Cedar Hill Preparatory Academy exists to build a strong, sequential foundation for the purpose of creating successful lifelong learners.  Our goal is for each student to graduate with a set of skills and solid background knowledge to enable them to continue learning throughout their lives when new opportunities present themselves.

How do we work towards accomplishing this mission?

We accomplish the above mission utilizing a hybrid approach.  One definition of the word “hybrid” is a combination or a mixture.  When we describe Cedar Hill Preparatory, a hybrid is a perfect description.  Because our students have many different learning styles with different strengths and weaknesses, we must approach their educations with a variety of techniques, materials, etc.  Based upon direct experience, this begins with theories of learning which we have determined work for our students.  

Theory #1:  Foundational Learning Abilities/Developmental Learning

We believe that a strong base of foundational learning abilities is imperative for learning to take place in an effective and efficient manner.  When foundational learning abilities, as identified in the research of Drs. Robert and Mary Meeker, are not developed, developmental learning  - learning that takes place as a normal part of cognitive development – is affected.  The student is not prepared to benefit from teacher instruction. When developmental learning does not take place at the appropriate time, it impedes the learning of skills which in turn affects personal development and academic skills.  This base begins with a physiological foundation in the areas of sensory-motor integration and focusing skills, followed by a strong foundation of learning abilities (i.e. cognition, memory, evaluation, convergent production and divergent production).  When the multiple skills found in each of these categories are in place, academic skills can be more efficiently and effectively taught because the student is equipped to learn.  (See “Foundational Class” for more information.)

Theory #2:  Mastery Learning of Basic Academic Skills

While we agree with the school of thought that scores and grades do not define a learner, we do believe that education consists of a mixture of different levels of both mastery of skills and learning of content.  They are both essential.  Every day, we see students that cannot continue to learn because of lack of mastery of the most foundational academic skills.  There is no place in education that mastery matters more than on basic foundational academic skills.  For example, mastery in a traditional setting is 70%.  Which 30% of the alphabet is it okay not to learn?  Which 30% of the multiplication facts is it okay not to learn?  Seventy percent mastery is simply not acceptable in regard to some skills.  Multiple foundational academic skills need to be mastered.  Therefore, our goal for our students at this level is 100% mastery.  Upon enrollment in Cedar Hill Preparatory Academy, students are placed in language arts and mathematics curriculum continuums at their current level of functioning, regardless of grade placement. As soon as students master an academic instructional objective, they are moved to the next.  The flexibility afforded by this approach allows us to spend more time where it is needed.  All subject areas should not be considered equal, dictated by equal time allotment.  It frequently takes longer, for example, to master the process of reading, writing and/or math concepts.  This flexibility allows for a student’s individual needs to be met.  (See “Language Arts IEP” and “Math IEP,” as well as “Group Literature Class” for more information.)

Theory #3:  A Core Sequence of Content

In the area of content, we closely follow the Core Knowledge Foundation’s recommendations. As stated earlier, mastery of skills is essential, but a systematic, structured approach to teaching Science and Social Studies knowledge is also essential.  There is much knowledge to be presented and learned and the same content should not be taught over and over.  Instead, it should be taught at different layers of complexity and/or in different settings around the world, so that knowledge is built upon versus simply repeated.  This commonly shared knowledge makes schooling more effective. Objectives for these two subject areas are chosen for our students based on age/grade placement. 

What are the Core Knowledge Foundation’s recommendations:  The Core Knowledge Sequence is a detailed outline of specific content and skills, and as the core of a school’s curriculum, it is intended to provide a coherent, content specific foundation of learning.  It is designed to encourage cumulative academic progress as children build their knowledge and skills from one year to the next.  Learning builds on learning, and according to the Core Knowledge Foundation, children gain new knowledge by building on what they already know.  It is important to begin building foundations of knowledge in the early grades because that is when children are most receptive, and because academic deficiencies in the first eight grades can permanently impair the quality of later schooling.

Fortunately, the Core Knowledge sequence is compatible with a variety of instructional methods and additional content when desired. 

(See “Social Studies/Science Class” for more information.)