Real-World Learning & Flexible Pathways

Essential to Act 77 is the concept of flexible pathways, which are part of Winooski’s vision for student-centered learning. During my fellowship, I plan to simultaneously design a system of assessment for authentic, multiple pathway learning opportunities while piloting said opportunities for students that will demonstrate the usability of the system. These opportunities must:

1. provide equitable access to personalized pathways that integrate real-world learning;
2. explicitly align with the WMHS Graduate Expectations (GXs), Graduate Proficiencies (GPs), and the PLP process that supports those goals;
3. utilize formative and summative assessments that guide and measure the exploration, practice, and demonstration of students’ learning;
4. utilizes the readiness of community partners and the robust networks of stakeholders in our greater community.

Crucial for each flexible pathway is a system of assessment that integrates teachers, supports the student, and utilizes the community partner, with the end goal of students earning proficiency towards graduation. My goal is to create the assessment system, based off the WMHS GXs and GPs, that is the missing link between the vision for “multiple pathways” and a map for students to travel those pathways. WMHS needs a system that “connects the dots,” and allows educators, students, and community partners to create learning opportunities that are greater than the sum of their parts. I plan to work with students to discover what experiences are already a part of their lives, and pilot the assessment system to explore the possibility of earning proficiency for student, self-designed experiences. The end result will allow for as many personalized, meaningful paths to graduation as there are students. More broadly, this system will invite the entire community to share responsibility for our learners’ growth, and to celebrate the collective value that each success brings.