Phase I Expectations

Our Phase Level Expectations are divided into six categories, one for each of the five Learning Goals and a general category. Those categories are then broken down into several skills. While the skills are the same across all phase levels, the way in which the students demonstrate their proficiency in those skills changes based on what phase they’re in. The Phase I expectations are below.

General Expectations

  • Completing Interest-Based Projects: In this discovery phase, students shall complete at least four projects that reach the analysis level on the depth of understanding chart
  • Serving the Community: Students shall complete 30 hours of community service
  • Learning through Service: Guided by their advisors or Phase 2 students, students shall complete two service-learning projects, which involves learning about a problem facing the local, national, or global community and then conducting some kind of community service to address it.
  • Developing a Work Ethic: Receiving a moderate level of input from their advisors, students shall complete at least 50% of the tasks assigned to them or by them.
  • College & Work Prep: Students shall research and present their findings on at least three different professional fields that interest them. The research shall include average salaries, industry outlooks, education and experiences required, etc.

Communications Expectations

  • Reading Skills: Demonstrate ability to explain what a text says and to make logical inferences from it
  • Writing Skills: Demonstrate ability to write an argument in support of a claim using valid reasoning and relevant and sufficient evidence
  • Speaking & Listening Skills: Demonstrate ability to converse with diverse partners, building on others’ ideas and expressing your own
  • Technological Skills: Demonstrate a successful examination of the legal and ethical issues surrounding the access and use of media
  • Creative Expression Skills: Demonstrate the understanding that failure is an opportunity to learn, that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes

Empirical Reasoning Expectations

  • Creating Original Questions: Demonstrate ability to note the questions raised by others, including advisors
  • Research Skills: Demonstrate ability to cite specific textual evidence to support analysis
  • Formulating an Hypothesis: Demonstrate ability to frame questions in a way that distinguishes causes and effects and identifies variables that influence the situation.
  • Designing Experiments: Demonstrate understanding of independent and dependent variables
  • Collecting Data: Demonstrate ability to observe and describe phenomena accurately
  • Analyzing Data: Demonstrate ability to make a connection between a classroom investigation and a similar experience
  • Questioning Your Conclusions: Demonstrate ability to generate a new question to obtain additional information following a conclusion.
  • Communicating Experimental Results: Demonstrate ability to organize a collection of data into a table or graph.

Personal Qualities Expectations

  • Ability to Reflect on Your Skills as a Learner:Demonstrate a regular habit of keeping a learning journal
  • Possession of a sense of Empathy: Demonstrate ability to understand your biases and how they affect others
  • Possession of a sense of Responsibility: Demonstrate ability to follow through on your committments, answer for your own actions, be punctual, and have everything you need when you need it
  • Possession of a sense of Honesty: Demonstrate ability to adhere to the facts and to be fair and straightforward in your conduct
  • Possession of a sense of Perseverance: Demonstrate ability to identify an instance when you were uncomfortable or downtrodden and able to overcome it to achieve success
  • Productivity Skills: Demonstrate regular and successful use of time management & organizational tools (calendar, to-do lists, etc.)
  • Leadership Skills: Demonstrate ability to leverage the strengths of others to achieve a common goal
  • Cooperation Skills: Demonstrate ability to know when it is appropriate to speak and when it appropriate to listen

Quantitative Reasoning Expectations

  • Algebraic manipulation of mathematical symbols: Demonstrate ability to use all operations with whole numbers, integers and fractional pieces both in context of real world problems and abstractly.
  • Using numbers to evaluate hypotheses: Demonstrate ability to develop a hypothesis that can be tested with numbers and can explain how numbers prove or disprove (evaluate) an idea
  • Generating estimates: Document and explain an instance when you estimated to validate the reasonablness of a solution, make a quick judgement, or quicken the process of a complex mathematical operation
  • Measuring shapes and quantities: Demonstrate an understanding of the metric and standard (US) systems of measurements, including the ability to measure to the nearest millimeter and the nearest 1/16th of an inch.
  • Spotting and reporting on trends: Demonstrate an understanding of data landmarks (mean, median, mode, and range) and explain how these concepts can be used to make predictions, generalizations, and observations
  • Showing correlations: Demonstrate ability to plot data points on a Cartesian coordinate grid
  • Representing patterns using formulas: Demonstrate ability to identify when a simple formula can be used to solve a real world problem
  • Representing patterns using diagrams: Demonstrate ability to use diagrams to represent mathematical representations
  • Representing patterns using graphs: Demonstrate an understanding of how to read, create and interpret different types of graphs

Social Reasoning Expectations

  • Think Historically and Culturally: Demonstrate an understanding of culturally and historically important holidays both within and outside of the dominant culture.
  • Look at Diverse Viewpoints: Demonstrate the ability to look at various viewpoints by documenting and analyzing several sides to a current or historical event or cultural debate.
  • Research the History of Your Topic: Demonstrate the ability to research the progression of a topic through time (student should include both primary and secondary sources as references).
  • Analyze Social Systems: Demonstrate an understanding of (choose one): sociology, psychology, anthropology, economics, or philosophy, and explain how the social system impacts your own life.
  • Discuss Ethics: Student has evidence of examining an action or argument and evaluating different perspectives within those opinions for the purpose of determining right or wrong
  • Take Action in the Community: Reflect on service learning and/or community service demonstrates an understanding of the purpose and relevance of taking action within a community

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