curriculum
Compliance With Missouri Academic Standards
- As a public school chartered by the State of Missouri, North Side meets states standards as defined by Missouri School Improvement Program (MSIP). Other (national) assessments will be used to assist in measuring student growth.
- North Side uses MAP testing which is aligned with the standards. To ensure success on the test, our program is aligned with standards.
- Texts and other instructional materials are aligned with Missouri standards.
General Characteristics
- Primary disciplines: communication arts, math (1.5 hours/day each)
- Secondary disciplines: science and social studies (1.0 hour/day each);
- Special disciplines: art, music, physical ed. (2 hrs/week each);
- Personal Development: infused throughout curriculum (e.g., in literature and the events/people in history) and the daily life of school
- The specific shape and content of the curriculum is defined by the administrators and teachers. Their decisions are guided by conformity with state standards and our educational philosophy, mission, and goals.
- Textbook series are used for the primary disciplines. The curriculum in those subjects is defined by the adopted texts/publishers. Texts selected for use are aligned with Missouri standards. Texts may be used in the secondary disciplines, but our curriculum content and structure, while aligned with state standards, are not dictated by the text/publisher. Curriculum design is driven by our goals, and the different pedagogies utilized in the disciplines.
- Curriculum emphasis in all grades is intensive instruction in basics. History and science work, explicitly and directly, to reinforce the knowledge and skills learned in the primary disciplines. Language development (distinct from literacy acquisition) is a distinct but integrated part of the curriculum and taught across the entire curriculum. Research shows that urban, low-income students often enter school with language deficits (e.g., small vocabularies).
- Readiness for school: readiness for school varies greatly in urban populations. We offer, when necessary, an alternative track for grades K-2 for those students not suited to or prepared for a traditional program. By third grade, all students should be ready for our regular classroom work.
- The school day is from 8:00 am. to 3:30 p.m. for K-1 and 8:00 to 5:00 for grades 2-5 (except on Friday when all grades are dismissed at 3:30). Longer days have proven effective in middle school programs for urban, low-income students (Nativity Schools and KIPP). Most urban school systems now run after-school programs much of the year for elementary students. Evidence that more time leads to more learning warrants the extension. We believe K-1 students are too young for such a long day. An after-school program is offered to K-1 parents who need or want one.
- Students (in-coming kindergartners through rising 5th graders)are required to attend our Summer Session for four weeks. The summer program will combine academics (three hours in the morning), with arts and crafts or recreation/athletics (two hours in afternoon). The school day will be from 8:30 to 2:30. In-coming kindergarten students have a special five-week orientation/initiation program designed to prepare them for kindergarten and the expectations and life of North Side.
Special features of the curriculum:
- Students will often be divided into teams of 5 students (grades 3-5). Teams work together to achieve team goals of good conduct, regular homework completion, and good grades. Teams meet two times a week (20 minutes each) for discussion of issues and planning of team activities.
- Thirty minutes per day devoted to the Accelerated Reading program (grades 3-5). Points will be earned for reading. Both individual and team points will be accumulated. Teams compete for special privileges (e.g. release time, extra recess, etc.).
- Students in all grades are expected to help maintain our facility. Each student will have weekly chores appropriate to grade level.
- Different approaches to instruction are used. The dominant forms are traditional (e.g., direct instruction) and constructivist (e.g., inquiry). Within these two forms are many specific instructional forms. We encourage our teachers to use those that work best for them. Selections of instruction approach are guided by the curriculum outline below, but creativity and variety are valued. The guidelines below leave room for the use of different/varied techniques in all the disciplines. For example, core academics, while built upon direct instruction, may effectively employ other techniques in the course of a day (1.5 hour session) and a week (5 sessions). Similarly, the secondary subjects find it useful/effective to use direct instruction. Decisions as to technique are left to teachers (within the parameters set by the guidelines). Teachers are evaluated on the appropriateness and effectiveness of the instructional techniques they choose.
