PARTNER PERSPECTIVES (3/3): ​Leveraging Launch Now in Extended Learning Opportunities

Partner Perspectives on Workplace Learning and the Role of Launch Now

At Launch Now, we are passionate about connection, and we mean that in a multitude of ways—from linking students’ interests with opportunities to introducing schools to community partners. We are grateful to the collaborators who make these connections possible, and we look forward to serving them and many others as our platform grows. In this three-part series, we highlight a few of those individuals and organizations who understand the value of workplace learning and who have been supporting our mission since the beginning.

Leveraging Launch Now in Extended Learning Opportunitie

Adam Krauss is an extended learning opportunity (ELO) counselor at Exeter High School (EHS) in Portsmouth, NH. Previously a social studies teacher and a former journalist, Adam is now focused full time on helping students explore personalized learning experiences. Through the extended learning program, which is available to all students in grades 9-12, participants can earn core or elective credits needed for graduation, test drive possible careers, and dive into passion projects.
 
From architecture and aeronautics to welding and website development, student interests and pursuits are wide ranging. “Students have a lot of choice and voice in designing their learning experience,” explains Adam. “Together we craft a roadmap that works backward from their goal and tangible final project, establishing milestones and check-ins along the path.” The program is also heavy on reflection, he adds. Adam and the students take ample time to consider how their experiences are laddering up toward their goals.
 
Some participants find their mentors within the school itself, such as the student who is currently working closely with the drama teacher as she adapts and directs her own play. Other projects require connections to community partners.

This is where Launch Now plays the greatest role,” says Adam. “Finding those individuals and settings that can provide authentic real-world experiences is elemental. In the past, this required a combination of networking, cold calling, and luck—all the ways in which one typically builds a database. And while we still pursue those channels, Launch Now is an awesome tool to support this effort. It also means students don’t have to wait for me—they can use Launch Now to confirm there are opportunities out there that match their interests. The tool is like an autonomous sidekick that supports my role.”

​Adam also says the students have had great success engaging with the Launch Now survey, which helps them identify possible career paths that map to their skills and interests. It is especially helpful to students who may not follow a traditional model of higher education.
 
“While I can ask great questions and have empathy for their perspective, I can’t necessarily generate these categories and subcategories on the spot—I’m not familiar with every career cluster that exists. The Launch Now survey tool helps enlarge a student’s interest zone and point the way to potential career paths.”
 
Last year more than 70 students at EHS participated in the program. “It is by no means an exclusive club,” Adam explains. “Students who participate in an ELO may be self-starters and go-getters or they may also be on a very different part of the executive functioning spectrum. They all similarly see this as an opportunity to invest in themselves.”
 
This investment isn’t a one-way street, however. The purpose of the program is to be mutually beneficial; reciprocity is an important part of making the projects and internships robust, tangible, and authentic.
 
“For example, we had a student complete an ELO with the central office of the school district, with a focus on policy. She assembled an incredible spreadsheet with an impeccable level of analytic detail, identifying and sorting through policy discrepancies in the district. The Superintendent’s office said this effort would have taken considerably longer without the student’s help.”
 
Adam also shared the story of a student who earned her economics core credit through an internship focused on the operations of a horticulture company. She learned a great deal about the supply and demand challenges of running a business while completing tasks that were useful to the company. At the end of the internship, they offered her a job.
 
“Currently we have students creating an art club and zine that goes out to the community,” says Adam. “We also have two students working on a substantial mural for the school, which includes community feedback. These are great examples of reciprocity.”
 
Every part of the ELO has real world applicability—from identifying focus areas to filling out the necessary forms to creating a roadmap and preparing a formal presentation of their work. With Adam’s guidance, these students are capturing the greatest value possible from this opportunity and beginning to set their sights on exciting futures.