Flexible Pathways
Flexible Pathways
Flexible pathways is an encompassing term for opportunities that allow expanded voice and choice in one’s education. Richford High School (RHS) is proud to offer flexible pathways to all learners. These pathways may allow students to prove proficiency in transferable skills and/or content specific indicators. When learners pursue experiences outside of our course listings, they consult with their school counselor for a discussion of options, prior approval, and appropriate next steps. The costs associated with flexible pathways experiences vary, are evaluated on a case-by-case basis, and are provided to learners as funding allows.
Learners have the opportunity to pursue coursework virtually; in some cases, a course is a blended-learning experience, involving both virtual and classroom-setting components. VTVLC offers online courses taught by certified Vermont teachers. There are many reasons why students may take a VTVLC course: to minimize scheduling conflicts, to offer variety in their schedule (i.e. if VTVLC offers a course we do not), for enrichment purposes, or perhaps for credit recovery. Every effort will be made to schedule students’ VTVLC courses during the regular school day. If this is not possible, students will be responsible for working on their VTVLC course on their own time. Enrolling in a VTVLC course requires prior approval from the Director of Guidance. You can learn more about VTVLC by clicking here. Online Class Contract
All Vermont high school students may enroll in two (2) free college courses during their junior and senior year by using a voucher provided by the state of VT. Students are responsible for any fees or text books associated with the college class. If students qualify, they may receive a $150 stipend from VSAC to help pay for course expenses. At this time, students may take college courses on any VT college campus (with the exception of Middlebury) or online (if the institution offers an online option). RJSHS also offers Dual Enrollment options that are built into the high school schedule and that are taught by Richford teachers (these are called Dual Enrollment Concurrent classes). Students may use their voucher for Concurrent Classes, or they may pay a significantly reduced rate of approximately $150 per course (versus $800-$1,000). RHS will offer one (1) credit for successful completion of a college course (college transcript must be submitted to the guidance office). The grade and credit will be issued on the high school transcript, and will be averaged into the high school GPA and class rank. Students must meet with the Director of Guidance prior to enrolling in the college class to make sure that the class is a good fit, and to complete the necessary paperwork/contract. Dual Enrollment Contract
Vermont's Early College Program is a full-year alternative to one’s senior year of high school. Learners take courses in college, completing their senior year of high school credits and their freshman year of college credits simultaneously tuition-free. Some Early College programs also include on-campus housing, however, only the cost of tuition is paid for by the state of Vermont; learners and families are responsible for the cost of housing, if applicable, transportation, textbooks, and meals. Early College on-campus programs are available at Community College of Vermont, Castleton University, Johnson State College, Lyndon State College (soon to be Northern VT University), Goddard College, and Norwich University. Vermont Academy of Science and Technology (VAST) at Vermont Technology College (VTC) is also affiliated with the Early College program. When participating in VT’s Early College program, learners are welcome to continue at the same college or to work with their RHS school counselor to apply to another college. In most cases, credits transfer to the learner’s next college, especially if that college is within the Vermont State College system. In cases where there is a specific plan, such as Early College at VTC then transferring to UVM, the learner should consult with the schools involved for clarification regarding the transfer process.
Students may gain knowledge and experience related to career development through opportunities such as: worksite visits and tours, career fairs, informational interviewing, job shadowing, unpaid/paid work experience, internships, and service learning. The purpose of WBL is for students to see the relevance between what they are learning in the classroom and real-world application. Additionally, students develop and refine important soft skills and technical skills necessary to be successful in the workplace. For long-term work or internship experiences (either paid or unpaid), students may earn credit in certain content areas and/or prove proficiency in transferable skills. Students must meet with the Work Based Learning Coordinator to set goals and develop a WBL plan. All WBL experiences must be added to students’ Personalized Learning Plans.
All learners interested in earning proficiency-based school credits or proving proficiency in transferable skills through an independent study should initially meet with their school counselor to express interest. When an independent study (IS) is chosen, an Independent Study Contract is developed in collaboration with the school counselor and the designated content-specific teacher(s). The contract ensures that both teachers and learners have clear expectations for what will be done during the semester and how proficiency-based credit will be earned. Contracts may be revised during the course of an IS based on formative feedback and assessment. A contract must be in place prior to the learning experience in order to earn credit. Independent Study Contract
Extended Learning Opportunities acknowledge that learning happens across all aspects of a person’s life. At RHS, we want to connect the learning that happens in school to learning and enrichment that happens during other endeavors. We want our learners to recognize that transferable and content specific skills are those that “transfer” across all settings, subject to subject in school, school to hobbies, school to work, even from job to job. ELOs provide learners with opportunities to demonstrate proficiency in all RHS Transferable Skills, as well as content specific areas, including those that might not be addressed through a learner's individual course path. Extended Learning Opportunities may take any number of forms (e.g., involvement in sports, clubs, theater, part-time jobs, educational summer camps, MedQuest, Boys' State, Girls' State, Governor's Institutes of VT , volunteering, etc). Anything that demonstrates one’s learning and growth offers a possibility for gathering evidence to demonstrate proficiency in a transferable skill indicator or content area.