Operating Guide

This operating guide serves as the foundational reference for policies and procedures that guide the operation of Global SchoolONE, within the EducateONE system. It is designed to reflect the core values and desiderata of the institution, ensuring that all structures and practices contribute to the student’s future’s highest good, operate within the flexibility afforded by California law, and remain resistant to misuse.

This document is a living reference and will evolve as policies are refined.

Aims

Hierarchy of Mind

Great minds discuss ideas; average minds discuss events; small minds discuss people. - attributed to Eleanor Roosevelt

Our aim with EducateONE is to develop students that have great minds, in which they think in ideas, and then think at a level of  things and events, and finally at a level of people.  By this, we mean, our goal is to have students not lay causality solely on people, nor solely on things and events, but to think in terms of systems that affect all of these, with appropriate nuance.

𔗇 Aims of Attainment

EducateONE follows the "Aims of Attainment" as a normative philosophical model outlining the objectives of different educational stages. It consists of major levels, each with its own unique aim:

1. Level 0 (Preprimary) - Acclimation (Rose of Rising)
   • Children become acquainted with their immediate family and surroundings as a foundation for lifelong learning.
2. Level 1 (Primary) - Autonomy (Promotion Certificate)
   • Targets foundational competencies for survival and basic life skills, preparing students for greater independence.
3. Level 2 (Secondary) - Adulthood (High School Diploma)
   • Focuses on preparing students for basic adult responsibilities, entry-level jobs, and further education.
4. Level 3 (Tertiary) - Actualization (Associate & Bachelor Degrees)
   • Aims for advanced skills and broader competencies so students can thrive in life.
5. Level 4 (Quaternary) - Assisting Others (Master & Doctoral Degrees)
   • Prepares students to contribute to their field and community, emphasizing the importance of giving back.
6. Level 5 (Quinary) - Accomplishment (Laureate)
   • Incorporates both formal and informal lifelong learning, with the peak recognition to those who are exemplars

This framework provides a roadmap for human development, from early childhood to lifelong learning. It should not be construed to limit what is learned at any level.  For example while multiple language acquisition may not be necessary for the direct aim of Preprimary level, because of the neurological stage of development of students at this age, it is taught here, as it is the best stage to learn this.  Further, secondary students may learn advanced competencies from higher stages as is best for them.

Belief Sets

Values

• Effort over Talent – Talent matters, yet disciplined practice unlocks it.
• Action over Planning – Insight emerges from iterative doing and data.
• Humanity over Culture – Celebrate cultures while serving the whole human family.
• Learning over Teaching – Learning is the goal; teaching is one means.
• Evidence over Eminence – Decisions stand on data, not hierarchy.
• Principles over Orthodoxy – Ethical first‑principles are more important than cultural norms.
• Openness over Ownership – Shared knowledge accelerates collective good.
• Creativity over Convention – Progress springs from questioning the status quo
• Competency over Curricula – Mastery, not seat‑time, signals readiness.
• Possibility over Predictability – Curiosity fuels discovery in a changing world.
• Application over Assignments – Impactful work beats paperwork.
• Contribution over Consumption – Sustainable ecosystems only exist when everyone gives back.

Competencies

Model of Competencies

𖣠 Circles of Context

EducateONE uses 7 major concentric circles of context as a socio-ecological model for the world each student exists within. All competencies learned must have value within one or more of these circles.

From a student-centric perspective these are the circles of Context:

1. ☯️ My Core (💭 My Consciousness & 💪 My Corpus)
2. 📐 My Corner
3. 🧑‍🤝‍🧑 My Companions (👨‍👩‍👧‍👦 My Clan & 👥My Connections)
4. 💼 My Career / 💱 Our Economics
5. 🏘️ Our Community (🏛️ Citizenship & 🪆 Culture)
6. 🏳️‍🌈 Our Co-Humanity
7. 🌐 Ecosystems (🧬 Creaturekind & 🌌 Cosmos)

✺ Categories of Competencies

EducateONE basis its categories of competencies on an ontology that differentiates the essence of each type of competency:

1. 🧭 Character (Ethics)
2. 🏇 Conditioning (Habits/System I Thinking)
3. 🤸 Corporeality (Physical Skills)
4. 🗂️ Recollection (Memory)
5. 🎨 Creativity
6. 🔃 Continual Improvement (Learning)
7. 🤔 Critical Thinking (Reasoning)
8. 💬 Communicating
9. 🧮 Calculating (Math)
10. ⚙️ Constructs (Technology)

While each of these categories are of a distinct essence from the others, it is rare for them not to overlap in practice.  

Adapting these Models to Regulations for Specific Institutions & Programs

Global SchoolONE Competencies Offered

In compliance with California Education Codes §§ 48222, 51210 & 51220, our instruction of competencies shall be in any of the following branches of study or any other prescribed by our governing board:

(a) English, including knowledge of and appreciation for literature, language, and composition, and the skills of reading, listening, and speaking.

(b) Social sciences, drawing upon the disciplines of anthropology, economics, geography, history, political science, psychology, and sociology, designed to fit the maturity of the pupils.  Instruction shall provide a foundation for understanding the history, resources, development, and government of California and the United States of America; instruction in our American legal system, the operation of the juvenile and adult criminal justice systems, and the rights and duties of citizens under the criminal and civil law and the State and Federal Constitutions; the development of the American economic system, including the role of the entrepreneur and labor; the relations of persons to their human and natural environment; eastern and western cultures and civilizations; human rights issues, with particular attention to the study of the inhumanity of genocide, slavery, and the Holocaust, and contemporary issues.

(c) Foreign language or languages designed to develop a facility for understanding, speaking, reading, and writing the particular language.

(d) Physical education, with emphasis given to physical activities that are conducive to health and to vigor of body and mind.

(e) Science, including the physical and biological aspects, with emphasis on basic concepts, theories, and processes of scientific investigation and on the place of humans in ecological systems, and with appropriate applications of the interrelation and interdependence of the sciences.

(f) Mathematics, including instruction designed to develop mathematical understandings, operational skills, and insight into problem-solving procedures.

(g) Visual and performing arts, including dance, music, theater, and visual arts, with emphasis upon development of aesthetic appreciation and the skills of creative expression.

(h) Applied arts, including instruction in the areas of consumer and homemaking education, industrial arts, general business education, or general agriculture.

(i) Career technical education designed and conducted for the purpose of preparing youth for gainful employment in the occupations and in the numbers that are appropriate to the personnel needs of the state and the community served and relevant to the career desires and needs of the pupils.

(j) Automobile driver education, designed to develop a knowledge of the provisions of the Vehicle Code and other laws of this state relating to the operation of motor vehicles, a proper acceptance of personal responsibility in traffic, a true appreciation of the causes, seriousness and consequences of traffic accidents, and to develop the knowledge and attitudes necessary for the safe operation of motor vehicles. A course in automobile driver education shall include education in the safe operation of motorcycles.

Development of Competencies

Language of Development

In compliance with California Education Codes §§ 48222, direct instruction shall be taught in the English language, but competencies may be developed in whichever language is most appropriate, and any learning involving a language other than English shall still be deemed as part of the student's work product.

Participants

Global SchoolONE Employee Background Checks

In compliance with California Education Code § 44237, LiveScan fingerprinting are required of those who meet the all of the following requirements:

1. Are a paid employee or contractor (not a volunteer)
2. Have physical contact with California students
3. Are not a student themself
4. Are not a parent that only has contact with their own children as students

Regulations

Global SchoolONE as a California Private School

Global SchoolONE is committed to following all applicable laws and regulations required of it as a California private school:

• Private Schools Education Code for Private Schools
• Private Schools Frequently Asked Questions
• California State Regulation of Private and Home Schools

California Private School Affidavit

In compliance with California Education Code § 33190, each October Global SchoolONE shall submit the required California Private School Affidavit following California Department of Education's Instructions.