Our Program

New Pacific School is partnering with parents in your community to respond to a growing need – free public school that goes above and beyond to provide holistic, personalized education to every child.

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New Pacific School believes learning best occurs in a community that is committed to the Academic Triangle – an integrated support system between student, families, and teacher. The academic environment at New Pacific is founded on these principles:

Rigorous Learning Environments

Classrooms are co-taught, open spaces to optimize teacher facilitation and scholar leader collaboration. Classrooms transform into “Away Missions” with enterprising and experiential field trip learning.

Authentic Learning Experiences

In addition to experiential learning from field trips, scholar leaders develop projects from real-world contexts, through interaction with speakers, experts and research skills.

Inquiry-based Learning (IBL)

Projects are facilitated based on scholar leader interests, strengths and inquiry-based questions. Teachers act as a Guide on the Side to scholar-driven projects.

Personalized Learning – Growth Plans (LGP)

Projects are facilitated based on scholar leader interests, strengths and inquiry-based questions.

Evidence–based Pedagogical Strategies

  • California State Standards-based curriculum – English Language Arts, Mathematics. History-Social Science, Foreign Language, Fine Arts, and Physical Education.
  • Project-Based Learning (PBL) – Personal, inquiry-based, differentiated and rigorous that empowers scholar leaders to meet the demands of college, career and community learning by using 21st century skills in relevant contexts.
  • Interdisciplinary Curriculum – Instead of segmented subjects, scholar leaders tackle projects across different curricula, applying reasoning from math, language arts and others for demonstrations of learning.
  • Data-Driven Instruction – Scholar leaders will use their own data to develop learning goals. Additionally, teachers will meet in professional learning communities to analyze class data and make informed, data-driven decisions during planning and design.
  • Integrated Technology – Learners will have access to 1:1 dedicated computing devices, hotspot internet upon request, an organizational help desk infrastructure and supportive training.
  • Direct Instruction – While not engaging in PBL, teachers will design direct learning experiences to build scholar leader skills mastery.
  • Mastery-Based Learning – Using formative assessments and intervention tools from Edmentum, scholar leaders will have a personally designed learning path specific to each learner so scholar leaders can master skills and address individual learning gaps.
  • Culture of Community and Support – Parent education and community resources allows scholar leaders to feel supported in all community settings.

Social-Emotional Learning Support

Franklin Covey’s Leader-in-Me is a schoolwide and practical classroom framework for scholar leaders to self-regulate and self-direct their educational experience. Instituting practices and support at all levels of the school establishes a school climate and culture of self-accountability and school support.

Dynamic Community Partnerships

While K-8 learners engage community partners for their in-class learning, secondary scholar leaders will seek internships or advanced education experiences from thoroughly vetted community partners and local community colleges.

College, Career and Community Exploration

Life after TK-12 is a focus at all grade levels. Learners are embedded in a college and career-based culture to understand learning contexts and impact.

Resourceful, Highly Qualified and Supported Teachers

  • Instructional staff are trained in both Project Based Learning and MTSS frameworks and have an active voice in feedback and program growth.
  • Continuing professional development is part of the school’s focus on lifelong learning.
  • Teachers have protected, integrated planning and collaboration time during the school day.
  • Staff members receive the same SEL support from the administration that scholar leaders receive from instructional staff.