Our Philosophy

"Everything depends on the quality of the experience which is had." - John Dewey

Across the curriculum, rigor, relevance, and relationships, provide students with learning experiences that allow choice, support risk-taking, and yield an environment that is engaging, supportive, and exciting. Students are encouraged to build relationships and to give back to the community through service learning projects. Parents, teachers, administrators, and peers encourage and support students in reaching high levels of achievement. The culmination of these experiences is the creation of lifelong learners.

Models & Theories

Highly Effective Teaching (HET)

HET (formerly known as ITI: Integrated Thematic Instruction) was developed by Susan Kovalik. HET is a curriculum model utilized at NYOS that is based on programs for gifted and talented, accelerated learners and extended learning programs. The model focuses on brain development, building new knowledge and capitalizing on those learning environments that promote the greatest learning for students.

Cognitively Guided Instruction (CGI)

Cognitively Guided Instruction (CGI) is an approach to teaching mathematics where teachers utilize what they know about children’s understanding of mathematics to select problems, pose those problems, question students, and facilitate discussion and sharing. NYOS students are expected to learn number facts and use them to solve problems. They are also expected to verbalize their strategies to their teacher and peers to explain how they solved the mathematical problem or problems which the teacher poses. The administrative team (which includes the elementary principal, assistant principal and instructional coach) are all certified trainers for this approach to mathematics. The approach is a result of research led by Elizabeth Fennema and Thomas P. Carpenter at the University of Wisconsin at Madison.

Understanding by Design

Understanding by design is planning outcomes based on big ideas using:

Authentic assessment
Meaningful learning activities
Essential questions
Clear objectives with TEKS as starting point

Cooperative Learning

An activity engaged,teacher facilitated community of learners working together in student driven active roles in order to reach a common goal.

Brain Based Learning

Using research-based interventions that are developmentally appropriate for all students

- Chunking
- Repetition
- Scaffolding
- Movement
- Wait-time
- Multi-modal

Love and Logic

Love and logic in NYOS community means setting clear, consistent expectations and allows for students to take ownership of their own choices. Logical consequences must allow for reflection on behavior/choices and how those affect the student and their community. These strategies empower students to be responsible, successful members of society.

Multiple Intelligences

NYOS teachers differentiate curriculum in order to accommodate for each students learning style. Therefore, teachers use Gardner’s Multiple Intelligence when developing activities, projects, and assessments.

Curriculum

At NYOS Charter School, the curriculum is designed with brain-compatible elements to provide for optimal learning. The curriculum is age-appropriate and meaningful. It is delivered in a way that helps students make sense of and seek patterns in the world around them using their many senses on study trips that support the work of the curriculum. Teachers use the multiple intelligences developed by Howard Gardner to direct their teaching and plan for individualized instruction. Students are taught to work together in an enriched, clean, clutter-free learning environment.

Check out our NYOS Curriculum Showcase Video

Discipline

At NYOS Charter School educators utilize methods from Redirecting Children's Behavior and Teaching with Love and Logic. Both philosophies stress the importance of adults providing limits, using empathy with consequences, and enhancing the self-concept of children in a caring way in a supportive, loving, non-judgmental atmosphere. Students are treated with respect and dignity and conflicts are resolved without power struggles. Children are supported in solving their own problems with viable solutions, and they become self-confident, responsible, and cooperative. Discipline is maintained with compassion and understanding and misbehaviors are seen as opportunities for helping children grow through their mistakes. These methods help children learn to become responsible and gain self-confidence.