Plotting the Course is ACISD's PK-12 initiative that unites the district's programs for college and career awareness and readiness, workforce development, and equity training. The initiative is developed and monitored by a team of teachers from each campus, counselors, College and Career Readiness Coordinator, and the Plotting the Course administrative lead.

The initiative is designed to accomplish the following goals:

  • Create a culture in the district where post-secondary education is an expectation and reality for all students.
  • Allow students the opportunity to explore, evolve, and articulate their future story.
  • Provide direct instruction in grades PK-5 teaching and developing specific messages -
    • Education includes four steps: elementary, middle school, high school, and post-secondary.
    • You must set goals, work hard, and make good choices.
    • You need to get involved in clubs and activities.
    • You need to take challenging classes.
    • Your future is all up to you!
  • Provide guided instruction in grades 6 - 12 that reinforces college and career awareness and readiness messages and assists students in planning and implementing their post-secondary future story goals.
  • Teach the hidden rules of the culture of work and school.
  • Collaborate with area employers and entities to provide paid internship experiences for high school juniors and seniors.
  • Provide teachers and staff with ongoing professional development in research-based strategies and methods for working with students from poverty.

Plotting the Course contains both district-wide and campus-specific components. District-wide components include the following:

  • Ongoing professional development on equity and brain research led by campus Plotting the Course lead counselors.
  • A focus on instruction and activities that promote the development of each student's “Future Story,” a vision of what they will do in life and a realistic plan to get there.
  • The use of environmental strategies to promote Plotting the Course messages, including posters, t-shirts, college banners, books, and videos.
  • The use of guest speakers and field trips to enhance students' awareness of career options.

The campus-specific components include the following:


  • Elementary Level Focus: Awareness
    • Live Oak - Students will set personal goals and know the purpose for setting goals. Students will become aware of the purpose of work and how a job/worker contributes to society. Students will describe a job they may want to do when they grow up and jobs they see in our community. Students will learn that jobs/careers require various degrees of education. 
    • Fulton - Identify three possible career choices, why these careers would be viable options for them, and the specific post-secondary education they need to complete for each career. Students will identify two activities they can do outside of school to strengthen their preparation for their career choices.
  • Middle School Focus: Exploration to the following
    Students will focus on self- awareness by utilizing interest and personality assessments. They will identify the appropriate high school career pathway for their  chosen career interests and the corresponding post-secondary education. Students will develop a career portfolio that identifies their high school career pathway and how it connects to their college and career choice.
  • High School Focus: Implementation
    Graduating students will identify their realistic plan for the fourth stage of education.
    • If attending University, Jr. College, Trade School, articulate plans for acceptance, tuition, housing, and other living expenses.
    • If entering the Military, articulate plans for acceptance, career pathway, and future education.
    • If entering an Apprenticeship or the Workforce, articulate plans for place of employment and career advancement opportunities.