MCDS blends the best of traditional curriculum with progressive education. From kindergarten through eighth grade, our core program balances rigorous academics with the arts, athletics, outdoor education, and community service.
We believe students need to master traditional academic skills and subjects and develop the habits of heart and mind that are increasingly critical for success in our rapidly changing world. We teach our students the basics of literacy, mathematics, history, and literature. And we also emphasize the development of perseverance, discipline, creativity, self-direction, and collaboration.
We want our students think independently, to make connections among ideas, to take risks, to overcome adversity and to fall in love with learning.
- Energy Time (ET) - a unique blend of Aikido, music, and movement taught three times a week in kindergarten and once a week in first grade. Energy Time fosters self-awareness, social skills, and conflict-resolution skills. This study continues in second grade through a weekly gathering and in third and fourth grade as “Dojo,” an opportunity to practice mindfulness and self-awareness, skills that will be honed in grades 5-8.
- Service learning begins in kindergarten
- Outdoor Education - Overnight trips begin in third grade.
- World Language - Students take one semester each of Spanish and Mandarin in the third grade, with full time study in one language from fourth grade onward.
- Art and music
- Public speaking and performing arts
- Physical Education
- Integrated technology program from kindergarten through 8th grade with 1:1 devices. Beginning in sixth grade, 1:1 devices travel from school to home.
Multicultural education is a process that permeates all aspects of school practices, policies and organization as a means to ensure the highest levels of academic achievement for all students. It affirms our need to prepare students for their responsibilities in an interdependent world. It values cultural differences and affirms the pluralism that students, their communities, and teachers reflect. It helps students develop a positive self-concept by providing knowledge about the histories, cultures, and contributions of diverse groups.
School curriculum must directly address issues of race, ethnicity, national origin, geography, religion, gender, affectional or sexual orientation, learning style, age, physical ability, family structure and economic status in the interest of social justice.
Multicultural education advocates the belief that students and their life histories and experiences are essential and necessary elements of the teaching and learning process. As such, pedagogy should occur with a context that is both familiar to students and addresses multiple experiences and ways of thinking. In this way teachers and students are better equipped to critically analyze their communities, society and the world.
The process of Multicultural Education is iterative, ongoing and never ending. Best supported by a school staff that is diverse across multiple dimensions, culturally competent and capable of including and embracing diverse families and experiences, multicultural education, by its fluid rather than static nature, seeks to accomplish the goals of equitable educational access and rigorous academic achievement for all students so that they can work toward social change
School Begins: 8:15am (all students)
School Ends: K: 2:10 pm; Grades 1 – 8: 3:05pm
After School Programs: Latest Dismissal - 6:00pm (all students)