Structure


The school day at GCS is highly structured and moves between teacher−directed lessons, guided learning and independent/group work at desks or at a variety of learning centers. Activities are planned to accommodate English Language Learners, students with learning differences and students who are at more advanced levels of reading and writing. Group projects encourage collaborative learning and develop specific social skills −− working cooperatively, listening to each other, rotating leadership roles, communicating clearly and developing good work habits. GCS teachers employ research−based instructional strategies that are proven to be highly successful in narrowing the achievement gap between low−income, at−risk students and their more economically advantaged counterparts. These include Backwards Design, Multiple Intelligences and Scaffolding/Specially Designed Academic Instruction (SDAIE) techniques.