An excellent academic program is of great value in preparing students who can have a mighty impact for Jesus Christ in the world.   As a school, CSCS desires a close relationship with parents so that both parent and teacher are working in unison to achieve the highest potential academic success for each student. 

Curriculum

Accelerated Reader Lists - updated 10/05
Quiz List by Book Level, Quiz List by Book Title (PDF files)

Following are some methods used at CSCS to instruct, test, and report academic progress.

Ability Grouping

Each person learns at a rate and in a way that is different from anyone else.  The Lord created us as distinct individuals.   The teaching staff at CSCS is not large enough to instruct all students on a one-to-one basis, yet instruction needs to be as individualized as possible.  For that reason, Elementary teachers use ability groups in reading and math.

Ability grouping means that classes are divided into two or more small groups according to the students' speed and proficiency in that subject area.  This method allows students to move through the curriculum at an appropriate pace according to their educational needs.

Grade Level Materials

Students are expected to complete all the curricular material that is appropriate for their grade level.  However, if students are working above grade level in math and/or reading they are encouraged to use materials that would normally be above their grade level.  They may work as much as one grade level ahead in the math and reading textbooks.

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Homework

Homework falls into two categories.  Some homework is assigned as such.  Other homework is simply schoolwork that should have been completed during the school day.

Assigned homework for students in grades K-3 consists largely of reviewing Bible verses, spelling words, math facts, or reading with parents.  There is an occasional special project to do as well.  Fourth graders may expect to have homework assigned one or two nights each week.   Fifth graders may expect homework to be assigned two to three evenings per week.   Students are given school time for most assignments and will be able to complete many of them at school.

Treasures Program

The Treasures Program is designed to provide tutoring to students who need extra assistance with basic skills.  The teacher in the Treasures Program works with classroom teachers to identify students who need this service.  Those teachers also work together to identify the specific needs of each student.  A fee will be charged to families using the services of the Treasures Program.

Students will normally go to the Treasures Teacher two or three times per week.  They meet in small groups with that teacher for 30 minutes per session in the Treasures classroom.

Parent-Teacher Conferences

To provide for communication between parents and teachers, a parent-teacher conference is scheduled after the first nine-week period.   A time is scheduled for each family to meet with their children's classroom teachers. Regular classes are cancelled to provide time for these conferences.

Parent-teacher or parent-teacher-student conferences are also encouraged as often as needed.  These conferences may be initiated by either parents or teachers.

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Report Cards

Report cards are sent home after each nine-week grading period.   Kindergartners and first graders receive an "S" for satisfactory work and other corresponding letters to inform parents of their work.   Second graders transition from that format to the traditional A, B, C, D, F system during the year.   Third through fifth grade teachers then use that same traditional system to report their students' academic progress.

In addition, character traits and work habits are noted on the grade cards to help parents receive a well-rounded view of their child's school achievement.

End-of-year report cards will be sent home only after all financial obligations have been met.  

Achievement Testing

Each student, K-5, is administered an achievement test in early April.   This test is used to determine whether or not academic growth is occurring at a proper pace.  Students should show at least one year's growth on the achievement test each April.  CSCS also uses achievement test scores to determine the strengths and weaknesses of the school's instructional program.   Curriculum decisions are influenced by patterns that student scores identify.

The results of the achievement test also allow families to compare the level of achievement at CSCS with the national average.

CSCS normally distributes achievement test results to parents in late May or early June.  These results are accompanied by an explanation sheet, which helps parents get a clear interpretation of the test results.

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