What is Inquiry?

“Education is not preparation for life; but life itself.”
– John Dewey

Inquiry is at the heart of New School San Francisco teaching and learning. It is integrated into all parts of the curriculum, from science and social studies to literacy and math. We see inquiry as an approach that fosters our guiding principles and supports our mission and vision.

Our inquiry approach includes clear and defined learning outcomes, aligned with Common Core and Next Generation Science Standards and the Civic, Career, and College Framework. Our inquiry approach also includes student choice and voice; students’ ideas, questions, and solutions are implemented by educators into the learning progression. The inquiry arc involves three main stages, which can look a variety of ways from K-8:

Three phases of the Inquiry Arc:

Exploration

Exploration is the initial period of inquiry and investigation of concepts. Students wonder, notice, ask questions, make predictions, test hypotheses, and generally become immersed in the inquiry process.

Expression

As the inquiry progresses, students use a variety of resources to collect and record data, represent and explain results, and dig deeper to make meaning of the inquiry.

Exposition

This final stage of inquiry provides a showcase for learning. Students use a variety of mediums and materials to apply their newfound learning, skills, and strategies to share with a wider audience, solve a problem, or take action.

Anti-racist Curriculum

Elementary School

Driven by our belief in action, community, and justice, New School San Francisco incorporates lessons from Pollyanna’s Racial Literacy Curriculum into our inquiry arcs to ensure all members of our community are committed to being racially literate and ultimately anti-racist change agents.

By integrating this curriculum with the inquiry process, students gain knowledge about race in the United States, become highly aware of their own racial identities, and acquire the skills needed to engage in productive conversations about race and racism. Unique in its approach, the Racial Literacy Curriculum incorporates history, language arts, geography, science, and social science to better understand race and ethnicity in the United States.

Using a “both/and” framework, the curriculum approaches race and racism with nuanced views such as how learning about and discussing race and racial identity can be both a challenging and empowering experience. We believe that racial literacy is an essential skill set to develop, and it can help students recognize and actively oppose all forms of oppression. We view our commitment to anti-racist/anti-oppression work as our life-long school-wide investigation.

Middle School

Driven by our belief in action, community, and justice, our New School San Francisco middle school program engages students in an anti-racist unit each year based on a shared theme that is explored across subjects in grades 6-8. Middle school teachers also incorporate elements of racial literacy into their curriculum throughout the year. We believe that racial literacy is an essential skill set to develop, and it can help students recognize and actively oppose all forms of oppression. We view our commitment to anti-racist/anti-oppression work as our life-long school-wide investigation.

Literacy

Elementary

Utilizing the Common Core State Standards and curriculum from EL Education, we have a science of reading-based literacy approach that integrates reading, writing, listening, and speaking standards into Inquiry Arcs. Therefore, literacy is addressed explicitly during literacy blocks and in an ongoing fashion through all subject areas.

Beginning in elementary school, reading instruction includes the intentional development of phonics, decoding, fluency, comprehension strategies, and analytic skills, all of which contribute to robust literacy skills for all children. Additionally, students are exposed to a variety of genres and increasingly complex text over the course of their academic trajectories. We will utilize multiple diagnostic measures to understand each student’s strengths and areas for growth, and this data enables teachers to personalize learning for each student. Most importantly, the literacy program is designed to instill a love of reading in students, and to that end, an important aspect of our Home School Connections is that children read (or are read to) each day.

Teachers guide students through the writing process of pre-writing, drafting, revising, editing, and publishing as well as word work focused on phonemic awareness, phonics, spelling, grammar, and vocabulary. We support students to write, both for communicating academic content and learning, as well for personal expression and reflection. Students have opportunities to write across genres through Inquiry Arcs broadly, and, in Writing not only focuses on skill development and the technical aspects, but is also a vehicle for student voice and expression. Students are encouraged to write about their own interests and be creative.

Middle School

Middle school students read widely and deeply from a range of high-quality, increasingly challenging literary and informational texts from diverse cultures and different time periods. Reading these texts allows students to access literary and cultural knowledge at the same time that they become familiar with textual features and literary elements. Students develop a toolkit of reading strategies for dealing with challenging content. By the end of middle school, our students will be flexible, resilient readers who gather meaning from texts when reading for pleasure and for academic purposes.

Students work to become clear writers who can develop and communicate complex thoughts through an approach that hones writing skills through clear goals, frequent feedback, and opportunities to practice. Using Common Core-aligned curriculum and supplemental materials, our middle schoolers write for authentic audiences and draw from direct grammar and vocabulary instruction to make themselves understood. When students practice giving voice to their thoughts aloud in classroom discussions and in more formal presentations, they become speakers who say what they mean and listeners who take in what is being said. Literacy builds life skills, as well as academic success.

Numeracy

Elementary School

Mathematics and quantitative reasoning skills are essential. At all grade levels, students participate in engaging, inquiry-based, hands-on math experiences that require critical thinking, problem-solving, and conceptual understanding. We hold high expectations for all students in math development, and provide ample support for students to reach these expectations. California’s Common Core Content and Practice Standards along with Cognitively Guided Instruction provide the foundation for our work in math.

Cognitively Guided Instruction (CGI) is a philosophy, not a program. The foundation of this approach is the belief that all children are mathematicians and have a natural sense of mathematical concepts. Using CGI as a guide, we value children’s thinking as a basis for our curricular decision-making. Children solve problems in ways that make sense to them using real-world contexts. During problem-solving lessons, multiple strategies are shared, honored, and highlighted. Children are expected to talk through their thinking and collaborate with others. Students are encouraged and supported to persist through challenging problems, and mistakes are viewed as opportunities for learning.

Our elementary math program is cohesive and incorporates all areas of mathematical proficiency such as fluency, conceptual understanding, adaptive reasoning, strategic competence, and most importantly, a positive attitude and mathematical identity. It provides frequent opportunities for the use of academic language. Hands-on activities in the classroom help students appreciate the connections between math concepts and the world around them, and provide an opportunity to practice “math talk” in authentic settings. Similarly, math is applied in various ways through our inquiry arcs. Students explore complex problems that require the use of quantitative reasoning and collaborative problem-solving skills.

In order to develop problem-solving skills, students build their foundational skills through workshop-style mini-lessons and independent-level practice. Teachers draw from the curriculum resources provided by Eureka Math in elementary to develop lessons and ensure they are aligned to the Common Core Standards.

Middle School

Our middle school math program encourages students to think and problem-solve and highlights the connection between content and students’ lives. Lessons during middle school grades allow teachers to focus on mathematical practices. Our students learn to ask questions, make conjectures, plan and monitor their strategies, explore ideas in collaboration, explain their reasoning, identify when they need new knowledge, ask the teacher for an explanation, and prove their results. Through Common Core-aligned curriculum, drawing from Open Up and other supplementary materials and resources, our math program aims to instill deep, conceptual understanding with no ceiling. All students learn in mixed-ability group math classes, with high expectations for all.

Science

Elementary School

Our elementary science program emphasizes inquiry, curiosity, collaboration, and scientific literacy. Students engage deeply in scientific practice, developing a complex understanding of core ideas, familiarity with cross-cutting concepts, and vital critical-thinking skills. The program is guided by the Next Generation Science Standards, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, as well as additional science and engineering resources. Throughout the science curriculum, students move through the inquiry process by asking questions, using tools, developing models, carrying out investigations, analyzing and interpreting data, developing evidence-based arguments, and using skills such as reading, writing, and math to explore science concepts.

Middle School

In our middle school science program, students take on the role of a scientist or engineer to investigate relevant, real-world problems. With exposure to scientific phenomena through hands-on investigations and literacy-rich resources, students collaborate, discuss, and develop models to design solutions or construct explanations using core ideas and science and engineering practices of the Next Generation Science Standards. By the end of middle school, students will analyze and interpret level-appropriate data, use computational thinking, and evaluate and communicate scientific information. Our carefully chosen phenomena, the observable events that launch our studies, also engage students in the study of science with a focus on personal and societal issues. This method encourages questioning and requires an understanding of important scientific concepts and processes and an application of evidence. Our middle school students wrestle with issues complex enough to allow for rich discussion and debate to empower students to think, read, write, and argue like scientists and engineers.

Social Studies

Elementary School

The elementary social-studies curriculum builds students’ understanding of themselves and the world around them. Using the inquiry arc, the social-studies curriculum naturally builds upon students’ prior knowledge and experience, and honors and celebrates their diverse backgrounds and cultures. The Civic, Career, and College (C3) Framework and CA Social Studies Grade-level Standards provides a foundation for student learning. The curriculum includes four main social-science disciplines, including: 1) History; 2) Geography; 3) Civics; and 4) Economics. Students learn to distinguish fact from opinion, connect cause and effect, and examine history through a variety of lenses and perspectives.

Middle School

Rooted in human experiences, our middle school social studies program prepares students for college, careers, and civic life. With exposure to civics, economics, geography, and history, students become historical thinkers through investigations which help bring content to life. Immersed in experiential learning activities, projects, and simulations, our students learn to communicate, collaborate, think critically, problem solve, and use their creativity. Through direct and explicit connections with Common Core standards and integration with the arts, literacy, and science, students acquire relevant information and learn to question, investigate, and apply knowledge and ideas in real world settings to become active and engaged citizens.

With exposure to a diverse range of voices and perspectives, students dispel the notion of a single story of history. By the end of middle school, our students will skillfully work to evaluate these competing narratives to have a broader and more complete understanding of the past and present, recognizing the interrelatedness of geography, economics, culture, belief systems, and political systems.

Physical Education

Physical education (PE) is critical for student learning and for maintaining one’s personal well-being. The objective of the physical education program is for students in kindergarten and beyond to develop healthy lifelong habits. The PE program is based on the CA physical education standards. Students develop an awareness of their bodies and understand how physical fitness and exercise can contribute to their overall happiness and wellness. For example, students may learn how physical activity can relieve stress or help with focus. PE activities also contribute to an integrated social-emotional program as students practice habits like cooperation, fairness, teamwork, and honesty through athletics.

Exploratory Arts

Explorations in visual arts, music, dance, and tinkering provide a concrete time for students to engage in creative expression. The arts provide multiple ways for students to access and interact with content and learning and help students become well-rounded, creative thinkers. Students are encouraged to utilize the arts to communicate their learning in core subjects and as a platform for personal expression. Lessons and topics of study align to inquiry arcs so that students see interdisciplinary connections between core subjects and the arts in everyday life.

Spanish Program

A language program builds students’ skill set for college and the workforce, and through deeper learning experiences, helps them engage with the wider community of San Francisco and beyond. In grades Kindergarten through 4th grade, students receive Spanish instruction 2 times per week. In 5th grade, students receive Arte en Espanol, an art class taught in Spanish. Our goals of language and culture study are: 1) to acquire proficiency in listening and speaking Spanish, and 2) to acquire an understanding of and appreciation for Spanish-speaking cultures. In middle school, Spanish will be offered as an elective for 7th and 8th grade students.

Music

Students in Kindergarten through 4th grade receive music instruction weekly during one arc (or trimester) of the school year. Students in 5th grade receive music instruction twice weekly throughout the entire year. Students in 6th-8th grade receive music instruction weekly for one semester of the year.

Technology

Technology skills and digital literacy are integral to any student’s education in the 21st century. Students utilize technology to bolster their creativity and innovative capacity, and progressively develop an understanding of how to use technology effectively to communicate, collaborate, and conduct research. Teachers use grade-level appropriate guidelines for the quantity and structure of technology use for these components. Technology use for students includes accessing learning platforms, complimentary software programs, and online supports/fun learning activities. Students and families are expected to adhere to all policies outlined within the Technology Use Agreement.

Middle School

Middle school students use a variety of tools to access and navigate the internet to enhance their learning. Students are expected to follow all guidelines related to technology as outlined in the Middle school Technology Use Agreement. Students engage in Digital Citizenship lessons and activities informed by Common Sense Media to support the responsible use of technology.

Home-School Connections & Homework

Home-School Connections serves as an important resource for students and families during elementary school. The purpose of Home-School Connections is for students to bring home and share their learning with their families, as well as provide structured time for students to hone learning skills in partnership with families. Your teachers will set expectations that are both developmentally and grade-level appropriate.

Middle School

While Home-School Connections builds confidence and engages students and families in learning at home, homework in middle school has a more specific purpose and is connected to learning outcomes. Homework is designed to extend learning or provide required practice, not to overwhelm students. Healthy habits around homework build independence, study skills, responsibility, and time management that will benefit students in high school, college, and careers. Teachers set expectations that are both developmentally and grade-level appropriate. Adults outside of school can and should support students in establishing healthy homework habits while allowing students to navigate work completion independently.

Collaborative Teaching Approach

Elementary School

Co-teaching is defined as more than one teacher who shares the planning, organization, delivery, and assessment of instruction, as well as the physical space. At New School San Francisco, our co-teaching teams include lead teachers, resident teachers, and teaching associates. Lead Teachers are responsible for setting classroom vision and developing curriculum, while resident teachers and teaching associates support with additional instruction, classroom operations, and student supervision. In addition to supporting student growth, all teachers are expected to focus on improving classroom practice and grow as professionals. The goal is that a grade-level teaching team works in tandem to manage the entire classroom ecosystem, as well as mentor and support one another. At New School San Francisco, we believe in the co-teaching model and understand its importance not only for differentiating and meeting all student needs, but also bringing out the best in teachers.

Middle School

Collaboration among specialized subject matter experts is fundamental to a superb and joyful middle school that serves students, teachers, and families. Grade level teams coordinate in support of all students, departmental teams work together to ensure vertical alignment and coherence from 6-8, and advising teams collaborate on social-emotional learning, in both advising and every aspect of students’ days. Whenever possible, we prioritize creative ways for teachers to engage in collaborative teaching to support student growth.

Inclusion & Differentiation

An inclusive education is essential to the culture of New School San Francisco. Inclusion is about how we develop and design our classrooms, programs, and activities so that all students learn and participate together. We are proud to embrace neurodiversity in our classrooms and believe it is our responsibility to meet the academic, behavioral, and social-emotional needs of all students. Our educators have a shared sense of responsibility for the success of all students. To this end, educators use the Universal Design for Learning (UDL) approach to meet students where they are at so that everyone has access to the learning environment.

Inclusion fosters not only a physical presence but also meaningful participation in one’s education. We collaborate with families because they are an essential part of their child’s education and are seen as partners in creating an inclusive school community. The various tiered supports we provide ensure students receive the appropriate services, accommodations, and modifications needed to access and learn in the classroom alongside their peers.

Individualized Learning Plans

Personalized learning is a key pillar of our school’s philosophy, and it begins with knowing each individual child. We will get to know each student’s strengths and areas for growth, as well as their interests, passions, and ambitions. From there, we create a learning environment where students’ individual needs are met and their collective potential is tapped. Teachers use effective differentiation strategies such as flexible grouping and ongoing assessments to inform their instruction.

Additionally, each child has an Individualized Learning Plan (ILP), which tracks individual goals, achievements, progress, challenges, and interests. It is also where teachers document feedback and reflections to help students grow and learn over time. The ILP is co-created with families, teachers, and student input. This is developed at the beginning of the year and then reviewed at benchmarks throughout the year. The middle school ILP reflects goals developed between a student and their advisor and contains data related to subject matter growth over time.

Progress Reports & Report Cards

Elementary School

In addition to the child’s ILP, families will receive progress reports to share data on student learning. These reports serve as regular, repeated snapshots over time of a student’s learning, performance, and achievement across subjects. They allow for the development of student ownership of learning when used in conjunction with student’s ILP goals.

Middle School

In middle school, we share information about student performance in a variety of ways, including progress reports and an end-of-semester report card, which shares letter grades and standards-based feedback. When students enter middle school, students and families will receive support on how to interpret and use the information shared in progress reports and report cards. These tools are useful to students, teachers, and families all in support of student learning and growth.

Diverse Learners

All students with Individualized Education Plans (IEPs) will also receive IEP goal progress updates at the end of each reporting period, in addition to annual goal progress updates provided at each child’s annual plan review meeting.

English Language Development

A core part of our mission is to meet the educational needs of all students in an environment that fosters an appreciation and understanding of other languages and cultures. To support all English language learners (ELLs), New School San Francisco complies with federal and state mandates regarding ELL education, re-designation of ELL students, and equal access to the curriculum for English-language learners.

This process begins with your registration materials when you indicate the languages spoken at home. From there, the annual ELPAC assessment determines the classification for your child and helps our teaching team know the best ways to support your child. Students who qualify based on this assessment receive designated English Language Development instruction.

Diverse Learners Program (Special Education Services)

We strive to meet the needs of all students, including but not limited to those with disabilities and Individualized Education Plans (IEPs). We welcome all students and will not discriminate on the basis of disability. Additionally, we follow all state and federal laws regarding students with disabilities and the development, implementation, and monitoring of Individualized Education Plans and 504 plans. If you have a belief that your student may have a disability, they may be eligible under Section 504 of the Rehabilitation Act or under the Individuals with Disabilities In Education Act to receive accommodations, modifications and/or special education services. Please first request a conference with your child’s family lead or advisor to share your concerns and/or receive more information about eligibility, assessment, IEP/Section 504 Plan development and implementation, and monitoring.

All Special Education services will be coordinated through our Director of Inclusion and the Diverse Learners Team. The Director of Inclusion works closely with the Director of Student Supports and the Coordination of Services Team (COST) to ensure cohesion of schoolwide multi-tiered supports. We partner with Seneca Family of Agencies (www.senecafoa.org) and the El Dorado County Special Education Local Planning Area (www.edcoe.org) for service delivery, resource sharing, guidance, and compliance oversight.