Section 1: Flexible Pathways

Conceptual Overview

Presentation Audio Transcript

Text-Based Reflection

Watch the Vermont Professional Learning Network's "Flexible Pathways in Vermont: The Route Changes, but the Destination Stays the Same". 
Answer the following questions:

  • Why is it important for teachers to develop flexible pathways?
  • How do flexible pathways change teaching and learning?

Student Experience

Watch Vermont Folklife Center's "Flexible Pathways to Graduation: Six Vermont High School Students" about profiles of VT students exploring flexible pathways.
Answer the following questions:

  • Where in this video do you see students building skills for college, career, and beyond?
  • The end of the video states, "Everyone desires and deserves to be valued and known, to have a sense of purpose in life, and to pursue that purpose with intention." Picture the student who is most challenging for you to work with. How might flexible pathways allow that student to pursue their purpose with intention, and what might that look like? Now picture the student who is most academically successful. What fresh learning or opportunities for extension does flexible pathways offer that student?

Educator Experience

Examine Montpelier High School's Flexible Pathways graphic.
Answer the following questions:

  • How might this graphic help educators communicate the range of pathways to students and parents?
  • How might the role of educators shift in a flexible pathways environment? What different skills might educators need?

Case Study Analysis

Read the case study below:

Thyme Chronos has been the principal of Traditional High School for three years and wants to increase flexible pathway options for students. A colleague sent her the Center for Collaborative Education's Personalized Learning Pathways Infographic. In examining the infographic, she concluded that the school’s current schedule is a Type A, since they have a traditional schedule that has explicit flex time build in through electives and designated flexible pathways time. This designated flexible time occurs during the last block of the day, which has restricted the types of activities students engage in. For instance, some students have expressed an interest in dual enrollment but have found it difficult to identify classes that meet their needs and interests held during that particular block of time.

Answer the following questions:

  • Examining the scheduling options in the Personalized Learning Pathways Infographic, which schedule should Traditional High School shift to better meet the needs of students engaged in dual enrollment? Why?
  • What considerations would you advise Traditional High School to take into account as they shift their schedule?

More Resources

Explore the Vermont Agency of Education's web page on Flexible Pathways for further resources, policies, and examples.
Read "Act 77: An act relating to encouraging flexible pathways to secondary school completion" for the relevant state policy language.
Watch "Flexible Pathways: Act 77 at Hazen Union" for an introductory video about flexible pathways.
Read iNACOL's "Increase Opportunity for Student Success through Multiple Pathways to Graduation" for an overview of how state policies are supporting flexible pathways.
Read Education Week's "Multiple Pathways: Bringing School to Life" for a post about how multiple and flexible pathways practices are transforming teaching and learning.
Read the Glossary of Education Reform's entry on "Learning Pathways" for broader context about the related terms flexible pathways, multiple pathways, and personalized pathways.

Evidence of Learning

Be sure to record your answers to the above questions in the Evidence of Learning Tool.

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Section 2Personalized Learning Plans

Browse other questionsPractices in Personalized, Proficiency-Based Learning

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