Website: https://www.wsdvt.org/wmhs/ 
School Demographics:

• Grades Served: 6-12
• High School Enrollment (Grades 9-12): 241
• High School Race/Ethnicity: 35% Black, 34% White, 22% Asian, 2% Hispanic, 6% Multi-racial, 0.5% American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander
• Free/Reduced Price Lunch: 57%
• English Learners: 41%
• Special Education (504 Plan, Education Support Team, or IEP): ***

Winooski High School serves the community of Winooski, a former mill town of approximately 7,300 residents near Vermont’s largest city, Burlington. The high school reflects and celebrates the diversity of backgrounds and experiences of its students and families, which includes many who have come to Winooski in recent years through the International Refugee Resettlement Program. Student voice is evident throughout Winooski High School via its advisory representative, community meetings, and a newly formed athletic advisory council. The high school student-centered learning model can be seen in part through iLab, advisory, and flexible pathways for the voice and choice that learners have in what and how they learn. Described in more detail in the Draft Guiding Principles of Proficiency, Proficiency-Based Graduation Requirements are expectations that students are skilled (proficient) in specific transferable skills and Career and College Ready Standards before they graduate from Winooski High School. These standards and skills are organized into broad competencies called Graduate Expectations (GX) and Graduate Proficiencies (GP). The Winooski Graduate Expectations (GXs) are six broad transferable skill areas: Communication, Culture & Community, Critical Thinking, Creativity, Persistence, and Wellbeing. These GXs were established over a decade ago as an early attempt at a Portrait of Graduate. These GX’s are assessed through performance assessments and are evaluated by a team of teachers during Expo, student exhibitions of learning held in January and June that are open to parents and others. The school district is just now revisiting these transferable skills to identify how they can be the district’s (Pre-K to 12) Portrait of a Graduate.

 ▶ Watch this video describing the WHS Graduation Requirements, with an explanation of proficiency, grading changes, course requirements, flexible pathways, and graduate expectations (GXs) and related graduate proficiencies (GPs).

Additional Things to Know

• The School Profile summarizes the curriculum, schedule, graduation requirements, and additional learning opportunities like iLab.
• Instructional Vision working draft: This working draft outlines the core beliefs, teacher experiences, and student experiences of three core focus areas—collaborative, student-centered, and relevant—to describe impactful instructional practices that are at the heart of student engagement and educational equity for the school.

Website: https://huusd.org/

School Demographics:

• Grades Served: 7-12
• Enrollment: 579
• Schoolwide Race/Ethnicity: 95% White, 2% MultiRacial, 1% Black, 1% Asian, 1% Hispanic, 0.2% American Indian/Alaskan Native
• Free/Reduced Price Lunch: 9%
• English Learners: ***
• Special Education (504 Plan or Education Support Team): 18%

Harwood Unified Union School District (HUUSD) serves six rural communities in central Vermont: Duxbury, Fayston, Moretown, Waitsfield, Warren, and Waterbury. The district has seven schools: four PK-6 elementary schools, one PK-4 primary school, one 5-8 middle school, and a high school serving grades 7-12. Student-centered learning through flexible pathways is at the heart of the proficiency-based learning system at HUUSD. As described in the HUUSD Grading Guide, 6 HUUSD Learning Expectations—Communication & Creative Expression, Integrative Thinking, Literacy, Personal & Global Engagement, Problem Solving, and Self-Direction—describe the most essential skills, which are practiced and exhibited in different content areas, that students need to succeed in adult life. Students demonstrate achievement of Learning Expectations through their aggregate achievement of performance indicators over time which are scored using common rubrics. Students also demonstrate achievement of these Learning Expectations through a body of evidence over time. Noteworthy aspects of Harwood Union High School are advisory, ELO (Extended Learning Opportunities), Extended Studies, and Harkness pedagogy. Harkness fundamentally shifts the dynamics of the teacher-student relationship and places ownership and initiative for learning on the student. Based on brain research, it is grounded in the principle that “the one who does the work does the learning.” Harwood also is one of two schools in Vermont that has been awarded four Rowland Fellowships for teachers to implement a vision to transform an aspect of school that positively impacts culture and climate. Furthermore, Harwood students are actively involved in leadership that impacts academics, school culture, and climate. Students are represented on the school board, leadership teams, hiring committees, and other important committees, and lead their peers in all co-curricular activities.