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Our goal is not only to prepare students for academic success, but to develop confident, capable learners who can think critically, communicate effectively, and navigate an ever-changing world.
Welcome
Welcome
From Echo Reves, the Director of Curriculum and Instruction
Welcome to Curriculum and Instruction.
Our approach is grounded in a clear belief: all students can achieve at high levels when instruction is intentional, engaging, and responsive to their needs. We design learning experiences that go beyond coverage of standards, focusing on deep understanding, critical thinking, and the ability to apply learning in meaningful ways.
Instruction at UPCS is built on a cohesive system. Strong Tier 1 instruction serves as the foundation in every classroom, where students are consistently engaged in rigorous, grade-level learning. Teachers use intentional scaffolding, differentiation, and academic language development to ensure all students can access and succeed with complex content.
Our Multi-Tiered System of Supports (MTSS) is a key driver of how we meet the needs of every learner. While all students benefit from strong core instruction, additional layers of support are provided when needed, through small group instruction, targeted intervention, and continuous progress monitoring. This system ensures that no student falls through the cracks and that all students continue to be challenged and supported.
Language development is integrated across all content areas, supporting students in expressing their thinking, using evidence, and engaging in academic discourse. In addition, UPCS offers a dual language program strand, where students have the opportunity to develop biliteracy and cross-linguistic understanding as part of their academic experience.
Assessment is an ongoing and essential part of this work. Teachers regularly use evidence of student learning to adjust instruction, provide feedback, and respond in real time. This allows us to identify needs early and ensure that support is both timely and targeted.
Through this aligned and intentional approach, our curriculum and instructional model creates the conditions for high levels of learning, growth, and long-term success for every student.
Instructional Model (Tier 1)
Instructional Model (Tier 1)
Tier 1 instruction is the foundation of learning at UPCS and reflects our core classroom practices. Instruction is standards-aligned, intentionally structured, and designed to ensure all students engage in rigorous, grade-level learning while developing the skills to think critically, communicate effectively, and apply their understanding across contexts.
Our instructional model prioritizes:
Consistent access to grade-level instruction, where all students engage with rigorous content through clear learning objectives, explicit modeling, guided practice, and purposeful engagement
Integrated language development across all subjects, alongside designated ELD, ensuring students build both the language functions and forms needed to access complex content and express their thinking
Coherent, knowledge-building learning experiences through integrated units and GLAD strategies that support meaning-making, language development, and connections across content areas
A strong emphasis on writing, academic discourse, and reasoning, providing students with regular opportunities to explain, justify, and refine their thinking across disciplines
A balanced approach to foundational skills and application, ensuring students develop strong literacy and numeracy while also engaging in problem solving, productive struggle, and real-world application
Through this cohesive approach, Tier 1 instruction creates the conditions for high levels of achievement and ensures all students are consistently challenged and supported.
If you would like to know more about our instructional model in Language Enrichment classrooms, click here.
If you would like to know more about our instructional model in Dual Language classrooms, click here.
If you would like to know more about our instructional model in Multi-age classrooms, click here.
Multi-Tiered System of Supports (MTSS)
Multi-Tiered System of Supports (MTSS)
Tier 1 Instructional Model
Tier 1 Instructional Model
Tier 1 instruction is the foundation of learning at UPCS and is designed to meet the needs of the majority of students through consistent, high-quality classroom practice. Instruction is standards-aligned, intentionally structured, and focused on developing deep understanding, critical thinking, and the ability to communicate reasoning across all content areas.
Our Tier 1 approach prioritizes:
Strong, grade-level instruction grounded in clear learning objectives, explicit modeling, guided practice, and purposeful student engagement
Integrated language development across all subjects, including structured opportunities for academic discourse, explanation, and writing, alongside designated ELD that builds the language forms students need to access complex content
Coherent, knowledge-building learning experiences, including the use of GLAD strategies and integrated units that support meaning-making, language development, and connections across content areas
A balanced approach to skill development and application, ensuring strong foundational literacy and numeracy while also engaging students in writing, problem solving, and productive struggle, particularly in mathematics
Intentional scaffolding and differentiation within core instruction, ensuring access to rigorous content while maintaining high expectations for all learners
Ongoing assessment and responsive teaching, including daily checks for understanding and formal measures, used to adjust instruction and respond in real time
Through this cohesive approach, Tier 1 instruction creates the conditions for high levels of achievement, reduces the need for intervention, and ensures all students are consistently challenged and supported.
Tier 2 Targeted Interventions
Tier 2 Targeted Interventions
Our Tier 2 system provides timely, targeted support for students who need additional opportunities to reach grade-level expectations. Supports are responsive, data-informed, and aligned to core instruction, ensuring intervention accelerates learning without limiting access to rigorous content.
Our Tier 2 approach prioritizes:
In-class differentiated support through flexible grouping, scaffolds, and targeted practice within the core instructional block
Targeted small group instruction during the school day, led by classroom teachers, credentialed intervention teachers, and literacy specialists, focused on specific skill needs aligned to grade-level standards
Additional learning time through structured after-school interventions that reinforce key skills and provide extended practice
Focused Spring and Summer learning sessions that build skills and confidence in Reading and Math
Ongoing progress monitoring and data-driven decision making to adjust, intensify, or conclude supports based on student growth
Through this responsive system, Tier 2 supports close gaps, build confidence, and strengthen students’ ability to succeed in Tier 1 instruction.
Tier 3 Intensive Intervention
Tier 3 Intensive Intervention
Tier 3 is designed for a small number of students who require individualized, intensive support beyond Tier 2. At UPCS, this level of support is provided through formalized systems that ensure students receive the appropriate level of intervention and protection under the law.
Our Tier 3 approach includes:
Individualized intervention for students with significant needs, using targeted, intensive instruction aligned to specific skill gaps and progress monitoring
Student Success Team (SST) processes to identify needs, develop targeted plans, and monitor progress
Individualized Education Programs (IEPs) for students eligible for special education services
504 Plans to provide accommodations that ensure access to learning
Supports that are individualized, data-informed, and coordinated across teams to align with classroom instruction and ensure consistency in support.
Through this structured approach, Tier 3 ensures that students with the greatest needs receive appropriate, individualized support while remaining connected to core instruction.
Our teachers engage in ongoing data chats and collaborative planning throughout the year, using academic, social-emotional, and behavioral data to inform instruction, guide intervention, and support the whole child.
Assessments and Data-Informed Instruction
Assessments and Data-Informed Instruction
Assessment at UPCS is an ongoing, integrated part of teaching and learning. It is used to understand student progress, inform instructional decisions, and ensure all students receive the support and challenge they need to succeed.
Our approach to assessment prioritizes:
Balanced assessment practices, including daily checks for understanding, performance tasks, writing, and formal measures
Real-time instructional responsiveness, where teachers adjust instruction based on evidence of student thinking
Progress monitoring within MTSS, ensuring interventions are adjusted based on student growth
Common assessments and collaborative data analysis to align expectations and strengthen instruction across classrooms
Use of multiple measures, including state and local assessments, to evaluate progress toward grade-level standards (ie. CAASPP, ELPAC, Amira, NWEA Map, and CRLP formative assessments)
Through this approach, assessment serves as a tool to strengthen instruction, improve outcomes, and ensure no student falls through the cracks.
Biliteracy and Language Development
Biliteracy and Language Development
Biliteracy and language development are central to learning at UPCS and are integrated across all classrooms and content areas. Students are supported in developing strong English skills in reading, writing, listening, speaking, and thinking, with intentional attention to academic language and meaningful communication. For students in our dual language strand, this includes developing proficiency in both English and Spanish, while all students benefit from a focus on language as a tool for learning. Through this approach, students build the ability to express their ideas clearly, engage in academic discourse, and make connections across languages and content. Explore these pages to learn more about our dual language program and support for multilingual learners.
Curriculum and Learning Design
Curriculum and Learning Design
Our curriculum is intentionally designed to ensure coherence, build knowledge over time, and create meaningful connections across content areas. Learning is organized to deepen understanding, strengthen vocabulary, and support students in applying their knowledge across contexts.
Our approach to curriculum and learning design prioritizes:
Integrated units and the use of GLAD strategies to organize learning around meaningful topics and concepts, supporting connections across content areas
Vertical and horizontal alignment across English Language Arts, Mathematics, Science, and History, ensuring concepts are intentionally sequenced and reinforced over time
A knowledge-building approach that develops background knowledge, academic vocabulary, and conceptual understanding to strengthen comprehension and long-term retention
Intentional integration of writing across units, where students apply their learning to communicate ideas, use evidence, and engage in discipline-specific thinking
Strategic bridging across languages within the dual language strand, where students make explicit connections between English and Spanish to support transfer of skills, deepen understanding, and strengthen biliteracy
The Curriculum Corner
The Curriculum Corner
Wondering how you can support learning at home?
The Curriculum Corner is designed to give families a clear window into what students are learning and how to support that learning at home. Each week, I share practical, research-based strategies connected to classroom instruction so families can reinforce skills, build confidence, and engage in meaningful learning alongside their child. Our goal is to strengthen the home–school connection by making learning visible, accessible, and actionable for every family.
Professional Learning
Professional Learning
Professional learning at UPCS is ongoing, collaborative, and directly connected to classroom practice. Our approach is designed to strengthen instruction, build collective expertise, and ensure consistency in high-quality teaching across the school. A key structure that supports this work is our weekly Learning Thursdays, where professional learning is focused, intentional, and aligned to schoolwide priorities. These sessions include a balance of academic instruction, social-emotional learning (SEL), behavior systems, and school culture, ensuring that teachers are supported in developing the full scope of their practice.
Our professional learning approach includes:
Weekly Learning Thursdays featuring academic, SEL, behavioral, and school culture-focused sessions aligned to current goals and student needs
Opportunities for teacher-led sessions, allowing staff to share expertise, model effective practices, and contribute to collective learning
Ongoing GLAD and Integrated and Designated ELD training and implementation support to strengthen language development, engagement, and instructional coherence
Dedicated support for new teachers, including onboarding, coaching, and access to teacher mentors who provide guidance and feedback
Partnerships with local universities, including the integration of student teachers, which supports both the development of new educators and reflection on instructional practice
Access to conferences, external trainings, and professional learning opportunities beyond the school site to bring in new learning and research-based practices
Collaboration structures, including team planning, data analysis, and instructional reflection, grounded in student evidence and focused on improving outcomes
Regular data chats and collaborative sharing of effective practices, where teachers analyze student evidence, identify trends, and learn from one another to strengthen instruction and improve outcomes
Through this comprehensive and job-embedded approach, professional learning at UPCS builds teacher capacity, strengthens instructional alignment, and directly supports student success.
Curriculum Access
Curriculum Access
At University Preparation Charter School, our curriculum is designed to provide students with a well-rounded, standards-aligned education that builds knowledge, critical thinking, and respect for others. Instructional materials and learning experiences are aligned to California state standards and reflect the expectation that students learn about a broad range of perspectives, historical contributions, and cultures. This includes age-appropriate study of historical events, literature, and cultural narratives that may reference a variety of belief systems or perspectives, as well as individuals and groups who have shaped our society across time.
All instruction is presented in an academic context. Topics are taught to support understanding of history, literature, and the world, not to promote personal beliefs or viewpoints. We are committed to creating an inclusive learning environment where all students feel seen, respected, and valued. Our practices align with state and federal nondiscrimination laws, including California Education Code 220 and Title VI of the Civil Rights Act of 1964.
Parents and guardians have the right to review instructional materials and curriculum at any time, in accordance with California Education Code 51101. While families have the right to review materials, California law does not provide an opt-out from standards-based instruction in subjects such as history, literature, or social science. If you would like to learn more about specific units of study or review materials, please contact the school office.
We value strong partnerships with families and are committed to open communication about our instructional program.
Quick Links
Quick Links
California CCSS, Literacy, Numeracy, Science, History/Social Sciences, Homework, Grading, Specialists/Enrichment, After School Programs
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