Real World Learning (RWL)

  • Today's student. Tomorrow's leaders.

     

    The district’s Real World Learning (RWL) program helps students discover their passions, make meaningful connections, and turn what they love into successful postsecondary adventures. Real world learners are prepared for work, school, and life after high school graduation. By gaining immersive experiences across a multitude of interests, industries, and employers through real-world projects and internships, learners gain the skills to navigate their future. Mutually, employers participate to help share and prepare today’s students to become the talent of tomorrow. 

     

    Through Real World Learning, Raytown Quality Schools are equipping our high school learners and communities to thrive in a rapidly changing, increasingly connected and complex world. 


    Through partnerships with local community organizations and businesses, students gain real world, hands-on experiences, guiding their future endeavors post high school. In the 2021-22 school year alone, students met with and listened to guest speakers that included entrepreneurs, entertainment journalists, and media personalities, and attended special conferences including the Future Business Leaders of America conference.


    The 2022-23 school year will mark the third year of the RWL program in the district, with even more unique experiences for students. New this year, students will take field trips to visit Burns & McDonnell Engineering Firm, Honeywell, and Cerner just to name a few, enjoy guest speakers from companies such as Wells Fargo, Carpenters Union, Boilermakers Local 83, and participate in math, science, and English classes that provide a real-world learning aspect to their day-to-day curriculum.


     
    A COMMON PROGRAM GOAL: By 2030, all high school students will graduate with skills and experience (MVAs*), in addition to their diploma, that prepare them for future work and learning.

     

    * MVA: A Market Value Asset (Source: PREP-KC 2017) is defined as industry valued and recognized skills acquired in high school that create a more seamless transition from school to postsecondary education and/or the workplace. Students who leave high school with a diploma and market value assets are more likely to enroll in postsecondary education/training and successfully navigate the journey from school to employment without getting lost along the way. Market Value Assets make further education and training, and ultimately, a job, more affordable and more attainable.

     

    Work Experiences | Students complete meaningful workplace job tasks that develop readiness for work, knowledge and skills that support entry or advancement in a particular career field

    • Internships | Learners perform meaningful job tasks at a worksite or approved location, under the guidance of a qualified supervisor.
      • Should qualify for high school and/or college credit and/or be paid
      • Minimum 120 hours within a calendar year, at least 60 onsite
      • Performance is evaluated by the work manager in addition to an educator
      • Internship completion substantive enough to be included on students’ LinkedIn and/or resume.
    • Client Projects | Learners analyze and solve authentic problems, working in collaboration with other learners and professionals from industry, not-for-profit, civic or community-based organizations.
      • Work involves use of authentic methods and tools used by professionals in the work environment
      • Experience includes mentorship and evaluation by working professionals
      • Output is viewed as value-added by external stakeholders and resume-worthy

     

    College Credit | Nine (9) or more hours of college-level credit, progressing toward an industry-recognized degree or credential.

     

    Regionally Vetted IRCs (Industry-Recognized Credentials) | Current lists published by state education departments will be reviewed with employers and validated for applicability and relevance – we anticipate a small subset will be included. There may be a small number of regional ‘custom’ credentials identified that also become part of this category.

     

    ENTREPRENEURIAL EXPERIENCES Students identify a compelling social or market problem and mobilize resources to research and solve it. Leveraging input and support from multiple stakeholders, students iteratively analyze, prototype, implement, reflect and adapt potential solutions. Outputs of MVA-level entrepreneurial experiences include a market and stakeholder research summary, a ‘business plan’ that includes an assessment of costs and benefits associated with development or operation of their solution, and feedback from relevant external stakeholders obtained through exhibition or ‘shark-tank’ type pitch opportunities.

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