Welcome to our community
We strive to identify and meet the unique educational needs of each child. Students are given the opportunity to learn at their own level. Our low teacher to student ratio (1:14) fosters deeper connections and allows teachers to meet the learning needs of each student. Teachers assist students in identifying individualized learning goals and routinely revisit these goals. Teachers integrate instructional strategies and techniques from multiple educational philosophies, rather than adhering strictly to one specified learning approach.
Click here to visit our classroom newsletter
Our teachers provide regular newsletters to parents that describe what has been happening at school and what to look foward to. These samples from our last school year provide the best veiw of the spirit of our educational community.
Schedule
A school day at OCS is structured and children can rely on the security of a predictable routine. Built into that routine are times of teacher-directed instruction with related assignments and projects as well as times for more open-ended experiences.
Mathematics
Math is taught using manipulatives as a way to help children understand the concepts underlying mathematical thinking. For example, by using tiles they discover first-hand that multiplication is a form of addition – only of groups instead of units. Thus, learning times-tables becomes a much more meaningful activity.
Literacy
Reading is taught through a combination of “whole language” and phonetic approaches. From the very beginning, children read both fiction and non-fiction. From kindergarten on, children write in many genres and across all subject areas at whatever level they are ready for. They write personal narrative, stories, summaries of what they have learned, reflections, letters and more. In kindergarten, a child’s story might consist of a picture with some letters beneath it, or it might be several sentences with readable spelling and periods. Children are supported at whatever level they need – no one is held back by “grade-level” expectations and no one is pressured to perform at a level they are not ready for.
Thematic learning
Academic and creative works are connected to the interests of children through themes. Children work with teachers to identify areas of common interest. Children’s emerging academics skills and creativity are exercised through a series of open-ended projects where children explore, manipulate and represent knowledge. Themes are common to the whole school, allowing for students of all ages to interact, while specific activities and concepts are presented at different and developmentally appropriate levels within classes.
Field trips and service learning
Our small class size and parent volunteer corps allows for frequent exploration of our community and the surrounding environment. We visit museums, community services, local businesses, explore the forest and beach. We take advantage of the range of opportunities provided through our parents’ networks to reinforce classroom learning and open doors for individual exploration. Field trips include volunteer work for community social services and local environmental stewardship.
Assessment and accountability
Assessment is primarily portfolio based, and is reported using a continuum of skills for each subject area. The continua allow for parents to see exactly where their child is within the entire range of development for that subject area (for example, reading). Students are encouraged to set their own educational and personal goals, and reflect on their learning. We hold two parent-student-teacher conferences, as well as formal opportunities for portfolio sharing, where parents come to school and children show and talk about their work. Weekly work is shared through a Thursday folder which is returned the following Monday before being integrated into a portfolio.