Best practices are exemplary programs nominated from their regions as representative of the best examples of STW learning opportunities. These descriptions are detailed and include a brief overview, planning and implementation, alignment with state standards, lessons learned, sustainability plans, evaluation results and contacts for further information. Materials produced to support the practice (e.g., teacher and student guides, checklists, surveys, curriculum outlines, etc.) are also included if available. Clicking on "MORE" will take you that specific, detailed best practice description with options to download/print the description (and any associated attachments) as a PDF file or as a Word document.
	Burr & Burton Field Study Course Students attending Burr & Burton Academy (BBA) are able to sign up for a one, two or three credit Field Study Course where they are placed as an apprentice in a community business, agency or with a professional artist or entrepreneur. The primary purpose of this elective credit course is to offer students an opportunity to explore the reality of different career/employment options as well as learn the knowledge and skill necessary for a person to function as an architect, banker, auto body repair specialist, artist and more. Students experience different professional careers or specialty trades through a hands-on, in depth learning opportunity that lasts a minimum of four months. More
	Four Star Outstanding Practice Award Winner Newbury Elementary School: Teacher - Trudy Fadden The Newbury Elementary School/Cold Regions Research & Engineering Laboratory (NES/CRREL) Partnership is a coordinated effort between the classroom teacher Trudy Faden of Newbury Elementary School and Leonard Zablinski of the Cold Regions Research & Engineering Laboratory (CRREL), Army Corps of Engineers. Students work with a team of engineers from CRREL on their "Ice Action on Riprap" research testing in the CRREL Test Basin. Students study and profile the banks of the Connecticut River at Huntington Farm, evaluate past and potential erosion, test models for different shore protection techniques, and study the microscopic structure of ice at the CCREL labs. More
	Rutland High School Y.E.S. Plan Year End Studies (Y.E.S. Plan) is a required element of the academic year, offering a variety of learning experiences (such as applied academics, community service learning, work-based learning opportunities) for all Rutland High School students. The 3 week program is designed to provide half day and full day courses, seminars, field experiences, internships, community service and other teaching and learning opportunities. Students are offered a myriad of enrichment and remedial courses giving them the opportunity to explore or enrich their learning beyond what has traditionally been offered during the school year. More
	Vermont Educators' Best Practices in Applied Academic Instruction NEW From 1999-2001, Vermont Technical College's "Vermont Educators' Best Practices Conference" highlighted many of the outstanding examples of applied academic instruction taking place in Vermont middle schools and high schools. Educators from around the state gathered to participate in workshops designed by their Vermont colleagues to share best practices being used to improve student learning specifically in the areas of mathematics, science, technology, and communication. Scanned copies of many of these best practice presentations are now available in PDF* format. More
	Vermont REAL REAL Enterprises helps individuals, schools, communities, and rural America grow through hands-on entrepreneurship education. REAL Enterprises' purpose is to prepare children, youth, and adults to be active, self-sufficient, and productive citizens who contribute to their community's social and economic development. REAL is an acronym for Rural Entrepreneurship through Action Learning. REAL prepares students for America's increasingly entrepreneurial economy by offering courses which focus on the entrepreneurial process, critical thinking, creativity, persuasive communication, research, and using technology effectively. Teachers facilitate learning by reinforcing students' abilities to find their own answers to their own questions. More
	Walden Mini-REAL Mini-REAL is an in-school enterprise or community engaging all students in applied and experiential learning. The process can be tailored to fit the individual, school or community needs. Ideally, the Mini-REAL community would function for a portion of each day, but it could occur two or three days a week or be a part of the total classroom's learning activities with community business conducted only on a specific day each week. The number of days devoted to Mini-REAL activities is therefore, governed by the organizational pattern of the school and the desires of those implementing it. The Mini-REAL program functions best when a minimum of 45 minutes a day is devoted to the program. The Mini-REAL is also scalable: the community can be in one classroom, all members of a single grade level or multiple classes. It can be during class time, or before/after school. It can be paced to cover a semester, a school year, or concentrated into a single month. More
	Cabot School IOTA (Individual Opportunity to Achieve) Capstone Project Required for graduation at Cabot School, IOTA Capstone Project allows a student to choose a topic of his/her own interest and passion, select a faculty or community mentor for support, then develop an individual learning plan around that topic. Common elements of the student’s plan include research, portfolio development, job shadows, apprenticeship, service learning, product and final presentation. The process is celebrated by the school community, including students, educators, families and other community members, at an IOTA Fair at the end of the year where all students display their experiences. More
	Champlain Valley UHS Graduation Challenge The Graduation Challenge is a program that provides each CVU senior with the opportunity to design and carry out a personally meaningful educational program, one that includes making connections with the community beyond the school walls. The guiding principle of Graduation Challenge is that all CVU candidates for graduation must demonstrate their abilities to research a subject of their own choosing. Through the creation of a tangible product, each student will apply the knowledge gained in a 30-hour community experience and from his/her research. The student will also write formally about the research and speak about his/her program in a formal setting. Successful completion of the Graduation Challenge requirements is a pre-requisite for graduation and participation in Graduation ceremonies and activities. NOTE: The Graduation Challenge Student Handbook is available PDF* format on the CVU website; click on the following link. More
	Irasburg Elementary Eighth Grade Career Challenge The Eighth Grade Career Challenge at Irasburg Elementary School provides students the opportunity to learn about a specific career through research, a community work experience, and the creation of a presentation. This presentation is first given to a panel of community members and then to underclassmen in the form of a career fair. An interdisciplinary approach is the strength of this practice. A team of educators from language arts, visual arts, technology, guidance, and family consumer sciences work together to integrate components of the "Challenge" into their classroom curriculum. More
	Rutland Region Education Alliance (RREA) Capstone Project The Capstone Initiative is a means for students to integrate learning from many different sources–school, personal, family and community. The initiative provides students with the opportunity to establish a sound work ethic, high academic achievement, effective social skills, good citizenship and a sense of altruism that leads to informed decision making and responsible action. More
	Danville Career Planning and Decision Making Course Danville High School’s "Career Planning and Decision Making Course" is an elective, one semester course offered to sophomores, juniors and seniors. It was developed with the assistance of a regional School To Work grant in 1998, which subsidized the personnel necessary to teach the initial offering of course. That personnel cost has since been picked up in the local school budget. More
	Orleans/Northern Essex STW Partnership Career Development Portfolio The Career Development Portfolio functions as a fluid compilation of year-to-year plans, accomplishments, and assignments, experiences and projects. Pieces may be added or deleted from the portfolio as a student progresses through grade levels. The portfolio should illustrate high levels of competence and skills as a student grows and matures. It should also provide students with a means to comprehensively demonstrate what they know and can do. More
	Vermont Educators' Best Practices in Applied Academic Instruction NEW From 1999-2001, Vermont Technical College's "Vermont Educators' Best Practices Conference" highlighted many of the outstanding examples of applied academic instruction taking place in Vermont middle schools and high schools. Educators from around the state gathered to participate in workshops designed by their Vermont colleagues to share best practices being used to improve student learning specifically in the areas of mathematics, science, technology, and communication. Scanned copies of many of these best practice presentations - including two presentations related to career development portfolios - are now available in PDF* format. More
	Windsor School District "Jacket Packets" The Windsor School District has designed and implemented a career development portfolio for all students in grades 9-12 at the Windsor High School. The portfolio is named Jacket Packets to reflect the school mascot, the yellow jacket. For students in grades nine through eleven, the actual "packets" are manila folders stored in the advisor's office. Students use this packet to maintain records of their career exploration and academic activities. During senior year, students start to use a three-ring binder as the Jacket Packet; at this point the packet becomes a display of the student’s best work, career exploration, evaluations, awards, and work experience. This more formal portfolio format provides a helpful tool when students apply for post-secondary education or work. More
	Burr & Burton Academy Exemplary Curriculum for Career Exploration What do you want to do with your life? What are you good at? What do you enjoy? Answering these questions is what this course is all about. Students will spend time looking at their lifestyles, goals, values, skills, and aptitudes. Students will then explore different career interest areas and the skills needed to work in each. Finally, students will develop a career plan by examining the link between course selection and career preparation, and discovering what educational and/or training opportunities are available after high school. Students will also learn how to prepare a resume and will become familiar with the interview process. There are no prerequisites to taking this course. NOTE: Burr & Burton Academy has adopted new curriculum and graduation requirements for the Class of 2003, built around Core Course Requirements and election of an area of concentrated study (e.g. Visual and Performing Arts, Business, Information Technology, etc.). More
	Four Star Outstanding Practice Award Winner Fairfield Center School: Teacher - Beth Branon Beth Branon’s Middle Level Job Shadowing course is a comprehensive career exploration curriculum, culminating in job shadowing experiences for all middle school students. Business speakers come into the classroom, and students make field trips to local business, vo-tech centers and the annual Franklin WIB Job Fair. Students create a career exploration portfolio, a written report and an oral presentation. . .Parents assist students in identifying job shadowing opportunities. The course concludes with a series of classes to help the students transition to high school. More
	Learn to Earn Learn to Earn is a workforce development program that markets career opportunities to high school students and their parents. Learn to Earn is sponsored by the Greater Burlington Industrial Corporation (GBIC) the Lake Champlain Regional Chamber of Commerce. Originally created by Kelliher, Samets, Volk, a Burlington-based public relations and marketing firm, Learn to Earn is a "career bound" education initiative that creates pathways to careers in manufacturing, technology and value-added businesses. More
	Lunenburg School District Career Exploration Field Trip The Career Exploration Field Trip program in the Lunenburg School District gave students an opportunity to investigate their career options during visits to eleven different locations. The district also purchased twelve video field trips for math/science career investigations in the 7th and 8th grades. Each field trip was incorporated into the current curriculum endeavor. The purpose was to expand student awareness of: the full range of workplace opportunities, expectations for opportunities in that field in the future, responsibilities of the jobs, and paths that exist for getting to these positions.These opportunities provide a foundation for students to learn what work exists so that they can make better choices in their personal and career preparation as the years go by. More
	Springfield High School Career Cluster Day Career Cluster Day is an annual half-day event that provides Springfield High School students an opportunity to explore career requirements by meeting with local employers representing many different occupations. A Career Cluster Day differs from a traditional Career Fair by offering information through small seminars, rather than by exhibits or booths. Each year, teachers work with local employers to develop seminars, highlighting career interests indicated on student surveys. In each seminar, employer-presenters provide students with information on education and skills needed for various career positions within their organizations. Presenters discuss their own level of education, the skills they used regularly on the job, and how their typical work day looked. More
	Vermont Educators' Best Practices in Applied Academic Instruction NEW From 1999-2001, Vermont Technical College's "Vermont Educators' Best Practices Conference" highlighted many of the outstanding examples of applied academic instruction taking place in Vermont middle schools and high schools. Educators from around the state gathered to participate in workshops designed by their Vermont colleagues to share best practices being used to improve student learning specifically in the areas of mathematics, science, technology, and communication. Scanned copies of many of these best practice presentations - including one presentation related to career exploration - are now available in PDF* format. More
	St. Johnsbury Academy Career Technology Pathways Technology Career Pathways is a course designed to introduce freshman to technical education. The students will be introduced to 11 different subject areas: Robotics, Bioengineering, Materials and Processes, Hydraulics, Computer Aided Drafting, Aerospace, Research and Development, Checking and Savings, Investing, Internet, Marketing, Power Point, and Career Development. Each course emphasizes the use of technology. The course is taught by two teachers, and the students rotate through different areas every three weeks. More
	South Royalton HS Community Based Learning Program The Community Based Learning Program is an elective course at South Royalton High School that provides a learning-by-doing experience for students in grades eleven and twelve, using the community as an extension of the classroom. This practice provides the opportunity for students to explore careers, learn new skills and make educational and career contacts. The class is graded on a pass/fail basis, and students earn academic credit based on the number of hours they participate. More
	Barnet Elementary Peace Crane Earring Project This service learning project was conducted with a group of seventeen sixth-graders during the 1998/99 school year. It evolved out of another service learning project, which several of these students had participated in the previous year. As with the best of learning experiences, it ballooned and carried both students and teacher in exciting new directions. In fifth grade, these students had participated in an international children's project to make and contribute one million paper cranes to the Sadako Peace Monument in Hiroshima, Japan. We learned of the project via the Internet. Because we had just read Ellen Coerr's moving novel, Sadako and the Thousand Paper Cranes, about Sadako, a young WWII victim of the nuclear bombing of Japan, we were excited to participate. The students grew very skilled at folding cranes and successfully fulfilled the class quota of 1000 cranes for the monument. More
	Four Star Outstanding Practice Award Winner Poultney High School: Teacher - Lynn Silvestro Students from Lynn Silvestro’s semester-long Community Service Learning class develop a public services message for distribution through the local cable access channel. Students research the chosen topic, develop their story, write scripts, designate roles/characters, produce, direct and act in the video, managing all facets of the project. More
	Rutland High School Y.E.S. Plan Year End Studies (Y.E.S. Plan) is a required element of the academic year, offering a variety of learning experiences (such as applied academics, community service learning, work-based learning opportunities) for all Rutland High School students. The 3 week program is designed to provide half day and full day courses, seminars, field experiences, internships, community service and other teaching and learning opportunities. Students are offered a myriad of enrichment and remedial courses giving them the opportunity to explore or enrich their learning beyond what has traditionally been offered during the school year. More
	Geiger/Mt. Abraham Union High School Our intention was to develop a "Soft Skills" curriculum that would include a range of subject matter including communication, collaboration, motivation, teamwork, conflict resolution, self-esteem and diversity. In fact, it was our hope to create a model program to be replicated in other school systems around the state. The curriculum design was intended to speak to any number of ages and learning styles, and called for a very deliberate mix of theory and hands on learning opportunities. This is an elective course for credit and appeals to students from grades 9 through 12. More
	Mack Molding/Arlington High School "Exploring Careers: A Hands on Approach" is a cooperative course with Mack Molding. This pilot course runs for 90 minutes on Tuesdays and Thursdays for the spring semester 2000. Students spend 1 day a week at Mack Molding with Mack Molding personnel conducting those classes. The focus of the course is "soft skills", those skills which are needed in all professions. Some of the areas to be covered are communication, collaboration, conflict resolution, problem solving, group dynamics, and motivation. Students are expected to keep a journal and portfolio of the semester’s work. There are 5 students for the pilot semester. More
	Central Vermont STW Collaborative The Central VT School-to-Work region is comprised of 5 school districts and 23 regional schools. Our region is a large geographical area that encompasses most of Washington County (with the exception of Northfield and Williamstown schools) and spans an area from Cabot in the northeast, to the Sugarbush Valley in the southwest. The establishment of the STW Liaison Network was initiated in 1997. There are now 14 liaisons in 12 of the region’s 23 schools. We have been very invested in this model because a liaison network: facilitates wider and easier communication between schools and the region; improves the knowledge base and dissemination of STW information; establishes a system for the sharing of successful practices; and provides a stable foundation for STW practitioners to support each other. More
	Franklin-Grand Isle Liaison Network In the very first year of their five year grant, the Franklin Grand Isle STW program (now the Workforce Investment Board or WIB) acknowledged the need for an onsite contact between each schools and the STW partnership, and recruited teachers and guidance personnel to act as liaisons for their school. The partnership first sought permission from the principal to make a ten minute presentation at a staff meeting and ask for a volunteer. Liaisons were paid a stipend for their additional time but had to go through the RFP process for any additional STW funding for resources. More
	Linking Learning to Life Linking Learning to Life (LLL) is a comprehensive school-to-career initiative in the Burlington School District, which includes 6 elementary schools, 2 middle schools, a high school, a technical center and alternative education programs. LLL is based at Burlington H.S. and Burlington Technical Center, which gives staff considerable direct access to students, teachers, and administrators at those schools. We have less direct access to the elementary and middle schools and therefore, piloted this year a school liaison model called Linkers. More
	Orleans/Northern Essex STW Partnership Establishing STW Liaisons in the schools was identified as a best practice by VT STW during the program progress reviews of 1998. ONE STW adopted this practice in the fall of 1998. The STW Liaison’s role is to increase STW activities by disseminating information within the school and by arranging time to promote STW at school board meetings. Liaisons provide the educators and school administrators with information about STW and related activities. This partnership will help to develop ownership of STW in the school and assure communication throughout a wide-spread region. More
	Brattleboro Mentoring Program This mentoring project is designed to support "at-risk" high school students from several high schools in the Brattleboro region. Youth from broken homes, economically disadvantaged or troubled backgrounds are provided with support from caring adult volunteer mentors, with the goal of providing a positive adult role model. Research has shown that this interaction help to develop self-esteem and leads to better social and academic performance. Being exposed to real-life work experiences allows students to see the direct relationship between academic performance and life achievement. The combined impact gives at-risk adolescents crucial support while demonstrating the need to stay in school. An additional benefit is exposure of adults to the high school atmosphere, which leads both parties to a better understanding of the community and its challenges. More
	Three River Valley STW "Let's Do Lunch" Mentoring Program The "Let’s Do Lunch" mentoring program of Three River Valley Regional School To Work Partnership matches working business people with middle school students. Mentors and mentees meet one-on-one in a supervised setting at the school during lunch hour, once a week during the school year with one "reverse" lunch meeting at the mentor’s place of business to conclude the year. More
	Developing Personal Learning Plans at Montpelier High School Based on interviews with students, teachers, and administrators in Montpelier High School and district, this 32 page booklet, written by David Gibson (with John Clarke) and published in 2000 by the LAB at Brown University, details the story of how community-based learning for a few students laid the groundwork for what was to eventually become personalised learning plans for all Montpelier High School students. More
	Peoples Academy Individualized Studies (IS) Program Individualized Studies (IS) is a student-driven way to learn, offered to grades 7-12 at Peoples Academy (PA). The ownership of the learning rests squarely on the student’s shoulders. The phrase, "Tell me what I need to do to earn credit," has no meaning in IS. The IS response to that phrase is, "You tell us what you want to do. If together we decide that the idea has merit, then you can take that idea and create something that is credit-worthy." Having that kind of control over one’s own learning means two things: 1) the student has more responsibility, which can be a little scary, but 2) the student has more power to choose the style of learning that fits her/him best and the subject of the learning that fits her/his interests, which can be rewarding and even fun. More
	Bennington CCV's "College Start" Program Arlington Memorial High School, Burr and Burton Academy, Mount Anthony Union High School and the Community College of Vermont are jointly offering a College Start Program designed for students entering their junior year in high school. The program is five semesters in length and grants both high school and college credits to students who successfully complete courses. Targeted students are those who have the potential to do college level work but are unlikely to continue into post-secondary education. Students in the program are not generally involved in extracurricular activities such as sports, music, or high school clubs. More
	Linking Learning to Life's College Connections College Connections offers students from Burlington High School, Burlington Technical Center and school district alternative programs options for exploring post secondary education prior to graduation. Students enrolling in the program take college courses at Community College of Vermont, University of Vermont, Trinity College and Burlington College. While there, students earn both high school and college credit for successful completion. There is wide open course selection for students. Guidance is provided to students so that they may align their course selections with their interests and future career plans. College Connections is offered during after school hours and is not intended to replace existing high school courses. However, it is not offered at the high school. These are actual college courses offered in the college setting, not special classes for the high school students. More
	Excaliber Institute Due to shared geographical and socioeconomic characteristics, Lyndon State College, Lyndon Institute, St. Johnsbury Academy, Caledonia North, Caledonia Central St. Johnsbury and Essex-Caledonia Supervisory Unions formed a collaborative to foster improved service delivery to all students. The collaborative enriches existing student services, encourages new delivery models, enhances communication, provides opportunities for shared professional development, and ensures well-articulated and coordinated curriculum in the PK-16 setting. We believe that our capacity to serve our clients is greater in an atmosphere of cooperation and mutual respect. More
	Franklin-Grand Isle Summer Teacher Internships Realizing that allowing teachers the hands-on experience of being in a business was the most effective way to achieve the connection between academics and the workplace requirements of employment, the Franklin Grand Isle STW partnership developed a teacher internship program. The summer internship program of the Franklin Grand Isle Workforce Investment Board (STW) allows educators an opportunity to spend two weeks at a regional employer learning about the business and the needs of individuals to succeed in the workplace environment. As a result of the experience, educators develop Standards-based projects or units for implementation in the classroom with their students. More
	Lamoille Area Professional Development Academy (LAPDA) The purpose of LAPDA is to enable teachers and human service providers to be "consciously competent" adults who strive to help all students and their families be successful. Through a variety of learning opportunities, LAPDA seeks to provide these professionals with the skills necessary to work effectively with students and families. Research suggests it is through the attainment of skills by the individual and knowledge offered in service to the organization, that school communities and human service agencies move closer to fulfilling their stated missions. More
	Rutland Truancy Intervention Project Recognizing the correlation between dropouts and truancy, the Truancy Project uses a prevention-intervention model to support youth and families in the region and increase school graduation. The intervention model is a systems approach designed to help schools, parents and youth identify the issues resulting in truancy and create solutions and support systems to change behavior. Working together, a community intervention team and the family address the truant behavior in a way that is supportive, inclusive and consistent. More
	Central Vermont STW Student Database Central Vermont STW was one of the first partnerships in the state to create a network of in-school liaisons. After several years of development and on-the-job training, the liaisons of STW practitioners realized that they needed additional tools to assist them in providing STW opportunities to their students. Specifically, they needed more connection to the business community. To that end they developed two strategies: The first was a database and the second was a series of applied learning workshops that business members of the community would deliver to students in their classrooms. This summary will focus on the database project. More
	Rutland High School Y.E.S. Plan Year End Studies (Y.E.S. Plan) is a required element of the academic year, offering a variety of learning experiences (such as applied academics, community service learning, work-based learning opportunities) for all Rutland High School students. The 3 week program is designed to provide half day and full day courses, seminars, field experiences, internships, community service and other teaching and learning opportunities. Students are offered a myriad of enrichment and remedial courses giving them the opportunity to explore or enrich their learning beyond what has traditionally been offered during the school year. More
	Service Excellence Initiative The Service Excellence Initiative is a workforce training and development project focusing on premier customer service skills. The initiative aligns its efforts and products with high school curriculum development. It began in the Central Vermont region, was expanded in the Northeast Kingdom, and is now taking on a new dimension in the Lamoille Valley region. Suzanne Masland, who was a member of the Central VT Service Excellence Steering Committee, aligned the workforce initiative with high school education and curricula, and has replicated the project in the Northeast Kingdom and Lamoille regions. More
	Rutland High School Y.E.S. Plan Year End Studies (Y.E.S. Plan) is a required element of the academic year, offering a variety of learning experiences (such as applied academics, community service learning, work-based learning opportunities) for all Rutland High School students. In addition, the program includes remedial academic classes for students who want to take them. The 3 week program is designed to provide half day and full day courses, seminars, field experiences, internships, community service and other teaching and learning opportunities. Students are offered a myriad of enrichment and remedial courses giving them the opportunity to explore or enrich their learning beyond what has traditionally been offered during the school year. More
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