Phase III 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 III expectations are below.

General Expectations

  • Working with Mentors: Working independently, students shall find, arrange, and complete 75 hours of work at a professional-level internship.
  • Completing Interest-Based Projects: In this professional phase, students shall complete a senior capstone project in their area of interest that makes the world a better place and requires the coordination of multiple individuals outside of the school; the project shall also include a 10-page research paper.
  • Serving the Community: Students shall complete 15 hours of community service.
  • Learning through Service: Students shall complete a senior capstone project in their area of interest that makes the world a better place and requires the coordination of multiple individuals outside of the school; to satisfy the learning aspect of service-learning, students shall also complete a 10-page research paper related to the focus of their capstone.
  • Developing a Work Ethic: Receiving a minimal level of input from their advisors, the students’ sense of self-initiative helps them complete at least 90% of the tasks assigned to them or by them.
  • College & Work Prep: Students shall take at least one college course utilizing their free voucher from the state of Vermont.

Communications Expectations

  • Reading Skills: Demonstrate ability to independently evaluate and critique complex literary and informational texts.
  • Writing Skills: Demonstrate ability to communicate the results of sustained research projects based on focused questions and relevant information from multiple print and digital sources.
  • Speaking & Listening Skills: Demonstrate ability to propel conversations by posing and responding to questions that probe reasoning and evidence
  • Technological Skills: Demonstratre ability to utilize the most appropriate media creation tools, characteristics and conventions.
  • Creative Expression Skills: Demonstrate proficiency in at least one art form, showing the ability to define and solve artistic problems with insight, reason, and technical proficiency.

Empirical Reasoning Expectations

  • Creating Original Questions: Demonstrate ability to create an original question that may lead to the discovery of new knowledge for a large group of people
  • Research Skills: Demonstrate ability to synthesize information from a wide range of sources into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible
  • Formulating an Hypothesis: Demonstrate ability to start from a question to generate a clear hypothesis with defined variables that can be tested over and over again and achieve the same result
  • Designing Experiments: Demonstrate ability to design and run an experiment that tests a clear hypothesis and generates new questions to be explored
  • Collecting Data: Demonstrate ability to use scienfitic tools (including the computer) to capture data in an extended investigation
  • Analyzing Data: Demonstrate ability to resist overgeneralizations based on insufficient evidence and suggest the type of evidence that would need to be gathered to better understand the focus of the investigation
  • Questioning Your Conclusions: Demonstrate ability to identify uncontrolled variables inherent in your experimental model.
  • Communicating Experimental Results: Demonstrate ability to use technology to enhance a representation, including using color, texture, symbols, and other graphics to clarify trends or patterns.

Personal Qualities Expectations

  • Ability to Reflect on Your Skills as a Learner: Demonstrate a deep level of reflection by finding connections between events and using reflection time to develop new ideas or come to new conclusions
  • Possession of a sense of Empathy: Demonstrate ability to see the perspective of people whose beliefs you do not share
  • Possession of a sense of Responsibility: Demonstrate ability to act responsibly with the interests of the larger community in mind
  • Possession of a sense of Honesty: Demonstrate a sense of self-honesty, proving that you are self-aware and accepting of your limitiations and challenges
  • Possession of a sense of Perseverance: Develop a product that is the result of long-term planning, overcoming obstacles, and achieving success.
  • Productivity Skills: Demonstrate ability to organize, lead, and produce a long-term project that involves multiple individuals and/or institutions to be successful
  • Leadership Skills: Demonstrate ability to organize and produce a long-term project that involves multiple individuals and/or institutions to be successful
  • Cooperation Skills: Demonstrate ability to organize, lead, and produce a long-term project that involves multiple individuals and/or institutions to be successful

Quantitative Reasoning Expectations

  • Algebraic manipulation of mathematical symbols: Demonstrate ability to use all or any of the symbols and operations in the context of a project and/or successfully complete Algebra I, II, Calculus, or Trigonometry
  • Spotting and reporting on trends: Use the skills and concepts learned at earlier phases to justify your Senior Capstone Project
  • Showing correlations: Demonstrate an understanding of the relationship between coorelation and causation and be able to explain why it is important to understand this concept.
  • Representing patterns using graphs: Explain how graphs can be used to manipulate audiences and support one opinion over another.

Social Reasoning Expectations

  • Look at Diverse Viewpoints: Demonstrate the ability to look at various viewpoints by documenting and analyzing several sides of a current or historical event or cultural debate.
  • Research the History of Your Topic: As part of your Senior Capstone project, provide an historical overview that justifiies the cultural significance of the project.
  • Analyze Social Systems: If applicable, the student can make connections between their Senior Capstone project and a social system by explaining how their project either supports or changes a social system.
  • Discuss Ethics: Student can clarify how to use ethical principles to determine whether an action or argument is moral.
  • Take Action in the Community: Your Senior Capstone project must improve the local, national, or global community.

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