Raleigh Charter High School
www.raleighcharterhs.org
Thomas E. Humble, Principal
Shayne E. Klein, Academic Dean,
History Teacher
Whit W. Hames, Academic Dean,
Science Teacher
We do things differently at Raleigh
Charter High School. We try to
demolish obstacles that prevent
student progress. We believe that
• We should be mission-driven
• Less is more
Our Mission
Raleigh Charter High School
challenges college-bound students in a
creative and supportive atmosphere to
become knowledgeable, thoughtful,
contributing citizens.
Preamble and Principles
We, of RCHS, intend to cultivate the understanding and practices that sustain
individual self-determination and community self-government. We have
adopted the following principles in order to ensure that all who pass through
our halls can imagine, create, and govern a more perfect world.
We believe
That a foundation of knowledge and ethics must precede all intellectual inquiry;
That if we
 encourage self-awareness
 build and maintain local communities
 develop an awareness of our membership in ever larger communities
 engage in common enterprises with people who are different
 accommodate and address conflict and change
 facilitate problem solving
 foster balance and moderation in life and
 take ownership and responsibility for learning
We shall become good citizens.
Raleigh Charter High School’s Unique Mission and
Culture
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civiCulture means the tilling of citizens and the
fostering of citizenship. We focus on this mission
throughout our school.
Active, Social, Creative learning
Rigorous college preparation
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Civic education
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Enriched, expansive curriculum
Developing informed, active citizens
Teachers who are kind, caring, passionate experts in
their fields
Structuring for success (Less is more)
Focus on the mission.
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We respect for the adolescent mind
We innovate without spending a lot of money
We empower students to be makers and to create
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Clubs
The Honor Council
School-wide activities
We focus on learning and learning how to learn.
We take the time to hire kind, caring teachers who
are experts in their field.
Active, Social, Creative Learning
Active, Social, Creative Learning
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Active learning in classes
Ex Days (Extended-Period Days)
Flex Days (Flexible-Schedule Days)
Community Work Days
Welcoming community guests
Using resources of Downtown Raleigh
“Raleigh Charter’s unique Flex Days and
Community Work Days allow the
students not only to help the community,
but also to discover new things about
themselves through hands-on learning.”
–Jana Rust, RCHS, ’ 07; UNC-Chapel Hill, ’11
Ex(tended-Period) Days
Ex Days
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Thursday
9:00-10:35
1st
10:40-10:45 Advisory
10:50-12:25 3rd
12:30-12:55 Lunch
1:00-2:40
5th
Friday
2nd
Advisory
4th
Lunch
6th
Flex(ible Schedule) Days
First Friday
Second Friday
9:00-11:30
History
Foreign
Language
12:05-2:40
Science
Math
Flex Days
Interdisciplinary Flex (ID Flex)
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In this four-year program, students
experience the nature of paradigm shifts by
learning about the histories of cultures,
governance, science, and the arts.
One school day each year is devoted to a
different historical period.
In the first three years, students study
paradigm shifts. And in the senior year, they
begin to think about their future, the future of
the nation, and of the world.
Community Work Days
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In this service-learning program, teachers
collaborate with community organizations to
focus on an issue or problem within the
community and to design programs.
Students select programs.
Students participate in three hours of
education about the issue before engaging in
two half days of service.
After the service days, students reflect on
their participation orally and in writing.
“Raleigh Charter imbued me with a sense of civic
responsibility and, just as importantly, civic efficacy. The
classes at RCHS changed my conception of a citizen to
that of an active participant in the community who
reaffirms the validity of the social contract. Through
RCHS extra-curriculars, such as the Ideas Festival and
ESL tutoring at Combs Elementary, I became confident
that I can and will continue to make a difference in my
community, whatever it may be in the future.”
– Kate Huddleston, RCHS ’07; Princeton ’11
Civic Education
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We The People: The Citizen and the Constitution
 Students study the history, principles, and current
application of the US Constitution and participate in
simulated Congressional hearings.
Project Citizen
 Students engage in public policy projects about local
or state issues.
Extracurricular Activities
 Model UN, Mock Trial, Student Legislative Assembly,
Student Government, Social Justice, Amnesty
International, and other clubs foster civic and political
engagement.
See www.civiced.org for more information about We the People and Project Citizen.
Stretch Learning
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Playing on the Abstract/Concrete Continuum
Playing with Metacognition
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What is the most important word in this paragraph?
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Why did you choose this word?
What word might your partner choose?
What is the difference in thinking between you and your partner that led you to arrive at different
word choices?
Write down the three essential elements of the last 12
minutes of class?
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Which of these essential elements are most likely to be on the list of people in your group?
Share with group members. Discuss why you chose your essential elements.
When reading, why is it important for you to understand the essential elements of the reading?
If two people have chosen different essential elements, how does that affect their interpretation
and understanding of the reading?
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Playing with Cognitive Dissonance
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The Essence of Stretch Learning
Structuring for Success
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We create situations where students and teachers
have the occasion to be successful.
Adults in school set limits for teacher and student
success.
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Lower class size
Smaller school size
Hours in the day: 9:00 am start time, 2:40 pm end of school.
This schedule allows time for extra-curriculars.
Homework policy: no busy work.
It’s not the number of math problems, but the quality and effort
that goes into each problem.
Assigning 30 pages of a book in one night is
counterproductive to encouraging careful, thoughtful reading.
Rigorous College Preparation
Differentiated curriculum: Most courses are taught at
Advanced (Honors), Enriched (Gifted), or AP levels.
 No class rank, no valedictorian
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Students’ interests drive their selecting courses (six).
Competition is within an individual not among students.
Breaking down traditional barriers
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Pre-Calc Club and Calculus III
Sophomores sit for AP US Government and Politics Exam
and other AP exams.
Flexibility in Foreign Language Placement
Finding Balance and Moderation
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Homework:
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Most courses: 20-30 minutes per course per night
AP courses: 30-45 minutes per course per night
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What does the work look like? Does it have
the same quality that is seen in the class?
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Note taking is more about writing ideas and
making connections. Note taking guides learning
in terms of content and skills.
Raleigh Charter High School
www.raleighcharterhs.org