School systems are increasingly following national reports' recommendations that oral communication instruction in the high school curriculum should develop students' everyday academic competencies, personal confidence, and research and employment abilities. This report discusses instructional applications of oral communication and offers course and program guidelines. Of the instructional approaches, the independent course in oral communication taught by a qualified instructor most effectively benefits large numbers and a diversity of students. This academic approach is based on traditional English essentials of composition, literature, and language fundamentals. Skills apply to a range of situations, audiences, and communication forms. For most school systems, outcome statements on the state level can assist local planning formulation. Assistance in setting up the course can come from English department members, teachers with speech communication background, and nearby school and university systems. The Educational Resources Information Center (ERIC) database is an invaluable resource for locating materials on teaching speech. The course should develop basic competencies in speaking and listening among all ability levels. Innovative instructional applications at four high schools are described, including cooperative learning principles and attention to critical listening. To monitor course development, school board members should follow guidelines related to: (1) articulation of rationale; (2) responsiveness to student use of the subject; (3) instruction by teachers with majors or strong minors in the subject; and (4) meeting accreditation and university entrance standards. (CJH)