Classroom Models

C3’s program follows two different classroom models. In grades 1 through 5, teachers utilize a “platoon” model. Instruction is divided by content where one grade-level teacher instructs literacy and the other grade-level teacher instructs math, science, and social studies. In Kindergarten, C3 uses the “stand-alone” model with one grade-level teacher in the classroom teaching all subjects. All students are provided the opportunity to participate in art, music, physical education, and community partnerships in order to address the development of the whole child.

Knowledge and skills are brought in through thematic units as well as integrated into community partner work as much as possible. Factual knowledge is stressed but there is also a focus on accessing information with creative applications and developing critical thinking skills. C3 is committed to the process of learning as well as the product.

We recognize there are diverse student needs, both above and below grade-level, so our teachers utilize learning theory models (visual, auditory, tactile, and kinesthetic) and consider learning differences when providing instruction. Various models used include: Direct whole group, ability grouping, enrichment, individualization, and cooperative learning techniques as well as implementing innovative techniques that have been proven to enhance learning. We have a full commitment to use multiple resources to enhance and serve student needs.

Classroom Structure and Community

Our teachers provide a high degree of structure for overall classroom management. In addition, students use self-directed instruction with the teacher as a facilitator to complement the learning process.

C3 strives to build flexible classroom environments. We utilize untraditional seating and furniture such as rocking chairs, standing desks, and collaborative workspaces, while maintaining the structure necessary to maximize student learning and enhance individual performance.

Student’s social-emotional development and self-esteem are integral and are an interrelated function of the school. It is important to our teachers to build a sense of classroom community. The classroom is the primary community at C3. Our programming focuses on the whole child with support from our social-emotional teacher providing daily lessons on respect, kindness, navigating emotions, and compassion.

Literacy

C3 follows Lucy Calkins Units of Study for reading in writing in grades kindergarten through second grade.

Grades three through five use Expeditionary Learning-Engage New York Curriculum.

Literacy teachers are trained in Orton-Gillingham to support our curriculums with a phonics-based approach.

Mathematics

C3 follows the math Bridges Curriculum.

English Language Arts

C3 is a non ELA program school. Teachers are ELA-T certified.

Content Specialization
Social Emotional Learning

Student’s social-emotional development and self-esteem are at the forefront of C3’s philosophy. Social-Emotional Learning (SEL) is an interrelated function of the school. C3 focuses on the whole child with support from our social-emotional teacher providing daily lessons on respect, kindness, compassion, and navigating emotions. It is important to our teachers to build a sense of classroom community that extends to our greater school community creating a culture of kind, courageous, thinkers.

Gifted and Talented Education

Students that are identified as gifted at C3are supported by teachers and the GT Specialist through a wide variety of strategies that are individualized and cited on the student’s Advanced Learning Plan (ALP). Needs are met through differentiation in classrooms, flexible, small-group lunchtime conversations around social-emotional goals, flexible grouping push-in support, and unique C3 programs.

Gifted students have a peer group in their classes at every grade level. C3 programming supports our GT population and includes Curiosity Crews, Community Partnerships, and Creativity activities.

Gifted students collaborate with families and teachers to create goals in identified strength areas and social-emotional/affective goals for their ALP’s. Teachers and the GT Specialist collaborate to implement strategies to challenge Gifted learners; these include higher-order thinking skills, Socratic seminars, student choice, investigations, creative/critical thinking, creativity development, compacting, tiered instruction, and adjusting pacing.

Special Education

Students that qualify for special education services at C3 are supported by teachers and the Special Education teachers through a wide variety of strategies that are individualized and cited on the student’s Individualized Education Plan (IEP). Needs are met through differentiation in classrooms and IEP defined services.

The Special Education team collaborates with families and teachers to create goals in identified strength areas and social-emotional/affective goals for student’s IEPs. Teachers and the Special Education teachers collaborate to implement strategies to challenge and support our students.

Want to Join Our Community?

Come tour C3, talk with our administrative team and learn more about our programs and enrollment through DPS SchoolChoice.