Upper School

Upper School

Our rigorous curriculum is focused on academics, as well as technology-based, skills with honors options available. Standard and advanced diplomas are offered based on our student’s interests and ability levels. CBA partners with our neighbor, Virginia Wesleyan University, to offer the Advanced Scholars, dual-enrollment, program to our twice-exceptional (2e) learners. Students learn to better understand and articulate their learning needs in preparation for life after graduation.

Accommodations

The following accommodations are made wherever possible:

  • Individualization
  • Small class size
  • Use of Canvas, an internet-based academic learning management system
  • E-books for all class texts
  • Curriculum Flipping
  • Direct instruction of self-advocacy skills
  • Preferential seating as necessary
  • Direct instruction on note taking and test taking
  • Multisensory instruction
  • Large fonts and white space used on tests and handouts
  • Lengthy assignments broken into small, manageable steps
  • Direct instruction of study skills
  • Organizational coaching
  • Transitional support / guidance

Honors options are available in the following courses:

  • World Literature
  • American Literature
  • British Literature
  • World History: Eastern Hemisphere
  • United States History
  • American Government
  • Biology
  • Chemistry
  • Physics

MAKE CBA Entrepreneurship Program
Students have the opportunity to create and run their own business in our state-of-the-art makerspace. CBA is pioneering an intellectual environment in which students who are differently-abled can “think outside of the box” and explore learning in ways that are better suited to their learning styles.
Explore the program.

Advanced Scholars Program
CBA partners with our neighbor Virginia Wesleyan University, to make the Advanced Scholars, dual-enrollment program available to our twice-exceptional learners. Participating students receive college credit for completed classes.

After CBA
CBA works closely with our students throughout their years in the upper school to help them identify the next step in their educational journey. Over the past 10 years, 90% of CBA graduates have gone on to pursue higher education at a wide variety of 2-and 4-year colleges and universities.  Others have chosen vocational education programs or careers in the civilian and/or military workforces. Whatever they choose, CBA graduates leave ready for success in higher-education, careers and life.

Upper School Curriculum

Select a below to read more about specific curriculum.

English - Grade 9

Experiencing Literature

What we do:

A student’s experience of literature should be thematic and structured. To that end, the ninth grade English curriculum introduces genres and literary concepts while focusing on themes in literature such as: Courage & Perseverance, The Search for Self, and Expression of Thoughts through writing, Journeys, Visions of the Future, and Relationships. The teacher will use myriad forms of literature to introduce genres, literary concepts, vocabulary, and utilize texts to prompt thought regarding the theme.

How we do it:

Direct Instruction:

  • Structured Overview
  • Lecture
  • Explicit Teaching
    Drill & Practice
  • Compare & Contrast
  • Didactic Questions
  • Demonstrations

Indirect Instruction:

  • Problem Solving
  • Case Studies
  • Reading for Meaning
  • Reflective Discussion
  • Writing to Inform
  • Concept formation
  • Concept Mappings / Graphic Organizer
  • Concept Attainment

Experimental Learning:

  • Narratives
  • Storytelling

Independent Study:

  • Assigned questions

Interactive Instruction:

  • Brainstorming
  • Discussion
  • Cooperative Learning

Instructional Skills:

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques
  • Wait Time
  • Levels of Questions

Others:

  • Alternative Assessments
  • Guided Assisted Reading
  • Guided Reading & Thinking
  • Mind Mapping

English - Grade 10

World Literature

What we do:

World literature reinforces the influential writers of different races, cultures, creeds, and ethnicities of the world in a constantly changing global landscape. Students read a variety of works from each major genre, such as Fiction, Non-fiction, Poetry, Drama, and Folk Literature.

Students are taught the importance of active reading—the act of engaging and making connections with what they read. They are encouraged to examine relationships between characters, conflicts,     and situations that often occur in literary works. Also, students are asked to read aloud to strengthen reading and comprehension skills, which enables them to strengthen their vocabulary skills.

How we do it: (Accommodations)

Direct Instruction:

  • Structured Overview
  • Lecture
  • Explicit Teaching
  • Drill & Practice
  • Compare & Contrast
  • Didactic Questions
  • Demonstrations

Indirect Instruction:

  • Problem Solving
  • Case Studies
  • Reading for Meaning
  • Reflective Discussion
  • Writing to Inform
  • Concept formation
  • Concept Mappings / Graphic Organizer
  • Concept Attainment

Experimental Learning:

  • Narratives
  • Storytelling

Independent Study:

  • Assigned questions

Interactive Instruction:

  • Brainstorming
  • Discussion
  • Cooperative Learning

Instructional Skills:

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques
  • Wait Time
  • Levels of Questions

Others:

  • Alternative Assessments
  • Guided Assisted Reading
  • Guided Reading & Thinking
  • Mind Mapping

English - Grade 11

American Literature

What we do:

The eleventh-grade student will be able to make and analyze informative and persuasive oral presentations, with attention to the accuracy of evidence and the effectiveness of delivery. An examination of how media influences beliefs and behaviors will be introduced. The student will continue to develop and expand vocabulary. The study of both classic and contemporary American literature will enhance the student’s appreciation for literature. The student will be able to identify the prevalent themes and characterizations present in American literature, which are reflective of history and culture. Students will also use nonfiction texts to draw conclusions and make inferences citing textual support. The student will be able to write clear and accurate personal, professional, and informational correspondence and reports for research and other applications. Grammar development will continue through the application of rules for sentence formation, usage, spelling, and mechanics. The student will develop informative and persuasive writings by locating, evaluating, synthesizing, and documenting information following ethical and legal guidelines.

How we do it (accommodations)

Direct Instruction:

  • Structured overview
  • Lecture
  • Compare and contrast
  • Didactic Questions

Indirect Instruction

  • Inquiry
  • Reflective Discussion
  • Concept Formation

Experimental Learning:

  • Simulations
  • Role Playing
  • Focused Imaging

Independent Study:

  • Computer Assisted Instruction
  • Assigned question

Interactive Instruction

  • Debate
  • Discussions
  • Cooperative Learning
  • Peer Partner Learning

Instructional Skills:

  • Explaining
  • Questioning
  • Questioning techniques
  • Levels of Questions
  • Wait time

Others:

  • Assessments

English - Grade 12

British Literature

What we do:

The twelfth-grade student will use organizational skills and both verbal and nonverbal presentation skills to plan and deliver an effective oral presentation, choosing language and tone appropriate to the audience and purpose. Students will use technology and understanding of media to create, organize, and display knowledge in ways others can access, view, and use. The student will expand general and specialized vocabulary through speaking, listening, reading, and viewing. The student will analyze British literature and literature of other cultures, recognizing major literary forms and their elements. Using nonfiction texts, students will analyze and synthesize information to solve problems. Writing will include the production of informational, expository, and persuasive/argumentative papers, logically organized demonstrating knowledgeable judgments, and effective conclusions. The student will also produce a well-documented major research product, by locating, evaluating, synthesizing, and documenting information following ethical and legal guidelines. The student will demonstrate advanced knowledge of grammatical conventions through writing, editing, and speaking.

How we do it: (Accommodations)

Direct Instruction:

  • Structured overview
  • Lecture
  • Compare and contrast
  • Didactic Questions

Indirect Instruction

  • Inquiry
  • Reflective Discussion
  • Concept Formation

Experimental Learning:

  • Simulations
  • Role Playing
  • Focused Imaging

Independent Study:

  • Computer Assisted Instruction
  • Assigned question

Interactive Instruction

  • Debate
  • Discussions
  • Cooperative Learning
  • Peer Partner Learning

Instructional Skills:

  • Explaining
  • Questioning
  • Questioning techniques
  • Levels of Questions
  • Wait time

Others:

  • Assessments
  • Guided Reading and Thinking

Foreign Language - Grade 9

American Sign Language, Arabic, Chinese, French, Latin, and Spanish.

What we do:

Through a partnership with Virtual Virginia, students can choose from American Sign Language, Arabic, Chinese, French, Latin, and Spanish. Students develop communicative competence by interacting orally and in writing as well as, understanding oral and written messages. They communicate on a variety of topics at a level commensurate with their study, using more complex structures and moving from concrete to more abstract concepts. They comprehend the main ideas of the authentic materials that they listen to and read and are able to identify significant details when the topics are familiar. Courses are taken online in the course of the school day and students develop the ability communicate efficiently.

How we do it:

Direct Instruction

  • Drill & Practice
  • Compare & Contrast
  • Didactic Questions

Indirect Instruction

  • Reading for meaning
  • Reflective Discussion
  • Concept Mapping

Experimental Learning

  • Games
  • Storytelling
  • Role-playing

Interactive Instruction

  • Role-playing

Instructional Skills

  • Explaining
  • Demonstrating
  • Wait time

Foreign Language - Grade 10

American Sign Language, Arabic, Chinese, French, Latin, and Spanish

What we do:

Through a partnership with Virtual Virginia, students can choose from American Sign Language, Arabic, Chinese, French, Latin, and Spanish. Students develop communicative competence by interacting orally and in writing as well as, understanding oral and written messages. They communicate on a variety of topics at a level commensurate with their study, using more complex structures and moving from concrete to more abstract concepts. They comprehend the main ideas of the authentic materials that they listen to and read and are able to identify significant details when the topics are familiar. Courses are taken online in the course of the school day and students develop the ability communicate efficiently.

How we do it:

Direct Instruction

  • Drill & Practice
  • Compare & Contrast
  • Didactic Questions

Indirect Instruction

  • Reading for meaning
  • Reflective Discussion
  • Concept Mapping

Experimental Learning

  • Games
  • Storytelling
  • Role-playing

Interactive Instruction

  • Role-playing

Instructional Skills

  • Explaining
  • Demonstrating
  • Wait time

Foreign Language - Grade 11

American Sign Language, Arabic, Chinese, French, Latin, and Spanish

What we do:

Through a partnership with Virtual Virginia, students can choose from American Sign Language, Arabic, Chinese, French, Latin, and Spanish. Students develop communicative competence by interacting orally and in writing as well as, understanding oral and written messages. They communicate on a variety of topics at a level commensurate with their study, using more complex structures and moving from concrete to more abstract concepts. They comprehend the main ideas of the authentic materials that they listen to and read and are able to identify significant details when the topics are familiar. Courses are taken online in the course of the school day and students develop the ability communicate efficiently.

How we do it:

Direct Instruction

  • Drill & Practice
  • Compare & Contrast
  • Didactic Questions

Indirect Instruction

  • Reading for meaning
  • Reflective Discussion
  • Concept Mapping

Experimental Learning

  • Games
  • Storytelling
  • Role-playing

Interactive Instruction

  • Role-playing

Instructional Skills

  • Explaining
  • Demonstrating
  • Wait time

Foreign Language - Grade 12

American Sign Language, Arabic, Chinese, French, Latin, and Spanish

What we do:

Through a partnership with Virtual Virginia, students can choose from American Sign Language, Arabic, Chinese, French, Latin, and Spanish. Students develop communicative competence by interacting orally and in writing as well as, understanding oral and written messages. They communicate on a variety of topics at a level commensurate with their study, using more complex structures and moving from concrete to more abstract concepts. They comprehend the main ideas of the authentic materials that they listen to and read and are able to identify significant details when the topics are familiar. Courses are taken online in the course of the school day and students develop the ability communicate efficiently.

How we do it:

Direct Instruction

  • Drill & Practice
  • Compare & Contrast
  • Didactic Questions

Indirect Instruction

  • Reading for meaning
  • Reflective Discussion
  • Concept Mapping

Experimental Learning

  • Games
  • Storytelling
  • Role-playing

Interactive Instruction

  • Role-playing

Instructional Skills

  • Explaining
  • Demonstrating
  • Wait time

Math - Grade 9

Algebra

What we do:

Algebra I is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives. The classroom is structured to provide students with ample opportunity to practice and demonstrate the content being presented.  Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it (accommodations)

Direct Instruction

  • Lecture
  • Explicit Teaching
  • Drill and Practice
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Inquiry
  • Writing to Inform
  • Concept Formation
  • Concept Attainment

Experiential Learning

  • Simulations
  • Games
  • Storytelling

Independent Study

  • Essays
  • Computer Assisted Instruction
  • Research Projects
  • Assigned Questions

Interactive Instruction

  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques
  • Levels of Questions

Math - Grade 10

Algebra

What we do:

Algebra I is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives. The classroom is structured to provide students with ample opportunity to practice and demonstrate the content being presented.  Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it (accommodations)

Direct Instruction

  • Lecture
  • Explicit Teaching
  • Drill and Practice
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Inquiry
  • Writing to Inform
  • Concept Formation
  • Concept Attainment

Experiential Learning

  • Simulations
  • Games
  • Storytelling

Independent Study

  • Essays
  • Computer Assisted Instruction
  • Research Projects
  • Assigned Questions

Interactive Instruction

  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques
  • Levels of Questions

Geometry

What we do:

Geometry is taught using the traditional objectives with a strong emphasis on Algebra I skills maintenance and development.  The course is taught at each individual student’s pace to ensure mastery of the course objectives.    The focus of the course is geometric identities, theorems, postulates, and corollaries as well as algebra applications with an emphasis on theory supporting application. Students are assessed at regular intervals to ensure mastery of the content during the specified period.  If a student demonstrates deficiencies on an assessment the teacher will conduct a re-teach of the material to ensure mastery to an appropriate level as math is a constantly building curriculum and mastery of each objective becomes essential for further study.

How we do it:

Direct instruction

  • Lecture
  • Explicit Teaching
  • Drill & Practice
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Case Studies
  • Inquiry
  • Concept Formation
  • Concept Mapping

Experimental Learning

  • Games
  • Model Building

Independent Study

  • Computer Assisted Instruction
  • Learning activity packages
  • Assigned Questions

Interactive Instruction

  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Wait Time

Others

  • Alternative Assessments
  • Graphic organizers

Algebra II

What we do it:

Algebra II is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives.  The focus of the course is advanced Algebra applications with a component being the theory supporting the application. Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it:

Direct instruction

  • Lecture
  • Explicit Teaching
  • Drill & Practice
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Inquiry
  • Concept Formation
  • Concept Mapping

Experimental Learning

  • Games
  • Model Building

Independent Study

  • Computer Assisted Instruction
  • Learning activity packages
  • Assigned Questions

Interactive Instruction

  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Questioning
  • Wait Time

Others

  • Alternative Assessments
  • Graphic organizers

Pre-Calculus

What we do:

This course is designed to cover topics in Algebra ranging from polynomial, rational, and exponential functions to conic sections.  Trigonometry concepts such as Law of Sines and Cosines will be introduced.  Students will then begin analytic geometry and calculus concepts such as limits, derivatives, and integrals.  This class is important for any student planning to take a college algebra or college pre-calculus class.

How we do it:

Direct Instruction

  • Lecture
  • Explicit Teaching
  • Drill and Practice
  • Compare and Contrast
  • Didactic Questions

Indirect Instruction

  • Reading for Meaning
  • Reflective Discussion
  • Concept Formatting

Experimental Learning

  • Focused Imaging

Independent Study

  • Learning Activity Packages
  • Assigned Questions

Interactive Instructions

  • Debates
  • Discussion
  • Cooperative Learning
  • Problem Solving

Instructional Skills

  • Explaining,
  • Demonstrating
  • Questioning
  • Levels of Questions
  • Wait time

Others

  • Guided Reading and Thinking
  • Self Monitoring Strategies

Math - Grade 11

Algebra

What we do:

Algebra I is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives. The classroom is structured to provide students with ample opportunity to practice and demonstrate the content being presented.  Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it (accommodations)

Direct Instruction

  • Lecture
  • Explicit Teaching
  • Drill and Practice
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Inquiry
  • Writing to Inform
  • Concept Formation
  • Concept Attainment

Experiential Learning

  • Simulations
  • Games
  • Storytelling

Independent Study

  • Essays
  • Computer Assisted Instruction
  • Research Projects
  • Assigned Questions

Interactive Instruction

  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques
  • Levels of Questions

Geometry

What we do:

Geometry is taught using the traditional objectives with a strong emphasis on Algebra I skills maintenance and development.  The course is taught at each individual student’s pace to ensure mastery of the course objectives.    The focus of the course is geometric identities, theorems, postulates, and corollaries as well as algebra applications with an emphasis on theory supporting application. Students are assessed at regular intervals to ensure mastery of the content during the specified period.  If a student demonstrates deficiencies on an assessment the teacher will conduct a re-teach of the material to ensure mastery to an appropriate level as math is a constantly building curriculum and mastery of each objective becomes essential for further study.

How we do it:

Direct instruction

  • Lecture
  • Explicit Teaching
  • Drill & Practice
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Case Studies
  • Inquiry
  • Concept Formation
  • Concept Mapping

Experimental Learning

  • Games
  • Model Building

Independent Study

  • Computer Assisted Instruction
  • Learning activity packages
  • Assigned Questions

Interactive Instruction

  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Wait Time

Others

  • Alternative Assessments
  • Graphic organizers

Algebra II

What we do it:

Algebra II is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives.  The focus of the course is advanced Algebra applications with a component being the theory supporting the application. Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it:

Direct instruction

  • Lecture
  • Explicit Teaching
  • Drill & Practice
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Inquiry
  • Concept Formation
  • Concept Mapping

Experimental Learning

  • Games
  • Model Building

Independent Study

  • Computer Assisted Instruction
  • Learning activity packages
  • Assigned Questions

Interactive Instruction

  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Questioning
  • Wait Time

Others

  • Alternative Assessments
  • Graphic organizers

Pre-Calculus

What we do:

This course is designed to cover topics in Algebra ranging from polynomial, rational, and exponential functions to conic sections.  Trigonometry concepts such as Law of Sines and Cosines will be introduced.  Students will then begin analytic geometry and calculus concepts such as limits, derivatives, and integrals.  This class is important for any student planning to take a college algebra or college pre-calculus class.

How we do it:

Direct Instruction

  • Lecture
  • Explicit Teaching
  • Drill and Practice
  • Compare and Contrast
  • Didactic Questions

Indirect Instruction

  • Reading for Meaning
  • Reflective Discussion
  • Concept Formatting

Experimental Learning

  • Focused Imaging

Independent Study

  • Learning Activity Packages
  • Assigned Questions

Interactive Instructions

  • Debates
  • Discussion
  • Cooperative Learning
  • Problem Solving

Instructional Skills

  • Explaining,
  • Demonstrating
  • Questioning
  • Levels of Questions
  • Wait time

Others

  • Guided Reading and Thinking
  • Self Monitoring Strategies

Math - Grade 12

Algebra

What we do:

Algebra I is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives. The classroom is structured to provide students with ample opportunity to practice and demonstrate the content being presented.  Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it (accommodations)

Direct Instruction

  • Lecture
  • Explicit Teaching
  • Drill and Practice
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Inquiry
  • Writing to Inform
  • Concept Formation
  • Concept Attainment

Experiential Learning

  • Simulations
  • Games
  • Storytelling

Independent Study

  • Essays
  • Computer Assisted Instruction
  • Research Projects
  • Assigned Questions

Interactive Instruction

  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques
  • Levels of Questions

Geometry

What we do:

Geometry is taught using the traditional objectives with a strong emphasis on Algebra I skills maintenance and development.  The course is taught at each individual student’s pace to ensure mastery of the course objectives.    The focus of the course is geometric identities, theorems, postulates, and corollaries as well as algebra applications with an emphasis on theory supporting application. Students are assessed at regular intervals to ensure mastery of the content during the specified period.  If a student demonstrates deficiencies on an assessment the teacher will conduct a re-teach of the material to ensure mastery to an appropriate level as math is a constantly building curriculum and mastery of each objective becomes essential for further study.

How we do it:

Direct instruction

  • Lecture
  • Explicit Teaching
  • Drill & Practice
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Case Studies
  • Inquiry
  • Concept Formation
  • Concept Mapping

Experimental Learning

  • Games
  • Model Building

Independent Study

  • Computer Assisted Instruction
  • Learning activity packages
  • Assigned Questions

Interactive Instruction

  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Wait Time

Others

  • Alternative Assessments
  • Graphic organizers

Algebra II

What we do it:

Algebra II is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives.  The focus of the course is advanced Algebra applications with a component being the theory supporting the application. Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it:

Direct instruction

  • Lecture
  • Explicit Teaching
  • Drill & Practice
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Inquiry
  • Concept Formation
  • Concept Mapping

Experimental Learning

  • Games
  • Model Building

Independent Study

  • Computer Assisted Instruction
  • Learning activity packages
  • Assigned Questions

Interactive Instruction

  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Questioning
  • Wait Time

Others

  • Alternative Assessments
  • Graphic organizers

Pre-Calculus

What we do:

This course is designed to cover topics in Algebra ranging from polynomial, rational, and exponential functions to conic sections.  Trigonometry concepts such as Law of Sines and Cosines will be introduced.  Students will then begin analytic geometry and calculus concepts such as limits, derivatives, and integrals.  This class is important for any student planning to take a college algebra or college pre-calculus class.

How we do it:

Direct Instruction

  • Lecture
  • Explicit Teaching
  • Drill and Practice
  • Compare and Contrast
  • Didactic Questions

Indirect Instruction

  • Reading for Meaning
  • Reflective Discussion
  • Concept Formatting

Experimental Learning

  • Focused Imaging

Independent Study

  • Learning Activity Packages
  • Assigned Questions

Interactive Instructions

  • Debates
  • Discussion
  • Cooperative Learning
  • Problem Solving

Instructional Skills

  • Explaining,
  • Demonstrating
  • Questioning
  • Levels of Questions
  • Wait time

Others

  • Guided Reading and Thinking
  • Self Monitoring Strategies

Science - Grade 9

Earth Science

What we do:

Earth Science is designed to be a study of the Earth and Space from their formation to the present. The course content focuses on geology, weather, climate, biogeochemical cycles and space, as well as lab skills needed to perform and analyze experiments.

How we do it:

Direct Instruction

  • Structured Overview
  • Lecture
  • Explicit Teaching
  • Drill and Practice
  • Compare and Contrast
  • Didactic Question

Indirect Instruction

  • Problem Solving
  • Case Studies
  • Inquiry
  • Reflective Discussion
  • Writing to Inform
  • Concept Formation
  • Concept Attainmen

Experimental Learning

  • Conducting Experiments
  • Simulations
  • Games
  • Storytelling
  • Focused Imaging

Independent Study

  • Essays
  • Computer Assisted Instruction
  • Research Projects
  • Assigned Questions

Interactive Instruction

  • Brainstorming
  • Peer Partner Learning
  • Discussion
  • Problem Solving
  • Structured Controversy

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques
  • Levels of Questions
  • Wait Time

Science - Grade 10

Biology

What we do:

Biology is the study of the living world, including microscopic organisms, fungi, plants, and animals. In Biology it is important to attempt to understand life and life processes. This biology course, therefore, is aimed at introducing principles and concepts that apply to life at all levels of organization, no matter how simple or complex they may be. The course begins by examining those general characteristics that are shared by all living things. These include similarities in chemical makeup, energy usage, ability to reproduce and community involvement. Other themes developed as the course progresses include:

  • Relatedness among living things.
  • Adaptation for survival among living things.
  • The interactions of living things with their environment.

How we do it:

Direct Instruction

  • Structured Overview
  • Lecture
  • Compare and Contrast
  • Didactic Questions

Indirect Instruction

  • Reading for Meaning
  • Inquiry
  • Reflective Discussion
  • Writing to Inform
  • Concept Mapping

Experimental Learning

  • Field Trips
  • Conducting Experiments
  • Simulations
  • Games
  • Field Observations
  • Role Playing
  • Model Building

Independent Study

  • Computer-assisted Instruction
  • Research Projects

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques

Other

  • Alternative Assessments
  • Graphic Organizers
  • Science Fair

Science - Grade 11

Chemistry

What we do:

Chemical concepts, such as atomic theory and its relation to chemical behavior, chemical bonding, the mole and stoichiometry, molecular kinetics, energy relationships, solution dynamics, acids-bases, equilibrium, organic and biological chemistry, and nuclear interactions. Emphasis is placed on the utilization of mathematical, analytical, data acquisition, and communication skills as well as interdisciplinary approaches to discovery. Concepts and skills are reinforced by a strong emphasis on hands-on laboratory experiences and the integration of other branches of science. Applications to society, individuals, and the utilization of technology are included.

How we do it

Direct Instruction

  • Structured Overview
  • Lecture
  • Compare and Contrast
  • Didactic Questions

Indirect Instruction

  • Reading for Meaning
  • Inquiry
  • Reflective Discussion
  • Writing to Inform
  • Concept Mapping

Experimental Learning

  • Field Trips
  • Conducting Experiments
  • Simulations
  • Games
  • Field Observations
  • Role Playing
  • Model Building

Independent Study

  • Computer-assisted Instruction
  • Research Projects

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques

Other

  • Alternative Assessments
  • Graphic Organizers

Science - Grade 12

Physics

What we do:

This course is a standards-based study of fundamental chemical concepts, such as atomic theory and its relation to chemical behavior, chemical bonding, the mole and stoichiometry, molecular kinetics, energy relationships, solution dynamics, acids-bases, equilibrium, organic and biological chemistry, and nuclear interactions. Emphasis is placed on the utilization of mathematical, analytical, data acquisition, and communication skills as well as interdisciplinary approaches to discovery. Concepts and skills are reinforced by a strong emphasis on hands-on laboratory experiences and the integration of other branches of science.

How we do it

Direct Instruction

  • Structured Overview
  • Lecture
  • Compare and Contrast
  • Didactic Questions

Indirect Instruction

  • Reading for Meaning
  • Inquiry
  • Reflective Discussion
  • Writing to Inform
  • Concept Mapping

Experimental Learning

  • Field Trips
  • Conducting Experiments
  • Simulations
  • Games
  • Field Observations
  • Role Playing
  • Model Building

Independent Study

  • Computer-assisted Instruction
  • Research Projects

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques

Other

  • Alternative Assessments
  • Graphic Organizers

Social Studies - Grade 9

Western Civilization

What we do:

Western Civilization begins with The Rise and Fall of the Roman Empire; the Middle Ages; the Renaissance; and the Reformation. The course then dives into major themes and developments in Western history since 1600. Topics include the French Revolution, the emergence and development of the modern nation-state, industrialization, new ideologies such as Marxism, Imperialism, World War l, Russia at the time of the revolutions of 1917, the rise of totalitarianism, and World War II.

How we do it:

Direct Instruction

  • Structured Overview
  • Lecture- PowerPoint
  • Drill and Practice
  • Didactic Questions

Indirect Instruction

  • Case Studies
  • Reading for Meaning
  • Reflective Discussion
  • Writing to Inform

Experimental Learning

  • Narratives
  • Games
  • Storytelling
  • Focused Imaging

Independent Study

  • Essays
  • Computer Assisted Instruction
  • Assigned Question

Interactive Instruction

  • Debates
  • Role Playing
  • Brainstorming
  • Peer Partner Learning
  • Discussion
  • Think, Pair, Share
  • Cooperative Learning

Instructional Skills

  • Explaining
  • Questioning
  • Wait Time

Others

  • Alternative Assessments
  • Graphic Organizers
  • KWL
  • Picture Word Inductive Model
  • Story Mapping

Social Studies - Grade 10

Eastern Civilization

What we do:

History of Eastern Civilization focuses on the history of Japan, China and Southeast Asia from a topical approach. The social, cultural and religious backgrounds of this region are examined with special attention paid to, the “modern histories” of Japan and China, largely focusing on the nineteenth and twentieth century’s.

How we do it:

Direct Instruction

  • Structured Overview
  • Lecture- PowerPoint
  • Drill and Practice
  • Didactic Questions

Indirect Instruction

  • Case Studies
  • Reading for Meaning
  • Reflective Discussion
  • Writing to Inform

Experimental Learning

  • Narratives
  • Games
  • Storytelling
  • Focused Imaging

Independent Study

  • Essays
  • Computer Assisted Instruction
  • Assigned Questions
  • Learning Centers

Interactive Instruction

  • Debates
  • Role Playing
  • Brainstorming
  • Peer Partner Learning
  • Discussion
  • Think, Pair, Share
  • Cooperative Learning

Instructional Skills

  • Explaining
  • Questioning
  • Wait Time

Others

  • Alternative Assessments
  • Graphic Organizers
  • KWL
  • Picture Word Inductive Model
  • Story Mapping

Social Studies - Grade 11

American History

What we do:

This course examines the major turning points in American history beginning with the events leading up to the American Revolution, the origins of our constitution, reform movements, Manifest Destiny, the Civil War and Reconstruction, the impact of the frontier, the changing nature of business and government, World War I, the Great Depression, World War II, the growth of the United States as a world power, the Cold War and the struggle to achieve class, ethnic, racial, and gender equality. The course extends to the modern day. Contemporary world issues such as globalization, economic interdependence, terrorism and world cultures will also factor into our analysis of international conflict and cooperation

How we do it:

Direct Instruction

  • Structured Overview
  • Lecture
  • Drill and Practice
  • Didactic Questions

Indirect Instruction

  • Case Studies
  • Reading for Meaning
  • Reflective Discussion
  • Writing to Inform

Experimental Learning

  • Narratives
  • Simulations
  • Games
  • Storytelling
  • Focused Imaging

Independent Study

  • Essays
  • Computer Assisted Instruction
  • Learning Activity Packages
  • Assigned Questions

Interactive Instruction

  • Peer Partner Learning
  • Discussion
  • Think, Pair, Share
  • Cooperative Learning

Instructional Skills

  • Explaining
  • Questioning
  • Wait Time

Others

  • Alternative Assessments
  • Graphic Organizers
  • Guided Reading and Thinking
  • Picture Word Inductive Model
  • Story Mapping

Social Studies - Grade 12

American Government

What we do it:

American Government is a full year study of the structures, processes and issues of national, state and local government. The course gives emphasis to the responsibilities and rights of citizenship, the skills necessary for critical thinking, and the knowledge appropriate for wise decision making. National government is the focus of one semester. State and local governments are stressed during the second semester.

Critical Components

In order to satisfy the state graduation requirement, American Government classes should deal significantly with:

  • Government: Definition, Formation, and Function Comparative Forms of Government
  • Politics: Citizenry and Government The legislative Branch of Federal Government
  • The Executive Branch of Federal Government The Judicial Branch of Federal Government
  • State and Local Government

How we do it

Direct Instruction

  • Structured Overview
  • Lecture
  • Drill and Practice
  • Didactic Questions

Indirect Instruction

  • Case Studies
  • Reading for Meaning
  • Reflective Discussion
  • Writing to Inform

Experimental Learning

  • Narratives
  • Simulations
  • Games
  • Storytelling
  • Focused Imaging

Independent Study

  • Essays
  • Computer Assisted Instruction
  • Learning Activity Packages
  • Assigned Questions

Interactive Instruction

  • Peer Partner Learning
  • Discussion
  • Think, Pair, Share
  • Cooperative Learning

Instructional Skills

  • Explaining
  • Questioning
  • Wait Time

Others

  • Alternative Assessments
  • Graphic Organizers
  • Guided Reading and Thinking
  • Picture Word Inductive Model
  • Story Mapping

Technology - Grade 9

What we do:

Computer Programming: Students are introduced to object-oriented programming and basic concepts in software development, including control structures, simple data structures and objects. The course provides hands-on experience solving common programming problems.

How we do it:

Direct Instruction

  • Lecture
  • Explicit Teaching
  • Drill and Practice
  • Compare and Contrast
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Case Studies
  • Reflective Discussion
  • Writing to Inform
  • Concept Formation

Experimental Learning

  • Simulations
  • Games
  • Storytelling
  • Focused Imaging
  • Field Observations
  • Role Playing
  • Surveys

Interactive Instruction

  • Role Playing
  • Brainstorming
  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques
  • Levels of Questions
  • Wait Time

Others

  • Alternative Assessments
  • Picture Books and Illustrator Studies
  • KWL

Technology - Grade 10

What we do:

Computer Programming: Students are introduced to object-oriented programming and basic concepts in software development, including control structures, simple data structures and objects. The course provides hands-on experience solving common programming problems.

How we do it:

Direct Instruction

  • Lecture
  • Explicit Teaching
  • Drill and Practice
  • Compare and Contrast
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Case Studies
  • Reflective Discussion
  • Writing to Inform
  • Concept Formation

Experimental Learning

  • Simulations
  • Games
  • Storytelling
  • Focused Imaging
  • Field Observations
  • Role Playing
  • Surveys

Interactive Instruction

  • Role Playing
  • Brainstorming
  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques
  • Levels of Questions
  • Wait Time

Others

  • Alternative Assessments
  • Picture Books and Illustrator Studies
  • KWL

Technology - Grade 11

What we do:

Computer Programming: Students are introduced to object-oriented programming and basic concepts in software development, including control structures, simple data structures and objects. The course provides hands-on experience solving common programming problems.

How we do it:

Direct Instruction

  • Lecture
  • Explicit Teaching
  • Drill and Practice
  • Compare and Contrast
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Case Studies
  • Reflective Discussion
  • Writing to Inform
  • Concept Formation

Experimental Learning

  • Simulations
  • Games
  • Storytelling
  • Focused Imaging
  • Field Observations
  • Role Playing
  • Surveys

Interactive Instruction

  • Role Playing
  • Brainstorming
  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques
  • Levels of Questions
  • Wait Time

Others

  • Alternative Assessments
  • Picture Books and Illustrator Studies
  • KWL

Technology - Grade 12

What we do:

Computer Programming: Students are introduced to object-oriented programming and basic concepts in software development, including control structures, simple data structures and objects. The course provides hands-on experience solving common programming problems.

How we do it:

Direct Instruction

  • Lecture
  • Explicit Teaching
  • Drill and Practice
  • Compare and Contrast
  • Didactic Questions

Indirect Instruction

  • Problem Solving
  • Case Studies
  • Reflective Discussion
  • Writing to Inform
  • Concept Formation

Experimental Learning

  • Simulations
  • Games
  • Storytelling
  • Focused Imaging
  • Field Observations
  • Role Playing
  • Surveys

Interactive Instruction

  • Role Playing
  • Brainstorming
  • Peer Partner Learning
  • Discussion
  • Problem Solving

Instructional Skills

  • Explaining
  • Demonstrating
  • Questioning
  • Questioning Techniques
  • Levels of Questions
  • Wait Time

Others

  • Alternative Assessments
  • Picture Books and Illustrator Studies
  • KWL

College & University Acceptances 2016-2021

Adelphi University
Christopher Newport University
Embry-Riddle Aeronautical University
Dickinson College
Ferrum College
George Mason University
Goucher College
Longwood University
McDaniel College
Norfolk State University
Old Dominion University
Radford University
Randolph-Macon College
Regent University
Shenandoah University
University of Mary Washington
Virginia Commonwealth University
Virginia Military Institute
Virginia Tech
Virginia Wesleyan University
West Virginia Wesleyan College

SAT Scores

CBA Math Average – 568
National  Average – 523

CBA Reading Average – 622
National Average – 528

Data includes averages over three years (2018 – 2021).