The mission of Countryside Day School is to provide an education that assists students in developing the qualities of Respectful, Responsibility, and Resourcefulness so they become great students and exceptional adults.
Our Commitment to you:
- We will get to know each individual child, learning his or her passions, strengths and challenges (respect)
- We will encourage children to be active contributors to the community and hold them accountable for their choices (responsibility)
- We will provide opportunities for students to work on difficult tasks and learn academic concepts requiring perseverance in order to succeed (resourcefulness)
Your Commitment to the School:
- You will set limits for your child in your home that will help him or her be successful honoring the limits of broader society (respect)
- Your child will contribute to caring for him or herself and have responsibilities that make a contribution to the life of your family (responsibility)
- You will consult and collaborate with CDS faculty and staff on issues regarding parenting and education, taking advantage of their expertise (resourcefulness)
The Measure of Academic Progress Test
MAP Test (Measures of Academic Progress created by Northwest Evaluation Association) Score Comparison Graphs
School Year: 2014-2015. Download the full PDF report here.
See More Outcomes: from Alumni, Parents, or Independent Sources
See how our mission is practiced every day…
Time for snack offers daily opportunity for teachers to introduce children to good manners and respectful behavior. When asked to behave respectfully, toddlers are more than happy to oblige.
Toddlers become responsible by participating in tasks that make a real contribution to the class community, including baking a fresh snack each day to share with friends.
For toddlers, resourcefulness begins with learning how to play together, how to gather in a group, how to get a turn, how to give a turn. Teachers carefully balance modeling and offering help with allowing toddlers to make their own choices and experience the results.
Respect is part of everyday living in the Pre-K / Kindergarten class. The materials in the classroom are all created with an aesthetic beauty in mind that engenders within the students a deep respect for their environment.
As children consider what they want to do each day, the call to be responsible is ever-present. Tasks with real purpose, like tending to the class garden, allow children to realize that their contributions matter and make a real difference. This is the foundation of an inherent sense of responsibility.
All materials are child-sized in order to allow the children to work through problems independently. This allows them to recognize the great power within them to solve challenging problems with their peers.
Every child in the school begins her day with a formal greeting of her teacher including a handshake. This not only helps children to develop the respectful behavior of our culture, but also allows the teachers to demonstrate their level of respect for the students as well.
Mixed age classes and opportunities for working with children in younger classes helps students develop a sense of personal responsibility in addition to a sense of social responsibility as well. The sense of community the students feel is deep and genuine.
The use of concrete materials to teach abstract concepts allows children to recognize that learning is not something that happens to them. It is a process which they can affect and that is limited only by their willingness to be resourceful in their explorations and determination to solve academic challenges.
Adolescents are intensely attuned to this unique period of their development during which they straddle the planes of childhood and adulthood. In order to appeal to the respectful nature that has been nurtured throughout their years at CDS, they must have opportunities to explore adult life, including working with real tools, learning about how adults earn their livings, and running micro-businesses of their own.
When students have a wealth of knowledge in any curriculum area, it is their responsibility to share that wealth with peers. Peer teaching is another way that the students develop a sense of responsibility and where they see that they are not passive members of their community but rather vital contributors who affect meaningful change.
The middle school students are frequently working collaboratively on real tasks, like planting a garden. The organization and execution of these jobs and the teamwork necessary to be successful in them is not spoonfed or micromanaged by adults. This is the real work that requires the students to be resourceful as they work through the challenges that reveal themselves.