Raleigh Charter High Schoolwww.raleighcharterhs.org

Thomas E. Humble, PrincipalShayne E. Klein, Academic Dean,

History TeacherWhit W. Hames, Academic Dean,

Science Teacher

We do things differently at Raleigh Charter High School. We try to demolish obstacles that prevent student progress. We believe that

• We should be mission-driven• Less is more

Our Mission

Raleigh Charter High School challenges college-bound students in a creative and supportive atmosphere to become knowledgeable, thoughtful,

contributing citizens.

Preamble and PrinciplesWe, of RCHS, intend to cultivate the understanding and practices that sustain

individual self-determination and community self-government. We have adopted the following principles in order to ensure that all who pass through our halls can imagine, create, and govern a more perfect world.

We believeThat a foundation of knowledge and ethics must precede all intellectual inquiry;That if we encourage self-awareness build and maintain local communities develop an awareness of our membership in ever larger communities engage in common enterprises with people who are different accommodate and address conflict and change facilitate problem solving foster balance and moderation in life and take ownership and responsibility for learningWe shall become good citizens.

Raleigh Charter High School’s Unique Mission and Culture

civiCulture civiCulture means the tilling of citizens and the fostering of citizenship. We focus on this mission throughout our school.

Active, Social, Creative learning Rigorous college preparation

Enriched, expansive curriculum Civic education

Developing informed, active citizens Teachers who are kind, caring, passionate experts

in their fields Structuring for success (Less is more)

Focus on the mission.

We respect for the adolescent mind We innovate without spending a lot of money We empower students to be makers and to create

Clubs The Honor Council School-wide activities

We focus on learning and learning how to learn. We take the time to hire kind, caring teachers who

are experts in their field.

Active, Social, Creative Learning

Active, Social, Creative Learning Active learning in classes Ex Days (Extended-Period Days) Flex Days (Flexible-Schedule Days) Community Work Days Welcoming community guests Using resources of Downtown Raleigh

“Raleigh Charter’s unique Flex Days and Community Work Days allow the students not only to help the community, but also to discover new things about themselves through hands-on learning.”

–Jana Rust, RCHS, ’ 07; UNC-Chapel Hill, ’11

Ex(tended-Period) Days

Ex Days

Thursday Friday 9:00-10:351st 2nd

10:40-10:45 Advisory Advisory 10:50-12:25 3rd 4th

12:30-12:55 Lunch Lunch 1:00-2:40 5th 6th

Flex(ible Schedule) Days

First Friday Second Friday

9:00-11:30 History Foreign Language

12:05-2:40 Science Math

Flex Days

Interdisciplinary Flex (ID Flex) In this four-year program, students

experience the nature of paradigm shifts by learning about the histories of cultures, governance, science, and the arts.

One school day each year is devoted to a different historical period.

In the first three years, students study paradigm shifts. And in the senior year, they begin to think about their future, the future of the nation, and of the world.

Community Work Days

In this service-learning program, teachers collaborate with community organizations to focus on an issue or problem within the community and to design programs.

Students select programs. Students participate in three hours of

education about the issue before engaging in two half days of service.

After the service days, students reflect on their participation orally and in writing.

“Raleigh Charter imbued me with a sense of civic responsibility and, just as importantly, civic efficacy. The classes at RCHS changed my conception of a citizen to that of an active participant in the community who reaffirms the validity of the social contract. Through RCHS extra-curriculars, such as the Ideas Festival and ESL tutoring at Combs Elementary, I became confident that I can and will continue to make a difference in my community, whatever it may be in the future.”

– Kate Huddleston, RCHS ’07; Princeton ’11

Civic Education We The People: The Citizen and the Constitution

Students study the history, principles, and current application of the US Constitution and participate in simulated Congressional hearings.

Project Citizen Students engage in public policy projects about local

or state issues. Extracurricular Activities

Model UN, Mock Trial, Student Legislative Assembly, Student Government, Social Justice, Amnesty International, and other clubs foster civic and political engagement.

See www.civiced.org for more information about We the People and Project Citizen.

Stretch Learning Playing on the Abstract/Concrete Continuum Playing with Metacognition

What is the most important word in this paragraph? Why did you choose this word? What word might your partner choose? What is the difference in thinking between you and your partner that led you to arrive at different word

choices?

Write down the three essential elements of the last 12 minutes of class? Which of these essential elements are most likely to be on the list of people in your group? Share with group

members. Discuss why you chose your essential elements. When reading, why is it important for you to understand the essential elements of the reading? If two people have chosen different essential elements, how does that affect their interpretation and

understanding of the reading?

Playing with Cognitive Dissonance The Essence of Stretch Learning

Structuring for Success We create situations where students and teachers

have the occasion to be successful. Adults in school set limits for teacher and student

success. Lower class size Smaller school size Hours in the day: 9:00 am start time, 2:40 pm end of school.

This schedule allows time for extra-curriculars. Homework policy: no busy work. It’s not the number of math problems, but the quality and effort

that goes into each problem. Assigning 30 pages of a book in one night is

counterproductive to encouraging careful, thoughtful reading.

Rigorous College Preparation

Differentiated curriculum: Most courses are taught at Advanced (Honors), Enriched (Gifted), or AP levels.

No class rank, no valedictorian Students’ interests drive their selecting courses (six). Competition is within an individual not among students.

Breaking down traditional barriers Pre-Calc Club and Calculus III Sophomores sit for AP US Government and Politics Exam

and other AP exams. Flexibility in Foreign Language Placement

Finding Balance and Moderation Homework:

Most courses: 20-30 minutes per course per night AP courses: 30-45 minutes per course per night

What does the work look like? Does it have the same quality that is seen in the class?

Note taking is more about writing ideas and making connections. Note taking guides learning in terms of content and skills.

Raleigh Charter High School

www.raleighcharterhs.org