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2014 – 2015 Online Enrollment Information

New and returning families please fill out your student's online enrollment by entering your personalized snapcode here!

For more information about the documents required for 2014 - 2015 enrollment, please visit our admissions page.

CCCS

Interested in Early Childhood Education?

Inspired Teaching Fellows are a vital part of our community at Capital City Public Charter School. The Inspired Teacher Certification Program is looking for interested individuals to join the early childhood track for the 2014 school year. Through a 24-month residency program, each Inspired Teaching Fellow is prepared for a successful and sustainable career as a teacher and changemaker in Washington, DC while earning a DC teaching license and a Master of Arts in Teaching.


Do you know someone that would make a great early childhood teacher? Encourage them to apply to this great program! For more information, visit http://certification.inspiredteaching.org.



NHD1

National History Day 2014 Competition

History came alive again for Capital City on March 7, 2014 during the National History Day (NHD) competition.

National History Day is a year-long academic program that focuses on historical research for students 6th-12th grade.  This is the fourth year Capital City has competed in this competition. "The students did an amazing job,” says Julian Hipkins, 11th Grade History Teacher. “They demonstrated a high level of scholarship through extensive annotated bibliographies comprised of mostly primary sources."

Through the competition, students developed a research topic and then engaged in primary and secondary research, including interviewing experts and probing through archival materials. More than 5 million students nation-wide participate in this annual competition.

During the NHD competition, students presented their research projects to 45 judges, who represented such organizations, universities, and government bodies as DC Government, EverFi, Ford’s Theatre, George Washington University, Georgetown University, Howard University, National Archives, Qatar Foundation International, Smithsonian Institution, Teach Plus, and the Wilson Center.

"The exhibit about the Atomic Bomb,” notes Mr. Hipkins, “was very powerful! Students compiled a number of primary sources that included photographs from the Hiroshima Peace Memorial Museum. One photograph in particular inspired students to paint the background of their exhibit to portray the city of Hiroshima immediately following the detonation of the atomic bomb."


All competition winners will advance to the City-wide National History Day Competition to be held on May 2, 2014.

2014 National History Day Citywide Competition Winners from Capital City:

Papers:
1st Place:  Colby -- Native Canadian Mineral Rights
2nd Place:  Kevin -- The French Revolution
3rd Place:  Roxana-- Animal Testing for Cosmetics
4th Place:  Walter -- Before the Salem Witch Trials
5th Place:  Jennifer -- Witch Hunts during the 30 Years War
Group Websites:
1st Place:  Milan, Mesgana, & Jennifer -- Nuremberg Trials
2nd Place: Ana, Ashley, &Marvin – The Democratic Revolution: Rights and Responsibilities of the Athenian Ruling Class
3rd Place:  David, Noe, & Jesse Osorio -- Prohibition
4th Place:  Raul, Valencia, & Alex -- International Space Station
5th Place:  Elder & Khamal -- Curt Flood


Individual Websites:
1st Place:  Daniel -- The Geneva Conventions
2nd Place:  Adeline -- A Glimpse at the Darker Side of Humanity: Witch Hunts During the Thirty Years' War
3rd Place:  Jesamil -- "An Eye For An Eye": Babylonian Rights and Responsibilities in the Code of Hammurabi
4th Place:  Santana -- Muslim Dress Code in France
5th Place:  Kellina -- Socrates: The Man That Changed the World To a Better Future

Group Documentaries:
1st Place: Chika, Denae, & Mariah -- Harvey Milk
2nd Place: Zulma, Victor, & Aida -- United Farm Workers
3rd Place: Ashley & Bianka -- Keating-Owen Child Labor Act of 1916
4th Place: Dimaysone, Karina, & Alfredo Coreas --The Fairness and Unfairness of the Mita System: Right and Responsibilities in the Incan Empire
5th Place: Raevan & Kelly -- The Role of Women in Ancient Greece

Individual Documentaries:
1. Rebecca -- Pope Urban II: Rights Without Responsibilities in the First Crusade
2. Kevin -- Shogun: Medieval Feudalism in Japan
3. Noemi -- Women's Rights in the Dominican Republic
4. Maxwell -- Bushido
5. Evadne -- 1968 DC Riots

Group Performance:
1. Danny, Kevin, & Carlos -- Nelson Mandela
2. Helen, Leslie, & Taya-- Sati: The Burning of Widows
3. Kayla & Tanasia -- Protest Music During the Vietnam War

Individual Performance:
Tie: 1st Place: Brandy, Rights of Women in Iran—Post Iranian Revolution
Tie: 1st Place: Chidinma -- Political Inferiors: Rights and Responsibilities of Women in Ancient Rome

Group Exhibits:
1st Place: Leideen, Miguel, & Jason -- The Atomic Bomb
2nd Place: Andrea, Teresa, Cindy, & Sherida -- Riot Grrrl
3rd Place: Ja'Quon, Marquell, Emmanuel, & Julien -- Miranda v. Arizona
4th Place: Cynthia, Jaida, & Uriel -- The Civil Rights Act of 1964
5th Place: Carla, Jose, & Natalie -- Code of Hammurabi


Individual Exhibits:
1st Place: Lourdes: Second Class Citizens -- Women in Ancient Greece
2nd Place: Jennifer --Peasant Revolt of 1381
3rd Place:  Chaya -- Henrietta Lacks

MS conjugate

Cap City MS Spanish Students Create Music Video 

Capital City Middle School students know one thing is always true about Spanish. You always have to conjugate!  Conjugation can often be a difficult concept for students to understand and retain, but Ms. Allyson Griffith, Middle School Spanish teacher, found a way that helped students to grasp this concept and have fun in the process.

“I sometimes use songs in instruction,” says Ms. Griffith, “because kids like to listen to music and it’s effective.”  But, how, she wondered, could she use the tool of music to engage students in conjugating verbs?  In traditional structures, students learn to conjugate developing a chart with six boxes, placing the verb endings in the appropriate section, and practicing that format over and over.

However, this method doesn’t always work for every student. “If students aren’t understanding something, I feel like I need to attack it from a different angle,” says Ms. Griffith. So, she got to work and found a rap about conjugating verbs created by students of Mr. Pereira’s Spanish 2 class from the B.E.S.T. Academy High School in Atlanta, Georgia. “I thought it would be a good one-day activity, but I had no idea how great it [the rap] could be.” says Ms. Griffith.

Once Ms. Griffith introduced the conjugation rap to students, their level of excitement drove her planning, “I let their excitement dictate what we would do with it,” says Ms. Griffith. “They got excited about it, and thus, I got excited about it.”  As 7th grader Ethan notes, “I think of the song and I remember what to do when I’m working.”

Conjugate from Capital City Pub. Charter School on Vimeo.



As the students learned the conjugation rap, their minds changed about Spanish grammar – it became FUN, a word many students wouldn’t often say about learning conjugation.  Kate, a 7th grader, says, “The song is really catchy. I’m singing it right now.”  Students, themselves, saw the results of learning the song, “This project helped my learning because I remember songs so it was easy for me to learn the lyrics, which were based on conjugating,” says Jade, a fellow classmate.

The students, once learning the rap, decided to take it a step further and create a music video to demonstrate their knowledge of conjugation.  With each part of the process, their enthusiasm grew. They picked solos, designed t-shirts, and practiced to make sure that their performance would be film ready. “I liked being able to rap, stand on a chair, have a solo, and be Chidi,” says Chidi, a 7th grader.

The use of song in the classroom ties into Capital City’s and Expeditionary Learning (EL)’s alternative assessment approach. Alternative assessments, a fundamental EL and CCPCS concept, allow for students to demonstrate their mastery of a skill or content in a non-traditional, responsive way.  It is an informative, not evaluative, style of assessment that helps students “show what they know” and helps teachers determine the next steps for instruction.  As Cynthia, 7th grader, says, “I like that we didn’t take a written test because I learn this a lot better with the song.” Her response is typical of students who are taught using this model, because they experience success with challenging material, sometimes even enjoying the process.

Alternative assessments, which can involve performances, games, conferring, and portfolios, help to remove barriers that some students may face with traditional assessments. Students who struggle with reading or writing on grade-level can still demonstrate mastery of the content without being penalized or feeling defeated by their challenges. The conjugation rap has aided Ms. Griffith with helping her students recall conjugation, as well as showing her their mastery of this important skill.  “All I have to do is sing part of a line,” says Ms. Griffith, “and they are able to move forward with their learning and work.”

Students have clearly mastered the difficult task of conjugating Spanish verbs. “The evidence I have [to prove I know conjugation] is that I feel more confident about conjugating,” says Ted, a 7th grader. “I know how to change all roots for any verb that ends with –AR,” continues Tori, a 7th grader.

Want to learn how to conjugate?  Don’t forget to check out the music video that Ms. Griffith’s class made, and remember, “You always have to conjugate!”

Song Credits: Original Lyrics by Students of Mr. Pereira’s Spanish 2 class, B.E.S.T. Academy HS in Atlanta, Georgia Instrumental Track: “Some Type of Way” Rich Homie Quan

Lyrics:

“Have to Conjugate”

My class been strugglin’ Trying conjugate something Ain’t no telling what we writing on this paper Ain’t no telling When we conjugate verbs We look like Spanish nerds Let me teach you how to conjugate AR You better conjugate those verbs, students! With AR verbs you always have to conjugate With ER verbs you always have to conjugate With IR verbs you always have to conjugate If the words are verbs you always have to conjugate conjugate, you always have to conjugate conjugate, you always have to conjugate If the words are verbs you always have to conjugate conjugate, you always have to conjugate Take the AR off For YO only O can stay For Tú put an AS just to keep it straight For él and ella just put on an A Nosotros uses AMOS everyday. ELLOS, ELLAS put an AN in its place all these AR verbs know they are the same drop the AR then all you do is conjugate learn Spanish, no inglés is what my teacher say! I have to conjugate in Spanish class to give my mind a break I conjugate to speak español ¿Cómo se dice? I ain’t lyin when I say I gotta conjugate

New Dates for Upcoming Events

Our Black History Month Celebration will now be held this Thursday, February 20, 2014 from 6-7:30pm.
The event will feature music and performances from all three campuses.  Food will be served promptly at 6. We will not serve food during the performances.  Families are encourage, but not required, to bring a dish to share. Reminder: No nuts or blueberries.

Our next Open House will be held on Thursday, February 27, 2014 from 9-10:30am.
The event will start promptly at 9AM.  Hear directly from teachers, staff, and current students about the quality education program that Capital City provides to students in grades PreK through 12th grade.