Design Principle 2/6
Guiding Academic Pathways
Designated programs should be structured around clear and detailed student academic pathways from secondary and post-secondary education with regard to coursework, sequencing, and experiences beyond the classroom. Given these pathways, students should be expected to complete college credits that count towards a post-secondary credential. Programs should also offer students substantive exposure to career opportunities in high demand fields, allowing them to make an informed decision about which career pathway to pursue. Students should also be exposed to the academic rigor of post-secondary education. This would require validating that courses are as rigorous as college level courses offered on campuses.
A Next Step Plan designed for each pathway offered demonstrates the 4-year crosswalk of how students will progress towards workforce recognized credential goals and complete high school graduation requirements. Plan includes demonstrated curriculum alignment with post-secondary partners for ALL pathways offered. If the ECHS offers a general studies or liberal arts pathway, the school must offer at least one additionally defined program of study that is based on relevant regional and state workforce data, leading towards a workforce credential.The Master Schedule demonstrates how the ECHS will support students in obtaining a workforce recognized credential, while fulfilling NM graduation requirements.
ECHS POLICY MANUAL
ECHS DESIGNATION RUBRIC
Dr. Danielle Tallent, Chief Learning Officer at NS4ed, shares how to use Labor Market Information (LMI) and career pathways to prepare students for employment success.