Underpinning all the educational ideas and practices at DCS in specific curricula areas are the nine Principles of Learning developed by the University of Pittsburgh’s “Institute of Learning,” under the direction of Dr. Lauren Resnick. The nine principles are: (1) Organizing for Effort; (2) Clear Expectations; (3) Fair and Credible Evaluations; (4) Recognition of Accomplishment; (5) Academic Rigor in a Thinking Curriculum; (6) Accountable Talk; (7) Socializing Intelligence; (8) Management of Learning; and (9) Learning as Apprenticeship.

The Balanced Literacy approach, based on the work of Marie Clay, has been adapted for use in DREAM. Most importantly, Balanced Literacy is designed to meet the individual needs of each student within a general education classroom. To guide and focus its reading work, DREAM uses two basic curricula to ensure that students are learning the basic phonetic skills necessary to decode text (Fundations) and also the necessary comprehension strategies required to understand what is being read (Making Meaning Reading Program). However, DCS’ literacy education will also be driven by the needs of its students, not the confines of a curriculum.

DREAM Charter School's mathematics program consists of two parts, Ten Minute Math and Investigations In Number Data and Space (INDS). At the core is the INDS curriculum published by TERC. Ten Minute math lessons to build basic skills occur each day organized by skill and implemented to review, reinforce and introduce new basic math skills.

Our Science program: (1) develops students’ science literacy and experiences; (2) creates stronger logical reasoning skills in students; (3) further integrates science into other content areas such as reading, writing and mathematics; and (4) emphasizes scientific understandings to promote wise nutritional and fitness decisions. To further support the teaching of science, DREAM features the Full Option Science System (FOSS) from Delta Education.

DREAM's Social Studies curriculum is thematic, literacy-rich and content specific and is geared to help students make sense of their world, appreciate cultural diversity and better understand themselves, their environment and their community. Classes engage in three ‘studies’ each year with the goals of generating ‘enduring understandings’ and gaining specific knowledge of social, political, historical and economic themes. Classes make regular field trips to sites in the community and throughout the tri-state area, forging links between local cultural and thematically appropriate resources and school studies. The Social Studies curriculum is enriched by regularly integrating the Arts, as well as conflict resolution concepts.

Finally, DREAM Charter School develops a Coordinated School Health Program Model (CSHP), which originates from the Center for Disease Control’s Department of Adolescent and School Health (DASH). DCS’ CSHP grows over time to include eight interactive components that support each student’s physical, social and emotional health. These components, which are provided by qualified, trained professional health educators, physical educators and counselors include: Health Education; Physical Education; Health Services; Nutrition Services; Counseling and Psychological services; Family/Community Involvement; and a Healthy School Environment.

DREAM does not discriminate against any child on the basis of race, ethnicity, religion, gender, sexual orientation, disability, or any other ground that would be unlawful for a charter school.