Interest-Based Pathways to Graduation

In some students’ minds school is a waste of time. School has become an environment of unconnected and unrelated disciplines or content. In addition, students are learning more about themselves and their futures outside of the school building. Danville School realizes that it needs to connect students to personal learning plans as not only a part of an alternative means to graduation but also as a means to show that school is relevant to their futures.

One’s high school education should not be viewed as a four year prison sentence! It is not a time for holding students, but to engage with them to find their individual journey and prepare them for their futures. Our project involves transforming our high school program to support personalized learning plans where students are creating their own path and building individualized educational opportunities between themselves and their community with their futures in mind.

As a 2012 Rowland Fellow, I will expand my knowledge and experience to create a vibrant, relevant, and authentic learning environment for all of our students. Working with the faculty teams, the guidance counselor, the community, the students, the parents, and the administration I envision a shift from the traditional educational delivery system where students choose a high school track, follow the course selections diligently, move through the building as the class bells ring and the semesters change, and prepare for their futures sometimes only marginally, to a new model where students are purposefully creating their own pathways to graduation and discovering their passions, interests, strengths, weaknesses and directly focusing on the knowledge and skills that they will need to succeed in their futures.

Back in 2011 I wrote that we had rather apathetic students who found school lacking. However, the advisory program at Danville and the wonderful educators in our building have rejuvenated our learners. Danville has been able to bring our students’ passions and interests back into the curriculum and that Herculean act has reignited interest in learning and connecting.

Our advisory program has become the vehicle that we use to steer students on their individualized pathways. With Act 77 our school’s advisory program was given a clear direction. Every student at Danville has a Google site learning plan. Each advisor – through our students’ learning plans – can support our students socially, emotionally, and academically to ensure that their pathway arrives at their intended destination.

In the spring our students receive a survey asking which classes they most need to get where they are going. Our teachers then ensure that they have a class that can support these students or a non-traditional course is found -whether online or self-directed. The Danville High School program of studies goes home before April vacation so students can choose which courses they feel they will need. Guidance meets individually with each student to make that plan happen.

Students at Danville are purposefully creating their own pathways with assistance from their advisors, teachers, and guidance. Our Rowland Fellowship really did make transformation possible.