Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 5619 | WWW.CAPSS.ORG RECOMMENDATIONS IN ACTION: A High School Scenario evon was surprised that Nina wanted to pair up to work on the civics project. “With your interest in science and nature, I thought you’d focus on something hands-on ...maybe the river cleanup project. Didn’t your internship focus on water quality?” The high school juniors were sitting in their civics class discussing the required community- based project. At Westfield High School, with the move toward “anytime, anywhere learning,” the graduation requirement for civics includes a project in service to a community organization. Nina and Devon are earning mastery-based diplomas. Although the process of earning a mastery-based diploma begins in middle school, in-coming high school students meet with their advisors to create a personalized learning plan to guide all four years of high school. It helps each student shape a unique path to postsecondary education, careers, and life goals. To link learning with life goals, students are encouraged to pursue internships and other learning opportunities outside school. Within their personalized learning plans, Nina and Devon pursued internships to follow personal interests, explore career options, and earn academic credit. The civics project is another opportunity to connect learning to the world beyond school. Advisors help students understand the graduation requirements and develop individualized learning targets to demonstrate mastery. Each student has an electronic portfolio to organize work that documents progress through their learning plan. The portfolios not only help Nina and Devon reflect on their learning with their parents and teachers, but also allows them to get feedback on what they are learning. Devon, an African-American and the son of a law professor, is interested in civil rights. Hoping to follow in his mother’s footsteps, he interned at the Legal Aid Society. Although environmental justice was a small part of legal aid work, he developed an interest in helping urban neighborhoods improve health and standards of living by addressing environmental issues. The internship inspired Devon. He now dreams of becoming an attorney specializing in environmental law and policy. As part of the internship, Devon wrote a report on differences in environmental policy across the New England states. It informed the work of Legal Aid and earned him academic credit for social studies and writing. Nina, the daughter of Polish immigrants, is passionate about animals and the environment. Last fall she interned at the town of Westfield’s water reservoir and graduation requirement for civics includes a project in service to a community organization. Nina Although the process of earning a mastery-based diploma begins in middle school, in-coming high school students meet with their advisors to create a personalized learning plan to guide all four years of high school. It helps each student shape a unique path to postsecondary education, careers, and life goals. To link learning with life goals, students are encouraged to pursue internships and other learning opportunities outside school. Within their personalized learning plans, Nina and Devon pursued internships to follow personal interests, explore career options, and earn academic credit. The civics project is another opportunity to connect learning to the world beyond Advisors help students understand the graduation requirements and develop individualized learning targets to demonstrate mastery. Each student has an electronic portfolio to organize work that documents progress through their learning plan. The portfolios not only help Nina and Devon reflect on their learning with their parents and teachers, but also allows them to get professor, is interested in civil rights. Hoping to follow in his mother’s footsteps, he interned at the Legal Aid environmental policy across the New England states. passionate about animals and the environment. Last fall she interned at the town of Westfield’s water reservoir and Although the process of earning a mastery-based diploma begins in middle school, in-coming high school students meet with their advisors to create a personalized learning plan to guide all four years of high school. It helps each student shape a unique path to postsecondary education, careers, and life goals. To link learning with life goals, students are encouraged to pursue internships and other learning opportunities outside school. Within their personalized learning plans, Nina and Devon pursued internships to follow personal interests, explore career options, and earn academic credit. The civics project is another opportunity to connect learning to the world beyond Advisors help students understand the graduation requirements and develop individualized learning targets to demonstrate mastery. Each student has an electronic portfolio to organize work that documents progress through their learning plan. The portfolios not only help Nina and Devon reflect on their learning with their parents and teachers, but also allows them to get professor, is interested in civil rights. Hoping to follow in his mother’s footsteps, he interned at the Legal Aid environmental policy across the New England states. passionate about animals and the environment. Last fall she interned at the town of Westfield’s water reservoir and