Personalized pathways Continued from page 36


complete grade-level project-based learn- ing activities connected to their career paths that integrate skills and concepts across sub- ject areas. As a result, Murrieta Mesa High School has been able to engage staff in creat- ing an instructional program with curricu- lar pathways built upon the academic and career aspirations of students.


Postsecondary completion rates Two distinguishing factors inf luence


postsecondary education completion rates in California: enrollment in freshman col- lege remediation courses and the clarity of a student’s academic and career-oriented plan. With high school counselor ratios na- tionally hovering around 457 students per counselor, as determined by the American School Counselor Association, the likeli- hood of students having a personalized graduation plan seems unrealistic. How- ever, if the creation, monitoring and student support for such a plan becomes part of a school-wide system, the barriers quickly di- minish. And if these plans originate in middle


school and provide students with a clear understanding of curricular pathways that seamlessly transition through high school and into postsecondary education toward attainment of a viable career, then almost all barriers are removed and a high school di- ploma has tremendous value for a student. Students then see their personal plan as a pathway to success. Riverside Unified School District in 2011 began implementation of a personal-


ized graduation plan model using Career Cruising, a web-based platform that guides students through interactive career explora- tion, course sequence selection and college planning. Within this district Ramona High School


has been able to accelerate the personalized graduation plan using its technology-rich learning environment. Each student has a digital learning device that has replaced


Toward personalized pathways to success As schools and districts implement in-


tegrated systems of support, the barriers to ensuring all students become college and ca- reer ready will fall away. Undertaking a gap analysis of current systems provides a deeper understanding of college and career readi- ness as well as a method to identify areas of focus and next action steps. By building common knowledge, com-


mon language and clarity of action, the idea of college and career readiness for all stu- dents will become more manageable. The challenge is moving toward a vision of col- lege and career readiness within the current accountability system under which Califor- nia schools operate. In light of the transition to the Com-


textbooks and provides access to a learning management system and the Internet to en- hance classroom learning. Through an advisory model, students


are able to both engage in their exploration and planning for college and careers and re- ceive guidance from teachers. In addition, Ramona high school has piloted a student dashboard with leading indicators of college and career readiness that provides students, staff and parents regularly updated infor- mation of student progress. Monitoring of student progress is becoming the role of all staff, rather than resting on the shoulders of overburdened counselors.


mon Core State Standards and shift toward Smarter Balanced Assessments, this chal- lenge will be reduced and greater momen- tum will occur. Proactive schools and dis- tricts will move more quickly toward a focus on college and career readiness, a lesson learned from California’s initial standards movement and accountability system imple- mentation. The outcome of college and career readi-


ness for all students has the potential to per- sonally touch the learning of every student, but only if we have a truly integrated system of support. Only then will students have per- sonalized pathways to success. n


References


ACT (2008). The forgotten middle. Iowa City, IA: ACT, Inc.


American Management Association Critical Skills Survey. 2010.


City, E.; Elmore, R.; Fiarman, S. & Teitel, L. (2009). Instructional Rounds in Educa- tion. Cambridge, MA: Harvard Educa- tion Press.


Goodwin, B. (2011). Simply Better. Alexan- dria, VA: ASCD.


© Copyright Jay Westover Jay Westover is chief learning officer of Inno-


vateED, which provides training and consulting services to close the gaps of college and career


readiness through integrated systems of support. He can be contacted at jayw@InnovateED.com.


38 Leadership


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