Scholes teachers describe eight-year farm-and-shop program and offer models for Washington Community Schools

Ben Kent, a Scholes construction and agriculture pathways teacher, described how a program that began as a one‑teacher shop class evolved over eight years into an integrated farm-and-shop curriculum supported by community donations and grants. "It started with just an idea and a passion and it has developed into something that's pretty incredible," Kent said, outlining how students raise chickens and hogs, run a small sales operation (picnic tables, shooting benches, cornhole boards) and participate in local fairs and farm events.

Kent told the Washington Community Schools board that the program's growth depended on incremental community support—an early $10,000 investment for a barn then additional private donations and a grant that helped the program scale. "That barn represents, you know, as many people as we can remember," Kent said, noting about $160,000 in cumulative support from donations and grants that helped buy equipment and build facilities.

Megan Hawkins, a Scholes teacher who helped expand the program's outreach, emphasized the program's educational and recruitment benefits. She said the farm experience exposes young students to basic life skills and career pathways, and that bringing Washington elementary students to Scholes' fall field day has helped recruit future participants. "They're starting from the beginning, starting with the seed," Hawkins said of greenhouse and orchard work that engages students across grades.

Speakers detailed a variety of hands-on projects now offered at Scholes: movable 'chicken tractors,' meat‑chicken production, pork processing (USDA-inspected when sold commercially), a small cattle program, maple-syrup and cider production, and student-built woodworking products sold as fundraisers. Kent described how projects teach both agriculture and business skills: students learn animal care, construction, marketing and manufacturing processes in sequential experiences that faculty have structured into pathways and seasonal activities.

Washington staff and board members asked about capacity and how Scholes manages year‑round animal care. Kent said the district eventually moved his contract to 260 days to cover summer work and that a team of teachers supports daily operations when he is unavailable. The presenters also emphasized schedule strategies that made deeper farm work feasible—block scheduling at Scholes provided 90‑minute blocks that facilitated longer, on‑site projects.

Board members and administrators said Washington could adapt elements of the Scholes model without duplicating every program. Ideas discussed included a greenhouse and orchard to provide year‑round hands‑on experiences, small-animal projects (chickens, rabbits, goats) tailored to space and staffing, and partnerships with local farms for work-based learning. Administrators suggested forming a community-based committee to identify next steps, pilot a small greenhouse or popup structure next year and build incrementally.

The work session closed with Scholes teachers offering to assist Washington as it explores options. The Scholes team encouraged site visits and volunteer help, and the board signaled interest in developing a phased plan that starts small and scales with community support.