Sobre nosotros Encontrando inspiración en cada paso LIMITLESS is the Next Evolution link in one family's multigenerational Lifelong Dedication to Creating Revolutionary Learning Programs that are worthy of the children. We call it Learning REIMAGINED. In the 1970's, Mimi's family bought Montessori schools which brought this special learning method to both inner city and suburban children while preparing Mimi for her career as an educator, school administrator and education reformer. In the mid-1980's, Howard and Mimi Rothschild Mandel began homeschooling the first of their eight children. Mimi believed that "School was not safe for children and other living things", as the 60's poster declared about war. Homeschooling with books and home-made lesson plans was not what they hoped it would be. The first four Mandel kids did experience a real world success when the book series they were working on while mom was on bedrest with triplets was published by McGrawHill. This was the beginning of Mimi's vision for an experiential approach to learning based on projects, internships and real life experiences. In the mid-90's, the internet offered a world of possibilities but how would they harness its power to make a difference in their children's one childhood? In 2001, by combining Howard's software architect self taught skills and Mimi's filmmaking and Montessori experiences, the couple created the first ever online K-12 Christian school for homeschoolers that offered a multi-media rich curriculum with videos, audio, images, interactives and projects. The first online private school, The Grace Academy, grew into The Jubilee Academy, The Morningstar Academy, The Cambridge Academy and many others. These Academies have been privileged to teach over 700,000 children in 50 states and 35 countries since 2001 to the present. Before that, the Mandels broke boundaries for homeschoolers when they built one of the first ever online schools, The Einstein Academy Charter School, where the NEA told them "Computers are illegal for teaching children" while they sued them out of existence. (If you can't build a better mousetrap, just use taxpayer money to obliterate the with lawfare.) As the Mandel children got older and their needs changed, Mimi drew on her original vision for a new type of learning program that would extend beyond the standard K-12 curriculum. The ultimate job of a parent is to help their children imagine and prepare for independent lives outside the nest. After Howard was unexpectedly taken home to heaven in 2012, as a single parent of 6 living children, Mimi struggled to help some of her children find their purpose in life. Some tried college. Some started businesses. Some floundered. But all of them ultimately figured out how to learn what they needed to know using the most massive knowledge base- the Internet. Mimi then asked "How can we organize and categorize this gargantuan resource called web to make it possible for teens and young adults to figure out what exactly it is that they are best suited to do with their lives?". She started building courses by asking questions. Questions she frequently engaged in with her now adult children like "What kind of government do you want?" "Why is Capitalism wrong and Capitalism right?" "Will AI replace all jobs?" These and thousands of other questions borne from real world discussions form the basis of what is now available to you through LIMITLESS' 1400+ courses. Some are short (4-10 weeks long) and we call them Delight Driven or Real World Courses. Some are a school year long (up to 180 lessons for the entire year) and we call them Comprehensive CORE ACADEMIC Courses with names you will recognize like Math 1, Science 2 and Social Studies 3, etc. Mimi figured that with access to hundreds and hundreds of courses that took content from theoretical boringness to practical somethingness, these courses could be very useful in helping her her children choose their career paths. And once again, like she did in the late 90's with the first ever Online School designed for Homeschoolers, Mimi was unstoppable. She researched hundreds of online courses and online colleges, which were expensive and time-consuming. Most of them were pretty dry and uninspiring convincing her even more of the need for a low cost solution to how young adults find their calling. Mimi hired a passionate team, dreamed of courses and more courses, and she didn't stop working until it was ready. In 2020, while learning to cope with several devastating personal tragedies, she founded The Global Grief Institute , which provides certification programs for people to become Grief and Trauma Coaches. So many were now able to become the Grief Support they desperately needed while using their real life losses to benefit others. After years of more intense curriculum development, and in between helping her children homeschool Mimi's now 12 grandchildren, she is finally ready to launch her vision which has been 25 years in the making. LIMITLESS is thrilled to offer over 1400+ courses (and continually adding more every month) in every imaginable field of interest. Where does your learner begin? Take our Free PATHFINDER Questionnaire to find out your aptitudes, interests, strengths and passions. We then recommend several different pathways with suggest courses. Oh, and please forget the old model of paying thousands of dollars for 6 courses. Forget the old model of paying thousands of dollars for one college-level course. Now you have an infinitely better option! Mimi insisted that LIMITLESS be accessible to everyone. She has seen too many children over the decades miss out on a great education due to finances. And that meant a low monthly subscription fee. For $49.99 per month, your learner can explore every imaginable career possibility. If that is unsustainable, contact Mimi and she will help you. The Mandels dedicate LIMITLESS to Tobiah Tucker Mandel (July 15, 1999 - June 29, 2019) who did not make it out of his teens but lives Limitlessly now and forever with his brothers and father in Heaven. FREE TRIAL Soy un párrafo. Haz clic aquí para añadir tu propio texto y editarme. Soy un lugar ideal para contar una historia y que tus usuarios te conozcan mejor. Leer más Archivo de publicaciones No hay entradas todavía. Etiquetas No hay etiquetas aún. Tobey Tucker Mandel To Ensure Highest Standards

COMING SOON Tu verdadero camino Encontrando el llamado perfecto de Dios en tu vida Esta es tu herencia y tu llamado: vivir como alguien divinamente diseñado, dotado con un propósito y eternamente significativo a los ojos de Aquel que te creó. Mimi Rothschild Divinely Designed: The Sacred Purpose Within Each Soul In the quietness of creation's dawn, before time stretched its first moments across the cosmos, you were known. Not as an afterthought or a random occurrence, but as a divine intention—a being meticulously crafted with purpose and profound meaning. The ancient wisdom speaks of this truth: "Before I formed you in the womb I knew you, before you were born I set you apart." These words whisper the fundamental reality that echoes through every human heart: we are each created with exquisite intention. The Divine Fingerprint Like an artist who leaves distinctive brushstrokes on canvas, the Creator has placed unique markers of divine craftsmanship within each person. Your fingerprints—wholly unique among billions—mirror the deeper truth that your entire being carries signatures of purpose unlike any other. Your particular blend of talents, perspectives, and potential reflects a divine intention that cannot be replicated or replaced. Consider how the human family displays this magnificent diversity: some hands are designed to heal, others to build; some minds naturally unravel complex equations, while others weave words into tapestries of meaning. Some hearts instinctively reach toward those in pain, while others stand boldly against injustice. Each manifestation reveals not random chance but sacred design—gifts bestowed with purpose. Discovering Sacred Gifts These divine endowments often reveal themselves in unexpected ways. The child who cannot sit still in conventional settings may carry the gift of kinesthetic brilliance that will one day inspire movement and expression. The one who questions everything may hold the prophetic voice needed in a particular generation. The person who feels things deeply, sometimes painfully so, may have been given the gift of compassion that will heal wounded hearts that no one else can reach. Our gifts are not always obvious or celebrated by the surrounding culture. Sometimes they appear first as struggles or differences—the very things that make us feel separate or misunderstood. Yet within these distinctions often lie the seeds of our greatest contributions. The sensitivity that causes pain in youth becomes the empathy that brings healing in adulthood. The restless questioning that troubles authority becomes the innovation that transforms systems. Purpose Beyond Performance The divine intention for our lives transcends mere productivity or achievement. The sacred purpose woven into our being isn't primarily about what we do but who we become and how we love. Our gifts and abilities—whether extraordinary or seemingly ordinary—are channels through which divine love flows into a world hungry for authentic connection and meaning. Consider the person whose gift is presence—the ability to truly see others in their joy and pain. This gift may never build monuments or generate headlines, yet it may save lives through the simple miracle of making another feel fully known and valued. The one whose gift is faithfulness—showing up day after day with steady commitment—may never receive applause yet may provide the foundation upon which communities and families flourish. The Interweaving of Divine Purpose No gift exists in isolation. The tapestry of humanity reveals how our individual threads are meant to intertwine, creating patterns of meaning far greater than what any single life could produce alone. The teacher's gift activates the student's potential. The encourager's word awakens dormant courage in another's heart. The visionary's dream requires the builder's hands. This sacred interdependence reminds us that purpose is never solely individual. We are created for community—for giving and receiving, for supporting and being supported. Our gifts find their fullest expression not in isolation but in relationship, where divine design reveals itself through our connections with others. Finding Your Way Through Mystery The journey toward purpose rarely follows a straight line. For many, discovering their divine design unfolds gradually through seasons of searching, questioning, and even wandering. Sacred purpose often reveals itself not in dramatic revelations but in moments of quiet alignment when something within resonates with truth and says, "This is where I belong." Sometimes we discover our gifts through joy—those activities that bring us alive, where time seems to suspend and we experience a sense of flow. Other times, we find them through pain—the very wounds that, once healed, become wells of wisdom and compassion from which others can drink. In both pathways, the divine hand guides, using all experiences to shape us toward our truest calling. The Courage to Become Embracing your divine design requires courage—the willingness to step into the fullness of who you were created to be, even when that path differs from expectations or conventional success. It means trusting that your particular constellation of gifts, even with their limitations and edges, was intentionally crafted for specific contributions that only you can make. This courage faces opposition from voices both external and internal that question your worth or belonging. Yet deeper than these doubts runs the current of divine intention that has carried you from before your first breath. This intention whispers that you are not an accident of cosmic chance but a necessary expression of sacred creativity. The Divine Symphony When we live from our authentic gifts, we join a symphony that has played across generations—each life contributing unique notes to a composition of divine love unfolding through human experience. Some play brief, brilliant solos that transform the melody forever. Others provide the steady rhythms that sustain the piece through changing movements. Each part, written by the Master Composer, proves essential to the whole. In this symphony, there are no insignificant instruments. The quiet flute carries notes that the powerful percussion cannot express. The moments of rest and silence prove as meaningful as the grandest crescendos. So too with human purpose—each life carries irreplaceable significance in the unfolding story of creation. Veritas' Invitation Today the team behind Veritas extends an invitation to recognize the sacred intention woven into your being. To see your gifts not as personal possessions but as divine treasures entrusted to your care for the blessing of others. To embrace both your brilliance and your limitations as part of a perfect design. And to step with courage into becoming fully who you were created to be. For in this becoming—this gradual unfolding of divine purpose through a willing heart—you participate in something far greater than individual achievement. You join the ancient and ongoing story of love made manifest through human lives. Your particular gifts, offered freely, become channels through which the divine continues to touch and transform the world. This is your inheritance and your calling: to live as one divinely designed, purposefully gifted, and eternally significant in the eyes of the One who dreamed you into being. Mimi Rothschild, Founder LIMITLESS PRUEBA GRATUITA

The Veritas Academy offers unlimited access to over 1000 online courses for the entire homeschooling family. IGNITE YOUR JOY, FIND YOUR FUTURE Because One Size Education FAILS All Colección colosal de cursos exclusivos Solo disponible aquí. Ofrecemos 1084 cursos y añadimos más a diario. Envía tu solicitud y la crearemos. A Day in the Life of a Computer Scientist What's It Like to be a Video Game Designer? The Strategies for Fortnite The Secrets of Minecraft Introduction to 3D Modeling How Far Can We Go? Limits of Humanity Introduction to Machine Learning Algorithms Cryptography Essentials for Developers Timelapse of Future Technology Why Age? Should We End Aging Forever? 3D Printing: A Comprehensive Guide Quantum Computers Explained – Limits of Human Technology Introduction to Algorithms The Genius Way Computers Multiply Big Numbers Do Robots Deserve Rights? What if Machines Become Conscious? Intro to Computer Forensics How did the Enigma Machine work? 100+ Computer Science Concepts Explained Programming Basics: Drawing Alan Turing: Celebrating the Life of a Genius Introduction to Biotechnology Unlocking AI Creativity: A Stanford Approach Python Power-Up Course: Step Into Coding in 5 Weeks Computer and Information Research Scientists: Innovating the Digital Psychology of Game Design Turing Machines: The Accidental Birth of Computer Science Azure Cloud Fundamentals The Neuralink Brain Chip Is Reality Real? The Simulation Argument Generative AI in a Nutshell Quantum Computing The Rise of the Machines – Why Automation is Different this Time How Life Will Look In 2050? Restricted: How Big Tech Is Taking Away Your Freedom The Game That Learns: Exploring Machine Learning through MENACE and Hexapawn The Most Useful Thing AI Has Ever Done Game & Simulation Programming AI Has a Fatal Flaw—And Nobody Can Fix It AI Techniques for Identifying Suspicious Patterns AI Sales Prospecting: Automate Outreach at Scale with AI Virtual Reality and Augmented Reality The Singularity is Coming: Life in an AI Guided World Top 10 Ways AI Can Save You Time Can You Upload Your Mind & Live Forever? Computer Information Systems Roblox Game Design with Lua (Level 1) The Man Who Revolutionized Computer Science With Math Cryptocurrencies Artificial Intelligence and Fraud Secrets of Roblox Exploring Higher Dimensions Planets 101 | Planets Of Our Solar System Timelapse of the Future: A Journey to the End of Time The Origin of Consciousness: How Unaware Things Became Aware What if the World turned to Gold? - The Gold Apocalypse Biology Explained in 17 Minutes Did The Past Really Happen? Your Time Machine Broke - At The Worst Time In History Recycling for Kids | Recycling Plastic, Glass and Paper Black Holes Explained: From Birth to Death Careers in Life Science Fusion Power Explained – Future or Failure How Bacteria Rule Over Your Body – The Microbiome The Most Gruesome Parasites: Understanding Neglected Tropical Diseases (NTDs) The Last Light Before Eternal Darkness – White Dwarfs & Black Dwarfs The Rise of the Machines – Why Automation is Different this Time Why We Don't Get Our Drinking Water from the Ocean Mechanical Engineering Human Anatomy and Physiology All of Physics in 14 Minutes Vastness of Time Through Scale Models What is Spin? A Geometric explanation Surviving a Nuclear Attack Exploring the Big Bang Theory Apologetics: Creation vs. Evolution Geoengineering: A Horrible Idea We Might Have to Do The Deadliest Being on Planet Earth – The Bacteriophage Bronfenbrenner's Ecological Systems: 5 Forces Impacting Our Lives Introduction to Botany Day in the Life of a Mega-ship Marine Engineer Virtual Reality and Augmented Reality 3D Printing: A Comprehensive Guide What If The Earth Stopped Spinning? Wormholes Explained – Breaking Spacetime Stewardship of God's Earth Why Are You Alive: Understanding Life, Energy & ATP Human Extinction Chaos: The Science of the Butterfly Effect Quantum Computers Explained – Limits of Human Technology Understanding the Multiverse The Most Horrible Parasite: Brain Eating Amoeba The Ocean is Way Deeper Than You Think VFX Artist Reveals How Much Water is Actually on Earth CRIME SCENE INVESTIGATION: FORENSICS GENERAL CHEMISTRY explained in 19 Minutes Explore Marine Life for Kids The Closest We’ve Come to a Theory of Everything What the Upcoming Geomagnetic Reversal Will Do to Earth Spacetime Shortcuts What Is DNA? De la pasión a la profesión. Del caos a la claridad. ¿Cómo está usted fomentando las habilidades que su hijo necesitará cuando sea adulto? Podemos ayudar. Nuestro Plan de Aprendizaje Personalizado Gratuito, basado en los talentos y fortalezas de su hijo, le permitirá descubrir su verdadera vocación y alcanzar sus aspiraciones. Guía a tu hijo para que salga de la confusión y la falta de rumbo y lo lleve hacia la claridad y la paz de seguir su verdadero camino. FREE TRIAL Temas asombrosamente inspiradores (para cualquiera que alguna vez haya deseado que la escuela no fuera tan aburrida e irrelevante sin conferencias o tonterías de Zoom) It's a Paradigm Shift Course AI TutorBot Audio Support Teacher's Video Summaries Digital Badges Our AI Tutor is dedicated to each course, providing in-depth knowledge and personalized guidance to enhance your learning experience. With Audio support, you can listen to course content, making learning more accessible and accommodating different learning preferences. Enjoy video summaries in every course, where our teachers provide concise explanations of key topics, aiding in better understanding and retention. Digital badges enhance recognition and motivation by visually representing skills. They inspire personal growth resulting in motivated & happy learners. Para tu verdadero camino Pruebe nuestro Pathfinder personalizado GRATIS Marca registrada Desbloquea tu potencial con el Pathfinder personalizado y gratuito, exclusivo de Veritas Academy. Adaptado totalmente a tus intereses y habilidades, nuestra herramienta de vanguardia creará una lista cuidadosamente seleccionada de cursos en línea recomendados: tu Plan de Aprendizaje Personalizado (PLP) único. Es rápido, fácil y gratuito. Tu PLP se enviará por correo electrónico en minutos y es tuyo. Actualiza en cualquier momento, ya que añadimos nuevos cursos a diario. Obtenga certificados e insignias digitales para su currículum. Comparte esta herramienta gratuita y sin compromiso con tus amigos y familiares. PATHFINDER GRATIS Nuestra misión Nutriendo mentes mientras se revelan caminos futuros Nuestro plan de estudios cuidadosamente elaborado tiene un doble propósito: guiar a los niños a través del conocimiento esencial y, al mismo tiempo, descubrir los talentos únicos que pueden dar forma a su futuro. At LIMITLESS, we empower families to unleash their authentic passions and forge purposeful futures. Through our unwavering dedication to truth, innovation, and reinventing education, we cultivate an environment where curiosity flourishes and inspiration soars. Our Real World, Passion Driven courses pose real relatable problems. We are laser focused on sparking curiosity that will uncover each individual's unique calling. The world awaits their irreplaceable contributions. Plantear problemas del mundo real. Conocimiento que perdura. Significativo y relatable. Desmitificar el mundo adulto. Cultivar habilidades esenciales. Cuestiónate todo Fomentar el crecimiento. Da a luz tu visión. FREE TRIAL Explora nuestro innovador enfoque educativo en Veritas Academy. Nuestra escuela en línea ofrece un entorno de aprendizaje dinámico, adaptado a las necesidades de cada estudiante, que fomenta su crecimiento y éxito. Impulsado por la pasión Si te gusta, lo haces más Basado en la investigación Haz una pregunta que importe Conectado Cuando el contenido conecta, se queda Interactivo Aprendiendo haciendo Talk to People Who Changed the World Mother Theresa CHAT Jesus of Nazareth CHAT Confucius CHAT Martin Luther King CHAT 50 Influential People Available Now and Hundreds More In Development To Ensure Highest Standards Pioneering ground-breaking educational programs since 2001. "...una educación en casa increíble..." VERITAS ACADEMY ha sido una plataforma increíble de educación en casa que les ha dado a mis hijos ideas geniales. Los cursos abordan temas importantes y los han ayudado personalmente y para su futuro. Timothy Thompson, Texas Me sorprende constantemente la calidad y cantidad de los cursos. El examen Pathfinder acertó al identificar los intereses de mi hija y le encantan los cursos recomendados... Sin duda, esta es la mejor opción en mis 11 años de educación en casa. "....continuamente sorprendido por la calidad y cantidad...." Emma Meyer, Nueva York Testimonios "...los niños se presentaron Ideas para cursos.... Mis hijos enviaron ideas para los cursos y, en una semana aproximadamente, recibimos un correo electrónico diciendo que ya habían terminado. ¡Qué genial! ¡Hablando de aprendizaje personalizado...! Lisa M. Janney Manchester, Reino Unido "...¡$1.33 al día! ¿Cómo puede ser? ¿pasaste por eso? ¡¡¡1000 cursos por unos $1.33 al día!!! ¿Cómo puedes dejar pasar esa oportunidad? ¿Qué se puede conseguir por $1.33? Nada. ¡Es una ganga! ¡Y este precio lo tenemos mientras sigamos inscritos! Milly Miles, Ciudad del Cabo, Sudáfrica "...¡gané la lotería!" Como madre de tres hijos que el año pasado empezó a educarlos en casa, quiero que se liberen del desagrado que sintieron en la escuela. Después de investigar opciones curriculares aparentemente infinitas, descubrí esto y siento que me saqué la lotería. S.J. McKinnon. Cleveland Heights, Ohio Send us a message
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LIMITLESS Homeschool GRADE K 199 US$ LIMITLESS and English K Math K Science K Social Studies K Art K Music K Health K Bible K (optional and free) SELECT LIMITLESS Homeschool Grade 1 199,99 US$ Veritas U English 1 Math 1 Science 1 Social Studies 1 Art 1 Music 1 Health 1 Bible 1 (optional and free) SELECT LIMITLESS Homeschool Grade 2 199,99 US$ LIMITLESS and English 2 Math 2 Science 2 Social Studies 2 Art 2 Music 2 Health 2 Bible 2 (optional and free SELECT LIMITLESS Homeschool Grade 3 199,99 US$ LIMITLESS and English 3 Math 3 Science 3 Social Studies 3 Art 3 Music 3 Health 3 Bible 3 (optional and free) SELECT LIMITLESS Homeschool Grade 4 199,99 US$ LIMITLESS and English 4 Math 4 Science 4 Social Studies 4 Art 4 Music 4 Health 4 Bible 4 (optional and free) SELECT LIMITLESS Homeschool Grade 5 199,99 US$ LIMITLESS and English 5 Math 5 Science 5 Social Studies 5 Art 5 Music 5 Health 5 Bible 5 (optional and free SELECT LIMITLESS Homeschool Grade 6 199,99 US$ LIMITLESS and English 6 Math 6 Earth Science Ancient Civilizations Art 6 Music 6 Health 6-8 Bible 6 (optional and free SELECT LIMITLESS Homeschool Grade 7 199,99 US$ LIMITLESS and English 7 Math 7 Life Science American History 2 Art 7 Music 7 Health 7 Bible 7 (optional and free) SELECT LIMITLESS Homeschool Grade 8 199,99 US$ LIMITLESS and English 8 Pre-Algebra Physical Science American History 2 Art 8 Music 8 Health 8 Bible 8 (optional and free) SELECT LIMITLESS Homeschool Grade 9 199,99 US$ LIMITLESS and English 9 Algebra 1 Biology US Government Art 9 Music 9 Health 9 Bible 9 (optional and free) SELECT LIMITLESS Homeschool Grade 10 199,99 US$ VERITAS U English 10 Geometry Chemistry Economics Art 10 Music 10 Health 10 Bible 10 (optional and free) Latin 1, 2 and 3 German 1 and 2 French 1, 2, and 3 Spanish 1, 2, and 3 50+ Electives SELECT LIMITLESS Homeschool Grade 11 199,99 US$ LIMITLESS and English 11 Consumer Math or Trigonometry Forensics or Physics or Computer Science World History Art 9-12 Music 9-12 Health 11 Bible 11 (optional and free) Languages 50+ Electives SELECT LIMITLESS Homeschool Grade 12 199,99 US$ LIMITLESS and English 12 Consumer Math or Trigonometry Forensics or Physics or Computer Science World History Art 9-12 Music 9-12 Health 9-12 Bible 12 (optional and free) Languages 50+ Electives SELECT Choose one GRADE to Start Your Free Trial

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¿Qué son las insignias digitales? Las insignias digitales son credenciales electrónicas que se otorgan a los estudiantes por completar tareas específicas, dominar habilidades o demostrar competencias clave. A diferencia de las calificaciones tradicionales, las insignias digitales son altamente personalizables y pueden representar hitos académicos, extracurriculares o incluso socioemocionales. Cada insignia incorpora metadatos que evidencian los logros del estudiante, cuándo y cómo. Insignias digitales Unleashing Student Potential: How Digital Badges Improve Learning Outcomes in K-12 Schools As education evolves to meet the needs of 21st-century learners, K-12 schools are increasingly seeking innovative ways to motivate students and foster deeper engagement. Among the most promising tools in this landscape are digital badges—dynamic, visual representations of skills, achievements, and mastery that students can earn throughout their educational journey. Digital badges have the power to revolutionize learning outcomes by incentivizing students, encouraging exploration, and driving achievement to new heights. The Motivational Power of Badges Research consistently demonstrates that recognition and feedback are critical motivators** in learning. Digital badges leverage both: Immediate Recognition: Students receive badges as soon as they meet a goal, providing instant acknowledgment of their efforts. Tangible Progress: Seeing a collection of badges grow gives students a clear visual representation of their achievements, building self-esteem and persistence. A 2018 study published in the Journal of Educational Technology & Society found that students who could earn badges for meeting specific milestones were "more engaged and proactive in their studies" than those who only received traditional grades. Badging systems tap into students' intrinsic and extrinsic motivation, encouraging them to take ownership of their learning. Inspiring Exploration and Lifelong Learning One of the most compelling aspects of digital badges is their ability to encourage exploration. Because badges can be awarded for a variety of accomplishments—ranging from mastering a challenging math concept, coding a new program, participating in an art competition, or demonstrating leadership—students are incentivized to venture beyond the core curriculum and try new activities. Badges also support personalized learning pathways, allowing students to pursue areas of interest at their own pace. This flexibility encourages students to take risks, explore unfamiliar subjects, and develop diverse skills—all essential for success in an ever-changing world. Real-World Success Stories Schools across the globe are already witnessing the transformative impact of digital badge programs: Summit Public Schools in California implemented a badging system to recognize a wide range of student achievements—including collaboration, perseverance, and subject mastery. As a result, students reported feeling more motivated, with an increased willingness to tackle difficult assignments. Chicago Public Schools introduced digital badges to encourage STEM exploration. Teachers noted a marked uptick in participation in after-school science and robotics clubs, as students were eager to collect and share their digital accomplishments. Boosting Achievement and College Readiness Badges don’t just motivate—they improve learning outcomes. When students can see clear, achievable goals represented by badges, they are more likely to stick with challenging tasks, leading to higher mastery rates. Additionally, digital badges can: Demonstrate skill mastery: Badges provide clear evidence of learning, helping teachers and parents track student growth over time. Support college and career readiness: Students can showcase their badges in digital portfolios or applications, demonstrating a range of skills often missing from report cards. Build a growth mindset: Badges reinforce that learning is a continuous journey, celebrating every step of progress. Integrating Digital Badges Into K-12 Curricula For badges to be truly effective, schools should align them with meaningful learning objectives and ensure transparency about what each badge represents. Strategies for successful integration include: Collaborate with teachers: Develop badge criteria together so they reflect important skills and standards. Leverage existing technology: Use learning management systems that support badging, making distribution and tracking seamless. Engage students in design: Let students help create badge themes or challenges, increasing buy-in and relevance. Conclusion: Reaching Higher, Together As K-12 education continues to evolve, digital badges offer a powerful, flexible tool for incentivizing student growth, encouraging exploration, and driving higher achievement**. By recognizing a wide range of accomplishments, digital badges not only celebrate what students already know but inspire them to reach for more—unlocking potential and preparing them for success in school and beyond. Leer más FREE TRIAL

Choose Your Perfect Plan VERITAS U $49.99 /mo 1200+ Real World Microcourses Access for Entire Household PATHFINDER Personalized Learning Plan Parenting, Homeschooling, Marriage, Homeschooling Courses Preview of Certification Courses (ie Naturopathy Cert, etc) No Teachers, Diplomas, or Transcripts Badges & Certifications Leaderboard Game 24/7/365 Access Submit Your Course Ideas New Courses Added Weekly FREE TRIAL Cancel Anytime VERITAS HOMESCHOOL $199.99 /mo +$149.99 REG FEE EVERYTHING IN VERITAS U Parent Led Curriculum Provider You should register as a homeschooler and comply with state regs. 8 Core Academic Comprehensive Courses 36 week long, 180 lessons English, Math, Science, Social Studies, Art, Music, Health, Bible (optional), Languages and Electives FREE TRIAL Cancel Anytime VERITAS ACADEMY $299.99/mo +$149.99 REG FEE EVERYTHING IN VERITAS U You are enrolled in an online Private K-12 School Teacher in Every Subject Diplomas, Transcripts, & School Credits Registered with Florida Dept. of Education Unlimited Teacher Chat in real time 8 Core Academic Comprehensive Courses 36 week long, 180 lessons English, Math, Science, Social Studies, Art, Music, Health, Bible (optional), Languages and Electives Colleges may accept our college level courses for credit. School choice vouchers accepted. FREE TRIAL Cancel Anytime VERITAS U LIFETIME $2999.99/mo EVERYTHING IN VERITAS U FREE TRIAL

Choose Your Perfect Plan LIMITLESS $49.99 /mo 1300+ Real World Microcourses Access for Entire Household PATHFINDER Personalized Learning Plan No Teachers, Diplomas, or Official Transcripts Badges & Certifications Leaderboard Game 24/7/365 Access Submit Your Course Ideas New Courses Added Weekly 50 (and adding more) Parenting/Marriage/Homeschooling Courses for Adults FREE TRIAL Cancel Anytime LIMITLESS HOMESCHOOL $199.99 /mo +$149.99 REG FEE EVERYTHING IN LIMITLESS PLUS Parent Led Curriculum Provider No Teachers, Diplomas or Official Transcripts You should register as a homeschooler and comply with state regs. 8 Core Academic Comprehensive Courses 36 week long, 180 lessons English, Math, Science, Social Studies, Art, Music, Health, Bible (optional), Languages and Electives FREE TRIAL Cancel Anytime LIMITLESS ACADEMY $299.99/mo +$149.99 REG FEE EVERYTHING IN LIMITLESS PLUS You are enrolled in an online Private K-12 School Teacher in Every Subject Diplomas, Transcripts, & School Credits Registered with Florida Dept. of Education Unlimited Teacher Chat in real time 8 Core Academic Comprehensive Courses 36 week long, 180 lessons English, Math, Science, Social Studies, Art, Music, Health, Bible (optional), Languages and Electives Colleges may accept our college level courses for credit. School choice vouchers accepted for those who qualify. FREE TRIAL Cancel Anytime LIMITLESS U LIFETIME $2999.99 EVERYTHING IN LIMITLESS FREE TRIAL

High School Diploma Requirements This applies to students attending LIMITLESS Academy only. NOTIFICATION REQUIREMENTS.—The school district must notify students and parents, in writing, of the requirements for a standard high school diploma, available designations, and the eligibility requirements for state scholarship programs and postsecondary admissions. The Department of Education shall directly and through the school districts notify registered private schools of public high school course credit and assessment requirements. Each private school must make this information available to students and their parents so they are aware of public high school graduation requirements. (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT REQUIREMENTS.— (a) Four credits in English Language Arts (ELA).—The four credits must be in ELA I, II, III, and IV. A student must pass the statewide, standardized grade 10 ELA assessment, or earn a concordant score, in order to earn a standard high school diploma. (b) Four credits in mathematics.— 1. A student must earn one credit in Algebra I and one credit in Geometry. A student’s performance on the statewide, standardized Algebra I end-of-course (EOC) assessment constitutes 30 percent of the student’s final course grade. A student must pass the statewide, standardized Algebra I EOC assessment, or earn a comparative score, in order to earn a standard high school diploma. A student’s performance on the statewide, standardized Geometry EOC assessment constitutes 30 percent of the student’s final course grade. 2. A student who earns an industry certification for which there is a statewide college credit articulation agreement approved by the State Board of Education may substitute the certification for one mathematics credit. Substitution may occur for up to two mathematics credits, except for Algebra I and Geometry. A student may earn two mathematics credits by successfully completing Algebra I through two full-year courses. A certified school counselor or the principal’s designee must advise the student that admission to a state university may require the student to earn 3 additional mathematics credits that are at least as rigorous as Algebra I. 3. A student who earns a computer science credit may substitute the credit for up to one credit of the mathematics requirement, with the exception of Algebra I and Geometry, if the commissioner identifies the computer science credit as being equivalent in rigor to the mathematics credit. An identified computer science credit may not be used to substitute for both a mathematics and a science credit. A student who earns an industry certification in 3D rapid prototype printing may satisfy up to two credits of the mathematics requirement, with the exception of Algebra I, if the commissioner identifies the certification as being equivalent in rigor to the mathematics credit or credits. (c) Three credits in science.— 1. Two of the three required credits must have a laboratory component. A student must earn one credit in Biology I and two credits in equally rigorous courses. The statewide, standardized Biology I EOC assessment constitutes 30 percent of the student’s final course grade. 2. A student who earns an industry certification for which there is a statewide college credit articulation agreement approved by the State Board of Education may substitute the certification for one science credit, except for Biology I. 3. A student who earns a computer science credit may substitute the credit for up to one credit of the science requirement, with the exception of Biology I, if the commissioner identifies the computer science credit as being equivalent in rigor to the science credit. An identified computer science credit may not be used to substitute for both a mathematics and a science credit. (d) Three credits in social studies.—A student must earn one credit in United States History; one credit in World History; one-half credit in economics; and one-half credit in United States Government, which must include a comparative discussion of political ideologies, such as communism and totalitarianism, that conflict with the principles of freedom and democracy essential to the founding principles of the United States. The United States History EOC assessment constitutes 30 percent of the student’s final course grade. Beginning with the 2021-2022 school year, students taking the United States Government course are required to take the assessment of civic literacy identified by the State Board of Education pursuant to s. 1007.25 (5). Students earning a passing score on the assessment are exempt from the postsecondary civic literacy assessment required by s. 1007.25 (5). (e) One credit in fine or performing arts, speech and debate, or career and technical education.—A practical arts course that incorporates artistic content and techniques of creativity, interpretation, and imagination satisfies the one credit requirement in fine or performing arts, speech and debate, or career and technical education. Eligible practical arts courses are identified in the Course Code Directory. (f) One credit in physical education.—Physical education must include the integration of health. Participation in an interscholastic sport at the junior varsity or varsity level for two full seasons shall satisfy the one-credit requirement in physical education. A district school board may not require that the one credit in physical education be taken during the 9th grade year. Completion of one semester with a grade of “C” or better in a marching band class, in a physical activity class that requires participation in marching band activities as an extracurricular activity, or in a dance class shall satisfy one-half credit in physical education or one-half credit in performing arts. This credit may not be used to satisfy the personal fitness requirement or the requirement for adaptive physical education under an individual education plan (IEP) or 504 plan. Completion of 2 years in a Reserve Officer Training Corps (R.O.T.C.) class, a significant component of which is drills, shall satisfy the one-credit requirement in physical education and the one-credit requirement in performing arts. This credit may not be used to satisfy the personal fitness requirement or the requirement for adaptive physical education under an IEP or 504 plan. (g) Credits in electives.—School districts must develop and offer coordinated electives so that a student may develop knowledge and skills in his or her area of interest, such as electives with a STEM or liberal arts focus. Such electives must include opportunities for students to earn college credit, including industry-certified career education programs or series of career-themed courses that result in industry certification or articulate into the award of college credit, or career education courses for which there is a statewide or local articulation agreement and which lead to college credit. A student entering grade 9 before the 2023-2024 school year must earn eight credits in electives. A student entering grade 9 in the 2023-2024 school year or thereafter must earn seven and one-half credits in electives. (h) One-half credit in personal financial literacy.—Beginning with students entering grade 9 in the 2023-2024 school year, each student must earn one-half credit in personal financial literacy and money management. This instruction must include discussion of or instruction in all of the following: 1. Types of bank accounts offered, opening and managing a bank account, and assessing the quality of a depository institution’s services. 2. Balancing a checkbook. 3. Basic principles of money management, such as spending, credit, credit scores, and managing debt, including retail and credit card debt. 4. Completing a loan application. 5. Receiving an inheritance and related implications. 6. Basic principles of personal insurance policies. 7. Computing federal income taxes. 8. Local tax assessments. 9. Computing interest rates by various mechanisms. 10. Simple contracts. 11. Contesting an incorrect billing statement. 12. Types of savings and investments. 13. State and federal laws concerning finance. (4) GRADE FORGIVENESS POLICY.—Each district school board shall adopt policies designed to assist students in meeting graduation requirements including grade forgiveness policies. Forgiveness policies for required courses shall be limited to replacing a grade of “D” or “F” with a grade of “C” or higher earned subsequently in the same or comparable course. Forgiveness policies for elective courses shall be limited to replacing a grade of “D” or “F” with a grade of “C” or higher earned subsequently in another course. The only exception to these forgiveness policies shall be made for a student in the middle grades who takes any high school course for high school credit and earns a grade of “C,” “D,” or “F”. In such case, the district forgiveness policy must allow the replacement of the grade with a grade of “C” or higher earned subsequently in the same or comparable course. In all cases of grade forgiveness, only the new grade shall be used in the calculation of the student’s grade point average. Any course grade not replaced according to a district school board forgiveness policy shall be included in the calculation of the cumulative grade point average required for graduation. (5) AWARD OF A STANDARD HIGH SCHOOL DIPLOMA.— (a) A student who earns a cumulative grade point average (GPA) of 2.0 on a 4.0 scale and meets the requirements of this section or s. 1002.3105 (5) shall be awarded a standard high school diploma in a form prescribed by the State Board of Education. (b) An adult student in an adult general education program as provided under s. 1004.93 shall be awarded a standard high school diploma if the student meets the requirements of this section or s. 1002.3105 (5), except that: 1. One elective credit may be substituted for the one-credit requirement in fine or performing arts, speech and debate, or practical arts. 2. The requirement that two of the science credits include a laboratory component may be waived by the district school board. 3. The one credit in physical education may be substituted with an elective credit. (c) A student who earns the required 24 credits, or the required 18 credits under s. 1002.3105 (5), but fails to pass the assessments required under s. 1008.22 (3) or achieve a 2.0 GPA shall be awarded a certificate of completion in a form prescribed by the State Board of Education. However, a student who is otherwise entitled to a certificate of completion may elect to remain in high school either as a full-time student or a part-time student for up to 1 additional year and receive special instruction designed to remedy his or her identified deficiencies. (6) UNIFORM TRANSFER OF HIGH SCHOOL CREDITS.—Beginning with the 2012-2013 school year, if a student transfers to a Florida public high school from out of country, out of state, a private school, a personalized education program, or a home education program and the student’s transcript shows a credit in Algebra I, the student must pass the statewide, standardized Algebra I EOC assessment in order to earn a standard high school diploma unless the student earned a comparative score, passed a statewide assessment in Algebra I administered by the transferring entity, or passed the statewide mathematics assessment the transferring entity uses to satisfy the requirements of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA), 20 U.S.C. ss. 6301 et seq. If a student’s transcript shows a credit in high school reading or English Language Arts II or III, in order to earn a standard high school diploma, the student must take and pass the statewide, standardized grade 10 ELA assessment, or earn a concordant score. If a transfer student’s transcript shows a final course grade and course credit in Algebra I, Geometry, Biology I, or United States History, the transferring course final grade and credit shall be honored without the student taking the requisite statewide, standardized EOC assessment and without the assessment results constituting 30 percent of the student’s final course grade. (7) CAREER EDUCATION COURSES THAT SATISFY HIGH SCHOOL CREDIT REQUIREMENTS.—(a) Participation in career education courses engages students in their high school education, increases academic achievement, enhances employability, and increases postsecondary success. The department shall develop, for approval by the State Board of Education, multiple, additional career education courses or a series of courses that meet the requirements set forth in s. 1003.493 (2), (4), and (5) and this subsection and allow students to earn credit in both the career education course and courses required for high school graduation under this section and s. 1003.4281 . 1. The state board must determine at least biennially whether sufficient academic standards are covered to warrant the award of academic credit, including satisfaction of graduation, assessment, and state university admissions requirements under this section. 2. Career education courses must: a. Include workforce and digital literacy skills. b. Integrate required course content with practical applications and designated rigorous coursework that results in one or more industry certifications or clearly articulated credit or advanced standing in a 2-year or 4-year certificate or degree program, which may include high school junior and senior year work-related internships or apprenticeships. The department shall negotiate state licenses for material and testing for industry certifications. The instructional methodology used in these courses must comprise authentic projects, problems, and activities for contextual academic learning and emphasize workplace skills identified under s. 445.06 . 3. A student who earns credit upon completion of 1 year of related technical instruction for an apprenticeship program registered with the Department of Education under chapter 446 or preapprenticeship program registered with the Department of Education under chapter 446 may use such credit to satisfy the high school graduation credit requirements in paragraph (3)(e) or paragraph (3)(g). The state board shall approve and identify in the Course Code Directory the apprenticeship and preapprenticeship programs from which earned credit may be used pursuant to this subparagraph. 4. The State Board of Education shall, by rule, establish a process that enables a student to receive work-based learning credit or credit in electives for completing a threshold level of demonstrable participation in extracurricular activities associated with career and technical student organizations. Work-based learning credit or credit in electives for extracurricular activities or supervised agricultural experiences may not be limited by grade level. (b) Each school district should take the initiative to work with local workforce boards, local business and industry leaders, and postsecondary institutions to establish partnerships for the purpose of creating career education courses or a series of courses that meet the requirements set forth in s. 1003.493 (2), (4), and (5) that students can take to earn required high school course credits. Emphasis should be placed on online coursework and digital literacy. School districts must submit their recommended career education courses to the department for state board approval. School district-recommended career education courses must meet the same rigorous standards as department-developed career education courses in order to be approved by the state board. School districts participating in the development of rigorous career education courses will be able to better address local workforce needs and allow students the opportunity to acquire the knowledge and skills that are needed not only for academic advancement but also for employability purposes. (c) Regional consortium service organizations established pursuant to s. 1001.451 shall work with school districts, local workforce boards, postsecondary institutions, and local business and industry leaders to create career education courses that meet the requirements set forth in s. 1003.493 (2), (4), and (5) and this subsection that students can take to earn required high school course credits. The regional consortium shall submit course recommendations to the department, on behalf of the consortium member districts, for state board approval. A strong emphasis should be placed on online coursework, digital literacy, and workforce literacy as defined in s. 1004.02 (26). For purposes of providing students the opportunity to earn industry certifications, consortiums must secure the necessary site licenses and testing contracts for use by member districts. (8) STUDENTS WITH DISABILITIES.—Beginning with students entering grade 9 in the 2014-2015 school year, this subsection applies to a student with a disability. (a) A parent of the student with a disability shall, in collaboration with the individual education plan (IEP) team during the transition planning process pursuant to s. 1003.5716 , declare an intent for the student to graduate from high school with either a standard high school diploma or a certificate of completion. A student with a disability who does not satisfy the standard high school diploma requirements pursuant to this section shall be awarded a certificate of completion. (b) The following options, in addition to the other options specified in this section, may be used to satisfy the standard high school diploma requirements, as specified in the student’s individual education plan:1. For a student with a disability for whom the IEP team has determined that the Florida Alternate Assessment is the most appropriate measure of the student’s skills: a. A combination of course substitutions, assessments, industry certifications, other acceleration options, or occupational completion points appropriate to the student’s unique skills and abilities that meet the criteria established by State Board of Education rule. b. A portfolio of quantifiable evidence that documents a student’s mastery of academic standards through rigorous metrics established by State Board of Education rule. A portfolio may include, but is not limited to, documentation of work experience, internships, community service, and postsecondary credit. 2. For a student with a disability for whom the IEP team has determined that mastery of academic and employment competencies is the most appropriate way for a student to demonstrate his or her skills: a. Documented completion of the minimum high school graduation requirements, including the number of course credits prescribed by rules of the State Board of Education. b. Documented achievement of all annual goals and short-term objectives for academic and employment competencies, industry certifications, and occupational completion points specified in the student’s transition plan. The documentation must be verified by the IEP team. c. Documented successful employment for the number of hours per week specified in the student’s transition plan, for the equivalent of 1 semester, and payment of a minimum wage in compliance with the requirements of the federal Fair Labor Standards Act. d. Documented mastery of the academic and employment competencies, industry certifications, and occupational completion points specified in the student’s transition plan. The documentation must be verified by the IEP team, the employer, and the teacher. The transition plan must be developed and signed by the student, parent, teacher, and employer before placement in employment and must identify the following: (I) The expected academic and employment competencies, industry certifications, and occupational completion points; (II) The criteria for determining and certifying mastery of the competencies; (III) The work schedule and the minimum number of hours to be worked per week; and (IV) A description of the supervision to be provided by the school district. 3. Any change to the high school graduation option specified in the student’s IEP must be approved by the parent and is subject to verification for appropriateness by an independent reviewer selected by the parent as provided in s. 1003.572 . (c) A student with a disability who meets the standard high school diploma requirements in this section may defer the receipt of a standard high school diploma if the student: 1. Has an individual education plan that prescribes special education, transition planning, transition services, or related services through age 21; and 2. Is enrolled in accelerated college credit instruction pursuant to s. 1007.27 , industry certification courses that lead to college credit, an early college program, courses necessary to satisfy the Scholar designation requirements, or a structured work-study, internship, or preapprenticeship program. (d) A student with a disability who receives a certificate of completion and has an individual education plan that prescribes special education, transition planning, transition services, or related services through 21 years of age may continue to receive the specified instruction and services. (e) Any waiver of the statewide, standardized assessment requirements by the individual education plan team, pursuant to s. 1008.22 (3)(d), must be approved by the parent and is subject to verification for appropriateness by an independent reviewer selected by the parent as provided for in s. 1003.572 . The State Board of Education shall adopt rules under ss. 120.536 (1) and 120.54 to implement this subsection, including rules that establish the minimum requirements for students described in this subsection to earn a standard high school diploma. The State Board of Education shall adopt emergency rules pursuant to ss. 120.536 (1) and 120.54 . (9) CAREER AND TECHNICAL EDUCATION GRADUATION PATHWAY OPTION.—Beginning with the 2019-2020 school year, a student is eligible to complete an alternative pathway to earning a standard high school diploma through the Career and Technical Education (CTE) pathway option. Receipt of a standard high school diploma awarded through the CTE pathway option requires the student’s successful completion of at least 18 credits. A student completing the CTE pathway option must earn at least a cumulative grade point average (GPA) of 2.0 on a 4.0 scale.(a) In order for a student to satisfy the requirements of the CTE pathway option, he or she must meet the GPA requirement and: 1. Meet the requirements in paragraphs (3)(a)-(d) and, additionally, for students entering grade 9 in the 2023-2024 school year and thereafter, paragraph (3)(h); 2. Complete two credits in career and technical education. The courses must result in a program completion and an industry certification; and 3.a. For a student who enters grade 9 before the 2023-2024 school year, complete two credits in electives or work-based learning programs. A one-half credit in financial literacy may be included in the two credits of electives; or b. For a student who enters grade 9 in the 2023-2024 school year and thereafter, complete one and one-half credits in electives or work-based learning programs. (b) Each district school board shall incorporate the CTE pathway option to graduation in the student progression plan required under s. 1008.25 . (c) Adjunct educators certified pursuant to s. 1012.57 may teach courses in the CTE pathway option. (10) CAREER AND TECHNICAL EDUCATION CREDIT.—The Department of Education shall convene a workgroup, no later than December 1, 2024, to: (a) Identify best practices in career and technical education pathways from middle school to high school to aid middle school students in career planning and facilitate their transition to high school programs. The career pathway must be linked to postsecondary programs. (b) Establish three mathematics pathways for students enrolled in secondary grades by aligning mathematics courses to programs, postsecondary education, and careers. The workgroup shall collaborate to identify the three mathematics pathways and the mathematics course sequence within each pathway which align to the mathematics skills needed for success in the corresponding academic programs, postsecondary education, and careers. (11) RULES.—The State Board of Education shall adopt rules to implement this section. History.—s. 17, ch. 2013-27; s. 40, ch. 2014-39; ss. 33, 34, ch. 2014-184; s. 108, ch. 2015-2; s. 4, ch. 2015-6; s. 13, ch. 2016-237; s. 33, ch. 2017-116; s. 102, ch. 2018-110; s. 1, ch. 2018-154; s. 14, ch. 2019-119; s. 12, ch. 2021-52; s. 4, ch. 2021-157; s. 1, ch. 2021-158; s. 7, ch. 2021-160; s. 77, ch. 2022-4; s. 3, ch. 2022-17; s. 152, ch. 2023-8; s. 8, ch. 2023-13; s. 15, ch. 2023-16; s. 7, ch. 2023-39; s. 22, ch. 2023-81; s. 8, ch. 2024-125; s. 9, ch. 2024-163.

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