Lincoln Charter 1:1
Lincoln Charter currently offers a 1:1 computing program for our middle school students – meaning that all middle school students use a school-owned device (laptop) throughout the school year. These devices afford Lincoln Charter students and staff various capabilities that would not be possible without this program. To learn more about Lincoln Charter 1:1, please click on the links below:
Lincoln Charter School complements the Common Core and North Carolina Essential Standards with the Core Knowledge curriculum. The Core Knowledge Foundation, founded by Dr. E.D. Hirsch Jr., is a non-profit organization that is built on the philosophy that in order to achieve academic excellence, greater equity amongst all people, and higher literacy rates; grades kindergarten through eighth grade need to teach a coherent, cumulative, and content-specific curriculum.
“Our Society cannot afford a two-tiered system in which the affluent have access to superior education, while everyone else is subjected to a dull and incoherent classroom experience. Academic excellence, educational equity and fairness demand a strong foundation of a knowledge for all learners.” -Dr. E.D. Hirsch Jr.
Core Knowledge Links
Common Core and Essential Standards
We use the Core Knowledge curriculum to meet our state standards of learning. In order to help with the alignment process between the state standards and Core Knowledge, we have moved topics around to different grade levels in order to teach the grade level state standards. In order to ensure that what is being covered in class aligns to the standards; our school has created Kindergarten through Eighth grade content area yearlong plans. These plans consist of the alignment of the Core Knowledge Units with Common Core and the Essential Standards. They are outline to give general pacing guidelines and list what vocabulary should be used and assessed during each unit. In addition, they also outline the literacy and writing expectations to be embedded.
Two terms that we use are Formative Assessment and Summative Assessment. Parents can actually see these terms on their child’s Power School grade reports as well as hear them when talking to a teacher about their child’s progress. Viewing grades in this fashion helps students and their families develop an idea of what is being understood on a short term basis (Formative), and what they remember on a long term basis (Summative). This type of analysis really helps us better understand ALL of our students as a learner.
Formative and Summative assessments serve two different purposes and allow us a bit more insight into student learning and demonstration of understanding or mastery. Of course, formative assessment occurs more frequently than summative assessment because it is used by teachers to determine who understands the concept presented on a daily basis. In other words, it is used as a great progress monitoring tool for all students.
Teachers use this type of assessment to inform their teaching, revise lessons, and provide students with feedback for improvement. Formative assessments prepare students for their summative assessments. Examples of formative assessments include class work, graphic organizers, unannounced quizzes, writing prompts, math drills, or a short term science lab. Our summative assessments, on the other hand, are used to determine mastery of concepts and skills outlined by our Common Core and Essential Standards. Examples include a unit test, announced quiz, culminating project or activity with a rubric, or End of Grade Test.
In assessing students individually, we realize that delivering the same instruction and giving the same assessments is no longer a beneficial method in the classroom. All teachers are trying to assess where their students are when it comes to prior knowledge, experiences and abilities. Having this information is critical to meeting the needs of every student in the classroom. Our assessments focus more on the critical thinking skills versus how well the student memorized the information.