A UAGC Student’s Experience

 
This school helped me a lot. When I first got here, I was very shy. I didn’t know anybody. But because the classrooms are mixed levels and because everyone is so friendly, I quickly made friends. Now, I am confident to speak in front of people!
— Gabriella M., Class of 2022
 

UAGC’s program operates on a rotating block schedule.

A student will not have the same classes in the same order two days in a row.

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A student’s schedule is broken up into rotating block periods that each last 70 minutes.

A sample 9th grade student’s schedule:

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Each 70-minute block period is broken up into Learning Formats.

A block/ period might look like this (for all subject areas):

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Our classrooms are heterogeneously mixed.

ALmost all of our classes have a mix of 9th, 10th, 11th, and 12th graders.

This mixing of grade levels in our classrooms ensures that students who are new to our instructional model (like 9th graders) can rely upon the expertise of the upperclassmen.

Almost all of our classes have a mix of students with individualized education plans (IEPs) and english language learners (ENLS).

The real world is right around the corner for our students, and in the real world, people are expected to know how to move through society and exchange ideas productively with people who are not like they are.

Our classrooms mirror the real world.


“I came to this school because it specializes in environmental studies and it has a 4 year writing program. After high school I want to go to the University of California Davis, double majoring in wine & viticulture and political science, and double minoring in English and ancient history. During college, I’d like to finish my novel and publish it by the spring of my 4th year of college. After college, I want to work on a vineyard in Europe for 3 years before coming back to the U.S and going to law school to study environmental law or a form of business law. That’s a good 8 years of life planned out after high school at the moment!”
— Emidia W., Class of 2021

A Learning Conference in Math.

A Learning Conference in Math.

format focus: learning conferences & Shares

“The shares made me comfortable speaking in front of people I don’t know.” - Ronaldo L., Class of 2019

The Writing Share helps students develop competencies necessary to compose texts that achieve an intended purpose. It develops critical understanding of the behavior of written genres. The Writing Share provides students with a ritual activity that develops large-group discourse practices and promotes a sense of ‘MWe’ or ‘we-ness’ and collective identity.

The Writing Share helps students develop competencies necessary to compose texts that achieve an intended purpose. It develops critical understanding of the behavior of written genres. The Writing Share provides students with a ritual activity that develops large-group discourse practices and promotes a sense of ‘MWe’ or ‘we-ness’ and collective identity.

“I enjoy conferencing because it benefits me and also I get to be proud of what I learned and be able to share it with everyone. It helps me also be independent knowing this is what I need to do and this is how I need to resolve breaches [my own questions] later on without a teacher’s help.” - Anonymous member of the Class of 2020

“I learned a lot with learning conferences they really help you a lot. One time I had a learning conference with my math teacher weeks before I had to take the algebra regent and some of the stuff we were talking showed up on the exam and that helped me passed.” - Emely O., Class of 2019


format focus: Unison Reading

“At first UR was a lot to take in because I didn’t know anyone and I don’t feel comfortable talking let along reading out loud with people I didn’t know! Plus, everyone reads at different pace [so it] was hard [to Unison Read]….” - Anonymous member of the Class of 2020

“What I like about Unison Reading is that you get to receive perspectives on various topics from different people.” - Anonymous member of the Class of 2020

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