Pathways for Learning

Create smaller, personalized learning environments and require learning and lifelong education plans for individual students.

Definition:

Large high schools can be impersonal. All high school redesign models emphasize the need for personal connections. Students stressed that a personal connection is a critical element in their motivation to attend school. In large schools, that is not likely to happen without a specific plan to reach each student in a meaningful way. Each student must have at least one adult who has made a positive connection with them and is actively involved in helping the student plan their educational pathway.

Having a learning plan helps students focus on their learning style, goals, and course of action to accomplish those goals. Plans should be developed as students are transitioning to high school and should be reviewed and updated at least annually, including actions that address post-high school plans.

Below: Darlington Bridge Builders video (may take several minutes to load) National High School Center (NHSC) Characteristics:

• collect and report longitudinal data to measure short- and long-term student growth for student-, teacher-, and/or program-based impact evaluations, including new interventions and initiatives;
• may include school-based portfolios or projects, interim or benchmark exams (which often are implemented at the district level) as well as end-of-course exams, state standards-based assessments, and high-stakes competency or exit exams;
• provide timely and effective feedback and access to data so that teachers, students, and parents can capture and evaluate student knowledge and skills, plan for future educational programs, and adapt instruction to better meet student needs;
• encourage and support continuous progress monitoring through both formal and informal assessments;

National High School Center.  Eight Elements of High School Improvement.  July 2008

Effective practices:

Provide an adult advocate for each student

Create an individualized learning plan for each high school student

Establish meaningful learning and/or work-based options for students.

Create time for educators to work together to seek meaningful ways to integrate content and instruction.

Wisconsin Models of Best Practice:

Project Success focuses on helping ninth grade students be more successful as they transition into the high school environment through the creation of smaller learning communities. The strategies of Project Success include ninth grade teaming, freshmen transition study halls for any incoming ninth graders who failed any courses in eighth grade and for any ninth graders who choose to have a study hall, and required tutoring programs for struggling ninth grade students. In addition, staff members do at least one weekly progress check for all ninth grade students using the district’s student management program.	Chippewa Falls High School cfsd.chipfalls.k12.wi.us
In 2001, Madison Memorial High School became one of the first schools in Wisconsin to apply for and receive a smaller learning communities grant from USDOE. They developed a Small Learning Community plan that focused entirely on relationship building, closer personal connectedness for students and staff, a more efficient structure for administration and student services, and a forced opportunity for staff to work across departmental lines. Today, six years later, the Wisconsin Neighborhood, the Rock Neighborhood, the Fox Neighborhood, and the Wolf Neighborhood are still running and still defining the lives of teachers and students at Memorial.	Madison Memorial High School www.madison.k12.wi.us/jmm
Green Bay Southwest High School has focused on improving performances for freshmen for the past three years. During that time, attendance and academic achievement have improved. Two essential programs, Link Crew and Ninth Grade Community, currently used to continue improvement for ninth grade students.	Green Bay Southwest High School www.greenbay.k12.wi.us/southwest

Resources:
Career Pathways: Career Clusters are broad occupational groupings...an organizing tool defining education for post-secondary education and careers using 16 broad clusters of occupations and 79 pathways with validated standards that ensure opportunities for all students regardless of their career goals and interests. dpi.wi.gov/cte/careerclustershome.html

Career & Technical Education: Career and technical education provides authentic, relevant learning experiences for high school students. Resources, such as Carl Perkins applications, STEM grant information, career clusters and resources that ensure all students have access to a variety of options for learning are available on this site. www.dpi.wi.gov/cte

National Education Association resources related to dropout issues.  Includes research reports, position statements, and numerous practical ideas for teachers, parents, and administrators.
www.nea.org/dropout

The National High School Center serves as the central source of information and expertise on high school improvement for the Regional Comprehensive Centers (RCCs).  The web site includes extensive reports, issue papers, and links to useful resources.
www.betterhighschools.org