These are general expectations for students at Uplifting Education High School. Every student learns and grows at his or her own pace – the important thing is for students to show growth in each area. It is up to the advisor and Learning Plan team to determine these expectations based on the needs of each student.

 

As part of the educational program, all students will challenge the following annual expectations plus the specific expectations of each grade level. Students will be held accountable for these expectations through their advisory. Students have access to unlimited video streaming through "The Great Courses Plus".  The Learning Through Internship (LTI) program and their  authentic real world learning projects provide the sustained inquiry knowledge base. 

Uplifting Education High School Transcript Sample.pdf

 

This Sample Six Page Transcript features a Star Student who has completed both the High School Requirements Checklist and has been awarded the Uplifting Education of HEART Certificate. However, each student's assessments and transcripts are personalized according to courses and skills mastered.

Uplifting Education High School Requirements Checklist.pdf

 

Uplifting Education High School Diploma is granted upon satisfactory completion of this checklist. Subtitutions for comparable learning activities can be accepted.

Uplifting Education Badges, Awards, and Certificates.pdf

Uplifting Education of HEART Certificate is granted upon satisfactory completion of all Badges and Awards.

Annual Expectations for All Students:

 

 

• Active participation in the Advisory meetings and timely completion of assignments

 

• Follow your interests in the real world (informational interviews, shadow days, and LTIs)

 

• Obtain a “Learning through Internship” (LTI) for each semester. This can be some type of professional job or acceptable service learning or certification coursework. (The first semester of the first year provides training for this.)

 

• Have a positive impact on the community (service learning, etc.)

 

• Create a Learning Plan and Discuss the Learning Plan with the team (Parents, Mentors, Advisor) at least four times a year

 

• Reflect on gaps in your learning and address them through project work or study.

 

• Complete Your Weekly Schedules and Quarter Learning Plans. 

 

• Build an online portfolio

 

• Exhibit your work at least four times a year online and share publicly through online conferencing.

 

• Write in your journals each week

 

• Respond to emails from the advisor and show respect for others and yourself

 

• Take responsibility for the learning process and take advantage of opportunities

 

• Make productive summer plans

 

Specific First Year Student Expectations:

 

• Complete Annual Expectations

 

• Do at least one in-depth LTI project during the year

 

• Read at least three books during the year and create a reading inventory.

 

• Advisory 101 – “Developing Character”

 

• 12 Essential Scientific Concepts Course or another Science Course

 

• Turning Points in Modern History Course or another Social Studies Course

 

• Algebra 1 or another math course

 

• How to Become a Super Star Student Course

 

• Building a Better Vocabulary Course

 

• Art of Public Speaking Course

 

• Physiology and Fitness Course

 

Priorities for Advisors for the First Year:

 

• Develop a community with the advisory online.

 

• Know each student and family well both personally and academically.

 

• Develop relationships with students, mentors and family.

 

• Understand the baseline of skills students have so that future goals are realistic and data driven.

 

• Develop a culture of respect and responsibility.

 

• Improve Application of the PERMA Model.

 

• Encourage Development of Successful Learner Attributes and Capabilities

 

• Help students identify their passions/interests.

 

• Help students to take responsibility for their own learning.

 

• Foster a culture of documentation – help them build portfolios.

 

• Write a 9th grade narrative report in the spring.

Snapshot of the school portal.

Annual Priorities for Parent(s):

 

• Support students’ responsibility to fulfill the annual expectations

 

• Sign the weekly schedules and quarter learning plans.

 

• Ask to see your student’s calendar. You can also view examples of work online. 

 

• Talk with your student’s advisor.  If you’re not sure how your student is doing, have a concern, or just want to say hello – keep in contact with his or her advisor.

 

• Support the learning process by helping to create your student’s Learning Plan.

 

• See the exhibitions and help evaluate the work and learning.

 

• Review and discuss the “Discovering the Real Me” weekly topics with your child.

 

• Encourage project work. Look at your student’s project timeline and encourage him/her. Help your student establish an organized workspace at your home.

 

• Find summer opportunities. Help your student pursue a learning rich summer opportunity that will ignite their excitement and passion.

 

• Find learning opportunities. Help your student find and take advantage of learning opportunities in your community. There may be an after school arts workshop or a church trip.

 

• Help expose your student to different activities and interests. 

Specific Second Year Student Expectations:

 

• Complete Annual Expectations

 

• Do at least two in-depth LTI projects during the year.

 

• Read at least five books during the year and update the reading inventory.

 

• Work on each Learning Goal area in depth.

 

• Advisory 201 – “Building Successful Relationships”

 

• Create a graduation plan for the next two years to fill in Learning Goal gaps.

 

• History of the US A & B or other Social Studies Course(s)

 

• Effective Communication Skills Course

 

• Analysis and Critique Course or another English Course.

 

• Money Management Skills Course

 

• Customs of the World: Using Cultural Intelligence Course or Foreign Language Course(s)

 

Priorities for Advisors for the Second Year:

 

• Help students continue to pursue their passions and interests.

 

• Help students to create more in depth and authentic project work.

 

• Improve Application of the PERMA Model.

 

•  Encourage students to strengthen VIA Virtues and Positive Character Traits.

 

• Encourage Development of Confident Individual Attributes and Capabilities

 

• Maintain relationships with students, families and mentors.

 

• Write a 10th grade narrative report in the spring.

Specific Third Year Student Expectations:

 

• Complete Annual Expectations

 

• Demonstrate heightened personal qualities and depth of work.

 

• Get a senior thesis project proposal approved

 

• Read at least six books, including two autobiographies.

 

• Write the first 25 pages of autobiography.

 

• Address any remaining learning gaps based on post-high school goals.

 

• Advisory 301 - “Developing Leadership Skills”

 

• Begin to create a college portfolio (resume, transcripts, essay, awards, and best work).

 

• Chemistry Course or another Science Course

 

• Geometry or another Math Course

 

• Strategic Thinking Skills Course

 

• Influence: Mastering Life's Most Powerful Skills Course

 

• Science of Mindfulness Course

 

• Drawing or other Fine Arts Course(s)

 

 

Priorities for Advisors for the Third Year:

 

• Help students meet all of their Learning Goals.

 

• Help students create more project depth at their LTIs.

 

• Help students to develop leadership skills.

 

•  Encourage students to strengthen VIA Virtues and Positive Character Traits.

 

• Improve Application of the PERMA Model.

 

• Encourage Development of Responsible Citizen Attributes and Capabilities

 

• Begin the college preparation process with students.

 

• Help students begin their autobiographies.

 

• Support development of senior thesis project proposals.

 

• Write an 11th grade narrative report in the spring.

Specific Fourth Year Student Expectations:

 

• Complete Annual Expectations

 

• Play a leadership role in the community.

 

• Complete an in-depth senior thesis project.

 

• Meet consistently with their thesis mentor.

 

• Contact a resource related to the thesis at least every other week and keep track of these contacts.

 

• Advisory 401 - “Preparing for Life in Society”

 

• Write a 75-100 page autobiography.

 

• Complete a college portfolio.

 

• Read a book each month (9 total, including one autobiography), update reading inventory

 

• Create a post-high school plan.

 

• Apply for scholarships, financial aid, and/or acceptance into College, Gap Year, or Other Plans.

 

• Present your work and reflection on the graduation exhibition.

 

 

Priorities for Advisors for the Fourth Year:

 

• Help students to have successful senior thesis projects, autobiographies, and college applications.

 

• Help students to prepare for college, work, and independence.

 

• Encourage Development of Effective Contributor Attributes and Capabilities

 

• Help students prepare their final presentation portfolio for their graduation exhibition.

 

• Write students letters of recommendation for college, GAP Year, or work

 

• Prepare High School transcripts and diplomas.

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