The New Designs for the Comprehensive High School project should provide for an organization of the school that is aligned with learner outcomes and learning process. Components of the organization must be aligned among themselves. High school models for organizing learners that meet student needs for connectedness and improved interpersonal relationships can be divided into two categories: providing a small school within a whole school for some students and dividing the whole school into smaller schools for all students. Researchers' concerns about the complexity, confusion, and incoherence found in the typical high school curriculum structure could be addressed through an integration of disciplines and alignment of the learning processes. Even though the curriculum is integrated, departmentalization of the high school still seems necessary. In addition to learning opportunities provided in the home school, other educational institutions and the community can provide settings for learning opportunities. In regard to learning time, outcome-based learning focuses on the axiom that learning should be the constant and time the variable. The goal of flexible learning time is to provide ample time for mastery of material by all students according to their needs. Staff organization should be adapted to reflect the needs that arise from providing an integrated curriculum for smaller groups of students. Staff organization can be adjusted within the traditional school structure, or staff may be integrated in a new structure. (Contains 54 references.) (YLB)