Academics / Curriculum

Our school aligns its English Language Arts curriculum with Utah’s P-12 Literacy Framework to ensure students develop essential literacy skills. The framework emphasizes creating literate citizens through a balanced approach to reading, writing, speaking, listening, and language development. In grades K-8, we use evidence-based strategies and curriculum that support explicit, systematic instruction in foundational reading skills, comprehension, vocabulary, and writing processes. This includes structured phonics instruction for younger learners and scaffolding students’ abilities to analyze and respond to increasingly complex texts as they progress through the grades.

In addition, we emphasize the integration of literacy across all content areas, critical thinking, and diverse reading experiences that reflect students’ identities and foster a love for reading. Our educators employ ongoing assessments to monitor progress and provide targeted interventions to meet the needs of every learner. By aligning our practices with the P-12 Literacy Framework, we aim to prepare all students for success in school, career, and civic life.

Grades K - 2

Our K-2 classrooms use a comprehensive curriculum aligned with the Utah Core Standards and Utah’s P-12 Literacy Framework to build a strong foundation in literacy. For phonics instruction, we implement the UFLI Foundations program, which provides explicit, systematic teaching of foundational reading skills essential for early learners. Additionally, we use HMH Into Reading to support students in developing reading comprehension, vocabulary, writing, and critical thinking skills. These resources are designed to align with the Utah Core Standards by promoting literacy through engaging, evidence-based instruction tailored to meet the diverse needs of our students.

To ensure that all students are making progress, we use Acadience for regular progress monitoring. This data-driven approach allows our teachers to provide targeted interventions and support, ensuring every child reaches their full potential as a reader. Together, these tools and strategies help us foster confident, capable readers who are well-prepared for future learning.

Grades 3 - 5

In our 3-5 classrooms, we use HMH Into Reading as our core English Language Arts curriculum, fully aligned with the Utah Core Standards and the Utah P-12 Literacy Framework. This program emphasizes reading comprehension, vocabulary development, and critical thinking through engagement with diverse, complex texts. It also provides students with opportunities to strengthen their writing skills across various genres, fostering the ability to communicate effectively.

By integrating explicit instruction with collaborative learning opportunities, HMH Into Reading helps students deepen their understanding of language and literacy while building confidence as independent readers and writers. This curriculum ensures our students are well-prepared for success in middle school and beyond, meeting the rigorous expectations of the Utah Core Standards.

Grades 6 - 8

In our 6-8 classrooms, we implement HMH Into Literature as the foundation of our English Language Arts curriculum. This program aligns with the Utah Core Standards and Utah’s P-12 Literacy Framework, offering students opportunities to explore challenging texts that encourage analysis, critical thinking, and meaningful discussion. The curriculum focuses on refining students' ability to interpret and respond to literature while honing their skills in evidence-based writing and effective communication.

Through collaborative activities and a focus on higher-order thinking, HMH Into Literature equips students with the tools to engage deeply with content and express their ideas confidently. These experiences prepare them for the academic challenges of high school and empower them as thoughtful, literate individuals ready to navigate an increasingly complex world.

Grades K - 8

Social Studies follows the Utah Core and includes age-appropriate inquiry into community helpers, cultures, continents, and famous people in history.  Students conduct research through library resources, technology, and personal interviews, and participate in place based, project-based fully curricular integrated activities.  

History students explore a wide variety of historical data, evaluate primary and secondary sources, critically assess conflicting interpretations, describe complex societies and events in terms of historical categories, learn to draw and articulate historical conclusions, and make scholarly judgments about ideas and events both past and current.

• 6th Grade: World History Focus
• 7th Grade: Civics and Utah History Focus
• 8th Grade: American History Focus

Grades K - 8

 Our art/arts integration specialist at CCID uses various research based approaches to meet the Utah Fine Art Standards. Our teacher works closely with our classroom teachers to develop relevant integrated art lessons. The Principles of Art and Elements of Design are emphasized in each lesson. Other methods that are used are Visual Thinking Strategies to promote effective communication and reflection about art, and Studio Habits of Mind to build a foundation of creative thought and successful artmaking. The Design Thinking process helps students recognize the importance of creative problem solving that carry over into the areas of STEM and beyond. 

Grades K - 8

Music instruction for students is guided by the Utah Arts Core Standards and is taught with a variety of instruction models.  Students engage collaboratively in active music making primarily using Orff Schulwerk, an instrumental playing approach, and Kodály, a vocal music education approach.  Basic beat and rhythm awareness is learned through movement and Dalcroze concepts of spatial recognition.  Music therapy principles are also incorporated to help manage the classroom with Hello and Goodbye songs paired with singing instruction and holistic approaches of learning that are developmentally appropriate for student abilities.  All of the above practices help to create a safe learning environment where students can thrive in their learning modality.

Our STEM class is an exciting part of our specials rotation, alongside art, music, and PE, ensuring that all students have the opportunity to explore science, technology, engineering, and math in engaging, hands-on ways. Using a project-based learning approach, our STEM teacher designs activities aligned with grade-level science core standards and the Utah Vision for STEM Education. These projects encourage students to investigate real-world problems, develop innovative solutions, and build critical thinking and collaboration skills.

By integrating science and engineering practices with technology and math concepts, our STEM class empowers students to see themselves as problem-solvers and creators. The focus on inquiry and exploration helps students connect classroom learning to the broader world, fostering curiosity and preparing them with the skills and confidence to succeed in a rapidly changing future.

Grades K - 8

Utah has adopted new Health standards K - 8th grade focus on overall health which includes physical, mental, emotional and social health in each of the six strands. The strands are Health Foundations and protective factors of health self (HF), Mental and Emotional Health (MEH), Safety and Disease Prevention (SDP), Substance Abuse Prevention (SAP), Nutrition (N), and Human Development (HD).

Grades K - 8

Physical Education focuses on activities that develop both gross and fine motor skills. Through activities, students develop a strong sense of self and learn to work with others.  Under the direction of the P.E. Specialist, students learn to identify the positive effects of physical activity, and how to use equipment appropriately and safely. Students practice responsible behaviors with an emphasis on their own and others’ health, fitness, and safety.

CCID provides individualized instruction through small and flex groups, inquiry-based, project-based, technology-supported learning, a robust multi-tiered system of supports, student Personal Learning Plans (PLP’s) and a comprehensive Response to Intervention (RTI), and Special Education Program.  Substantive resources are expended on the development of research-based pedagogies and assessment to enable teachers to provide differentiated instruction for all students.  CCID cares equally about the individual growth of each student at the school and, therefore, emphasizes yearly individual student growth above scores on state summative assessments.  A vertically aligned curriculum and formative assessment allow students, teachers, and parents to understand each student’s progress toward mastery.  

CCID has a comprehensive Special Education department including Special Education Director, Special Education teacher, Speech Language Therapist, Occupational Therapist, BCBA certified Behaviorist and paraprofessionals. CCID actively supports students so that they can access grade level and classroom curriculum.

CCID has an integrated Response to Intervention team that supports teachers and students providing additional targeted instructional support in core areas. RTI and classroom teachers meet together regularly to plan most effective intervention support by the most qualified personnel, our classroom teachers. 

Through a variety of grants CCID has been able to employ a full time school counselor and social worker.  Our counselors provide social emotional support to students including, group counseling, individual counseling, social skills groups, grief and anxiety support. Additionally our counseling team support our students' families through outreach and helping to connect them with available outreach organizations.

CCID has implemented a school-wide character education initiative, RISE, (Respect, Integrity, Service and Empathy)  which includes the use of consistent time for character education, and an emphasis of CCID’s Honor Code.  RISE is taught explicitly in classes, morning announcements and assemblies at the appropriate age and developmental level, and referenced in disciplinary actions and the development of behavior management plans. 

MTSS (Multi-Tiered System of Supports) informs behavioral interventions, the development of social skills, conflict resolution, friendship building, and training of staff.  CCID’s Character Education includes peer mentoring monitoring, delineation of schoolwide expectations, positive recognition of student behavior in line with CCID’s Honor Code, community service, digital citizenship, Civics curriculum, Hope Squads, anti-bullying, child abuse prevention, and testing ethics.  CCID is in its third year of Trauma Informed Schools training, supported by the MTSS grant, which includes staff leadership team, behavior goals, book study, and consistent focus upon our most treasured assets - our children.