Local photographer Lianne Thurlow shares her career path and knowledge with yearbook and ELO students.
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Class of 2024 students Keyara Eason and Jules Luca researched the essential question "How has music interacted with world events?"
Class of 2025 Logan Voisine charted out his flights and included his weight, arm, and movement calculations.
Podcast interviewing guest Alyssa Burnham, a stretch therapist sharing her career path and life experiences.
Turn your passion or curiosity into school credit.
Extended Learning Opportunities (ELO's) give students the opportunity to learn outside the conventional classroom. We believe that students are more invested in their work when it is relevant and authentic. The premise behind ELO’s is that learning can take place anywhere, at anytime, by multiple means and they begin when they begin and they end when the end. Extended Learning Opportunities are a great way to take the initiative to challenge yourself and make the most out of your high school experience.
As a part of her presentation, Juliana Luca took her learning about different types of architecture and taught her peers about them. The class then had to create a list of materials and build a model house in the architectural style of their choice.
Class of 2024 Gage Thibedeau presented his "No Love Art Gallery" fashion line at a fashion show as part of the final presentation of his Fashion Entrepreneur ELO.
Class of 2024 Lilly Steves organized a toy drive / teddy bear toss as a part of her ELO focusing on Community involvement and service to others.
Is hydroponic farming a more sustainable method of farming for New England? That is the essential question that guided Class of 2025 May Muldoon through her botany advanced study.
How does this happen?
How does this happen?
Students interested meet with ELO Coordinator to develop a plan that will include the six compentents of en ELO. Once the plan is developed, the ELO Coordinator, Principal and Guidance Counselor will review it and either approve it or review for changes.
(If the student is doing an ELO that requires them to be placed into the community at a business setting, additional requirements are necessary before this can take place. Additional requirements include an interview with the ELO Coordinator, Department of Labor certification, interview with the Community partner and an internship training. At the Community Partner meeting, the student will be expected to engage in a two-sided interview which would allow all parties to determine if the placement is a good fit and would meet their overall ELO goals.)
During the ELO process, the student will be assigned a Google Drive Folder where all required work would be submitted. Some of the requirements of the ELO include, but are not limited to journal entries/reflection questions, time sheets, and individual progress self-reflections.
The journaling is an opportunity for the student to think about their learning, make predictions, note questions, and determine how this information can be applied in/to the future. A time log sheet will be kept to track the time that you work on your ELO. Students will be responsible for meeting with their Faculty Mentor or ELO Coordinator for regular check-ins to monitor progress and receive assistance and feedback. Students will also complete progress self-reflections as a way for all parties involved to track the progress of the ELO and to keep the competencies at the forefront of the work.
Every high quality ELO has four components; Research, Product, Reflection and Presentation. As the student navigates their way through the ELO experience, they will be required to do research and submit an annotated bibliography. As the students ELO develops, they will be required to create a deliverable Authentic Product that will be part of determining competency. The Product may take many forms depending on the ELO that has been developed. Reflection is an important part of the ELO experience, upon completion, the student will write a reflection that will summarize their journey through the ELO experience.
Students earn credit towards graduation for this ELO as either a requirement (if applicable) or as an elective. Credit is based on the number of competencies determined as credit bearing in the ELO plan and will vary with each experience. Competency grading is based on a rubric, which encompasses the four components of an ELO (Research, Product, Reflection and Presentation) as well as work study practices. In order to gain full credit for the ELO, students will have to demonstrate mastery of all competencies. Students not meeting expectations will have an opportunity to edit, revise, and improve their work in order to demonstrate competency.
Click on the picture to learn more about each type of learning opportunity
Click on the picture to learn more about each type of learning opportunity
Internships Project Based Learning Independent Coursework Career Exploration
Internships are a temporary, unpaid position where a student obtains knowledge and skills by working with a community mentor to gain practical experience at a business or profession of interest.
In a project based learning experience students gain deeper knowledge and skills by investigating a topic with independent research, contact with a community mentor, and hands-on activities. Students will have to actively explore real world problems and produce a real world artifact.
Students can work independently on a course through Edmentum. This is and option when taking the course through traditional pathways is not feasible.
In a Career Exploration students will research a career field of their choice, by taking Career and Interest Assessments, conducting independent research about the career of choice, conducting multiple interviews with people who are in that profession and participating in a job shadow experience.
Work Based Learning Advanced Study Service Aid
Work-based learning can include, but is not limited to, experiences such as paid internships, work placement, jobs, or through mechanisms such as Learn Everywhere, or an apprenticeship.
Advanced Study is a learning experience for students who have completed a course or courses and have a desire to continue to advance their learning when an advanced course is not available.
Service Aides are learning experiences where students provide assistance to a classroom teacher. Duties can include, but are not limited to assisting in the classroom, creating and maintaining visual classroom displays, filing, or working with small groups of students.
Six Components of an ELO
Essential Question
Essential Question
ESSENTIAL QUESTIONS FOCUS THE ELO AND DRIVE THE LEARNING
The essential question should
Motivate and shift students toward ownership of learning.
Be approachable from many different entry points.
Be thoughtful, provoking, and philosophical, and not have a simple (or “google-able”) answer.
Provide a baseline for the student to refine his or her own answer throughout the ELO experience.
Partners
Partners
ELO PARTNERS OFFER A RICH SOURCE OF KNOWLEDGE AND EXPERIENCE THE ELO
ELO PARTNERS OFFER A RICH SOURCE OF KNOWLEDGE AND EXPERIENCE THE ELO
Partners involved should
Partners involved should
Know their roles and responsibilities.
Have input in all aspects of the ELO experience.
Include the following individuals:
Student(s)
ELO Coordinator(s)
Mentor Teacher(s)
Community Partner(s)
Parent/Guardian(s)
Communication Plan
Communication Plan
THE STUDENT DESCRIBES HOW AND HOW OFTEN THEY WILL COMMUNICATE WITH ALL PARTNERS
THE STUDENT DESCRIBES HOW AND HOW OFTEN THEY WILL COMMUNICATE WITH ALL PARTNERS
The communication plan should:
Describe how regular communication with each partner will take place.
Reflect the needs and ability of the student.
Involve the student reflection process so partners can assess the student’s developing understanding.
Timeline & Benchmarks
Timeline & Benchmarks
A TIMELINE AND BENCHMARKS PROVIDE A FRAMEWORK TO ENSURE MOVEMENT TOWARDS COMPETENCY MASTERY
A TIMELINE AND BENCHMARKS PROVIDE A FRAMEWORK TO ENSURE MOVEMENT TOWARDS COMPETENCY MASTERY
The Timeline and Benchmarks should:
Contain the essential content of the ELO.
Represent tasks, reflections, rehearsals, practices, drafts, or small discreet projects that can be assessed formatively as well as provide a foundation for the summative assessment.
Provide an opportunity to review work by all partners involved in the ELO.
Assessment Plan
Assessment Plan
THE ASSESSMENT PLAN IS BASED ON COMMON COMPONENTS.
The ELO Assessment Plan should:
Be based on common components through which students
are assessed on the knowledge and skills demonstrated
through the ELO:
Reflection
Research
Product
Presentation
Credit Bearing
Credit Bearing
THE ELO IS BASED ON COMPETENCIES THAT GUIDE STUDENTS’ LEARNING AND TRANSLATE THE LEARNING INTO CREDIT.
THE ELO IS BASED ON COMPETENCIES THAT GUIDE STUDENTS’ LEARNING AND TRANSLATE THE LEARNING INTO CREDIT.
The Credit Bearing ELO should:
Describe competencies that illustrate what the student should know and be able to do.
Be considered for either core content or elective credit.
Consider interdisciplinary competencies.
Include college and career readiness standards.
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