<\/p>\n At Essex High School, students construct STEM-based PLPs within an advisory, doing both group and individually constructed projects, and choosing a community partner with whom to complete an internship where credit hours take place during the traditional school day.<\/p>\n [soundcloud url=”https:\/\/api.soundcloud.com\/tracks\/198393208″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” \/]<\/p>\n And check out these letters to the local newspaper, penned\u00a0by Hazen Union High School educators and students, helping their local community understand the importance of moving from traditional education to PLPs. As they put it:<\/p>\n The team has published a series of editorials in our local newspaper,\u00a0The Hardwick Gazette<\/i>. Each letter featured a stakeholder writing about one component of Flexible Pathways. Our goal was to build understanding and support in our community for Act 77 from different perspectives.<\/p><\/blockquote>\n Hazen High School’s letters to the editor:<\/p>\n They also produced, with the help of a grant from the Vermont Principal’s Association, a video in which students query local community members about their knowledge of Act 77:<\/p>\n![\"Personalizing](\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2014\/11\/laurenparren-300x296.jpg\")
<\/a>PLPs are non-traditional pathways by which students can navigate from entrance to graduation in a way that’s personally meaningful. By studying topics they’re passionate about, students continue to stay engaged; by collaborating on the plans with educators and family, students’ passions can be translated into real-world learning that oftentimes exceeds standards for learning.<\/p>\nTaking it to the streets: PLPs are a community issue<\/h3>\n
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