Though most schools and districts are just hitting the half-way point of this school year, the process for having students plan and select their courses for next year is just around the corner. Counselors, administrators, and student support teams are already likely deep into planning and preparation for rolling out information and forms to students. And the outcomes of this process have major implications for school operations–directly impacting the master schedule, staffing needs, and whether students are enrolled in the necessary classes to meet the requirements to graduate on time. 

The courses students take are at the very heart of what they learn in their four years, the interests and subjects they can explore, the skills they are able to develop, and what options are open to them after high school. Despite the monumental role courses play for students, the course selection process is often seen as an isolated activity that happens once a year and is separate and apart from broader postsecondary goals and longer-term planning. 

The Constraints of Common Approaches 

A common practice for schools and districts across the country is to use a paper-based or digital form that gives students a limited number of options for different requirements for the next year, where they have to make a selection among only the courses listed. Given the overwhelming caseloads of counselors and advisors, most students often have very small amounts of time to ask questions or talk through different possibilities. With the process done this way, students often do not connect decisions for the following year to opportunities that will be available to them in subsequent years, nor do they consider options available that might be a great fit for their profile of strengths and goals but are not listed on the standard form. 

Because this process plays such a critical role in the management and success of schools, many schools and districts are hesitant to make changes. However, the way this process currently occurs in many schools drastically limits the potential for building momentum and enthusiasm for students’ postsecondary planning and readiness. Counselors, administrators, and school support staff should consider rethinking the course selection process beyond the short timeframe and single activity of filling out the course selection form. With some minor to moderate adjustments, schools can use this process to guide students to create dynamic and productive four-year course plans that align with their goals, allow them to take full advantage of the breadth and depth of opportunities, and encourage them to take ownership of forging a path toward their postsecondary next step.

Things to strive for as you consider ways to update and adapt your course planning and selection process:

Empower students with information so they are fully aware of how their decisions for this course selection cycle impact future choices and options.

Meeting graduation requirements is usually the key focus of course planning. And though obviously the most critical component, there are so many additional outcomes impacted by different course selections that should be considered. From various college admissions requirements, to different distinctions on diplomas, to being competitive with scholarships, to class rank based on weighted GPAs, schools should make sure students are fully aware of the many different ways courses in this selection cycle as well as future cycles can affect these components. Alongside course options for the following year, schools should include information on requirements for various things beyond graduation as well as a map, flowchart, or diagram for course pathways and how selecting certain courses for next year either opens or closes options for higher level courses. 

A sophisticated CCR platform that aligns course planning with student goals and personalized postsecondary plans can be a game changer in allowing students to work through different course plans and visually see the way choices shift available possibilities down the line. Beyond giving students this valuable information in a tangible and dynamic way, this more holistic and goal-centric approach to course planning encourages and models this kind of thinking for students. 

Make all students aware of non-traditional course planning options. 

Too often, options for course selection and planning that fall outside the typical sequence are reserved for students whose achievement or needs are beyond the norm–either those who are struggling or those who are high achieving. Many options, however–including work-based learning roles, creative ways to use advisory periods, or opportunities to engage in academic learning beyond the school calendar–can benefit a wide variety of students. Rather than having these options be the exceptions to the rule or requiring specialized knowledge, schools should find ways to make information about them available to all students. As part of the course planning process, schools should share credit-earning options that are available to students including:

• Internships and job shadowing
• Ways to earn industry certifications
• Opportunities for dual enrollment
• Options for being a Teacher’s Assistant (TA) during the school year
• Summer course options (including those to get certain basic requirements out of the way to make room for higher level or higher interest coursework).

Help students understand how to enroll in these opportunities, along with any other requirements needed for participation. By creating an open environment with dedicated time for students to explore different options that work for them, schools can catalyze student engagement and investment in the course planning process. 

Expand the network of support and diversity of perspectives for students.

Counselors are the experts on course planning and selection in any school. Because of limited time and large number of students, it is nearly impossible for counselors to have thorough, personalized course planning sessions with each and every student each and every year. Building a network of support for students who can answer questions, help think about choices from different vantage points, and add layers of dialogue to the course planning process helps to ensure students are making thoughtful choices. 

Despite good intentions, many families do not have background knowledge about the course planning process or contextual understanding for the implications of different choices to productively help guide their students. As part of sharing information about course planning deadlines, find ways to educate families about the different options and impacts of choices across the four years of high school. Schools might hold webinars or information sessions during the process to help deepen parents’ knowledge base and allow them to ask questions. Creating robust and dynamic opportunities for families to learn about course planning and selection allows them to be thoughtful partners rather than just a signature for permission.

Students, themselves, can be one of the most helpful resources for peers and younger students during the course selection process. They can share lessons learned, unforeseen benefits or negative consequences of different choices, and speak to more qualitative elements of different options. Schools might consider creating a peer mentor program as part of the course selection process, including having both current 9th and 12th graders support current 8th graders preparing to transition into high school. Holding sessions where students can ask older students advice, allows students to make significantly more informed decisions at these critical junctures. 

Use Course Selection to Build Momentum Toward Personalized Planning and Goals 

In many ways, the courses a student takes over four years create a map of their path and readiness to their postsecondary destination. In other words, course planning and selection are really the cornerstone of a student’s personalized CCR plan. By reframing the approach to course selection as this vital step full of opportunity and impact for students, schools can help to spark important CCR planning and reflection. This process can encourage students to consider where they are now, where they hope to be after graduation, and develop a plan to get there–one rooted in informed and intentional choices enabled by a high-quality course selection process.  

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