Curriculum Framework

Common Instructional Framework
Community High School

Instruction at Community High School is built around these fundamental threads, intertwined throughout each teacher’s planning and classroom practice:

  • Bell-to-bell instruction

  • Collaborative learning

  • Student engagement

  • Student voice

  • Student literacy

  • Continual assessment of student proficiency

Bell-to-bell instruction can be effective only if the other components of the instructional framework are present. Instruction will take many forms: group work; presentations by teacher and students individually and in groups; student learning stations; experiential learning throughout the campus

Collaborative learning takes place among students in a variety of groupings. Even when working individually, students interact during demonstrations and presentations. Teacher observation during collaborative work provides authentic opportunities for assessment of proficiency. Collaboration also encourages students to find their unique voices as they provide evidence of their learning and struggle to incorporate new learning.

Student engagement occurs when learning is relevant both in content and mode of delivery. To be engaged, students need to understand the purpose of their learning as it relates to learning outcomes for each class; they need to interact with their peers as part of their learning; they need to move around the classroom as they rotate through learning stations individually and collaboratively, and work at the whiteboard; they need to participate in assessing their peers’ work.

Student voice is developed through respectful and open interactions with peers, teachers, and administrators. Students articulate their knowledge and viewpoints as they work individually and collaboratively and present their learning in the classroom. Students find and refine their voices through daily reading and writing in all classes. As their literacy improves, students are able to express themselves more effectively in written and oral communication.

Student literacy is the crucial skill Community High students are engaged in improving in all classroom settings. Teachers incorporate literacy work into all classroom activities, as all forms of teaching and learning work to build vocabulary and fluency. Students are expected to utilize specialized tools for literacy, as well as to read and write across the curriculum. As they are assessed for proficiency, students also demonstrate growth in their ability to communicate effectively.

Continual formative assessment based on learning outcomes situates teaching and learning in the context of learning outcomes aligned with state standards. Teachers develop learning outcomes in collaboration with their colleagues, and continually evaluate and refine those outcomes and their alignment with state standards. Teachers publicize daily learning targets to assist students in setting goals. Students learn to advocate for their own learning in relation to the evidence of learning they provide in the course of their learning activities, both collaborative and individual. Assessment is explicitly aligned with outcomes and occurs through multiple modalities.

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