in the right courses for their ability-so that students can advance at their own pace- and arranges for community internships.ĬDCHS uses e2020 for content, which it prefers because of its multi-modal pedagogical approach students must type, listen, watch video instruction, read text, explore links, and take short-cycle assessments. The school has two administrators, one serving as principal and the other as guidance counselor and office administrator. Assistant coaches are highly qualified paraprofessionals in accordance with state standards, but are not necessarily certified teachers. The plan includes state retirement.ĭuring online instruction periods, “assistant coaches” offer direction and help. CDCHS pays its teachers at or above district salaries and offers a better benefit plan than that of other schools in the area. The charter district consortium provides special education services, which means that CDCHS splits this cost with another school. Furthermore, the same teacher teaches all grade levels, so that teacher is able to provide continuity as students progress through the system. They teach all of the students in the school for example, the math teacher alone provides all face-to-face math instruction that the 273 students receive throughout the week. These teachers serve as the coaches during the face-to-face classroom time. Physical education is actual, not virtual.ĬDCHS only hires six full-time certified teachers: one each for math, language arts, science, physical education, social studies, and electives. Students complete the online/face-to-face cycle two to three times a day. Students rotate throughout the day between online activities in the learning center and face-to-face classroom instruction, where a “coach,” or teacher, re-teaches, enhances, or applies the material introduced online. ![]() ![]() Typically there is little or no outside homework. Students attend 145 school days per year and receive a total of 1,007 hours of instruction. Students attend class four days a week, although the days are longer (8 a.m. The new building has 300 individual cubicles and computers housed in a central learning center, which is similar in layout to a call center. In 2006, they relocated to a new building, which was custom designed for their blended approach. ![]() Within a few months, school leaders put in place the new blended model and moved to a temporary location in a University of Phoenix building. Without a building, Ogston and his team felt they had no option but to quickly transform their model. In 2005, the owners of the church facility that CDCHS was renting decided to sell the property. In 2003 its executive director, Rick Ogston, began developing the blended model now in use. Each rotation is 55 minutes and customized for each student.Ĭarpe Diem Collegiate High School and Middle School (CDCHS) began in 2000 as a trad-itional high school that served nearly 300 students in face-to-face classrooms. Students rotate between online learning for concept introduction and instruction and face-to-face learning for reinforcement and application. Math, English Language Arts, History/Social Studies, Science, Electives ![]()
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