College Hill Fundamental Academy

School Info
The mission of College Hill Fundamental Academy is to educate all students to meet their full potential by giving them the tools they need to carve out their own destiny.

What is a Fundamental Academy?

The Cincinnati Public School System currently contains two fundamental academies. A fundamental academy is a school that is suited for children who thrive in a highly structured work environment, are well disciplined and have good work and study habits. Parents must support the program's concepts. Parents enrolling a child will be interviewed and should bring the child's most recent report card. Both of Cincinnati Public School's fundamental academies, College Hill and Linwood, are kindergarten through grade six.

Any child in grades kindergarten through six is initially eligible for enrollment in the Fundamental School. Upon receipt of application, an interview is arranged. The interview establishes understanding of the school guidelines for instruction and conduct, and requests cooperation and endorsements by participating parents. A formal commitment is signed by the parent at the the time of admission to the program. Except for first time kindergarteners without preschool experience, parents applying to the Fundamental Academy should bring their child's most current progress report/report card to the admission interview showing a grade (or equivalent) of "S" (satisfactory) or "C" or better in all areas of effort, conduct and attendance.  Shot records, a birth certificate, and proof of address are also required to register.

In determining eligibility for admission into the program, we also consider the parent's sincere desire to support the program as well as recommendations from the child's former school. Racial balance in the school is an important consideration during the selection process.

Rationale

A re-examination of the traditional methods of instruction and a growing demand to return to the ideas they exemplify is occurring in education today. Educators at the secondary and college levels, as well as spokesmen from business and industry, expect and demand increased levels of achievement at the elementary school level.

Although children's learning styles differ considerably, many children today, as in former years, learn best in a traditional or structured educational setting. Many students can achieve their highest potential when the program of instruction is highly organized, when learning tasks are carefully selected and sequenced, when satisfactory performance is demanded and when limits of conduct are clearly defined and enforced. In fact, many children prefer this type of school.

Primary emphasis is placed on mastery of basic skills as the major goal of the fundamental school. We assume that all students can acquire the necessary skills to become contributing members of society and will be expected to do so. Parents and staff develop school policies cooperatively. The staff implements policy, plans instruction, and commends student achievement and self-discipline. Parents and students, upon admission to the program, enter into an agreement with the school administration to abide by the mutually developed regulations.

1. receive instruction in basic skills (literacy, mathematics, science, and social studies) so that each child will increase his/her achievement during the school year

2. work in an educational setting conducive to maximum learning

3. develop high standards of character through reflection upon the American ideals and values upon which our nation was founded

Description and Characteristics

Primary emphasis is placed upon a student's achievement in basic skills. The curriculum design fosters maximum growth in reading through varied teaching techniques, including an intensive phonetic approach. We emphasize computational and problem solving mathematics, science inquiry and social studies skills. Daily homework assignments reinforce the learning.

A code of conduct developed and endorsed by the staff and by the parents creates an atmosphere and attitude conducive to maximum growth. The teachers are expected to support the school in enforcing the conduct code. A student who is frequently in violation loses his/her right to attend the school.

Emphasis on the students' respect for themselves, for others, and for authority helps them develop high standards of character. A study of the ideals upon which our nation was founded strengthens the child's sense of patriotism.

Respect for learning is extended by the enforcement of a dress code developed by teachers, students, and parents. Emphasis is placed upon neatness, cleanliness, and appropriateness of dress, in the form of a required uniform.

• Academic performance is measured by State Proficiency Tests, the TerraNova, and various teacher-created assessments.
• Teacher designed tests assess student progress toward the district's promotion standards.
• Attendance and behavior are recorded and recognized each quarter.
• Parent, teacher and student surveys, administered yearly, measure attitudes.

• Students will improve academic performance by increasing their scores on the State's Proficiency Tests.
• The student will demonstrate growth in achievement in the basic skills of literacy, mathematics, science, and social studies as measured by teacher assessment using the district's promotion standards.
• The student will demonstrate a positive attitude toward school as indicated by records of attendance, behavior and study habits.
• The student will demonstrate growth in respect for authority, courtesy, and self-discipline. Assessment will be made by student, teacher, and parent surveys developed by the school staff.

Beliefs  

&

Values

Parents

We value parents as the primary teachers of their children and believe that a partnership between home and school is imperative to the successful development of the child's positive attitudes about school, effective study habits, and coming to school ready to learn.

Attendance

We believe that academic achievement is enhanced when the students and teachers attend school every day. It is the parents' responsibility to make sure children are on time and prepared to work on a daily basis. We seek to support practices that nurture a child's desire to come to school.

Diversity

We seek to nurture a school environment which acknowledges and respects cultural differences. We believe, that in order to grow and continuously learn, we need to acknowledge and understand different points of view. We seek to nurture a school climate that supports listening to and respecting diverse thinking. This climate enables us to dialogue about ideas and evaluate them with openness and compassion for individual feelings.