Philosophy & Standards
Central Christian School students are taught using Christ centered curriculum with a focus on creating lifelong learners.
These methods combined prepare and equip students for high school as well as produce a biblical world-view in all areas of academia. The students learn in an environment where the gospel of Jesus Christ is believed and confessed. Although “we are all sinners and fall short of the glory of God”, God’s goodness, great love, and power work through us in order to forgive one another, love one another, and praise God in the classrooms and hallways of CCS!
Christ-Centered
Curriculum
We teach using Christ-centered curriculum which allows for a Biblical Worldview in every subject. All teachings must be in harmony with the Bible.
Christ Centered Curriculum
- Academic-Abeka, BJU, Purposeful Design
- Biblical-Answers in Genesis - answersingenesis.org
Christ Centered Worship:
- Teaching, Preaching, Praying, Singing, Dancing
Christ Centered Relationships and Character Development
- Jesus relationship - Gospel centered conversations
- Friend relationship - Conflict resolution using the Matthew 18 Scripture
- Society relationship - Quarterly Service Projects
Creating
Lifelong Learners
Our high academic standards, as well as equipping students to use higher level thinking skills, prepare each student to be ready for high school and beyond. ALL students can learn. Intelligence is not fixed, but modifiable with the right tools and strategies. We want to empower students with those tools and strategies that will last a lifetime.
High School Preparedness
- We are an accredited school which meets or exceeds state standards (not simply “teaching to the test”)
- Middle School offers same core classes as area schools
- Helping students establish organizational and study skills
Feuerstein’s Instrumental Enrichment - icelp.info
- Cognitive Functions- Thinking Actions
- Metacognition- Thinking about Thinking
- Plasticity of the Brain- “Popping Dendrites"
Intervention and Enrichment
We make sure to give each and every student what they need here at CCS. Whether they are a student that struggles or a student that excels, our goal is to educate them because we believe all children can learn. CCS has intervention and enrichment in place to make that happen.
- Intervention: Teachers pull small groups to work more closely with students. If additional help is needed, students meet with our interventionist-special education teacher and/or our special education assistant. Not only that, we also have additional services from FWCS that include Speech, Occupational Therapy, and Physical Therapy based on student need. Each of the staff that comes to work with us from FWCS are specialized in their area and only work for the non-public schools.
- Enrichment: Feuerstein’s Instrumental Enrichment (FIE) sets CCS apart from not only other schools in the area, but other schools across the nation. While there are schools that have trained staff, there are very few that have trained staff K-8 (including the administrator) and that have been implementing as long as we have at CCS. FIE helps students to become autonomous learners and amazing thinkers. Please go to the link to learn more about Feuerstein’s Instrumental Enrichment (FIE): icelp.info/feuerstein-method and to view a note from our school Administrator click here.
Personalized
Approach
Our manageable student classroom size enables our teachers to meet each individual students’ academic, social, and spiritual needs while providing an effective student/parent/staff relationship.
| Grades | Quantity of Students per Classroom |
|---|---|
| Preschool/PreK | 10 Students |
| K-1 st | 16-18 Students |
| 2nd-8th | 20-22 Students |
Quantity of students per Classroom
- Time: more time to meet individual academic, social, spiritual needs
- Challenges or remediation- Manageable student classroom size allows the teachers to better focus on academic and social challenges or remediation
Special Education
- Additional Support for struggling students and students with IEPs (ISPs)
- One-on-one or small group
- Meeting the needs of individual students
Student/Parent/Staff Relationship
- School and classroom volunteer opportunities and involvement
- Field trip volunteer opportunities
- Open and continual communication between teacher and parent
- Welcomed parental input with staff and board members
Social and Developmental Awareness
CCS, being small, is part of who we are; a school family. Students get to know each other better. Instead of your student just being another face in a huge crowd, they'll be more likely to develop deep and lasting relationships with the other students around them. That also has academic benefit: if your student has a question about the homework, he/she will be more likely to reach out to other students for help.
“Teachers can tailor instruction more individually. It's often said that teachers have to teach to the lower middle of the class. Anyone below that level has to fend for themselves, often being left behind in the shuffle, and anyone above it spends most of the class period daydreaming while they wait for everyone else to finish learning a concept they figured out ten minutes into the lesson. No matter which end of the extreme your student falls on, in a small class, the teacher is more likely to be able to tailor the instruction so that it stays on their level. With fewer students, the top student and the bottom student in the class usually aren't quite so far apart, and the teacher can work with each of them to ensure that they're getting the instruction that they need. With smaller class sizes, teachers can get to know each student as an individual, working with them to enhance their strengths and improve their weaknesses.”
For more information on the advantages of schools with small class sizes please visit www.methodschools.org
Teacher-Student Relationships and Academics:
“Aligned with attachment theory (Ainsworth, 1982; Bowlby, 1969), positive teacher-student relationships enable students to feel safe and secure in their learning environments and provide scaffolding for important social and academic skills (Baker et al., 2008; O’Connor, Dearing, & Collins, 2011; Silver, Measelle, Armstrong, & Essex, 2005). Teachers who support students in the learning environment can positively impact their social and academic outcomes, which is important for the long-term trajectory of school and eventually employment (Baker et al., 2008; O’Connor et al., 2011; Silver et al., 2005)."
"Although many studies focus on the importance of early teacher-student relationships, some studies have found that teacher-student relationships are important in transition years; the years when students transition from elementary to middle school or middle to high school (Alexander et al., 1997; Cataldi & KewallRamani, 2009; Midgley, Feldlaufer, & Eccles, 1989). Studies of math competence in students transitioning from elementary to middle school have found that students who move from having positive relationships with teachers at the end of elementary school to less positive relationships with teachers in middle school significantly decreased in math skills (Midgley et al., 1989).”
View the study »
Accreditation
Central Christian School, Fort Wayne is accredited by the Indiana Department of Education and therefore eligible to receive State funded tuition assistance (Indiana Choice Scholarships).