Human
Students’ physiological needs must be met;
Students’ safety needs must be met;
Students’ social belonging needs must be
met
Students’ esteem needs must be met;
Maslow (1943) initially stated that individuals
must satisfy lower level deficit needs before
progressing on to meet higher level growth
needs. However, he later clarified that
satisfaction of a needs is not an“all-or-none”
phenomenon, admitting that his earlier
statements may have given “the false
impression that a need must be satisfied 100
percent before the next need emerges”
(1987, p. 69).
National
Students need to know how to think critically;
Students need to master basic
technology/communication skills;
Students need opportunities to prepare for
college or complete an apprenticeship in a
vocational trade;
Students need to learn how to drive;
Students need basic consumer knowledge
and skills;
Students need to learn and practice empathy
and etiquette (including digital etiquette) in a
21st century society;
Students need to understand how to identify
bias and determine the authenticity of
sources;
Students need to understand the laws and
rights of their country;
Students need a broad, general knowledge in
a range of topics
State/Regional
Students must have an understanding of
South Carolina history and the history of the
Lowcountry;
Students should be exposed to a variety of
perspectives that are representative of South
Carolinian/Southern populations;
Students should be familiar with the main
industries that propagate their state
economies;
Students should be familiar with the political
geography of South Carolina.
Community
Students must have an understanding of the
history of Charleston and James Island as it
pertains to the whole of South Carolina and
the South throughout history;
Students should be familiar with the laws and
lawmakers of their community;
Students should have access to free
educational resources and opportunities in
their community;
Students should have access to collaborate
with members of other schools within their
communities;
Students should understand major problems
that exist within their communities and have
opportunities to propose solutions;
Students should be cognizant of major
industries that propagate their communities
and participate in a career-based internship
within their community
School
Students should have teachers
representative of a diverse population
(gender, ethnicity, age, beliefs, orientations);
ELL learners will have access to an on-site
ELL specialist;
Students living in poverty will have an
opportunity to enroll in free/reduced lunch
and breakfast programs;
Students will have access to a library rich in
contemporary and classic literature and
diverse in genres;
Students and teachers will have access to
several on-site technology specialists;
Students will have access to a variety of
extracurricular activities and organizations;
Students will participate in activities designed
to generate camaraderie and spirit within and
across grades.
Individual
Each student should have the opportunity to
be paired with a staff mentor through the
JICHS Connection; students involved in their
program will participate in organizing a service
learning opportunity;
Students will meet their guidance counselor
and parent(s) in a collaborative process to
map out an IGP (individualized graduation
plan) based on teacher recommendations,
test scores and class grades;
Students will be provided with a Google
Chromebook to serve as their learning device
for the duration of their time at JICHS (this will
aid the problem of students not completing
assignments due to no internet or computer at
home)