How will students do PE?

In high school, PE requirements seek to support adolescents in maintaining healthy lifestyles and establish a lifelong appreciation and enjoyment for physical activity. At The MEG School, we offer a variety of PE electives so that students can find the type of healthy exercise that fits them—from on-site classes in yoga and self-defense to partnerships with local gyms for cardio-fitness and weight training. Student athletes who are seeking a competitive sport experience can enroll in club sports, receiving supplemental strength training and physical wellness coaching at The MEG School to fulfill their PE requirements.

As we enroll our inaugural class of talented young people, we hope to support them in exploring fitness in new ways: whether it’s the Outdoors and Recreation students trying out indoor rock climbing, or our Emerging Tech students exploring the physics and core strength challenges of a vertical wind tunnel. No matter whether they are budding equestrians or competitive gymnasts, all students at The MEG School will be encouraged to consider nutrition, whole body fitness, and the connection between physical and mental health through their daily mindfulness practice.

Is the MEG school accredited?

Accreditation by the Western Association of Schools and Colleges (ACS WASC) is a voluntary process of self-review, external evaluation, and ongoing improvement that schools participate in to demonstrate commitment to their mission and values. An accredited school must have clearly stated objectives, measure and communicate student performance on those objectives, and collaboratively assess its organizational structure and effectiveness in fulfilling those objectives, now and in the future.

As a new organization, The MEG School is in the initial phase of the WASC accreditation process, and our administration is committed to proceeding on our accreditation timeline as promptly as possible. In order to begin the process of ACS WASC affiliation, any new school must be in at least its second semester of operation. Our administration will submit our Initial Visit paperwork with ACS WASC in our second semester, including our school description report, and schedule our on-site initial visit in the coming school year, which will provide the first opportunity for The MEG School to achieve initial accreditation or candidacy. After accreditation (or candidacy) is granted, these statuses are retroactive, meaning that students’ coursework will be recorded as from an accredited institution. See the ACS WASC website for more information about the accreditation process: https://www.acswasc.org/

Will colleges understand this kind of curriculum?

Colleges always face the challenge of interpreting high school documentation—in particular, when a student applies, the high school provides a transcript as a record of individual student performance, and a school profile as a “key” to explain the programs, learning standards, and grading schema of the school. There is no one standardized format for either document, and college admissions officers are well-used to interpreting a wide variety of ways to organize student learning. When students from The MEG School apply to college, they will be supported by a comprehensive school profile and a mastery-based transcript developed using the Great Schools framework for proficiency-based learning, and including a numerical GPA on a 4-point scale. According to a growing body of innovative educational organizations—including iNACOL, the New England Board of Higher Education, the Great Schools Partnership, and the Mastery Transcript Consortium—college admissions officers are ready for a more in-depth and clear approach to describing student achievement through proficiency-based grading. Many prestigious colleges (including Harvard, Dartmouth, MIT, and Tufts) have published statements asserting that their holistic application review process does not discriminate between mastery-based or traditional transcript formats. In fact, since non-traditional transcripts that explicitly document student competencies and learning experiences, and often are accompanied by extensive school profiles that clearly define the school’s academic program, they are sometimes preferred.

What about application to the UCs?

The University of California (and California State University) schools define a special minimum requirement for high school curriculum that goes above and beyond the graduation requirements for most California public high schools. These “a-g” course content expectations seek to ensure a high level of rigor and quality in the presentation of each subject.

California high schools may apply to establish an “a-g” course list once they receive an accreditation status through ACS WASC. The MEG School has developed our course requirements in accordance with the rigorous standards required for “a-g” course accreditation, and will apply to establish a course list as a new school at the earliest possible phase in our accreditation process.

To fully support students who are applying to UC and CSU programs, our college counselors will provide a special supplement to our mastery-based transcript, clearly communicating the relationship between their interdisciplinary coursework and the UC “a-g” standards.