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The A+UP Model

A+UP’s model is an anytime/anywhere model. We are committed to student learning, whether we are in school or remote in our homes. Our team of dedicated and trained teachers works with each scholar to set goals and create a plan to achieve them. Our team then works with students through regular cycles of feedback and coaching to develop the habits and skills needed for personal and academic success.

Our learning model focuses on developing three core aspects of each scholar's life.

1. Scholastic Achievement

2. Community Immersion

3. Character Development

PERSONALIZED LEARNING

Our Learning Coaches provide regular individualized coaching sessions to build relationships with and learn about their scholars, harnessing each scholar’s individual passions to make their learning engaging and relevant.

Our scholars’ personal strengths and experiences guide their development through customized learning paths, giving meaning and context to their learning.

GROWTH FOCUSED

We leverage the power of technology to adapt to the scholar’s precise academic level, helping scholars make progress regardless of whether they enter at, above, or below grade level.

We encourage gifted scholars to pursue more advanced learning goals, keeping them engaged and challenged throughout the learning process. Scholars with learning challenges can work towards mastery at an adjusted pace, with extra coaching to get them up to grade level as quickly as possible.

SOCIALLY EMBEDDED

Our campuses are embedded within the communities they serve. Scholars learn in environments such as civic centers, museums, and educational institutions so their development occurs both in and out of the classroom.

Our scholars create learning communities by building relationships with their fellow scholars and coaches. Exploring while collaborating helps them connect with scholars developing at different competency rates.

OPEN-WALLED

Learning is constant and happens anytime, anywhere. Our scholars are not confined to desks or traditional classroom structures; instead, they collaborate with other scholars to create the environment that best supports their style of learning.

Our Learning Coaches do not typically assign homework. Instead, they hold each scholar responsible for completing their personalized learning paths and projects to remain on track academically.

Families are invited to actively participate in their child’s learning experience to reinforce the lessons learned after the scholar leaves the classroom.

LEARNER AGENCY

We encourage scholars to embrace a growth mindset, believing in their own ability to grow. Scholars feel more confident when they have a sense of ownership in their learning environment.

Our scholars commit to being willing to learn, approaching each experience and challenge with a unique combination of ownership, self-control, persistence, integrity, curiosity, empowerment and social intelligence.

We regularly recognize and celebrate the members of our community who demonstrate these virtues.

TBRI (Trust-Based Relational Intervention)

Our coaches form deep relationships with students that form the foundation of our work together. We aim to demonstrate warmth and acceptance, while also fostering a sense of deep accountability. If a scholar deviates from these norms or exhibits behavior that violates trust, it is that scholar’s responsibility to make amends with the learning community.

Our Learning Coaches hold scholars accountable not only for their behavior, but also for restoring balance to the learning community when their behavior choices disrupt it. We develop their sense of social responsibility by helping them understand that a community is only as strong as the people who comprise it, and that each scholar has a meaningful role to play.

A+UP does not exclude from participation in, deny the benefits of, or subject to discrimination on the basis of race, religion, color, national origin, sex, age, disability, or relationship or association with an individual with a disability in providing educational services, activities, and programs, including vocational and career technology programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; the Individuals with Disabilities Education Act, as amended; Title IX of the Educational Amendments of 1972, as amended; the Americans with Disabilities Act, as amended, and Section 504 of the Rehabilitation Act of 1973, as amended.

 Adopted June 2016