A high school career technical education program to develop the knowledge and skills in multiple building systems including structural, mechanical, thermal, and design components, preparing students for a career in construction. CONSTRUCTION TECHNOLOGY BECOME A BUILDER OR GENERAL CONTRACTOR Do you enjoy working with your hands, solving problems, and creating something you can be proud of? Are you ready to learn skills that will set you up for success in one of the fastest-growing industries? If so, our construction technology program is the perfect fit for you! This 2-year program gives students hands-on training in the construction trades through exciting projects and real-world applications. Under the guidance of industry professionals, you’ll master essential skills like blueprint reading, tool use, framing, roofing, fine woodworking, and advanced carpentry techniques. You'll also explore electrical, plumbing, and HVAC basics, as well as sustainable building practices and CNC woodworking. Major projects include building sheds, furniture, and outbuildings, culminating in the capstone Tiny House Project—an immersive experience that takes you from design to finishing stages on a real-world residential construction project. With opportunities for cooperative work placements and connections to local employers, the program prepares you for high-demand careers, post-secondary education, or entrepreneurial ventures. Whether you dream of becoming a skilled tradesperson, a cabinetmaker, or a leader in construction management, the possibilities are endless with a strong foundation in Construction Technology. GRADES 11-12 | HALF DAY | 120 MINUTES DAILY COURSE DETAILS RECOMMENDED PREPARATION Strong self-management/habits of work Hand-eye coordination; ability to handle loud noises Proficiency in ratios, proportions, and geometry CREDITS Based on two semesters: 1 math credit 2 elective credits .5 option for technology credit (VUHS only) .5 option for design credit (MUHS only) INDUSTRY RECOGNIZED CREDENTIALS NCCER-C Construction Core NCCER General Carpentry PROFESSIONAL SKILL BUILDING Blueprint reading Platform framing Employability Skills Timber framing Communication skills Construction math Safety obligations Basic residential plumbing Hand power tool application Materials and their properties Basic residential wiring Design components CAREER AND TECHNICAL STUDENT ORGANIZATION (CTSO) Construction Tech Curriculum

The Patricia A. Hannaford Career Center offers career and technical education for both high school and adult students in Addison County, Vermont. Career or college bound, we can get you there. Founded in 1971, and later renamed after a well-loved faculty member in her honor, the Patricia A. Hannaford Career Center (PAHCC) provides a wide range of programs for high school and adult students across Addison County, Vermont. Most of our high school students come from Middlebury, Mount Abraham, and Vergennes, though we also welcome students from private schools, other regional high schools (like Otter Valley and Rochester), and homeschooled students. For adults throughout Vermont and adjacent states, we offer flexible evening and weekend classes for personal and career growth. The Patricia A. Hannaford Career Center Regional Technical School District (PAHRTSD) Board includes representatives from each school district and the Workforce Investment Board. High School Programs Adult Programs

A high school career technical education program designed to provide an introduction to the food service industry with curriculum driven by the operation of a real, customer-facing restaraunt--the Glass Onion. CULINARY ARTS Glass Onion Eatery Website BECOME A CHEF OR RESTAURATEUR Cook up success in culinary arts! Do you love food, enjoy being creative in the kitchen, and thrive in a team setting? Are you ready for a career that offers stability, endless opportunities, and room for growth? If so, our Culinary Arts program is the perfect recipe for your future! This year-long, full-day program provides a hands-on introduction to the food service industry through the operation of the Glass Onion Eatery, a fully functional commercial kitchen and restaurant. From day one, you’ll gain real-world experience in food preparation, restaurant operations, and hospitality. In the first semester, students focus on foundational skills, including soups, sauces, entrees, breads, and desserts, while learning dining room service, catering, cashiering, and hosting. Field trips and school-to-work opportunities bring classroom learning to life. During the second semester, students deepen their expertise with menu planning, costing, kitchen management, and off-campus catering. Customized curriculum and in-depth work experiences at local businesses allow students to tailor their education to their career goals. For those who want an extra challenge, SkillsUSA competitions provide the chance to shine on a larger stage. Whether you aspire to be a chef, restaurateur, or hospitality professional, this program will give you the skills, confidence, and experience to succeed. GRADES 11-12 | FULL DAY | 240 MINUTES DAILY Note: For School Year 2026-27, Culinary Arts will run as a half day program 120 minutes daily COURSE DETAILS RECOMMENDED PREPARATION Familiarity with basic cooking skills Basic math Ability to read recipes Open to healthfulness, feedback, teamwork, and hands-on learning CREDITS EARNED Based on two semesters: .5 science credit .5 math credit .5 english credit (if enrolled in Tech Comm) 2 elective credits .5 option for design credit (MUHS only) Qualifying students can earn 6 college credits from White Mountains Community College in CULA 128W:Culinary Foundations and CULA 120W:Food Service Sanitation INDUSTRY RECOGNIZED CREDENTIALS (IRC) EARNED ServSafe Manager PROFESSIONAL SKILL BUILDING Cooking Foundations Restaurant Operations Business Management Line Cook Station Bread Baking Fundamentals Catering & Community Experience Nutrition Sanitation Knife Skills Butchering Menu Planning Customer Service Desserts & Pastries CAREER AND TECHNICAL STUDENT ORGANIZATION (CTSO) Culinary Curriculum

Digital edition of the Patricia A Hannaford Career Center 2026 Annual Report.

Every student can access friendly and meaningful academic support in our program classrooms and in our Student Support Center. STUDENT SUPPORT Every student can access friendly and meaningful academic support in our program classrooms and in our Learning Center. We engage students in a relaxed and positive manner to foster productivity and achievement. Collaborating with students, instructors, parents, and sending schools, we bolster students’ confidence and enthusiasm for the work at hand. From assignment completion and test preparation to emotional and organizational support, we are always excited to help our students succeed. For more information, please contact Cynthia Mischel, Interim Special Populations Coordinator, at cmischel@pahcc.org or 802-382-1012.

Learn about pre-requisites and requirements for admission to our technical programs at the Hannaford Career Center. STUDENT AND PARENT RESOURCES Admissions Work-Based Learning School Counseling Student Support Program Advisory Meeting Minutes NEASC Accreditation Report Grading Guidelines & Expectations Staff Directory Student Permission to Drive 2026 Annual Report

Career and Technical education courses at PAHCC are designed to be rigorous so that exiting students can enter the workforce or go on for further training/education. ENTRANCE PROFICIENCY EXPECTATIONS Career and Technical Education courses at The Patricia A. Hannaford Career Center are designed to be rigorous so that exiting students can enter the workforce or go on for further training/education. To this end, it is necessary for entering students to already have certain skills and abilities in place. The purpose of the entrance proficiency expectations is to articulate to all parties what base skills and abilities are needed for students to meet with success at PAHCC. WHY As we move away from prerequisites in the form of transcripted credits, this is an effort to create a common language and expectations of prospective student ability and interest. Additionally, as students and parents “shop” their resources for fulfilling Act 77 Personal Learning Plans, such entrance proficiencies will define skills prospective students will possess in order for them to be successful in PAHCC programs. WHAT Resources which were used in creating the center-wide anchor entrance proficiencies include program learning targets, HCC Habits of Work, Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and the Common Career Technical Core (CCTC). WHO Developed by instructors and administration at the Hannaford Career Center. Revisions made with input from teachers, school counselors, and administration from Middlebury Union High School, Mount Abraham Union High School, Otter Valley Union High School, and Vergennes Union High School. For Students in Grades 11-12 Entering Career Center Upper Level Courses we used CCSS and CCTC Career Ready Practices Problem Solving: I can make sense of problems and persevere in solving them. I can reason abstractly and quantitatively. I can construct viable arguments and critique the reasoning of others. I can use appropriate tools strategically. I can attend to precision. I can look for and express regularity in repeated reasoning. I can use an informed process (scientific method, design or creative process, etc.) to test new ideas, information and practices. ( CCTC ) Reading: I can determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (CCSS.ELA-LITERACY.RST.9-10.2); and I can read and comprehend complex literary and informational texts independently and proficiently. (CCSS.ELA-LITERACY.CCRA.R.10) Writing: I can translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (CCSS.ELA-LITERACY.RST.9-10.7) Research: I can cite sources to avoid plagiarism. I can write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (CCSS.ELA-LITERACY.CCRA.W.10) Technology: I can demonstrate the ability to use technology for research, critical thinking, decision making, communication, collaboration, creativity and innovation. I can demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in school and in society. Citizenship: I can act as a responsible and contributing citizen and employee by being conscientious of the impacts of my decisions on others and the environment around me. I can understand and articulate near-term and long-term consequences of my actions and seek to act in ways that contribute to the betterment of my teams, families, community, and workplace. (CCTC) Math: I can reason, describe and analyze quantitatively, using units and numbers to solve problems. (Taken from Vermont Math in CTE Standards) Communication: I can communicate clearly, effectively and with reason. I can use effective tone and presentation skills to articulate ideas. (CCTC) For Students in Grades 9-12 Entering Career Center Pre-Tech/Foundations Courses we used CCSS and CCTC Career Ready Practices Problem Solving: I can make sense of problems and persevere in solving them. (CCSS.Math); and I can reason abstractly and quantitatively. (CCSS.Math); and I can use a process to test new ideas, information and practices. (CCTC) Reading: I can read informational text for understanding. I can read nonfiction texts for understanding, determining the definitions of symbols and key terms. Writing: I can communicate using clear and coherent written language. I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (CCSS.ELA-LITERACY.W.7.2) Research: I can conduct research using multiple and reliable sources. I can construct viable arguments and critique the reasoning of others. I can evaluate the validity of sources when considering the use and adoption of external information or practices. (CCTC); and I can gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. (CCSS.ELA-LITERACY.CCRA.W.8) Technology: I can demonstrate appropriate use of and utilize technology (word processing, researching, presenting) to convey my ideas and enhance productivity. (CCTC) Citizenship: I can appropriately conduct myself in a group setting, contributing to my greater learning community. I can act as a responsible and contributing citizen by being conscientious of the impacts of my decisions on others and the environment around me. I think about the near-term and long-term consequences of my actions. I can demonstrate active listening and I can speak with purpose. (CCTC) Math: I can understand and apply proportional relationships, operations with rational numbers, and linear equations. I can make sense of problems and persevere in solving them.CCSS.MATH.PRACTICE.MP1 Communication: I can use effective tone and presentation skills to articulate ideas to a variety of audiences. ONLINE RESOURCES Common Career Technical Core Career Ready Practices Common Core State Standards Vermont’s CTE initiatives

Learn the college entry-level engineering and architecture design principles necessary for acceptance to a degree program. Engineering and Architecture Design Classes at PAHCC Engineering and Architecture Design Classes at PAHCC Engineering and Architecture Design Classes at PAHCC Engineering and Architecture Design Classes at PAHCC 1/3 ENGINEERING & ARCHITECTURE This is a two-year, revolving program intended for students who are preparing for college studies in engineering or architecture, planning to enter industry training programs in engineering/architecture, or seeking work in computer-aided drafting and modeling or as an engineering technician. The program is affiliated with Project Lead the Way, a nationally-recognized and academically-rigorous high school engineering curriculum. Students planning to apply to college engineering or architecture programs should continue to take the normal sequence of high school math and science courses in addition to the PAHCC program in order to meet the prerequisites for the college programs. Principles of Engineering (offered 2024-2025) This course provides a broad survey of the engineering sciences typically encountered in the first two years of college engineering programs including mechanical systems, statics, kinematics, strength of materials, energy and power, electrical circuits, thermodynamics, hydraulics, robotics, and programming/controls systems. Also covered are technical drawing/drafting/3D computer modeling and methods of production in the manufacturing industry. In each subject area, students progress through hands-on activities that build conceptual understanding, use calculations to assess and predict behavior, and then apply these skills to a design project. Emphasis is on using the Engineering Design Process as a formal method to creatively solve open-ended and complex design problems. There is strong emphasis on building the soft skills essential to engineering practice, such as professional communication, creative problem-solving, teamwork, time management, and project management. Opportunities for technical competitions, job shadows and/or cooperative work experiences may be available for eligible students. Most math used is at Algebra I level (with some trigonometry that will be taught). Prerequisites: Proficient in solving Algebra 1 equations for a single unknown, calculating area, and calculating volume. Able to work in a team-based environment. Able to work independently for at least 20 minutes. Credits: 3 credits (1 math, 2 electives). Students who successfully complete the Project Lead the Way end-of-course examination for Principles of Engineering can earn 3 transferable college credits. Engineering & Architecture (offered 2025-2026) This course teaches professional skills in engineering and architecture needed for careers in the design of buildings, infrastructure, and landscapes. The course is suitable for both students with an engineering focus and those primarily interested in architecture (college studies for architecture include engineering coursework). The course starts with drawing skills: free-hand sketching, hand-drafting, computer drafting (AutoCAD), and building information modeling (REVIT). Technical content includes architectural history, architectural design, building technology, the construction process, and the branches of engineering that support building design: civil engineering/land development, structural, mechanical, and electrical. Design projects progress from a simple shed to a single-family residence to more complex commercial projects; specific design projects vary by year but at least some will include hands-on design/build experience and working with real clients. Soft skills essential to professional design practice are emphasized throughout, including communication, creative problem-solving, teamwork, time management, and project management. Opportunities for technical competitions, job shadows and/or cooperative work experiences may be available for eligible students. Most math used is at Algebra I level (with some trigonometry that will be taught). Prerequisites: Proficient in solving Algebra 1 equations for a single unknown, calculating area, and calculating volume. Able to work in a team-based environment. Able to work independently for at least 20 minutes. Credits: 3 credits (1 math, 2 electives). Students who successfully complete the Project Lead the Way end-of-course examination in “Civil Engineering & Architecture” can earn 3 transferable college credits. APPLY FOR THIS PROGRAM QUESTIONS? CONTACT US! COURSE DETAILS PREREQUISITES 10 credits on transcript Successful completion of Algebra 1 and Geometry CREDITS (Based on two semesters) 1 math credit 2 elective credits INDUSTRY RECOGNIZED CREDENTIALS American Digital Design Association OSHA 10 3-D Printing Robotics PROFESSIONAL SKILL BUILDING Engineering Design Civil and Environmental Engineering Engineering Mechanics Electrical Engineering and Robotics Sustainable Energy Naval Engineering Geotechnical Engineering Geothermal Science Architectural Design Architecture History Architecture Intentions and Theory Landscape Architecture Urban and Residential Planning and Design Modeling and Alternative Representations

The Patricia A. Hannaford Career Center offers co-operative education experiences with employers throughout Addison County and beyond for students to gain real-world experience in their industry of choice, preparing them for high-wage, high-demand jobs. WORK-BASED LEARNING LEARN TO WORK; WORK TO LEARN Work-Based Learning (WBL) creates educational partnerships between PAHCC and local employers that benefit both students and the community. WBL partnerships encourage employers and nonprofits to start the process of attracting high-quality recruits to their organizations and they play a key role in meeting our mission by expanding opportunities for students and contributing to workforce development. Work-Based Learning (WBL) is governed by the State of Vermont's Agency of Education (AOE). The AOE categorizes WBL into four primary categories: Job Shadowing, Career Work Experience, Cooperative Technical Education, and Registered Apprenticeships. Examples of Job Shadowing, which is strictly observational, include: One-time meetings with industry professionals that allow students to talk in-depth about their interests and to learn about opportunities in their field(s) of interest. Half-day or day long visits to a company in the career sector a student is interested in. It’s a chance to observe how a job is performed and to sample company culture. Job shadows often lead to other WBL opportunities. Examples of Career Work Experience, which is always unpaid, include: On-site learning experiences that emphasize skill development and acquisition for the students. Can range from a couple weeks to several months. Clinical rotations required for certifications and licensures are considered Career Work Experience. Independent projects generating deliverables that can be done remotely, on-site, or in a hybrid fashion for businesses and organizations. Cooperative Technical Education, commonly known as Co-op, is: Paid employment that allows for students to use and build on skills directly related to their program of study. Job placements align with specific program curriculum and students must be 16 years or older to participate. Registered Apprenticeships are when students participate in a registered apprenticeship program recognized by the Vermont Department of Labor. They include work experience which entails on the job training and related classroom instruction. Currently registered apprenticeships are only available in plumbing, electrical, and early childhood education. Please contact WBL Coordinator Jess Danyow for more information. Jdanyow@pahcc.org or 802-382-1029. With gratitude to our many partners, including: To play, press and hold the enter key. To stop, release the enter key.

Adult Education course offerings and financial aid information for the Hannaford Career Center in Addison County, VT. FIND A NEW HOBBY. ADVANCE YOUR SKILLS. CHANGE YOUR CAREER. Whether it's a hands-on course on campus or a virtual, self-paced class at home, there are hundreds of adult education programs at the Hannaford Career Center. Choose a course that can help you improve where you already have some knowledge, explore where you're curious, or jumpstart success with a whole new chapter in life. In-Person Class Catalog Request Funding Virtual Class Catalogs Register for a Course Financial Aid and Policies

A high school career technical education program designed to provide hands-on automotive skills. Get certified in a real auto shop, explore modern car systems, and prepare for high-paying careers. AUTOMOTIVE TECHNOLOGY Auto Service Request BECOME AN AUTOMOTIVE TECHNICIAN Do you enjoy solving mechanical challenges, working with your hands, and understanding how things work? Are you ready to step into a career where precision, problem-solving, and technical expertise are in high demand? If so, automotive technology is the perfect fit for you! This 2-year, half-day program provides students with the opportunity to experience the day-to-day operations of a fully functional auto repair shop, complete with real customers and real-world challenges. Guided by industry professionals, students will combine hands-on training with classroom learning to master the essential systems of modern automotive technology. Through engaging theory lectures, student-driven research, computer-based learning tools, and lab exercises, you'll explore a wide range of topics, including: Tools and equipment Preventative maintenance Engine mechanics Electrical systems Steering and suspension Brake systems Engine performance Fasteners and welding Students who qualify will also have the opportunity to participate in a cooperative work experience with local businesses, gaining valuable real-world experience and building connections in the industry. Whether you see yourself as a service technician, a custom builder, or a future shop owner, a foundation in automotive technology opens the door to a wide range of rewarding careers. GRADES 11-12 | HALF DAY | 120 MINUTES DAILY Skills that pay! APPLY FOR THIS PROGRAM QUESTIONS? CONTACT US! COURSE DETAILS RECOMMENDED PREPARATION Algebra 1 or Geometry Intro to STEM or Mechanical Science CREDITS Based on two semesters: 1 science 2 electives .5 option for technology credit (VUHS only) INDUSTRY RECOGNIZED CREDENTIALS ASE Automatic Transmission/Transaxle ASE Brakes ASE Electrical/Electronic Systems ASE Engine Performance ASE Engine Repair ASE Heating and Air Conditioning ASE Maintenance and Light Repair ASE Manual Drive Train and Axles ASE Suspension and Steering Tire Service Training and Certification (TIA) PROFESSIONAL SKILL BUILDING Wheel Alignment Engine Mechanical Engine Performance Electronics Brakes Biodiesel Processing Computer-Based Diagnostics Hybrid/Electric Vehicle General Service Lube, Oil and Filter Tire Service and Repair Welding and Cutting Steering & Suspension Drivetrain VT Inspection License Certification Heating Ventilation Air Conditioning (HVAC) CAREER AND TECHNICAL STUDENT ORGANIZATION (CTSO) Auto Tech Curriculum

A high school career technical education graphic design and illustration program. Students create an art portfolio that can be used to apply to colleges, internships or entry-level graphic design and illustration positions. DESIGN & ILLUSTRATION BECOME A DESIGNER OR ARTIST Are you ready to explore your creativity, develop technical skills, and turn your artistic passions into real-world projects? Our Design & Illustration program offers a choice of two distinct, immersive, hands-on experiences that combine digital tools with traditional art and design techniques. Graphic Design and Illustration Explore the fusion of digital tools and traditional art making, creating captivating works that blend the best of both worlds. This hands-on course introduces you to powerful creative software —Photoshop and Illustrator—where you'll learn to craft stunning illustrations and graphic designs with precision and creativity. You'll also explore a wide range of physical art materials and methods— spray paint, charcoal, pastel, printmaking, and mixed media—to give your designs depth and expression. In this daily, year-long class you will learn how to seamlessly move between the digital canvas and your physical work, and discover how to incorporate hand-drawn elements into your designs for a fresh blend of art techniques. Students are encouraged to pursue their own artistic styles on their way to solving real art and design problems. By the end of this course, you'll have a portfolio packed with diverse, dynamic projects—showcasing your abilities in both digital design and physical illustration. If you’re eager to expand your creative toolbox and elevate your art to the next level, Design & Illustration is where your journey begins! D&I Class Website For examples of student work, visit Gallery & Goings-On . Whether you’re creating digital illustrations, designing interiors, or crafting your own apparel, the D&I program equips you with the skills and inspiration to bring your creative vision to life. GRADES 10-12 | HALF DAY | 120 MINUTES DAILY APPLY FOR THIS PROGRAM QUESTIONS? CONTACT US! COURSE DETAILS RECOMMENDED PREPARATION One of the following: Basic/Intro Art, Drawing 1 or one semester of Visual Communications Strong literacy foundation Interest in art, design, computers Willingness to creative and self-directed CREDITS Based on two semesters: 1 embedded fine arts credit 2 elective credits .5 option for design credit (MUHS only) .5 option for tech credit (VUHS only) Qualifying students can earn up to 6 college credits at CCV in T wo-Dimensional Design and Color Theory. INDUSTRY RECOGNIZED CREDENTIALS VT Arts Portfolio - Graphic Design & Illustration VT Arts Portfolio - Fine Art VT Arts Portfolio - Multiple Media PROFESSIONAL SKILL BUILDING Advanced Topics in Graphic Design Digital Art Technologies Art & Design Software Traditional & Digital Drawing Color Theory & Use Logo Design Poster & Publication Design Art Analysis & Critique Portfolio Development Illustration Techniques Printmaking Typography CAREER AND TECHNICAL STUDENT ORGANIZATION (CTSO) D&I Curriculum