The Charles Armstrong School
Complete Program
Watch a short video about Charles Armstrong School’s program.
WHAT WE TEACH
Charles Armstrong School has proven its ability to change the lives of students with learning differences by providing a signature educational environment. Our program is research-based and stresses academic excellence while emphasizing students’ strengths. The foremost goal at CAS is to prepare students to transition successfully to their next life experience whether it be the next grade, higher education, a job, or relationships, fully prepared with the capabilities to thrive. If students know themselves well, and can articulate their strengths and needs to others, there is a great possibility that they will be successful no matter where life leads them.
There are two core pieces to the CAS Program: the “what” which is the content of the program and the “how” which is the way in which the content is delivered, the teaching methodology. The school uses two simple pictures to represent these aspects: a box and a star.
The Four Essential Program Components
Four Essential Components of the CAS program
HOW WE TEACH
How instruction is delivered at Charles Armstrong School is critically important to the overall program. Students usually come to us having experienced very little success in a traditional school setting with traditional instructional methodology. From research we know that specific intervention and instruction is imperative for our students in order for them to thrive in school and in life. Therefore, our methodology was developed precisely for our unique student population.
The National Reading Panel report released in April 2000 provides an evidence-based guide to what works in teaching children to read. The study, titled Teaching Children to Read, was conducted over a period of three years and included an analysis of over 6,000 studies of reading. The report recommends instruction that is direct and explicit, simultaneous and multisensory, includes checks for understanding, is structured and systematic, and is appropriately paced and repetitive.
The Six Essential Components of the CAS Methodology
Academic Concepts and Skills
Reading/Language Arts, Mathematics, Science, Social Studies are the cornerstones of the academic program at Charles Armstrong School. Our program is embedded throughout with Technology and Communication skills. The California Content Standards serve as curriculum guidelines in each of these subject areas.
Reading/Writing/Language Arts
The Language Arts program, based on National Reading Program research, is built around eight essential components: phonemic awareness, decoding, spelling, sight words, vocabulary, fluency, comprehension and writing.
At CAS, we use programs supported by research with published outcome data. Our literacy intervention program, Language! is designed to teach students all the essential skills of reading, language comprehension and composition in a systematic, cumulative, sequential curriculum. All faculty members are fully trained and accredited to teach Language!
As CAS students learn to read, they will be immersed in:
- Learning to read words by sounding out small words (first grade)
- Taking apart bigger words (second grade and up)
- Learning to spell words
- Visualizing and memorizing sight words
- Practicing oral and silent reading
- Practicing fluency
- Writing, including letters and stories
- Building word and worldly knowledge
- Learning comprehension strategies
Mathematics
CAS instruction in Mathematics is rigorously systematic and each lesson connects to previous learning. Class instruction includes multi-sensory, hands-on activities, and use of manipulatives when appropriate. Skills and procedures are introduced slowly and practiced repeatedly until students are adept. The major goals for math instruction are developing understanding, critical thinking, reasoning and problem-solving techniques.
The lower school faculty uses the Scott-Foresman Math series (which is aligned with the California Content Standards) as the core component of their curriculum, supplemented by strategies from Making Math Real. The middle school faculty uses the AGS Series (Basic Skills, Pre-Algebra and Algebra) and Accelerated Math, supplemented by Making Math Real strategies.
Science
Science is an area offering great potential for many students with language-based learning differences because of their capacity for divergent and creative thinking. Investigation and inquiry come naturally to many of our students.
Science content is selected from the life, earth and physical sciences. Lab experiences make up approximately half of class sessions and the major focus is to understand scientific processes rather than remembering facts. Students explore, observe, test, communicate, measure, infer, predict, generalize, formulate questions and hypothesize. We use the Scott Foresman Science program at grades 1-5, and the CPO Science program at grades 6-8 which are both aligned with the California Content Standards.
Social Studies
The CAS Social Studies curriculum helps students develop a growing understanding of the impact the past has on the present and future. Students have opportunities to become familiar with research techniques, the use of evidence and historical interpretation, and the analysis of other viewpoints.
Our Social Studies program integrates literature, science, drama and art. Grades 5-8 use the History Alive! (aligned with the California Content Standards) program, which helps students with diverse learning styles study history through hands-on activities. Grades 1-4 use the Houghton Mifflin Social Studies series each year focusing on a specific aspect of the Social Studies curriculum aligned with the California Content Standards.
Technology and Communication
Technology and Communication are embedded throughout the curriculum at CAS. Because of their learning differences, proficiency with technology helps to ‘level the playing field’ for our students. Students also learn to use technology as an important communication tool.
At CAS, students use three forms of technology to help build their unique learning styles and their communication skills.
- Assistive tools help students work around language challenges, leveling the playing field and enabling them to become lifelong learners.
- Instructional tools provide support to teachers in delivering instruction and help students understand concepts and practice skills.
- Invention tools unleash the superior visual, three-dimensional and creative abilities abundant in our student population.
In addition to these technology tools, students also build their communication skills in many other ways such as, increasing their self advocacy abilities, presenting reports and projects, leadership in student council, and participating in school-wide assemblies, talent shows and drama productions.
Multi-Media Library
Our library supports the reading, research and learning styles of students with language-based learning differences. Through a close collaboration between the librarian and classroom teachers, the library works to integrate classroom curriculum and specific library skills.
Classes visit the library weekly to learn library skills, select books, and learn about how to do research. The library is open during lunch recess for leisure reading or listening to books on tape, and provides Internet access. There is also a substantial collection of large print books, books on tape, periodicals, videos and CDs.
Recommended reading lists are available to the CAS community. The library is also a resource library for parents and teachers, specializing in information about students with learning differences.
Learning Skills and Strategies
Students at CAS develop specific learning strategies to help them access the curriculum. These strategies include:
- Organization & Planning
- Memory
- Note-Taking
- Test-Taking
- Using Textbooks and Resources
- Technology
- Thinking Skills
We realize the importance of these strategies for our students, and continue to improve this area of our program constantly. Presently, in our middle school, students are focusing on a specific strategy each quarter.
Gifts and Talents
An important aspect of our program is to provide opportunities for students to explore their strengths and build upon them. We believe that all of our students possess unique talents and strengths. Many of our students are divergent thinkers with great creativity and imagination; others are curious and inquisitive and enjoy the investigative process. We can help our students identify their strengths and then support them in using their strengths to gain greater access to the curriculum and experience success in life.
Arts
All students participate in a visual arts program. We provide a creative environment which helps students understand basic art principles and practices while exploring art history, applications and processes. This encourages self-discovery, self-expression and empowerment.
All students in first through eighth grades attend art class once a week. The art curriculum covers basic principles of design and art elements. They discuss and experiment with creativity, communication and art critiquing and also integrate art into other classroom subjects as appropriate. Students also draw, paint, make ceramics, prints and paper; and sculpt using mixed media and other crafts.
Music
At CAS, our music program broadens students' musical horizons by combining elements of music therapy, ancient rhythms and melodies, and world instruments (with an emphasis on kinesthetic drumming techniques). The use and study of world instruments and music develops new synapses, which benefits all other learning environments.
Within the last few years, CAS has expanded the music program to include a school chorus.
Drama
Each year the Charles Armstrong School Theater (CAST) presents an ambitious drama production. The middle school, aided by fourth- and fifth-graders, star in a musical performed at the Bayside Theater in San Mateo. It includes improvisational techniques and script work. Past productions include Annie Get Your Gun, Oliver, Bye Bye Birdie, The Wiz, Grease, Annie and The Wiz, as well as an original work, Legasea.
Movement/Physical education (grades one through three)
The CAS movement program is a non-competitive one focused on teaching skills, concepts, games, sequencing, spatial awareness, rhythms and dance as a way of enhancing cognitive and motor skills. This develops body awareness and space consciousness, and builds competence and confidence in the students' ability to perform a variety of motor skills. These activities enhance children's positive self-esteem while they improve their social and cooperative skills.
Physical education and sports (grades four through eight)
Students in grades four and five continue to develop motor and loco-motor skills while learning to play sports and games. Sportsmanship and game concepts are emphasized as well as physical skills. Activities include flag football, basketball, street hockey, fencing, archery, soccer, gymnastics, and various group games.
Middle school students in grades six through eight play a variety of sports ranging from flag football, volleyball and basketball to basketball, lacrosse, archery and street hockey.
For those who enjoy competition, students are invited to join after-school athletic sports teams, such as street hockey, girls' volleyball, basketball, wrestling, soccer, tennis and bowling.
Student Community Service
Supporting the community is an important part the Charles Armstrong School Program. We encourage all students to become outward-focused through our Community Service Learning program. In the past our program has included:
- Expanding our Recycling Program
- Support of the Center for Independence of the Disabled
- Regular trash pick-up
- Update the landscaping
- Update climbing structure
- Status reports to city of Belmont
- Expanding our Buddies program
- Continuing our Annual Food Drive
- Adopting four Senior Citizens facilities in Belmont
- Quarterly visits to each facility (beginning with at least one visit this year)
- Four facilities include:
- Carlmont Garden Nursing Center
- Belmont Vista Convalescent Hospital
- Sunrise Assisted Living of Belmont
- Ralston Village
Career Path Education
Our parents have coordinated a series of speakers for our students. These speakers are successful people who also deal with dyslexia or other learning differences. Through the speakers talking about their careers and experiences, our students learn that there are many different career paths, and even with their learning difference they can be successful in life. They also learn that sometimes their learning difference is the thing that makes them successful.
Past speakers have included:
- Andrew Dornenburg, Celebrity Chef
- Ann Bancroft, Explorer
- Alumni panel, composed of high school and college students
- A panel of local business leaders, not the famous CEOs
- Hugh Carpenter, Celebrity Chef
- Paul Orfalea, Founder of Kinkos
- Paul Otellini, CEO Intel
- David Bois, Supreme Court Attorney
- Norbu Tenzing (current student’s grandfather who climbed Mt. Everest)
- Oliver Chin, Cartoonist
- Chris Peakcock, Sucessful Businessman
- Richard Branson, Founder Virgin Group
Photography and Digital Arts
Many of our students are divergent thinkers with great creativity and imagination. In an effort to provide an outlet for these strengths, we have a Photography and Digital Arts program for our middle school students.
In Photography, the students learn how to use digital cameras to create photos. They learn about composition, perspective, background, lighting, subject matter, portraits, still life and study about famous photographers, such as Ansel Adams. As a culminating activity, they create a portfolio of their work.
Our Digital Arts program includes a Digital Animation course in which students develop interactive stories using Macromedia Flash. While using this time-based medium, students develop an understanding of movement, sound and interactivity. Students review the history of character animation and study the work of contemporary animators, such as Miyazaki.
Student Services Department
The CAS Student Services Department includes counselors who work closely with teachers to develop positive classroom management strategies and with students to develop leadership and social skills, and self-esteem. The department works with the athletic, drama, music, outdoor education and student council programs to develop the skills necessary for students' social and emotional development. This method allows the department to reach into all aspects of the CAS program and helps create and sustain a kind, respectful, safe and fun atmosphere for our students.
Outdoor Education
This popular program facilitates students’ learning about themselves, the environment and the interconnectedness of all life. When children experience the natural world in an interesting and fun way, they are more able to make informed choices about the environment as adults.
Each year, CAS students in grades five through eight participate in outdoor adventures such as kayaking, white-water rafting, a ropes course, river and coastal ecology studies, marine science, geology and geography studies, whale-watching, native cultures study and American history tours. We visit exciting natural areas such as Tamales Bay, the American River, the Marin headlands, Yosemite National Park and Monterey Bay.
Resiliency
Developing independent learners is one of the most important areas of our program regarding preparing students to transition. This area of our program includes:
- Self-awareness
- Self-advocacy
- Self-motivation
- Self-control
- Self-direction
We recognize the value of independent learning for our students, and strive to have a strong program to develop these traits in our students.
Student Mentor Program
The Student Mentor Program offers younger students the opportunity to develop a relationship with one or more older students who can become friends, role models and advocates. The emphasis is on the experience between the two students and the development of their relationship over time. The goal is to develop self-esteem, competence, trust and potential among all participants. This relationship can impact the mentor and the mentee by fostering personal connectedness, leadership, guidance and skill enhancement.
Students from the middle school are carefully placed with students in the elementary school, using the criteria of similar learning styles, personalities, and shared interests. Specific goals are developed throughout the year for each student to ensure that the program is meaningful for all those participating.
Extended Programs and Affiliations
CAS offers additional programs and services for students and their families, including:
- An after-school learning lab including homework support
- Speech and language therapy
- Before- and after-school daycare
- Summer school and Camp Armstrong (day camp)
- CAS Parent Education program
- Transition workshops
- Referral service for tutoring and other clinical services
Collaborations and Relations
Charles Armstrong School also has developed many supportive relationships throughout its history, including:
- Parent Education Network (PEN)
- Stanford Alumni Business Association
- Stanford Alumni Consulting Team (ACT)
- Schools Attuned
- Children’s Health Council (CHC)
- Schools of the Sacred Heart
- Stanford School of Education
Professional Affiliations
Charles Armstrong School maintains affiliations with several important professional organizations, including:
- International Dyslexia Association (IDA)
- Learning Disabilities Association (LDA)
- Independent Schools Business Officers Association (ISBOA)
- Council for Exceptional Children (CEC)
- National Council of Teachers of Mathematics (NCTM)
- Association for Supervision and Curriculum Development (ASCD)
- International Reading Association (IRA)
- National Association of Independent Schools (NAIS)
- Western Association of Schools and Colleges (WASC)
- National Science Teachers Association (NSTA)
- Independent School Management (ISM)
- Belmont Chamber of Commerce