Core Curriculum

The core educational program at Highland Academy Charter School supports 21^st Century Learning for all students in reading, writing, science, social environments and mathematics each school year. The curriculum is progressive and students develop competency in one developmental level before moving on to the next. This requires students to complete work on all learning standards in a particular content area and developmental level at a minimal expectation level. Learning is not “one and done,” rather students are given the opportunity to make revisions until they have demonstrated competency.

Upon enrollment, students are assessed and evaluated in the core skill areas (reading, writing, mathematics) to determine initial placement at their developmental levels using both formative (benchmark and diagnostic) as well as summative assessments, and are aligned to Highland Academy Charter School’s standards. Other types of formative and summative assessments are created by teachers to measure and report progress throughout competency levels.

HACS’s guaranteed and viable curriculum is driven by standards (what students must know and be able to do) that are aligned to the Common Core State Standards, Next Generation Science Standards, and the Alaska State Social Studies Standards. Rubrics and feedback processes specifically outline how student learning is assessed and detail the high expectations for each learner. Students engage in the process of learning by using multiple sources of information. 

HACS utilizes blended learning where education combines face-to-face classroom methods with digital learning tools. The input and feedback of peers is central to the learning process at HACS, and students learn strategies and tools for giving and receiving constructive feedback. Interactions in the classroom are deliberate, guided, and designed to improve processes and products. Rather than using only a traditional time-based system, Highland Academy Charter School’s performance based system requires students to progress through academic levels as they meet competency expectations. HACS recognizes that learners bring diverse talents and needs to the learning community, and are committed to providing flexibility within the program to honor those unique talents and needs. Our commitment of time and personnel maximizes our ability to know our students well. We emphasize a low student-teacher ratio, small class sizes, and an advisory system that provides every student at HACS with an adult advocate and academic advisor.

Students must complete performance and content skills at each level before moving to the next. The instructional model includes learning in both content and process standards:

• Language Arts

• Mathematics

• Science 

• Social  Studies

• Personal, Social, and Service Skills (Character Education)

• College and Career Preparedness

In order for students to complete a level of instruction at competency, all learning targets (standards) in that level must be completed with at least a minimal* level of understanding. No individual learning standard is omitted. Students “level up” at one of three levels:

• Advanced – the majority of standards have been mastered at the highest level of understanding and competency while the student has demonstrated proficient competency in the remaining standards

• Proficient – the student has demonstrated proficiency competency in the majority of standards while demonstrating growth and adequate progress on the remaining standards

• Developing – the student has demonstrated sufficient competency in the learning standards in order to be prepared for instruction at the next level of learning

A student who has not demonstrated sufficient competency and is not academically ready for the next level of instruction may remain in an academic level beyond one year of instruction. HACS is committed to giving students the tools they need to be successful as they make progress through their academic careers.