Academics / Curriculum
English Language Arts (ELA)
Grades K - 2
Language Arts is a balanced literacy program, built around a structure of small and flexible grouping. Children find authentic and valuable purposes for reading and writing and receive daily instruction in Fountas and Pinell reading program and Saxon Phonics. Students build the skills necessary for understanding the principles of grammar and sentence structure. Language Arts is enriched by the integration of online programs and other technologies, including Imagine Learning in the classroom.
Grades 3 - 5
Language Arts at this level invites student independence and promotes inquiry in reading. Texts are more challenging, and skills and strategies for comprehension and the analysis of texts are more complex. The “Reader’s Workshop” incorporates independent novel selection in a variety of genres. Curricular novels often include content in social studies, history that allows for cross-curricular connections. Intermediate grades use a sentence-composing approach to grammar that provides an understanding of the structure of good sentences. Students continue to work toward proficiency on the three types of text—narrative, opinion and informative.
Grades 6 - 8
English students cultivate a love of reading through a broad exposure to multiple genres and media, and the active manipulation of words and sentence structure in writing and speech. A primary objective is the fostering of personal, social, and civic literacy by exposing students to a variety of ways to communicate and by requiring students to, in turn, communicate in a variety of ways, including oral language, written language, and media/technology. Students continue to work toward writing proficiency through a workshop experience. Assignments include comparing and contrasting, persuasive and personal narrative essays, and informal daily journal assignments in response to directed prompts or free choice topics.
K - 5
Math is taught using the discovery math program, Bridges in Mathematics, which is a blend of direct instruction, structured investigation, open exploration, and “rich tasks” pedagogy in grades K - 5. The Bridges program from Math Learning Center encourages students to develop a deep understanding of mathematical concepts, proficiency with key skills, and an ability to solve complex and novel problems. Instruction is targeted to student needs, includes flex grouping, and is supplemented with the online program, Imagine Math.
6 - 8
Math In grades 6 - 8 instruction utilizes Open Up Resource for Middle School students. This curriculum provides research-based learning strategies and pedagogy that are student-centered. Lessons are focused on big ideas, problem-based lessons, collaborative student study teams, and applied practice. The Open Resource curriculum allows students to derive logarithms through project-based, authentic learning and provides practice with concepts and procedures over time so that students can work toward mastery. The curriculum also balances algorithms and basic skills, conceptual understanding, problem solving, and transference and extension. The integration of technology enhances scaffolding of curriculum, builds algorithmic skills, and supports individualized instruction.
Grades K - 8
Science utilizes a multi-sensory approach to learning, students utilize a hands-on, minds-on approach to learning science. Through inquiry-based investigations and problem-solving activities, students learn to apply scientific processes and gain an understanding of the nature of science. Students learn new science concepts through a variety of instructional strategies. They conduct experiments, utilize technology to answer questions, participate in outdoor field studies, and complete individual projects. The curriculum in each grade level includes life, earth, and physical science units.
CCID transitioned to Science with Engineering Education (SEEd) Standards and is taught using the “Phenomena” big questions. Natural phenomena are observable events that occur in the universe and that we can use our scientific knowledge to explain or predict. The goal of building knowledge in science is to develop general ideas, based on evidence, that can explain and predict phenomena. Engineering involves designing solutions to problems that arise from phenomena, and using explanations of phenomena to design solutions. In this way, phenomena are the context for the work of both the scientist and the engineer. CCID has a team of teachers who are attending state transition trainings and conducting Professional Development with staff enhancing a smooth transition to the new SEEd standards for all grades.
All students also participate in Project Lead the Way (PLTW) that creates an engaging classroom environment unlike any other. PLTW empowers students to develop and apply in-demand, transportable skills by exploring real-world challenges. Through PLTW pathways in computer science, engineering, and biomedical science, students not only learn technical skills, but also learn to solve problems, think critically and creatively, communicate, and collaborate. CCID teachers participate in-depth, ongoing training, resources, and support they need to engage students in real-world learning.
Social Studies / History
Grades K - 8
Social Studies follows the Utah Core and includes age-appropriate inquiry into community helpers, cultures, continents, and famous people in history. Students conduct research through library resources, technology, and personal interviews, and participate in place based, project-based fully curricular integrated activities.
History students explore a wide variety of historical data, evaluate primary and secondary sources, critically assess conflicting interpretations, describe complex societies and events in terms of historical categories, learn to draw and articulate historical conclusions, and make scholarly judgments about ideas and events both past and current.
- 6th Grade: World History Focus
- 7th Grade: Civics and Utah History Focus
- 8th Grade: American History Focus
Grades K - 8
Our art/arts integration specialist at CCID uses various research based approaches to meet the Utah Fine Art Standards. Our teacher works closely with our classroom teachers to develop relevant integrated art lessons. The Principles of Art and Elements of Design are emphasized in each lesson. Other methods that are used are Visual Thinking Strategies to promote effective communication and reflection about art, and Studio Habits of Mind to build a foundation of creative thought and successful artmaking. The Design Thinking process helps students recognize the importance of creative problem solving that carry over into the areas of STEM and beyond.
Grades K - 8
Music instruction for students is guided by the Utah Arts Core Standards and is taught with a variety of instruction models. Students engage collaboratively in active music making primarily using Orff Schulwerk, an instrumental playing approach, and Kodály, a vocal music education approach. Basic beat and rhythm awareness is learned through movement and Dalcroze concepts of spatial recognition. Music therapy principles are also incorporated to help manage the classroom with Hello and Goodbye songs paired with singing instruction and holistic approaches of learning that are developmentally appropriate for student abilities. All of the above practices help to create a safe learning environment where students can thrive in their learning modality.
Grades K - 8
Utah has adopted new Health standards K - 8th grade focus on overall health which includes physical, mental, emotional and social health in each of the six strands. The strands are Health Foundations and protective factors of health self (HF), Mental and Emotional Health (MEH), Safety and Disease Prevention (SDP), Substance Abuse Prevention (SAP), Nutrition (N), and Human Development (HD).
Grades K - 8
Physical Education focuses on activities that develop both gross and fine motor skills. Through activities, students develop a strong sense of self and learn to work with others. Under the direction of the classroom teacher, students learn to identify the positive effects of physical activity, and how to use equipment appropriately and safely. Students practice responsible behaviors with an emphasis on their own and others’ health, fitness, and safety.
College and Career Awareness
Grades 7 and 8
Students in grade 7 and 8 increase in self-knowledge as they explore education and occupation opportunities, develop education and career plans, and learn technology skills and digital citizenship. Students also engage in collaborative social meta-thinking, networked information and communication activities, and assignments that boost network confidence.
Special Education and Social Emotional Support
CCID provides individualized instruction through small and flex groups, inquiry-based, project-based, technology-supported learning, a robust multi-tiered system of supports, student Personal Learning Plans (PLP’s) and a comprehensive Response to Intervention (RTI), and Special Education Program. Substantive resources are expended on the development of research-based pedagogies and assessment to enable teachers to provide differentiated instruction for all students. CCID cares equally about the individual growth of each student at the school and, therefore, emphasizes yearly individual student growth above scores on state summative assessments. A vertically aligned curriculum and formative assessment allow students, teachers, and parents to understand each student’s progress toward mastery.
CCID has a comprehensive Special Education department including Special Education Director, Special Education teacher, Speech Language Therapist, Occupational Therapist, BCBA certified Behaviorist and paraprofessionals. CCID actively supports students so that they can access grade level and classroom curriculum.
CCID has an integrated Response to Intervention team that supports teachers and students providing additional targeted instructional support in core areas. RTI and classroom teachers meet together regularly to plan most effective intervention support by the most qualified personnel, our classroom teachers.
Through a variety of grants CCID has been able to employ a full time school counselor and social worker. Our counselors provide social emotional support to students including, group counseling, individual counseling, social skills groups, grief and anxiety support. Additionally our counseling team support our students' families through outreach and helping to connect them with available outreach organizations.
Character Education, Health and Wellness
CCID has implemented a school-wide character education initiative, RISE, (Respect, Integrity, Service and Empathy) which includes the use of consistent time for character education, and an emphasis of CCID’s Honor Code. RISE is taught explicitly in classes, morning announcements and assemblies at the appropriate age and developmental level, and referenced in disciplinary actions and the development of behavior management plans.
MTSS (Multi-Tiered System of Supports) informs behavioral interventions, the development of social skills, conflict resolution, friendship building, and training of staff. CCID’s Character Education includes peer mentoring monitoring, delineation of schoolwide expectations, positive recognition of student behavior in line with CCID’s Honor Code, community service, digital citizenship, Civics curriculum, Hope Squads, anti-bullying, child abuse prevention, and testing ethics. CCID is in its third year of Trauma Informed Schools training, supported by the MTSS grant, which includes staff leadership team, behavior goals, book study, and consistent focus upon our most treasured assets - our children.