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Four Start Award Winner

       
Category of Nominated Practice:   OUTSTANDING SCHOOL/WORK-BASED PRACTICE
       
School(s) Name (s):   FAIRFIELD CENTER SCHOOL
       
Outstanding Practice Nominee:
       
  Project Name:   MIDDLE LEVEL JOB SHADOWING
       
  Project Contact:   Beth Branon
       
  Mailing Address:   57 Park Street, Fairfield VT 05455
       
  Telephone:   (802) 827-6639
       
  E-mail:   tiejud@plainfield.bypass.com
       
Contact for Nomination Proposal:
       
  Name:   Richard Shanley, Principal
       
  Telephone:   (802) 827-6639
       
Partnership Name:   Franklin-Grand Isle School-to Work and
Workforce Investment Board
       
Score:   4.3 on a 5 point scale (below); see the Rubric for detailed criteria
       


1

Modest

Criterion not addressed or evidence not measurable


2

Notable

Evidence that criterion is addressed, but attempt or outcome merely adequate


3

Honorable

Genuine effort to address criterion and to provide evidence.


4

Distinctive

Stands out from
other practices; relation of practice to criterion is clearly defined, impressive, and creative


5

Superlative

Hits the nail
on the head; unambiguous relationship to criterion; thoroughness and depth are inspiring


1.

  Describe specifically how the practice includes activities that address on one more of the four areas of Vital Results: Communication, Reasoning and Problem Solving, Personal Development, Civic and Social Responsibility

The Fairfield School-to-Work Job Shadowing specifically addresses two areas of Vital Results: Communication and Personal Development. In the area of communications, each of our 8th graders conducts a personal interview at the chosen job-shadowing site with his/her employer for the day. Each student also completes a written portfolio piece as well as a written report of his/her job shadowing experience as part of the Language Arts grade. All 8th graders have the opportunity to enhance their oral communication skills by individual oral presentations to classmates, to the 6th and 7th graders at the weekly Speakers Program Assembly and at a year-end School-to-Work Banquet for parents and staff members. Students, in addition, prepare a resume and a job application in their chosen field of interest.

Our program also addresses several aspects of the Personal Development Vital Results. Students explore their own values, write about their family work histories, complete interest inventories, develop personal profiles, write a personality paper centered around "'Who Am I?" and discuss five job opportunities with their family members. Their personal values and decision-making abilities are greatly enhanced during their participation in this excellent program.

 

   

2.

  Describe specifically how the practice includes activities that address the Vermont Standards in one or more Fields of Knowledge: Art, Language and Literature history and Social Sciences Science, Mathematics and Technology.

Our School-to-Work Program includes several activities that address the Vermont Standards in several fields of knowledge. These areas include: Language, history and Social Sciences and Technology.

In the Language Arts area, students write several reports including oral and written pieces as well as maintaining a written portfolio folder with job site pictures taken by each student included in the packet. Students also complete personal resumes, job applications and conduct interviews at the chosen job sites. They also write thank you notes to all job shadowing employers.

In the area of History and Social Studies, students research and write up a personal family work history and gather information on the Internet and in books, articles, etc. about five different career options.

Activities in the area of technology include the completion of computer-based interest inventories, the procurement of career information through the Internet and the use of word processing to write papers, thank you's and interview questions.

 

   

3.

  Describe specifically the activities that connect the academic program to one or more work-based, applied learning or career awareness opportunities.

Our outstanding School-to-Work Practices include the following activities that integrate academic programs to several work-based, applied learning or career awareness opportunities.

Both 7th and 8th grade program members listen to business speakers and classroom speakers during their regular class day. School-to-Work members participate in our Middle Level Speakers Program held weekly for all 6th - 8th grade students. Field trips include visits to Voc-Tech Centers, visits to the local businesses, attendance at the Franklin County School-to-Work Job Fair in St. Albans (all 8th graders), trips to C.C.V. to work on the Choices Junior Career Exploration computer program and visits to area colleges.

Our Language Arts Program which is academically rigorous and age appropriate integrates School-to-Work job shadowing, interviewing, oral reporting and portfolio piece writing based on job shadowing into the regular academic program.

Students also integrate the School-to-Work job shadowing program into the Middle Level Program by constructing and displaying job shadowing experiences pictures, reports, job information) on the main bulletin board near the entrance to the school.

 

   

4.

 

Describe the planning process for the practice, focusing on the following four elements:

  • What written learning objectives were established in advance of implementation?
  • How did students and teachers collaborate to develop learning objectives?
  • How was feasibility evaluated in advance of implementation?
  • What role did students take in design of the practice itself?

The School-to-Work course outline including expectations, main goals, assessments and rubrics, sample units and complete overview of the program is included with this packet (See resource samples for Course Outline and Course Rubrics).

Written learning objectives were established in advance of implementation, reflect many of the state standards and are found in our yearly grant application.

At weekly classes, the teacher and the students collaborate in the development of rubrics, learning objectives, activities, etc.

Feasibility was evaluated in advance of the implementation on a yearly basis by having students each year complete an end of the program evaluation sheet (i.e., What worked well? What changes need to be made?) The course uses Standards-based Beliefs and Practices and reinforces practical areas of the state standards, assessments and best practices deemed to be important by students in the program.

 

   

5.

  Describe how it is verified that classroom-based programs are academically rigorous and activities are age appropriate.

Our classroom-based programs are academically rigorous with age-appropriate activities as evidenced by a continuous evaluation of the program by students, the teacher and the principal. Outcome based evaluation tools are used including peer and self-assessments. (See resource samples for Course Outline.)

 

   

6.

  Provide evidence of on-going partnership between the participating school and the employer.

(See resource samples for Course Outline.)

 

   

7.

  List the applicable federal and state laws and guidelines relevant to the practice, and describe how compliance is assured.

The program has been carefully reviewed by administrators and the local school board yearly through a reporting process and meets all federal and state laws and guidelines relevant to the practice (EOE, all special education laws, Vermont Statutes Annotated, Vermont Education Laws, etc.) Compliance is assured by the principal through a strict review process.

 

   

8.

  Describe and give examples of how the practice builds relationships between students and adults.

Job shadowing employers attend the yearly School-to-Work Banquet to hear students' reports and to be with them at the banquet. All middle level staff members hear students' oral reports and learn more about characteristics of each student through this experience. These experiences build ongoing positive relationships between Franklin County adults and students.

 

   

9.

 

Explain how evaluation is designed into the practice, as evidenced by the following:

  • Continuous or regular evaluation to ensure that educational learning opportunities and participant performance continue to meet high standard of relevance and quality.
  • Outcome-based evaluation tools are used, including peer and self-assessments.

Students receive a grade each marking period and must participate in the program to graduate from the 8th grade. (See Course Outline and Course Rubrics for evidence of continuous evaluation and high standards.) Outcome-based evaluation tools including peer and self-assessments are reflected in the Course Outline. (See resource samples for the items mentioned.)

 

   

10.

  Provide documentation that demonstrates that the practice is effective in improving student performance in meeting the Vermont Standards, and that effectiveness is measured by using meaningful, student-centered indicators of success.

Student-centered indicators of success for our school include reduced yearly rates of suspension and other disciplinary action. 50% of Fairfield's present 9th graders made the honor rolls at B.F.A. during the first trimester. We track all high school grades as part of our continuous improvement model. Students, because of our School-to-Work program are now choosing high school courses with more awareness of a career direction and job goal options. Our School-to-Work program is an integral part of our yearly School Action Plan. (See resource samples for Course Outline.)

 

   

11.

  Explain how this practice is capable of continuation and going to scale, and identify the specific indicators or measures of sustainability present in this practice.

This practice is capable of continuation and going to scale through ongoing support of the administration and the school board. Additional funding sources will be accessed if necessary to ensure the continuation of this worthy program. We now have a 7th grade School-to-Work program that motivates and prepares students for a more expanded program during their 8th grade year.
     

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