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Lower School
Lower School Academics
Our Lower School includes elementary grades as well as 6th and 7th grades—below you'll find academic and related information for these grades.
Reading
At CSD, we utilize a structured literacy aligned with Science of Reading research to teach the fundamentals of reading, writing, speaking, and listening. This philosophy means that teachers provide evidence-based reading instruction that addresses the acquisition of language, phonological and phonemic awareness, phonics and spelling fluency, vocabulary, oral language, and comprehension that can be differentiated to meet the needs of individual students. In our classrooms, teachers combine instruction with authentic reading and writing, integrating experiences so that students learn to apply literacy strategies and skills in a real-world context. In practice, our classrooms include the following:
- Explicit and sequential phonics instruction
- Decodable readers as part of early reading instruction
- read alouds
- Teacher modeling of reading/writing
- Differentiated groupings for reading/writing
- Opportunities for student choice with Independent reading/writing
- Students participating in reading and writing conferences with teachers
- Language structures (semantics—how word choice develops meaning—and syntax, the grammatical rules of a language)
- Development of Background Knowledge
- vocabulary development
- Verbal reasoning (inference, metaphor, etc.)
- Literacy knowledge (print concepts, genre, etc.)
As students get older and advance through the grades, students shift from “learning to read” to “reading to learn.” While reading books and other text sources that are appropriate to students’ reading levels, students practice reading comprehension skills and strategies and are exposed to a variety of genres. Students are explicitly taught comprehension strategies and are then given multiple opportunities to apply these strategies across genres and curricula. Students also participate in other authentic, reading experiences such as novel studies, literature circles, and book clubs as a means to interact with different pieces of text and to further cultivate a love of reading. In addition, as students age, vocabulary and explicit word relationship instruction becomes an integral part of the reading workshop to enhance meaning and comprehension of more advanced text.
Writing
In The Basic School, writing is viewed as the counterpart to reading and is woven throughout the entire curriculum. We believe that writing is an act of both discipline and discovery and that children should be given opportunities to be self-expressive while exhibiting clear thinking. At CSD, children are encouraged to write each day. We place a heavy emphasis on the writing process throughout our elementary program and include brainstorming, drafting, editing, revising and publishing activities. Students write for “real” purposes and for “real” audiences, not merely to meet the requirements of an assignment.
Handwriting
For students to be successful readers, writers, and communicators, a strong foundation in handwriting is essential. At CSD, handwriting instruction is explicitly taught in all grades K-5, beginning in kindergarten with fine motor exercises and print letter formation, continuing through direct instruction of cursive handwriting, which begins in Grade 3.
Arts
In the Basic School model, the arts are revered as a universal language, and to quote Dr. Boyer, “perhaps the most evocative form of human expression. As a result, the arts are woven throughout our entire curriculum, giving our students the opportunity to explore and respond to content through aesthetic experiences. We focus on art history, art appreciation, and art making. In addition, students in every grade level create and participate in various classroom performances, incorporating dialogue, song, and movement. These extensive age-appropriate experiences with dramatic presentations help build a strong respect for the arts and enrich our students' lives.
Math
Hands-on learning is at the forefront of all we do at CSD. There are two main components to math instruction - procedural fluency and conceptual understanding, both of which are immensely important. We believe that developmentally appropriate math instruction always starts in the concrete and then moves to the abstract. In addition, CSD puts a heavy emphasis on the standards for mathematical practice (problem-solving, multiple representations, communication, making connections, reasoning and proof) as we are equally as concerned with developing well-equipped problem-solvers and mathematical thinkers and communicators. Classrooms are rich in mathematical discourse where students can discuss their thinking and analyze the thinking of others.
Science
At CSD, we believe it is our responsibility to spark students' curiosity about the world in which they live. Our inquiry-based science approach utilizes an investigative approach to teaching and learning where students are provided with opportunities to investigate problems, search for possible solutions, make observations, ask questions, test out ideas, and think creatively about the world. We do this by engaging students in collaborative “labs” that utilize scientific inquiry. Reading and writing are woven into science instruction and learning.
Foreign Language
CSD values the importance and benefits of foreign language instruction in the early years. Therefore, we have incorporated Spanish instruction into our curriculum, beginning in Kindergarten. Each class, Kindergarten through fifth grade, receives one formal session of Spanish instruction per week.
The mission of the Community School of Davidson Counseling Program is to provide a comprehensive and developmental school counseling program that supports the academic, social, and emotional growth of all students in a way that honors their unique strengths, interests, and identities. Rooted in the principles of The Basic School, our program emphasizes equity, inclusion, and individualized support by partnering with students, families, educators, and the broader community. Through a multi-tiered system aligned with the NC Standard Course of Study and the American School Counselor Association's national standards, we use varied approaches—including one-on-one counseling, small group support, classroom lessons, and collaborative consultation—to foster a connected learning community. Our goal is to ensure that every student is empowered to become a lifelong learner, a thriving community member, and a confident leader prepared for future academic and personal success.
If you have any questions or concerns, please reach out to our Lower School Counseling Team below.
Makayla Hodge, Lower School Counselor
Freesia Stein, Lower School Counseling Intern
k7counseling@csdspartans.org
2025-2026 CSD After School Care
Options:
For the 2025/2026 school year the following ASC options are available with rates as shown:
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Payment is due before the first day of the month, except for August when payment is due the first day of school. The full year tuition is divided between 10 equal payments.
Priority Registration
The number of students enrolled will be capped to open the 2025-2026 school year. Priority Registration will be given to families to register and commit to a full week schedule. The full week payments are required, regardless of the calendar specifics for the month, missed days due to absences, etc.; no refunds will be given for missed days.
Registration fees (non-refundable)
$50 for the first child; $25 for each additional child
Invoices will be sent via ParentSquare in August 2025. Please complete the 2025-26 ASE Registration Form. Payment may be submitted online via ParentSquare (you will receive an invoice electronically to submit payment after registering), dropped off to the Lower School Front Desk or mailed to 565 Griffith Street, Davidson, NC 28036.
Emergency Care is available for a daily rate of $35.00 per child per day. There will be a $25.00 family registration fee that is due prior to the first time use. This is for short term use only, and if care is needed for more than a week, the child will need to sign up for the program.
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Nancy Godwin is the Director of CSD’s After School Care program. She previously taught in the 2nd/3rd loop and is now the elementary PE teacher. She is dedicated to providing a safe and loving environment for the children in the After School Care program.
Pick Up Late Fee Policy:
All students are to be picked up by 5:30 pm, promptly.
If you pick up your child(ren) after 5:30 pm, there will be a $10.00 late fee. Additionally, there will be a $10.00 fee for every 10 minutes past 5:30 pm until you pick up your child. For example, if you do not pick up your child(ren) until 6:00 pm, a late fee will be $30.00. The late fee payment must be paid upon late pick up of your child(ren) on the day of the event.
Repeated late pick up will result in your child's termination of attendance to this program.
We understand that traffic can be challenging, but we expect all children to be picked up on time. Traffic issues do not excuse the late fee policy.
Payment Policy:
Payments are due BEFORE the first school day of the month for the month ahead. There is a $5.00 late fee for every day that the payment is late.
We look forward to having your children included in our program, and we appreciate your commitment to adhere to the program policies.
Dear Parents and Staff,
Our first session of After School Enrichment is here! Please review the 2025-2026 After School Enrichment Session #1 information sheet to check out the exciting camps that our instructors will provide over the next several weeks.
Enrollment for this ASE session run will be open until Thursday, September 4th. Be sure to sign up before the deadline to experience the magic of ASE!
Thank you,
Kate Mitchell
Lower School Office Manager
-
Reading
At CSD, we utilize a structured literacy aligned with Science of Reading research to teach the fundamentals of reading, writing, speaking, and listening. This philosophy means that teachers provide evidence-based reading instruction that addresses the acquisition of language, phonological and phonemic awareness, phonics and spelling fluency, vocabulary, oral language, and comprehension that can be differentiated to meet the needs of individual students. In our classrooms, teachers combine instruction with authentic reading and writing, integrating experiences so that students learn to apply literacy strategies and skills in a real-world context. In practice, our classrooms include the following:
- Explicit and sequential phonics instruction
- Decodable readers as part of early reading instruction
- read alouds
- Teacher modeling of reading/writing
- Differentiated groupings for reading/writing
- Opportunities for student choice with Independent reading/writing
- Students participating in reading and writing conferences with teachers
- Language structures (semantics—how word choice develops meaning—and syntax, the grammatical rules of a language)
- Development of Background Knowledge
- vocabulary development
- Verbal reasoning (inference, metaphor, etc.)
- Literacy knowledge (print concepts, genre, etc.)
As students get older and advance through the grades, students shift from “learning to read” to “reading to learn.” While reading books and other text sources that are appropriate to students’ reading levels, students practice reading comprehension skills and strategies and are exposed to a variety of genres. Students are explicitly taught comprehension strategies and are then given multiple opportunities to apply these strategies across genres and curricula. Students also participate in other authentic, reading experiences such as novel studies, literature circles, and book clubs as a means to interact with different pieces of text and to further cultivate a love of reading. In addition, as students age, vocabulary and explicit word relationship instruction becomes an integral part of the reading workshop to enhance meaning and comprehension of more advanced text.
Writing
In The Basic School, writing is viewed as the counterpart to reading and is woven throughout the entire curriculum. We believe that writing is an act of both discipline and discovery and that children should be given opportunities to be self-expressive while exhibiting clear thinking. At CSD, children are encouraged to write each day. We place a heavy emphasis on the writing process throughout our elementary program and include brainstorming, drafting, editing, revising and publishing activities. Students write for “real” purposes and for “real” audiences, not merely to meet the requirements of an assignment.
Handwriting
For students to be successful readers, writers, and communicators, a strong foundation in handwriting is essential. At CSD, handwriting instruction is explicitly taught in all grades K-5, beginning in kindergarten with fine motor exercises and print letter formation, continuing through direct instruction of cursive handwriting, which begins in Grade 3.
Arts
In the Basic School model, the arts are revered as a universal language, and to quote Dr. Boyer, “perhaps the most evocative form of human expression. As a result, the arts are woven throughout our entire curriculum, giving our students the opportunity to explore and respond to content through aesthetic experiences. We focus on art history, art appreciation, and art making. In addition, students in every grade level create and participate in various classroom performances, incorporating dialogue, song, and movement. These extensive age-appropriate experiences with dramatic presentations help build a strong respect for the arts and enrich our students' lives.
Math
Hands-on learning is at the forefront of all we do at CSD. There are two main components to math instruction - procedural fluency and conceptual understanding, both of which are immensely important. We believe that developmentally appropriate math instruction always starts in the concrete and then moves to the abstract. In addition, CSD puts a heavy emphasis on the standards for mathematical practice (problem-solving, multiple representations, communication, making connections, reasoning and proof) as we are equally as concerned with developing well-equipped problem-solvers and mathematical thinkers and communicators. Classrooms are rich in mathematical discourse where students can discuss their thinking and analyze the thinking of others.
Science
At CSD, we believe it is our responsibility to spark students' curiosity about the world in which they live. Our inquiry-based science approach utilizes an investigative approach to teaching and learning where students are provided with opportunities to investigate problems, search for possible solutions, make observations, ask questions, test out ideas, and think creatively about the world. We do this by engaging students in collaborative “labs” that utilize scientific inquiry. Reading and writing are woven into science instruction and learning.
Foreign Language
CSD values the importance and benefits of foreign language instruction in the early years. Therefore, we have incorporated Spanish instruction into our curriculum, beginning in Kindergarten. Each class, Kindergarten through fifth grade, receives one formal session of Spanish instruction per week.
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The mission of the Community School of Davidson Counseling Program is to provide a comprehensive and developmental school counseling program that supports the academic, social, and emotional growth of all students in a way that honors their unique strengths, interests, and identities. Rooted in the principles of The Basic School, our program emphasizes equity, inclusion, and individualized support by partnering with students, families, educators, and the broader community. Through a multi-tiered system aligned with the NC Standard Course of Study and the American School Counselor Association's national standards, we use varied approaches—including one-on-one counseling, small group support, classroom lessons, and collaborative consultation—to foster a connected learning community. Our goal is to ensure that every student is empowered to become a lifelong learner, a thriving community member, and a confident leader prepared for future academic and personal success.
If you have any questions or concerns, please reach out to our Lower School Counseling Team below.
Makayla Hodge, Lower School Counselor
Freesia Stein, Lower School Counseling Intern
k7counseling@csdspartans.org
-
2025-2026 CSD After School Care
Options:
For the 2025/2026 school year the following ASC options are available with rates as shown:
Payment is due before the first day of the month, except for August when payment is due the first day of school. The full year tuition is divided between 10 equal payments.
Priority Registration
The number of students enrolled will be capped to open the 2025-2026 school year. Priority Registration will be given to families to register and commit to a full week schedule. The full week payments are required, regardless of the calendar specifics for the month, missed days due to absences, etc.; no refunds will be given for missed days.
Registration fees (non-refundable)
$50 for the first child; $25 for each additional child
Invoices will be sent via ParentSquare in August 2025. Please complete the 2025-26 ASE Registration Form. Payment may be submitted online via ParentSquare (you will receive an invoice electronically to submit payment after registering), dropped off to the Lower School Front Desk or mailed to 565 Griffith Street, Davidson, NC 28036.
Emergency Care is available for a daily rate of $35.00 per child per day. There will be a $25.00 family registration fee that is due prior to the first time use. This is for short term use only, and if care is needed for more than a week, the child will need to sign up for the program.
Nancy Godwin is the Director of CSD’s After School Care program. She previously taught in the 2nd/3rd loop and is now the elementary PE teacher. She is dedicated to providing a safe and loving environment for the children in the After School Care program.
Pick Up Late Fee Policy:
All students are to be picked up by 5:30 pm, promptly.
If you pick up your child(ren) after 5:30 pm, there will be a $10.00 late fee. Additionally, there will be a $10.00 fee for every 10 minutes past 5:30 pm until you pick up your child. For example, if you do not pick up your child(ren) until 6:00 pm, a late fee will be $30.00. The late fee payment must be paid upon late pick up of your child(ren) on the day of the event.
Repeated late pick up will result in your child's termination of attendance to this program.
We understand that traffic can be challenging, but we expect all children to be picked up on time. Traffic issues do not excuse the late fee policy.
Payment Policy:
Payments are due BEFORE the first school day of the month for the month ahead. There is a $5.00 late fee for every day that the payment is late.
We look forward to having your children included in our program, and we appreciate your commitment to adhere to the program policies.
-
Dear Parents and Staff,
Our first session of After School Enrichment is here! Please review the 2025-2026 After School Enrichment Session #1 information sheet to check out the exciting camps that our instructors will provide over the next several weeks.
Enrollment for this ASE session run will be open until Thursday, September 4th. Be sure to sign up before the deadline to experience the magic of ASE!
Thank you,
Kate Mitchell
Lower School Office Manager
Community School of Davidson's mission at the middle school level is to create and sustain a safe, supportive, and inclusive community of learning. In researching the design of our middle school program, we pulled strongly from the Association of Middle Level Educations’ White Paper, “This We Believe.”
Our Academic Program
Our middle school developed out of a shared community belief that all students are entitled to a school environment that supports their intellectual, physical, social and emotional needs as they experience the many changes brought on by early adolescence. Developed as the natural progression from the elementary program, our middle school builds the foundations laid in grades K through 5 and capitalizes educationally sound ideas, such as:
- Individualized, differentiated instruction
- Small class size
- Developmentally appropriate practices
- Multi-disciplinary, integrated curriculum that is relevant, challenging, and exploratory
- Active, hands-on learning and problem-based approach to hands-on learning
Our Middle School Structure
Our middle school has devised a unique structure that meets the developmental and academic needs of our students. Although students do change classes, teachers have scheduling flexibility on Fridays that allow for longer periods of focused core class time, which enables students to delve deeper into content areas. We offer a variety of courses, including required classes and student-selected arts choices. There is a heavy emphasis on student “voice and choice” in our MS program. Students stay in a 2-year “loop” with core teachers and the same advisory group of students in grades 6 and 7 and then move to a stand-alone site inside our high school building to begin the transition to upper grades with a dedicated Grade 8 Transition Team.
The mission of the Community School of Davidson Counseling Program is to provide a comprehensive and developmental school counseling program that supports the academic, social, and emotional growth of all students in a way that honors their unique strengths, interests, and identities. Rooted in the principles of The Basic School, our program emphasizes equity, inclusion, and individualized support by partnering with students, families, educators, and the broader community. Through a multi-tiered system aligned with the NC Standard Course of Study and the American School Counselor Association's national standards, we use varied approaches—including one-on-one counseling, small group support, classroom lessons, and collaborative consultation—to foster a connected learning community. Our goal is to ensure that every student is empowered to become a lifelong learner, a thriving community member, and a confident leader prepared for future academic and personal success.
If you have any questions or concerns, please reach out to our school counseling team below.
Makayla Hodge, Lower School Counselor
Freesia Stein, Lower School Counseling Intern
k7counseling@csdspartans.org
SAY Something when you HEAR and SEE Something
Say Something Anonymous Reporting System enables you to report safety concerns securely and anonymously, helping identify and support individuals at risk before they harm themselves or others.
Schoology is the learning management system (LMS) used in grades 6-12. Students in grades 6 and 7 will have access to this platform for class lesson resources and assignments, but report cards/grades will be issued three times a year via email through Jupiter Grades (just like in elementary school). Students in grades 8-12 will have access to this program for class assignment, grades, and attendance. Parents who set up access in previous years do not need to do anything to have access. Parents of new-to-CSD students and of all 6th graders will receive access codes and sign-up information during the first week of school. 8-12 Parents, this is SUPER important! We recommend that you set up your account so that you get one weekly email that shares all recent grades, missing assignments, and announcements from the past week. Thursday night works well so you can check in with your child going into the weekend and your child still has Friday to check in with teachers before the weekend. Parents who get weekly emails find it super easy to help stay on top of things. We find that parents of 8th, 9th and 10th graders need to check in with their students once or twice a week and help them learn to make plans (or ask a teacher to assist you if your child is super resistant to this support) and then by 11th and 12th grade, your student should be able to manage this on his/her own with you just reviewing grades weekly and reaching out to teachers and student if you have concerns or questions. It is highly important that students develop independent organizational habits, but please keep in mind that many students need support and guidance as they learn these skills.
-
Community School of Davidson's mission at the middle school level is to create and sustain a safe, supportive, and inclusive community of learning. In researching the design of our middle school program, we pulled strongly from the Association of Middle Level Educations’ White Paper, “This We Believe.”
Our Academic Program
Our middle school developed out of a shared community belief that all students are entitled to a school environment that supports their intellectual, physical, social and emotional needs as they experience the many changes brought on by early adolescence. Developed as the natural progression from the elementary program, our middle school builds the foundations laid in grades K through 5 and capitalizes educationally sound ideas, such as:
- Individualized, differentiated instruction
- Small class size
- Developmentally appropriate practices
- Multi-disciplinary, integrated curriculum that is relevant, challenging, and exploratory
- Active, hands-on learning and problem-based approach to hands-on learning
Our Middle School Structure
Our middle school has devised a unique structure that meets the developmental and academic needs of our students. Although students do change classes, teachers have scheduling flexibility on Fridays that allow for longer periods of focused core class time, which enables students to delve deeper into content areas. We offer a variety of courses, including required classes and student-selected arts choices. There is a heavy emphasis on student “voice and choice” in our MS program. Students stay in a 2-year “loop” with core teachers and the same advisory group of students in grades 6 and 7 and then move to a stand-alone site inside our high school building to begin the transition to upper grades with a dedicated Grade 8 Transition Team.
-
The mission of the Community School of Davidson Counseling Program is to provide a comprehensive and developmental school counseling program that supports the academic, social, and emotional growth of all students in a way that honors their unique strengths, interests, and identities. Rooted in the principles of The Basic School, our program emphasizes equity, inclusion, and individualized support by partnering with students, families, educators, and the broader community. Through a multi-tiered system aligned with the NC Standard Course of Study and the American School Counselor Association's national standards, we use varied approaches—including one-on-one counseling, small group support, classroom lessons, and collaborative consultation—to foster a connected learning community. Our goal is to ensure that every student is empowered to become a lifelong learner, a thriving community member, and a confident leader prepared for future academic and personal success.
If you have any questions or concerns, please reach out to our school counseling team below.
Makayla Hodge, Lower School Counselor
Freesia Stein, Lower School Counseling Intern
k7counseling@csdspartans.org
SAY Something when you HEAR and SEE Something
Say Something Anonymous Reporting System enables you to report safety concerns securely and anonymously, helping identify and support individuals at risk before they harm themselves or others.
-
Schoology is the learning management system (LMS) used in grades 6-12. Students in grades 6 and 7 will have access to this platform for class lesson resources and assignments, but report cards/grades will be issued three times a year via email through Jupiter Grades (just like in elementary school). Students in grades 8-12 will have access to this program for class assignment, grades, and attendance. Parents who set up access in previous years do not need to do anything to have access. Parents of new-to-CSD students and of all 6th graders will receive access codes and sign-up information during the first week of school. 8-12 Parents, this is SUPER important! We recommend that you set up your account so that you get one weekly email that shares all recent grades, missing assignments, and announcements from the past week. Thursday night works well so you can check in with your child going into the weekend and your child still has Friday to check in with teachers before the weekend. Parents who get weekly emails find it super easy to help stay on top of things. We find that parents of 8th, 9th and 10th graders need to check in with their students once or twice a week and help them learn to make plans (or ask a teacher to assist you if your child is super resistant to this support) and then by 11th and 12th grade, your student should be able to manage this on his/her own with you just reviewing grades weekly and reaching out to teachers and student if you have concerns or questions. It is highly important that students develop independent organizational habits, but please keep in mind that many students need support and guidance as they learn these skills.