CCAT Information


Frequently Asked Questions

Cheetah Chattah

Charter Conservatory Myths and Fallacies

Charter Conservatory for Liberal Arts & Technology: Learning in Action, Statesboro's "Other" Public School

Charter Conservatory Bylaws

Charter Conservatory Policy Manual

Charter Conservatory Grievance Form

What Makes Charter Conservatory Distinctive

Yearly Schedule

Student Application

Shadow Experience



Mission Statement

Charter Conservatory for Liberal Arts & Technology fosters an environment for life-long love of learning, embracing home, community and world, in which students assume responsibility for their learning. Charter Conservatory nurtures initiative and innovation in students, teachers, and parents in non-threatening surroundings of mutual respect. Charter Conservatory encourages families and members of the community to participate in the education of its students. Charter Conservatory has multi-age, student-centered classrooms featuring constructivist and multiliteracy learning. Our goal is to put students first so that they are competent, confident, productive and responsible; and will possess the habits, skills and attitudes to succeed; in order to be offered the invitation of a post-secondary education and satisfying employment.


Multi-Age Classes

All children can learn, but they learn at different rates.

Every child can learn and has the right to do so at his or her own pace and that learning is

a continuum rather than a series of steps. Diversity is not only a reality but to be embraced

in a classroom that is a family of learners where students naturally become more accepting of

one another's differences. There is an atmosphere of nurturing rather than competition. Multiage programs focus on individual students with a curriculum geared to everyone, not just those in

the middle. This helps special needs children and challenges talented children because

"grade level" is no longer enough to get by. Projects are chosen according to developmental

levels so students feel successful and have fewer failures. Questions are on higher-levels of

thinking for the more able students, while the less able student works on easier questions.

Success raises self-esteem. Since assignments are individualized, it is not apparent which

students are "high level or low level."


Multiage learning allows classes to spend less time (almost an extra month of teaching time)

getting to know the students and parents. Less review is needed before presenting new content.

There is much more consistency allowing students to become more successful.

Students develop a sense of family with their classmates who support and care for each other.

More capable, older students model more sophisticated approaches to problem solving,

and younger, less capable students accomplish tasks they could not do without the assistance.

This increases students' levels of independence and competence. Students take charge of their

learning by making choices with project work. This sense of "ownership" and self-direction is the foundation for lifelong learning.

State Assessments Given:

Georgia Milestones EOG and EOC, ITBS


Georgia Student Health Survey 2.0 - MIDDLE SCHOOL (grades 6-8)

Georgia Student Health Survey 2.0 - HIGH SCHOOL (grades 9-12)

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