There are 4 components to an ELO - Research, Reflection, Final Product, Presentation - detailed below.
The components help students design, direct, and reflect on their experience.
Students are supported by a team of EHS teacher-mentors and/or community partners.
The experience begins with an individually tailored student blueprint (below).
ELOBLUEPRINT.pdfResearch
Research is a vital part of every ELO. It brings your topic to life, often through working with professionals, and helps you sharpen reasoning and communication skills. By digging into your subject with purpose and persistence, you’ll build habits and insights that benefit you far beyond school.
Reflection
Reflection is your chance to step back and make sense of your ELO experience. It helps you grow by reviewing what you’ve learned, sharing insights with your ELO partners, and making informed choices for what comes next. Reflections address: key observations and highlights, questions, concerns, and evaluations.
Final Product
Think of the final product as your ELO’s big finish ... the chance to turn your learning into something original, useful, and meaningful. Your product should be original, meaningful, and ideally serve as a platform from where you and maybe others can take next steps in your learning and journey.
Presentation
This is your chance to showcase your product, share your learning journey, and highlight what you achieved. Presenting helps you reflect on the process, connect your experience to bigger goals, and show how it prepares you for future career and life opportunities.
Upon successful completion of an ELO, students typically earn 2 elective credits. ELOs can also be offered for core academic credit. There is also a Foundations ELO plan that helps students sample one or more career pathways by completing meaningful tasks in this plan.
In either scenario, credit is reflected on students' official EHS transcript and count toward graduation.
ELOs are pass/fail and unweighted.
The final product and presentation are akin to summative assessments, while research and reflection are formative.
Assessment and feedback at each stage is based on students' specific goals, as measured against competencies and performance indicators - as outlined in the primary planning document managed by the ELO Coordinator.
1
At any point during the school year, students can express interest in exploring or creating an ELO. Students can reach out to their counselor or directly to the ELO Coordinator.
2
The ELO Coordinator informs the Commons office of the student’s interest so that academic standing, scheduling compatibility, and overall readiness for participation can be confirmed.
3
Upon approval from the Commons, the student and ELO Coordinator finalize a proposed plan for review and approval by EHS administration.
4
With the plan approved, students engage in the experience based on the goals, milestones, and feedback check-ins detailed in the plan, based on the 4 components. The experience does not need to follow the school academic calendar.
