tices based upon the outcome of high levels of learning for all students. Desert Sands Unified School District
has embraced this concept, and over the past several years has provided schools and teacher teams with a structure for imple- menting these essential systems of practice. The district engages principals, instructional coaches and school leadership teams to iden- tify strengths and areas of improvement
within their data-driven instructional cycles, and directly empowers and supports schools to increase student achievement by building their internal capacity.
The concept of curricular pathways Bryan Goodwin in Simply Better (2011)
uses the phrase “curricular pathways to suc- cess” and provides two key research-based principles: provide all students with high-
expectations curricula, and with personal- ized learning opportunities connected to career pathways. Thus, the concept of cur- ricular pathways is a foundational system for schools. A key question to ask is whether we have
curricular pathways for all students. In Cali- fornia we clearly have grade-level expecta- tions that guide our K-6 curricular pathways. But once students enter into seventh grade and progress through high school, these cur- ricular pathways become less clear. Some districts have begun to define curricular pathways as A-G for all; however, not all stu- dents will successfully complete the Algebra II requirement of this curricular pathway. If we default to course sequences needed
for seamless transition into postsecondary training, community college certificate and associate’s degree programs and four-year universities, then the concept of curricular pathways becomes broader in design yet pre- cise as an outcome. And at the same time, if we recognize the United States is now enter- ing into a knowledge-based economy, then the career-focused aspect also becomes clear. How this translates into a system of prac-
tice is based on ensuring students seam- lessly transition from elementary to middle school, from middle school to high school and from high school into postsecondary education toward a career path – designing curricular pathways with the end in mind.
High schools serve as models In a 2011 collaboration with the Riverside
County Office of Education we brought to- gether three high schools to serve as models from which other high schools could learn, and one school, Murrieta Mesa High School, showcased its curricular pathway model. From the time of opening in 2009 the school was built upon five career pathways: medi- cal, business and culinary, visual and per- forming arts, engineering, and liberal stud- ies/education. The school also houses students within
a freshman academy and sophomore acad- emy as a means of ensuring students have access to a rigorous course of study and have identified a career pathway based on their personal goals and aspirations. Students Continued on page 38
36 Leadership
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