Question:

I need ideas on how schools and districts are helping students to become more engaged in transitioning successfully from high school to college or work.

Answer:

From Gregg McGough, Network blogger and Gold Seal Lesson editor:

In my district, Penn Manor School District in Millersville, Pa., we have a two-pronged approach for school-to-work transition. The overarching program is the senior graduation project that focuses on having students determine interests and abilities in four career pathways: business and finance, health and social services, arts and communications, and science, technology, engineering, and math. Penn Manor uses Career Cruising, an online career pathway program that takes students on an individualized self-discovery. Students also complete 30 hours of community service and compile a thoughtful portfolio. In order to jumpstart this program in the 9^th grade, my district asked me to design and implement a career pathways class. I designed a Gold Seal Lesson that begins with students being fired for not possessing 21^st century career skills. The students then work with articles written by Daniel Pink and the 7 Habits of Highly Effective Teens by Sean Covey. At the conclusion of the course, the students hold a round table to discuss their individual journeys.

From Bill Serritella, Network coach:

During my recent visits to Manor New Technology High School in Manor, Texas, Rochester High School in Rochester, Ind., and others, I found that these schools start or change from a traditional transition approach for many reasons, especially because of a desire to improve their academic success and programs. Many of these schools endorse fully the concept of 21^st Century Skills and believe that project-based learning, working in groups, presentations to peers and authentic audiences provide real-world relevance to learning. For example, Manor is very proud that its students give more than 60 presentations per year. These schools believe that these skills provide students with a firm foundation for college or the work force.

From Joyce McLean, Network coach:

La Serna High School in Whittier, Calif., does an excellent job of providing paths for students to continue onto college or the work force and offer the interventions and scaffolding that students need along the way. It offers GATE (Gifted and Talented) programs, AP courses have grown 400% over the past few years and connections exist to local colleges and universities. While some of the programs are funded by and meet state requirements, the structure and content of the courses are replicable and effective.

California offers Regional Occupational Programs (ROP) courses, which are geared to specific interests and often include partnerships and internships within an industry. La Serna has ROP courses focusing on forensic science, computer applications, digital photography, medical careers, physical rehabilitation and video production. Students may choose to pursue their interests in postsecondary education or opt to enter the work world.

In addition, La Serna has career academies, which include core academics and CTE classes and are specific to business, sports, and film and media. Film and media programs are of great interest and relevance near the Los Angeles and Hollywood film industries. Assistant Principal Ann Fitzgerald (Ann.Fitzgerald@wuhsd.k12.ca.us) would welcome the opportunity to talk about its programs.

La Quinta High School in La Quinta, Calif., does an equally stellar job of preparing students for college and work. They are well known for providing open access to its IB and honors programs. Like La Serna, it also has ROP courses and academies, and at both schools counseling is a vital part of smooth transitions. Its Medical Health Academy was featured as a Successful Practice in the January issue of Network Monthly and it has an award-winning culinary arts program as well. Principal Donna Salazar (Donna.Salazar@dsusd.us) is always willing to share.

Feature of the Month

Major Leaps in Academic Success Founded on Enhanced Learner Engagement

By Donna Salazar

Nicole Hochholzer When prospective teachers interview for faculty positions at La Quinta High School in La Quinta, Calif., they are told that we embrace the concept of the new three R's of education: rigor, relevance and relationships. Then they are asked to explain what that phrase means to them and how they will utilize the concept upon joining our staff. I am especially pleased when an applicant tells me that they consider the relationship portion to be the foundation for all learning, since that is what we have found to be true for our students. We believe that the widespread and deep engagement of our students has been the springboard for our significant academic successes over the past four years.

We continue to meet all AYP targets: our Academic Performance Index score, which is based upon student proficiency in state standards tests, has increased 115 points since 2007, bringing us an API measure that exceeds the state target of 800. A total of 91% of our students pass the state exit exam on their first attempt and our graduation rate of 94% surpasses our district, county and state rates.

We have seen that as engagement increases, student learning rises. Key elements we have put into place to increase our students' connectedness to school include:

Use of the Rigor and Relevance Framework's^® Quadrant D lesson design. We have used SPN coaches for professional development and many of our teachers have taken CORR, Collaborating Online for Rigor and Relevance, to learn how to create and convert existing lessons into Gold Seal Lessons, where students use critical thinking skills with real-world relevance. Our students understand that what they are working on for a class at La Quinta is similar to a task that an adult would be doing in life or work, not simply an assignment for a grade that has no relevance beyond the classroom walls.

Multiple, strong, academically-centered CTE programs that allow students to find an area of career interest and a school "family" to belong to. La Quinta offers academy programs in public service, medical health, education, culinary arts and JROTC that combine college and work readiness as the central goal. Coupled with job shadowing and internships, students in these programs have a 100% graduation rate.

Open access for students to challenging IB and advanced placement courses. There are no prerequisites, but there are requirements for students who choose to challenge themselves by enrolling in our most advanced courses. The high number of students who choose to take these courses has earned La Quinta recognition by Newsweek for the past five years as one of America's best high schools.

Examination of survey results from students regarding how they view the learning environment of the school. For the past five years we have used the My Voice - Student Aspiration Survey and the We Learn - Student Survey tools from the Network. Survey results help the teachers focus on areas where we can improve our relationships with students and lead us to positive changes that further connect kids to school. Our teachers are committed to creating caring, healthy relationships with students that are based upon genuine interest in their lives and well-being.

Increased inclusion of students with special education needs. We strive for full inclusion of our special education students into the mainstream of school life. The majority of our special education students learn in classrooms that are led by a teacher team consisting of a content specialist and a teacher with skills and knowledge in instructional modification for students with learning differences.

A freshman support program that provides a safe "home" for our most at-risk freshmen students as they transition into high school. These students are supported with upper class mentors, extra instructional support in math and English language arts through the interactive, self-paced computer-based programs of READ 180 and I CAN Learn (for math), supplemental tutoring and a seminar course, which provides a multitude of academic and social supports.

Weekly public recognition of students "caught doing good" by the principal. These Blackhawk Bravos have become coveted items by the student body and are good examples of responsible, respectful, character-based actions modeled by students.

Engagement is a critical component of student learning. The efforts we expend toward increasing our students' connections to school will bring rich rewards. I've seen the benefits at our large school of 3,000 students and I know that increases in this area will have a positive impact at your school too, regardless of size or grade span.

Donna Salazar is the principal of La Quinta High School in La Quinta, Calif. She has been recognized by her district as a Teacher of the Year and Principal of the Year, and has received the Administrative Leadership Award from the California School Library Association. Mrs. Salazar can be reached at Donna.Salazar@dsusd.us. The La Quinta Network coach is Joyce McLean.