The student’s day begins by logging in to their school Chromebook and checks their school Gmail for news and updates. They see they can sign up for a field trip to the San Diego Zoo! They loved that trip last year, so they make a note to ask their parents if they can sign up again this year. Next, they review their Digital Agenda made with their Teacher of Record the day before. Our student reviews their goals for the day: tackling an English Tutorial and Mastery Test and a World History Activity. They also notice their Spanish teacher has graded a whorkseet and left them feedback. They read it and make some corrections while they wait for their daily check-in from their TOR.

The students gets a call from their teacher. It’s a quick Morning Check-in. They discuss the student’s progress in Integrated Math IIA and the feedback in Spanish. They identify together that a specific concept that needs a closer look. The student wants a better score on the mastery test but is not feeling confident in the tough math content in the tutorial. The TOR helps the student schedule a Google Meet later in the day with the Integrated Math IIA teacher for a deep dive and some 1-on-1 instruction. The student doesn’t always want the help, but today they agree they need the extra support. The TOR lets the student know the meeting is scheduled and to call back if the student gets stuck or wants any help. They look back at the Agenda and confirm that the student will work on English and History independently before the Math meeting at 1:00PM this afternoon.

With a clear plan in place for the day and a quick break for breakfast cereal, the student independently dives into their English and World History coursework. This is quiet, independent work time where they can focus intensely without classroom distractions. They open a tutorial in English and read through the 40 minute lesson. Then they take a break before taking a Mastery Test on the topic, today it’s Citing Textual Evidence in Literature. Then they open World History and begin reading for the Short Activity as they learn about The Columbian Exchange and Triangular Trade. The writing assignment is clear but a little challenging. The student pauses to think about the requirements and what they might write in response.

With their two main assignments either underway or complete, the student decides take their daily walk for PE. They walk 45 minutes and log it in their PE class for credit. That walk really let them think about the conecpts they read about in World History and they have new ideas for that writing assignment. 

The student feels hungry after the walk. Time to step to the kitchen, grab a healthy meal, and reset for the afternoon. Their Google Calendar reminds them that their 1-on-1 math lesson is soon. The student is a little nervous but grabs their Chromebook and gets ready for the meeting with a little time to prepare and gather their thoughts.

The student joins a Google Meet from their Calendar for the virtual session with their Integrated Math IIA teacher. They walk through the difficult equations and concepts together, clearing up any confusion before the next Mastery Test. Feeling more confident now, the student trys again and scores higher on the Mastery Test, thanks to the focused support from their experienced math teacher.

The student shifts into Art Mode to help decompress from the meeting. They spend some time working on improving their art skills by practicing drawing characters’ hands in a new style. This refreshes their energy and they feel ready to finish up work on their World History assignment. They complete the writing on a Google Doc and turn it in for their History teacher to grade and give some feedback.

The student checks off their to-do list on their Agenda and closes their Chromebook. School is done for the day! With the late afternoon completely open, our student uses this time to head out and drop off resumes for a part-time job, gaining valuable work experience while still enrolled as a full-time student.