Career Preparation General 1a/1b

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.

The Career Preparation General 1a/1b course materials provide a course-level scope and sequence organized by unit. Within the scope and sequence document, the “Scope and Sequence” table on page 3 outlines the TEKS and ELPS addressed in the course. For example, unit 1 includes “Industry Concepts,” where students connect personal identity to career pathways and long-term career satisfaction. The table also identifies the technical skills taught in each unit, such as organizing and analyzing personal data. Additionally, the document shows how learning unfolds over time through alignment to the Texas Career and Technical Education (CTE) Employability Skills Standards, industry standards, and technical skill domains. Together, these elements give educators a clear view of the standards, concepts, and technical skills taught across the instructional sequence.

Unit lesson plans provide lesson-level alignment that supports the course scope and sequence. As an example, across units 1–8, the lesson plans identify the TEKS, ELPS, key concepts, and technical skills taught in each lesson and unit. Furthermore, this lesson-level alignment confirms how the standards, concepts, and technical skills appear across the course. As a result, the materials provide a scope and sequence that outlines the required TEKS, ELPS, concepts, and technical skills taught throughout the course.

Evaluation for 1.1b
Materials include suggested pacing to support effective implementation for various school models [e.g., traditional secondary schools, Early College High Schools (ECHS), Pathways in Technology Early College High School (P-TECH)], schedules (e.g., block, modified block), and instructional calendars (e.g., varying number of instructional days).

The Pacing Guide provides suggested pacing to support effective implementation across various school models, schedules, and instructional calendars. Within the guide, pacing tables address traditional secondary schools, Early College High Schools (ECHS), and Pathways in Technology Early College High Schools (P-TECH). Additionally, the materials provide pacing for traditional schedules, block schedules, and modified block schedules. By identifying lesson titles within each unit and the expected number of classroom days for each model, the guide supports implementation across different instructional settings.

Additional pacing guidance supports varied instructional calendars and flexible delivery models. The Pacing Guide includes information for adapting instruction to 16-week, 18-week, and 36-week models. Furthermore, the “Blended Learning,” section supports implementation across traditional, block, modified block, ECHS, and P-TECH settings. Furthermore, the Online Learning Guide also provides guidance for online learning and self-paced classrooms, giving educators another model for implementing the course beyond traditional schedules.

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts and technical skills to be learned connect throughout the course.

The scope and sequence explains the rationale for unit order through the “Rationale for Unit Order” section. For example, the course organizes units into a connected learning progression beginning with “Early Foundations” in units 1–3, moving to “Application” in units 4–6, and ending with “Synthesis” in units 7–8. Ultimately, this structure introduces foundational concepts and skills early in the course, then revisits and expands them in later units. As a result, students move toward higher-level thinking, analysis, and skill integration across the course.

The scope and sequence also explores connections among the concepts and technical skills. In the “Connections Across Units” section, the materials identify how learning in each unit connects to prior and future instruction. Additionally, the “Scope and Sequence” table identifies the industry concepts and technical skills taught across units and aligned lessons. For example, unit 7 connects safety and wellness concepts to employment while reinforcing employability skills such as responsibility and ethical behavior as students evaluate privacy laws and employee protections.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

The Implementation and Quality Guide and unit lesson plan documents provide protocols and guidance for unit internalization. The guide explains how educators use unit components such as the unit overview, prior knowledge and pre-requisite skills, materials and resources, cross-curricular connections, career activities, and lesson sequence. For example, the unit 1 lesson plan includes general internalization protocols and specific unit-level guidance under the “Unit Overview” section. Together, these resources support educators as they review unit objectives, pacing, standards, and connections before instruction.

Lesson internalization is supported through protocols embedded in the unit lesson plans. Each lesson plan begins with an “Internalization Protocol” that identifies tasks educators complete before instruction, including reading the unit overview, reviewing lesson plan components, and internalizing the TEKS, ELPS, and technical skills presented in each lesson. Additionally, the protocols also guide educators in connecting units, understanding the purpose of each lesson, reviewing vocabulary and language supports, and identifying the materials and resources needed to implement instruction effectively.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

The Instructional Leader Guide provides resources for instructional leaders to support educators with implementing the materials as designed. Within the guide, instructional leaders receive information about key program resources, including the Pacing Guide, scope and sequence, lesson plans, and slide decks. Additionally, the guide explains the instructional premise of the program and helps leaders understand the planning tools, instructional design, and delivery resources educators use during implementation. This guidance supports leaders as they monitor and strengthen implementation.

Observation and coaching guidance further supports instructional leaders during implementation. The Instructional Leader Guide includes coaching moves for planning and delivery, professional development opportunities for leaders and educators, and observation look-fors connected to the instructional materials. Through these supports, instructional leaders can observe instruction, facilitate implementation discussions, monitor course and lesson delivery, and provide feedback. Together, these resources help improve the quality and consistency of instruction.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic, professional, and technical vocabulary necessary to effectively teach the concepts and technical skills in the unit.

The unit lesson plan documents provide comprehensive unit overviews that support educators in preparing to teach the concepts and technical skills in each unit. Each unit overview identifies the concepts introduced in the unit, what students are responsible for learning, and a class-by-class summary of key terms and concepts. In addition, the “Pre-Teaching Guidance,” “Prior Knowledge and Prerequisite Skills,” and “Instructional Activities” sections provide background content knowledge needed for implementation. These sections help educators understand the skills students need to be successful before instruction begins.

The lesson plans include academic, professional, and technical vocabulary. Within the “Vocabulary and Language Supports” section, the materials identify vocabulary students encounter during instruction, including key terms and expressions used in context. For example, the unit 2 lesson plan includes a preview of vocabulary and language that may be unfamiliar to students. This support helps educators prepare instruction and gives students access to the concepts and technical skills in the unit.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

The “Teacher Resources” section provides “School Connection Letters” in English for each unit to help families understand and monitor student learning. To support family integration opportunities, each letter gives families an overview of what the unit covers, identifies activities students complete, and includes relevant course vocabulary and terms families can discuss at home. Additionally, the letters include questions, websites, and activities that support home-based discussion and exploration. These resources give families specific ways to support student progress.

Each unit also provides “School Connection Letters” in Spanish. These letters include information about what students learn, vocabulary and terms for family discussion, and activities that extend learning at home. For example, the letters identify unit activities such as planning growth mindset methods, analyzing employee self-evaluations, identifying certifications in a chosen career field, and creating long- and short-term family goals. Together, the English and Spanish supports help families reinforce course concepts outside of the classroom.

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).

The unit 2 and unit 3 lesson plans provide comprehensive, structured, and detailed lesson plans aligned to the TEKS and ELPS. Each lesson includes a clear, measurable objective, identified content and language standards, vocabulary supports, language supports, and required materials. For example, unit 2, class 1, “What’s Out There?” includes the student-facing objective, “Relate personal values meaningful to work,” along with questions that guide students as they process lesson content. These lesson components support instruction aligned to both content and language standards.

The lesson plans additionally include tasks, questions, materials, and instructional assessments. Within the educator implementation guidance, the materials provide an overview of tasks, assessment types, and instructional sequencing that connect to the TEKS and ELPS. Lessons include diagnostic, formative, and summative assessments, such as a “Knowledge Check,” “Critical Thinking” questions, and a summative assessment in activity 1. Additionally, educator-facing resources provide slide decks and lesson plans with aligned objectives, assessment guidance, instructional activities, exact slides, and the time needed to implement each section.

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson (e.g., equipment, labs, technology, supplies, safety gear), and the suggested timing for each lesson component.

The lesson plans provide suggested timing for lesson components through the “Instructional Activities” section. For example, the “Instructional Activities” sections in units 5 and 6 identify timing for lessons, which supports educators in pacing instruction during implementation. This evidence meets the timing component of the guidance because educators receive information on managing instructional time within the lesson sequence.

However, the materials do not include a complete lesson overview that lists educator and student materials at the lesson level. Although the unit overview provides the materials and resources needed for the entire unit, it does not explicitly list the educator and student materials within each lesson overview. Ultimately, the materials suggest timing to effectively deliver the lesson, but they do not identify a lesson-level listing of the educator and student materials necessary to deliver each lesson effectively.

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment, work-based learning, Career and Technical Student Organizations, professional skills practice).

The lesson plan documents provide guidance on the effective use of lesson materials for extended practice through homework, enrichment, and extension activities. For example, the unit 3 lesson plan includes an “Enrichment and Extension” section that provides “Critical Thinking” questions and directs students to complete a matrix for homework by identifying part-time job opportunities and their benefits. These examples show how educators extend learning beyond the core lesson.

Additional extended-practice guidance appears in the Implementation and Quality Guide and the Teacher Resource Guide. The materials describe student-facing components that connect students to Career and Technical Student Organizations (CTSOs), Career Connections, and certification lists. In addition, educator-facing resources provide unit lesson plans with critical-thinking assignments, enrichment and extension activities, step-by-step lesson instructions, and time frames. Together, these supports help educators reinforce key concepts and extend student learning.

Evaluation for 2.1a
Materials include a variety of instructional assessments (e.g., skills demonstrations, portfolio evaluations, certification benchmarks) at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

The Career Preparation General 1a/1b materials include a variety of instructional assessments at the lesson and unit levels, including diagnostic, formative, and summative assessments that vary in task and question type. The Implementation and Quality Guide identifies diagnostic assessments such as “Knowledge Check” questions and “Early Reflection” activities, formative assessments such as “Critical Thinking” questions and discussions, and summative assessments such as unit quizzes and activities. For example, in unit 1, activity 2, students respond to reflection prompts, including “What do I already know about this subject?” and “What would I like to know about this subject?” Instructional guidance directs students to save their responses for future comparison and reflection. These activities provide opportunities for students to activate prior knowledge and establish a baseline understanding before instruction.

The materials also provide varied formative and summative assessment opportunities that require different response formats and levels of thinking. In unit 5, lesson 4, “Professional Behaviors: 101,” students participate in a “Thought Experiment,” review concepts through a card deck activity, and complete a “Knowledge Check” to monitor understanding. At the end of unit 5, students complete “Critical Thinking” questions, project-based activities, and a timed multiple-choice quiz. Additionally, unit 8, activity 2, “What Will You Tell Your Future Self?” requires students to write a letter to their future selves, reflect on their growth, and create a specific, measurable, achievable, relevant, and time-bound (SMART) goal connected to future career success. Together, these assessments demonstrate varied task types, question formats, and instructional purposes across lessons and units.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

The Career Preparation General 1a/1b materials include definitions and intended purposes for the instructional assessment types used throughout the course. The “Instructional Assessments” section of the Implementation and Quality Guide includes a table identifying assessment categories, assessment types, definitions and intended purposes, alignment information, and administration guidance. The materials define diagnostic, formative, and summative assessments and explain how each assessment type supports instruction and student learning. Educators use diagnostic assessments to activate prior knowledge and identify readiness levels. Formative assessments help students connect, analyze, and synthesize ideas while monitoring progress. Summative assessments evaluate mastery of content and skills at the conclusion of instruction.

The materials further identify specific assessment opportunities and explain their intended purposes. Assessment types include “Knowledge Check” questions, “Early Reflection” activities, “Critical Thinking” questions, discussions, activities, and multiple-choice quizzes. For example, educators use “Knowledge Check” questions as diagnostic assessments to familiarize students with question formats and rigor. Similar to unit quizzes, they help to reinforce key concepts and identify misconceptions. “Critical Thinking” questions serve as formative assessments that require students to connect, analyze, and synthesize ideas, while additional activities and quizzes function as summative measures of student understanding and skill development.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

The materials include educator guidance to support the consistent and accurate administration of instructional assessments. Within the lesson plan for unit 1, the “Definition, Purpose, and Administration of Instructional Assessments” section provides guidance regarding assessment timing, participation expectations, grouping structures, required resources, and administration procedures. The materials state that all assessments are intended to be completed by all students and direct educators to the “Materials and Resources” section for assessment preparation. The lesson plans also identify when assessments should occur during instruction and provide estimated time allocations for instructional and assessment activities. For example, the materials identify activity 2 as a summative assessment and state that it should take place after lesson instruction has ended.

Additional administration guidance supports consistent implementation across assessment types. The lesson plan for unit 1 explains that students should complete formative “Critical Thinking” questions independently in written form so educators can evaluate reasoning and conceptual understanding. Students may complete summative activities independently or in small groups and educators evaluate these activities using provided rubrics to assess understanding and skill development. The Implementation and Quality Guide further explains how educators should use and administer diagnostic, formative, and summative assessments throughout the course, providing educators with clear expectations for consistent assessment implementation.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

The Career Preparation General 1a/1b materials include diagnostic, formative, and summative assessments aligned to the TEKS and lesson, unit, and course objectives. The scope and sequence document identifies unit objectives, aligned TEKS and ELPS, and associated diagnostic, formative, and summative assessments for each unit. For example, unit 1 includes the objective “Prioritize specific values, interests, and skills” and aligns to the TEKS 8(B), which requires students to describe how interests, abilities, personal priorities, and family responsibilities affect career choices. The diagnostic “Knowledge Check” assessment requires students to evaluate career options through the lens of values, interests, and skills, directly aligning the assessment to both the objective and the TEKS.

The lesson plan for unit 1 further demonstrates alignment between assessments, the TEKS, and objectives. Formative assessments such as “Critical Thinking” questions and summative assessments such as activity 1 require students to analyze and compare career options based on personal values, interests, and abilities. For example, one formative assessment asks students to describe how their interests, abilities, and priorities influence future career choices, directly measuring the TEKS 8(B), and the lesson objective focused on understanding identity and career decision-making. Together, the scope and sequence and lesson-level assessment materials demonstrate alignment among diagnostic, formative, and summative assessments, the TEKS, and instructional objectives.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

The materials include the TEKS-aligned assessment items at varying levels of complexity. Assessment opportunities progress from foundational knowledge and recall tasks to activities requiring analysis, evaluation, and reflection. For example, the Implementation and Quality Guide identifies “Knowledge Check” questions as diagnostic assessments that focus on recalling information and identifying prior understanding, while “Critical Thinking” questions require students to connect, analyze, and synthesize ideas learned throughout a unit. These assessment types align to the TEKS and lesson objectives and provide multiple opportunities for students to demonstrate learning through different levels of cognitive demand.

The materials also include varied assessment types that increase in rigor throughout instruction. In unit 1, students begin with a “Think About It” bell ringer focused on defining identity and activating prior knowledge. Students then respond to “Critical Thinking” questions that require them to analyze workplace scenarios, evaluate how personal values influence decision-making, and explain how they would respond in similar situations. Additional assessments include structured learning tasks, performance activities, project-based assignments.Furthermore, students submit written reflections that require them to apply concepts, justify decisions, and demonstrate higher-order thinking. Together, these assessment opportunities provide alignment to theTEKS at varying levels of complexity and include multiple item and task types throughout the course.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The materials provide scoring information and guidance that support accurate scoring and interpretation of student performance. The unit 1 “Suggested Answers” materials, provide educators with suggested responses for “Critical Thinking” questions. Additionally, a “Critical Thinking Grading Rubric” assists educators in identifying performance levels, including full credit, partial credit, and little-to-no credit. Furthermore, scoring guidance for activities 1–2 directs educators to evaluate student work based on content, format, and future-goal development. These scoring tools provide clear criteria for evaluating student responses across multiple assessment types and support consistent scoring practices.

Lesson-level activities provide additional assessment and scoring guidance. The Implementation and Quality Guide and lesson plan for unit 1 direct educators to analyze assessment results to identify misconceptions, readiness levels, patterns in student understanding, and appropriate instructional responses. Educators receive guidance to evaluate students’ use of academic and technical vocabulary, their ability to explain concepts, and their application of learning to personal and workplace scenarios. Together, the grading rubrics, suggested answers, scoring criteria, and instructional guidance help educators accurately score assessments and interpret student performance data.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

The materials provide guidance for using included tasks and activities to respond to student trends in performance on assessments. The Implementation and Quality Guide directs educators to review results from “Knowledge Check” questions, written responses, reflection activities, discussions, and classroom tasks to identify misconceptions, determine areas requiring additional support, and evaluate student understanding of lesson concepts. The materials explain how assessment results can inform instructional decisions, including differentiation, intervention, reteaching, and enrichment opportunities.

Lesson-level resources further support instructional responses to student performance trends. Educator-facing answer guidance, suggested responses, and activity supports allow educators to compare student work against expected outcomes and identify areas of misunderstanding. The materials provide opportunities for educators to evaluate student performance through written responses, discussions, “Critical Thinking” questions, and applied activities, then adjust instruction based on individual student needs and whole-group trends. Together, these supports provide actionable guidance for responding to assessment data using tasks and activities already embedded within the course.

Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.

The materials include educator-facing tools that support monitoring student performance across instructional activities and assessments. The Implementation and Quality Guide and unit 1 “Suggested Answers” provide scoring rubrics, suggested responses, and evaluation criteria that allow educators to review student performance on “Critical Thinking” questions, written responses, and summative activities. For example, educators may use the grading rubrics for activities 1–2 to evaluate content, format, and future-goal development, providing a consistent method for reviewing student work and documenting performance across assignments. These resources support educator evaluation of student performance. However, the evidence for tracking growth over time is limited primarily to assessment scoring and performance review rather than a dedicated progress-monitoring system.

The Career Preparation General 1a/1b materials do not provide evidence of student-facing tools designed to help students independently track their own progress and growth over time. Students participate in reflection activities and complete assessments throughout the course. However, the materials reviewed do not include a student progress tracker, goal-monitoring tool, growth chart, self-assessment tracking system, portfolio tracker, or other structured resource that allows students to monitor mastery of course outcomes across the duration of the course. As a result, the materials partially meet the indicator by providing educator-facing evaluation tools, but do not provide student-facing progress-monitoring tools aligned to the criterion.

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency in content and technical skills in the course TEKS.

The materials include educator guidance for differentiated instruction and scaffolded supports for students who have not yet reached proficiency in course content and technical skills. Lesson plans contain a dedicated “Supports for All Learners: Differentiation and Scaffolding Instruction” section that provides intervention strategies, specialized instructional supports, and lesson-specific accommodations designed to help students access and engage with course content. For example, the guidance prompts educators to provide visual supports by having students draw or illustrate key concepts, such as career clusters; substitute alternative learning formats, such as podcast listening activities; and allow students to work with partners when completing instructional tasks. These supports provide multiple pathways for students to develop an understanding of course concepts while progressing toward mastery of the TEKS.

Additionally, lesson plans include an “Instructional Response to Assessment Performance” section that provides guidance for responding to student learning needs based on assessment results. For students who are struggling, the guidance directs educators to revisit previously taught content, reteach concepts and vocabulary associated with missed assessment items, use graphic organizers, and model thinking processes that support problem-solving and comprehension. Other supports include partner-based activities, guided questioning, and targeted lesson reviews connected to specific learning objectives. These embedded scaffolds provide educators with actionable strategies for adjusting instruction and supporting students who have not yet demonstrated proficiency in course content and technical skills.

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic, professional, and technical language).

The materials include pre-teaching and embedded supports for unfamiliar academic, professional, and technical vocabulary, as well as figurative language, idioms, and references that may present barriers to comprehension. Within the “Vocabulary and Language Supports” section of each lesson plan, the material identifies terminology students may be unfamiliar with and provides definitions and instructional guidance for introducing key concepts. For example, the unit 2 lesson plan identifies potentially unfamiliar terms to students, such as labor market, career clusters, and compensation, as academic and technical vocabulary, while also addressing figurative language and references such as cast your net wide and career ladder. Lesson plans provide guidance for introducing and reinforcing these terms through vocabulary warm-up activities and instructional discussions that help students develop an understanding of course-specific language.

Furthermore, the materials provide embedded supports that reinforce vocabulary acquisition and comprehension throughout instruction. Students participate in vocabulary warm-up routines that incorporate pronunciation, discussion, reading, and written practice before engaging with lesson content. Lesson plans also include a “Unit Vocabulary in Context” activity in which students create personalized vocabulary lists containing definitions, word relationships, context clues, and unfamiliar terms encountered during reading and instruction. In addition, the Literacy Support Toolbar provides supports such as a visual dictionary, read-aloud functionality, word definitions, highlighting tools, and translation features that help students derive meaning from content-area texts and build understanding of academic, professional, and technical language across the course.

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in content and technical skills in the course TEKS.

The materials include educator guidance for differentiated instruction within the lesson plans through dedicated “Enrichment and Extension” activities designed for students who have demonstrated proficiency in course content and technical skills. These activities provide opportunities for students to deepen their understanding and apply learning beyond the core instructional task. For example, in the unit 6 lesson plan for class 2, the “Enrichment and Extension” activity requires educators to “Have students review a short workplace scenario in which a team project falls behind because tasks were not completed and a mistake affected the outcome. Ask students to outline how they would respond as a team member by describing how they would communicate with coworkers to support the organization, ensure their assigned responsibilities are completed, and acknowledge and correct the mistake without blaming others.” This extension activity requires students to apply workplace communication, accountability, and collaboration skills in an authentic workplace situation beyond the core lesson requirements.

The materials also provide guidance for extending learning for students who have demonstrated proficiency in content and technical skills. For example, in the unit 6 lesson plan for class 3, the “Enrichment and Extension” activity requires educators to have students “create a detailed matrix of the different ownership structures, listing differences in ownership, liability, and taxes.” This enrichment activity increases the rigor of the lesson by requiring students to compare and analyze multiple business ownership structures and organize their findings using a detailed comparative format that extends beyond the core instructional task.

Evaluation for 3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The materials include educator guidance for providing specially designed instruction through lesson-specific accommodations and instructional supports embedded within lesson plans. The “Supports for All Learners: Differentiation and Scaffolding Instruction” sections provide educators with strategies that modify how students access content and demonstrate learning while maintaining alignment to lesson objectives. For example, in the unit 6 lesson plan, class 1, the “Supports for All Learners: Differentiation and Scaffolding Instruction” section instructs educators to “have students take notes in an alternative way, such as through illustrations or drawings.” The guidance additionally states that students “should be able to describe what elements are needed to create positive workplace environments.” This guidance provides an alternative method for demonstrating understanding while maintaining the lesson objective. Additional supports within these sections include the use of graphic organizers and scaffolded review activities that help students process and organize information in ways that align with individual learning needs.

Furthermore, lesson plans provide educator guidance for adapting instructional delivery and student participation through alternative learning modalities and peer-supported instruction. For example, in the unit 6 lesson plan for class 4, the “Supports for All Learners: Differentiation and Scaffolding Instruction” section for individual work instructs educators to “Have students listen to the podcast during independent reading to align to different learning styles.” The guidance further states that students “should be able to describe and explain the pros and cons of self-employment.” In the same lesson, the supports for “Critical Thinking” question 4 instruct educators to “Have students revisit the course text which discusses the pros and cons of self-employment” and “graphically organize those pros and cons in a form most aligned to their learning styles.” These supports provide alternative methods for accessing content, processing information, and demonstrating understanding while maintaining alignment to the lesson objectives and grade-level expectations.

Evaluation for 3.2a
Materials include (explicit) direct prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

The materials include explicit, direct prompts and guidance that support educators in modeling and explaining concepts during instruction. Lesson plans provide structured facilitation guidance, scripted instructional language, discussion prompts, and step-by-step directions that help educators introduce new concepts and guide student learning. For example, in unit 3, educators introduce job-search concepts through a class discussion about how people find employment, explain why some opportunities may be more appropriate than others, and demonstrate how to analyze a job posting by identifying important elements such as job duties, required skills, scheduling expectations, and application procedures. These supports help educators model the skills students are expected to apply independently during lesson activities.

Additionally, lesson plans include educator-facing prompts, scripted questions, and discussion guidance that support concept development throughout instruction. In unit 3, educators explain different methods of finding work, present key ideas using slide-based instruction, and prompt students with questions such as whether certain job-search methods may be more effective than others. Additional examples appear throughout the lesson plans. In unit 1, class 2, educators facilitate a scripted bell-ringer activity in which students analyze values presented in a word cloud and discuss why certain values are prioritized. Lesson plans also include structured vocabulary-development routines and guided discussion activities that provide educators with explicit directions for introducing and reinforcing key concepts.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

The materials include educator guidance and recommendations for effective lesson delivery through a variety of instructional approaches. The Implementation and Quality Guide explains that lesson plans provide implementation guidance for instructional activities, lesson readings, podcasts, assessments, discussions, and application activities. The guide further explains that instructional time blocks include direct prompts, facilitation guidance, and recommendations for guided, independent, and collaborative learning experiences.

Additionally, lesson plans provide explicit guidance for facilitating instruction through multiple instructional approaches. For example, unit 3 includes class discussions regarding employment opportunities, collaborative activities in which students evaluate entry-level job postings, and written reflections that require students to apply lesson concepts. Other lessons incorporate guided vocabulary practice, partner and small-group discussions, research activities, performance tasks, visual representations, and formative and summative assessment opportunities. These varied instructional approaches provide educators with recommendations for engaging students through discussion, collaboration, independent work, research, and application-based learning experiences.

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The materials support multiple types of practice, including guided, independent, and collaborative learning opportunities. The Implementation and Quality Guide explains that instructional time blocks within lesson plans support guided, independent, and collaborative practice while providing educators with implementation guidance for each instructional component. Lesson activities incorporate educator modeling, guided discussions, collaborative learning experiences, and independent application tasks that allow students to engage with content in multiple ways. For example, lessons may progress from educator-facilitated instruction and guided questioning to collaborative activities and independent problem-solving opportunities that reinforce key concepts and skills.

Additionally, the materials provide recommended instructional structures that support effective implementation of lesson activities. Lesson plans include whole-group discussions, partner activities, small-group investigations, collaborative projects, and independent learning tasks. For example, in unit 6, students work in small groups to research the disadvantages of gig work using credible sources and present their findings to the class. Other lessons incorporate structures such as Think-Pair-Share discussions, collaborative vocabulary activities, guided discussions, and independent reading and writing tasks. These instructional structures provide educators with guidance for organizing student participation while supporting multiple types of practice throughout the course.

Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic, professional, and technical language.

The materials include educator guidance for providing linguistic accommodations for various levels of English language proficiency as defined by the ELPS. The “Emergent Bilingual Students” subsection of the lesson plans provides educators with differentiated supports and expected language outputs for students at varying proficiency levels. For example, the guidance directs educators to monitor students’ responses to oral directions, instructions, and requests alongside proficiency-level expectations. Beginning students may respond using gestures, yes/no responses, or single words. Intermediate students may respond using short spoken or written phrases, and high intermediate or advanced students are expected to respond using complete sentences that incorporate unit vocabulary. These supports provide guidance for engaging students in increasingly academic, professional, and technical language as proficiency develops.

In addition, the materials provide linguistic accommodations designed to support language development and content comprehension throughout instruction. Lesson plans include supports such as dual-language word walls, four-column vocabulary organizers, guiding questions, and literacy-support tools. These various supports help students access academic, professional, and technical language within the context of instruction. The materials also include the Literacy Support Toolbar that provides supports such as a visual dictionary, text-to-speech functionality, word definitions, highlighting tools, and translation features. These accommodations provide educators with guidance for supporting emergent bilingual (EB) students at multiple proficiency levels while increasing opportunities to develop and use academic, professional, and technical language.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

The implementation guidance supports educators in effectively using the materials in state-approved bilingual and EB instructional settings. Within the “Emergent Bilingual Students” subsection, the lesson plans equip educators with instructional supports during reading, discussion, and vocabulary-development activities. For example, the resource directs educators to break content into smaller, more manageable sections and provide guiding questions as students engage with course texts. The materials also include proficiency-level expectations that help educators adjust student responses based on language-development needs while maintaining engagement with course content.

The course materials also provide implementation guidance for using embedded language-support resources during instruction. Educators incorporate the Literacy Support Toolbar to support comprehension and language development through features such as text-to-speech, word definitions, translation tools, and highlighting supports. Lesson plans also provide guidance for using downloadable podcast resources to support listening comprehension and language acquisition. These implementation supports help educators in using program resources to increase access to content while supporting EB students’ language development and comprehension of course concepts.

Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic, professional, and technical vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The materials include embedded guidance to support EB students in developing academic, professional, and technical vocabulary through both oral and written discourse. Within the “Supports for All Learners” and “Emergent Bilingual Students” sections of the lesson plans, educators use scaffolds that support vocabulary acquisition, language development, and student communication. For example, students use a four-column organizer labeled “Term,” “Definition in English,” “Explanation in Primary Language,” and “Example Sentence” to record and apply key vocabulary. Lesson routines also include vocabulary previews, pronunciation practice, collaborative discussions, and turn-and-talk opportunities. Proficiency-level expectations for oral responses range from gestures and single-word responses to complete sentences incorporating academic and technical vocabulary. These embedded supports provide structured opportunities for students to develop and use course-specific language through both speaking and writing activities.

Additionally, the materials include embedded guidance that supports comprehension, background knowledge development, and cross-linguistic connections through oral and written discourse. Educators conduct text walks that preview titles, headings, and images before reading; review key vocabulary before instruction; provide graphic organizers to support written processing of information; and use guiding questions to promote comprehension. The lesson plans also incorporate dual-language word walls that allow students to record vocabulary in English and their primary language and encourage students to reference those terms during written responses and classroom discussions. Further supports, including the Literacy Support Toolbar, provide access to visual dictionaries, text-to-speech functionality, translation tools, and contextual language supports that help students derive meaning from content-area texts. These embedded instructional supports help students build background knowledge, strengthen comprehension, and make cross-linguistic connections while engaging in both oral and written discourse throughout the course.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Not applicable.

Evaluation for 4.1a
Materials include guidance for teachers to provide explicit (direct) instruction on industry-specific knowledge and skills in alignment with the course TEKS.

The Implementation and Quality Guide explains that the lesson plans include “explicit, direct instruction guidance on industry-specific knowledge and skills in alignment with the course TEKS, where applicable.” In addition, the guide explains that the lesson plans include instructional activities, lesson readings, podcasts, assessments, student activities, and extended practice that support educator implementation. Together, these educator-facing resources provide explicit guidance for delivering industry-specific knowledge aligned to the course TEKS.

Additionally, the materials provide explicit guidance for educators to deliver industry-specific skills through targeted instruction. For example, in unit 4, lesson 2, “Resume Basics,” the “Direct Instruction” section guides educators to explain the components of a resume before prompting students, “Now that we’ve gone through the components of a resume, can you write your own examples of each of the components?” The lesson then directs educators to explain that “Tailoring a resume responds directly to a job advertisement,” before asking students, “Think of a job. Can you think of examples of keywords you can use to tailor a resume?” and “How can tailoring a resume help you get a job?” These guided prompts provide explicit education direction for developing industry-specific skills in alignment with the TEKS 1(C) and 3(D).

Evaluation for 4.1b
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.

Throughout the unit, students build vocabulary through structured activities that introduce key terms and provide repeated opportunities to hear, pronounce, spell, and discuss new language before applying it in instruction. For example, in the unit 2 lesson plan, the “Vocab Warm-Up” introduces the terms labor market, career cluster, and compensation before directing students to “Listen and repeat new words aloud,” “Try to distinguish sounds and intonation patterns,” and “Repeat and pronounce words” as they participate in a brainstorming activity centered on the term career cluster. As students revisit the vocabulary through multiple activities, the materials consistently support the development of industry-specific academic, professional, and technical vocabulary.

After developing a foundational understanding of key terms, students apply that vocabulary through discussions and career-based tasks that require them to explain ideas and justify decisions. For example, in the unit 2 lesson plan, the “Comparing Career Compensation” lesson asks students to compare the salary and benefits of two careers. Students learn how total compensation is calculated and determine which represents the better employment offer. By requiring students to discuss career options using compensation-related vocabulary in an authentic workplace context, the materials provide consistent opportunities for students to use and apply industry-specific academic, professional, and technical vocabulary.

Evaluation for 4.1c
Materials provide opportunities for students to develop and refine industry-specific knowledge and skills through activities and tasks that progressively increase in rigor and complexity across lessons and units within the course.

As students progress through the course, the materials intentionally revisit key ideas and skills to build deeper understanding. For example, under the “Connections Across Units” section of the scope and sequence, the materials explain that “key ideas and skills from earlier units are intentionally revisited throughout the course to encourage deeper, longer-lasting understanding.” The section further states that “a core concept introduced early in the course becomes a critical part of a later project or assessment” and “a foundational skill developed in an earlier unit may reappear later as an essential tool for completing a more advanced task.” Together, these intentional connections provide students with ongoing opportunities to develop industry-specific knowledge and skills across the course.

Furthermore, the materials provide opportunities for students to refine industry-specific knowledge and skills through activities and tasks that progressively increase in rigor and complexity. As lessons progress, students move from developing foundational understanding to applying, analyzing, and solving increasingly complex workplace situations. For example, the unit 6 lesson plan begins with a “Vocab Warm-Up” that develops career-related terminology before students apply those concepts through teamwork activities and collaborative skits. The lesson sequence culminates with activity 2, “Can You Rescue a Toxic Team?” which requires students to analyze workplace team challenges and propose effective solutions. By moving students from vocabulary development to collaborative application and workplace problem-solving, the materials provide opportunities for students to refine industry-specific knowledge and skills through increasingly rigorous activities and tasks.

Evaluation for 4.1d
Materials include activities and tasks that require students to demonstrate understanding of industry-specific knowledge and skills in alignment with the course TEKS.

Across the lesson activities, students demonstrate their understanding by explaining, justifying, and applying industry-specific concepts in response to career-focused questions and scenarios. For example, the unit 2 “Suggested Answers” document includes “Critical Thinking” questions that ask students to identify strategies for remaining relevant as industries change, explain what those strategies look like in practice, and why they matter. Students also identify professional verbal and nonverbal communication skills and explain how clear communication “prevents confusion,” “reduces mistakes,” and “helps keep projects on track.” By requiring students to justify their responses using industry-specific concepts, the materials provide opportunities for students to demonstrate understanding of industry-specific knowledge and skills in alignment with the course TEKS.

Furthermore, students demonstrate industry-specific knowledge and skills by creating workplace products that apply course concepts in meaningful contexts. For example, the unit 2 “Suggested Answers” document directs students to demonstrate professionalism by planning and recording workplace scenarios before reflecting on their performance in activity 1. In activity 2, students identify digital platforms and design a quick reference guide explaining how digital literacy supports career advancement and job retention. These performance-based activities require students to demonstrate industry-specific knowledge and skills through authentic tasks aligned to the course TEKS.

Evaluation for 4.2a
Materials explicitly connect new knowledge and skills to prior learning across lessons and units within the course and across courses as applicable.

The materials explicitly connect new knowledge and skills to prior learning in several lessons and activities within the course. For example, unit 4 lesson plans build on students’ prior learning in unit 3, class 3 about interpreting job postings and understanding employer needs. The lesson plans additionally revisit prior learning about the importance of using confident and courteous communication in a professional setting from unit 3, class 4. Students apply this prior knowledge as they learn to prepare job applications, build resumes, and write cover letters. They then synthesize these skills by assembling an application portfolio, demonstrating how the unit prepares students to apply for a job and establishes foundational knowledge for the subsequent unit on interviewing.

Similarly, unit 4, activity 2, “What Career Actions and Leadership Choices Make the Biggest Difference?” connects new information to leadership and career knowledge developed throughout the course. Students apply prior learning about soft skills and SMART goals as they create and sort career actions related to gaining employment and developing leadership skills. However, the materials do not identify or establish connections between new learning and prior learning from another course, as applicable. Therefore, the materials demonstrate explicit connections across lessons and units within the course but do not meet the full indicator because cross-course connections are not evident.

Evaluation for 4.2b
Materials are aligned with and provide relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, math, social studies, and science.

Throughout the unit lesson plans, the “Cross-Curricular Connections” section identifies how concepts from core academic disciplines support career preparation and technical learning. For example, the unit 8 lesson plan identifies literacy, social studies, and science connections by stating that students “read and write grade-level materials in response to activities, critical thinking questions, and discussion questions,” understand “basic economic forces that impact the workforce,” and examine “changes in technology and how it impacts the workforce.” Together, these identified connections support the transfer of academic knowledge and skills within the context of the course.

Furthermore, students apply transferable academic knowledge and skills through cross-curricular learning activities embedded throughout the lesson sequence. As students complete lesson activities, they use literacy, mathematics, and social studies skills to strengthen career-related understanding and problem-solving. For example, the unit 1 lesson plan reinforces literacy through reading, vocabulary analysis, and written reflections; incorporates mathematics by having students interpret demographic information; and connects social studies through discussions of social identity and personal development. By integrating these academic disciplines into career-focused instruction, the materials provide relevant cross-curricular connections that support transferable academic knowledge and skills.

Evaluation for 4.2c
Materials integrate academic, technical, and employability knowledge and skills in the context of the course and in alignment to the course TEKS.

Throughout the implementation guidance, the materials explain how lesson components intentionally combine career preparation with academic learning and workplace skills. For example, the Implementation and Quality Guide states that lesson plans include “explicit, direct instruction guidance on industry-specific knowledge and skills in alignment with the course TEKS, where applicable,” while also emphasizing the use of “academic, professional, and technical vocabulary during career development opportunities.” In addition, the guide directs educators to “apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and develop and evaluate viable solutions.” Together, these components integrate academic, technical, and employability knowledge and skills within the context of the course and in alignment with the course TEKS.

Furthermore, the lesson activities require students to integrate academic, technical, and employability knowledge and skills as they solve workplace problems and communicate solutions. Across the lesson sequence, students apply academic reasoning while demonstrating technical understanding and professional behaviors in authentic career contexts. For example, in the unit 5 lesson plan, the “Your Turn” activity asks students to generate and solve workplace problems before presenting their solutions to classmates. Later, a quiz requires students to create scenarios that use charts, graphs, or tables, and in activity 2, “Can You Spot the Problem in the Numbers?” students apply problem-solving skills to workplace situations. By combining content knowledge, critical-thinking, communication, and professional collaboration within the same activities, the materials integrate academic, technical, and employability knowledge and skills in alignment with the course TEKS.

Evaluation for 5.1a
Materials provide opportunities for students to investigate career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS.

Career exploration activities engage students in examining their interests, strengths, and personality traits while connecting those characteristics to career clusters, programs of study, and potential career pathways. For example, in unit 1, lesson 3, “Find Your Spark,” students complete the Holland Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC) assessment and use the results to “research career paths that may apply to their Holland Type” to identify careers that align with their interests and personal attributes. This investigation helps students make informed connections between self-assessment results, career clusters, programs of study, and future educational and career opportunities.

Additionally, students continue to investigate career clusters and programs of study through activities that compare career options using career aptitude and workforce information. For example, in unit 2, activity 1, “What Career Path Does My Aptitude Point Me Toward?” students use information from the O*NET Interest Profiler to compare multiple careers by examining job titles, career clusters, occupational outlook, salary information, and education or training requirements before evaluating which careers best match their interests. This activity strengthens students’ understanding of career clusters and programs of study by helping them compare career options using multiple sources of career information.

Evaluation for 5.1b
Materials provide opportunities for students to analyze relevant regional or statewide Labor Market Information (LMI) or emerging market workforce data to support data-driven investigations of careers.

Career exploration activities require students to analyze labor market trends, employment outlooks, and workforce data to evaluate career opportunities and make informed decisions about future employment. For example, in unit 8, lesson 2, “Where Do You See Yourself?” students respond to the question, “What is the employment outlook for the career path you are researching?” by reviewing the Bureau of Labor Statistics’s Occupational Outlook Handbook. Students additionally review other associated state data to determine employment trends, required training, and projected job growth for careers in their region. This analysis supports data-informed career planning by helping students evaluate workforce demand and long-term career opportunities.

Furthermore, students analyze labor market information through activities that require them to evaluate workforce trends and career stability using current employment data. For example, unit 8, activity 2, “Is My Dream Job Future-Proof?” tasks students to “research the real employment data behind your dream job to analyze its future employment outlook” and determine how changes in the labor market may affect future career opportunities. This activity encourages students to use workforce data to evaluate career stability and make informed decisions about long-term career planning.

Evaluation for 5.1c
Materials include career investigation activities and tasks designed to support development of individual career goals (e.g., career interest inventories, career goals, post-secondary education requirements, post-secondary career plans).

Career-planning activities guide students in establishing individualized career goals through self-assessment, SMART goal development, reflection, and planning for postsecondary education and career success. For example, in unit 8, activity 1, “How Can I Map the Path to My Future Goals?” requires students to “create a visual road map of your future career journey” by establishing a long-term career goal, developing short-term SMART goals, identifying potential roadblocks, and reflecting on adjustments needed to achieve their goals. This activity supports purposeful career planning by helping students connect personal aspirations with actionable educational and career pathways.

Additionally, career investigation activities encourage students to evaluate how personal values and priorities influence future career decisions. For example, in unit 2, activity 2, “What Do My Career Priorities Tell Me About My Future?” students complete a career priorities sort, evaluate whether their preferred careers align with their priorities, and compare career options before writing a reflection about their findings. This activity supports the development of individual career goals by helping students connect personal priorities with career choices and long-term planning.

Evaluation for 5.2a
Materials include guidance for teachers to provide explicit (direct) instruction on professional standards and employability skills relevant to career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

Lesson plans provide structured instructional guidance through educator scripts, direct instruction, and guided discussion to support the development of workplace readiness and employability skills. For example, in unit 2, lesson 1, the lesson plans guide educators to “Explain what characteristics support being ready for work” while leading discussions about work readiness, meaningful work, career clusters, and transferable workplace skills through scripted prompts and questioning strategies. This guidance supports consistent, explicit instruction that prepares students to understand professional expectations and apply employability skills across career pathways.

In addition, the lesson plans guide educators to reinforce professional standards and employability skills through direct instruction focused on workplace readiness. For example, in unit 4, class 1, the lesson plans guide educators to explain “to students what essential documents are needed to get a job” and state that, at minimum, they “should know what all these documents are and have them ready.” Finally, educator prompts guide students by asking, “Can you provide examples of professions and what type of special documents or certifications may be necessary for those professions?” This guidance supports workplace readiness by explicitly connecting employment requirements and professional preparation to a variety of career pathways.

Evaluation for 5.2b
Materials provide opportunities for students to engage in career development activities and tasks (e.g., mock interviews, resume writing, portfolio development) as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

Career development activities engage students in authentic job search tasks that develop professional communication and application materials needed for employment. For example, in unit 4, activity 1, “How Do I Turn a Job Posting into an Effective Cover Letter + Resume?” students “take one real job posting and pull out the important details” before using the information to develop a cover letter paragraph and create a résumé draft tailored to the position. This activity prepares students for employment by strengthening résumé writing, cover letter development, and career-readiness skills through authentic workplace applications.

Students also engage in career development activities that strengthen interview and professional communication skills. For example, in unit 5, class 1, “Ask Me a Question!” students “practice asking one another the common interview questions shown in the course text” and then discuss “which questions they thought were the most difficult and why.” This activity develops interview skills by providing authentic opportunities to practice responding to common interview questions and reflect on effective professional communication.

Evaluation for 5.2c
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.

Career development activities provide structured opportunities for students to apply workplace communication and industry-specific terminology while demonstrating professional behaviors in authentic scenarios. For example, in 1b, unit 2, activity 1, students “create a short video demonstrating the professional communication and interpersonal skills that affect human relations on the job and which employers value most” by planning and performing realistic workplace scenarios and reflecting on communication, professionalism, and interpersonal skills. This activity reinforces the appropriate use of academic, professional, and technical vocabulary while strengthening communication skills needed for success in workplace settings.

Beyond these opportunities, students continue applying academic, professional, and technical vocabulary through workplace communication activities. For example, in unit 2, class 4, students respond to the following workplace scenario: “You are the CEO of a company that has to lay off half of the staff. You need to write an email to notify the staff about what is happening.” Students compose “an email in response to the scenario on the slide.” This activity reinforces the use of professional vocabulary by requiring students to communicate appropriately in an authentic workplace context using professional written communication.

Evaluation for 6.1a
Materials include experiential learning through classroom experiences (e.g., labs, workplace simulations, project-based learning) and/or work-based learning (e.g., job shadowing, internships, practicums) to develop or reinforce the real-world application of technical and employability skills in the context of the course and aligned to the appropriate level on the work-based learning continuum.

Project-based learning activities engage students in authentic workplace simulations that require them to apply professional knowledge and employability skills in realistic work environments. For example, in unit 7, activity 2, students assume the role of a lead orientation trainer and “create a New Hire Survival Guide, breaking down workplace laws, company policies, safety expectations, wellness responsibilities, and privacy rules in a way that is clear and easy for new employees to understand.” The goal for the guide is to enable employees to “work safely, legally, and responsibly from day one.” This workplace simulation reinforces technical and employability skills by engaging students in an authentic project that mirrors workplace training responsibilities.

Students further participate in experiential learning through workplace communication projects that reinforce authentic professional practices. For example, in unit 2, activity 2, students “organize, write, and curate a quick reference guide that breaks down best practices for professional digital communication” and “reflect on how digital literacy skills support career advancement, job retention, and long-term success.” This project expands experiential learning by requiring students to apply workplace communication skills in a task that reflects real-world professional expectations.

Evaluation for 6.1b
Materials provide opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning.

Experiential learning activities require students to analyze authentic employment resources and workplace materials while applying career-readiness skills. For example, in unit 3, activity 1, students “explore three realistic job search scenarios and identify which method was used in each.” They then “compare these methods, analyze their pros and cons, and determine which strategies would work best in different situations.” This activity provides students with opportunities to use authentic employment resources while evaluating job search strategies used in professional settings.

In addition, students use industry-specific resources during experiential learning activities focused on workplace safety. For example, in unit 7, class 2, “Extension,” students choose a real workplace and research workplace safety expectations using Occupational Safety and Health Administration (OSHA) guidelines in addition to “company safety manuals, or industry safety resources.” They then identify workplace safety policies and procedures and explain how each supports a safe work environment. This activity reinforces the use of authentic industry materials while applying workplace safety practices in realistic employment contexts.

Evaluation for 6.1c
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.

Authentic workplace communication activities require students to apply academic, professional, and technical vocabulary while completing career-readiness tasks. For example, in unit 4, activity 1, students “practice two real-world workplace skills: appropriately self-advocating in the workplace and resigning from a job professionally.” They will then “write professional documents that reflect clear communication, professionalism, and career readiness.” These are skills the students will end up using throughout their working lives. This activity reinforces the use of academic, professional, and technical vocabulary through authentic workplace communication.

Beyond these opportunities, students continue applying academic, professional, and technical vocabulary through workplace communication scenarios. In unit 8, activity 1, students “step into the shoes of an employee named Elena and deliver the same workplace idea to three very different people” while considering audience, tone, body language, and professional communication. This activity strengthens students’ ability to apply academic, professional, and technical vocabulary appropriately across authentic workplace situations.

Evaluation for 6.2a
Materials include opportunities for students to apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and develop and evaluate viable solutions as applicable to the level of the course and in alignment with the course TEKS.

Workplace problem-solving activities require students to analyze authentic scenarios, evaluate multiple solutions, and justify professional decisions. In unit 5, activity 1, “AFK: Can You Solve It Step by Step?” students “take a workplace problem and visually map out how to solve it using the five-step problem-solving process” while demonstrating “how a professional employee uses soft skills to handle challenges calmly and effectively.” This activity develops problem-solving skills by requiring students to evaluate possible solutions and justify the most appropriate response to an authentic workplace challenge.

Students further apply academic and technical knowledge through workplace scenarios that require mathematical reasoning and evidence-based decision-making. For example, in unit 5, activity 2, students “step into the role of a worker who needs to use math and data to figure out what’s going wrong and make a plan to fix it” by calculating information, organizing data digitally, interpreting patterns, and making recommendations supported by evidence. This activity reinforces authentic workplace problem-solving by engaging students in analyzing information and developing viable industry-based solutions.

Evaluation for 6.2b
Materials include opportunities for students to conduct industry-related data analysis to evaluate information, identify trends, and justify decisions using quantitative and qualitative reasoning as applicable to the level of the course and in alignment with the course TEKS.

Data analysis activities require students to analyze workforce information, identify employment trends, and make evidence-based career decisions. For example, in unit 8, activity 2, “Is My Dream Job Future-Proof?” requires students to “become a Career Detective by researching the real employment data behind your dream job to analyze its future employment outlook” and “decide how stable the field is and how someone entering the career should prepare for changes in the job market.” This activity develops quantitative and qualitative reasoning by requiring students to evaluate authentic labor market data and justify career decisions.

In addition, students analyze personal and professional data to evaluate information and develop evidence-based action plans. In unit 7, activity 2, students audit their “own digital footprint” by evaluating their online presence and identifying strengths and concerns. The activity then tasks students with creating “a plan to ensure your online presence reflects the integrity, responsibility, and professional image you want to project.” This activity strengthens analytical reasoning by requiring students to interpret data, identify patterns, and justify decisions that support professional success.

Evaluation for 6.2c
Materials include opportunities for students to engage in inquiry-based learning (e.g., formulating industry-specific questions, conducting research using industry-specific sources) as applicable to the level of the course and in alignment with the course TEKS.

Inquiry-based activities require students to investigate career pathways, compare professional options, evaluate potential career directions, and make informed decisions using research. For example, in unit 6, activity 1, students “compare gig work, freelancing, and running a small business to see how the same career can take three very different entrepreneurial paths.” The activity then requires students to create a “Launch Plan” that identifies “three clear steps you would take to get started.” This activity promotes inquiry-based learning by engaging students in research, analysis, and decision-making related to entrepreneurial career pathways.

Students further engage in inquiry-based learning through authentic workplace ethics scenarios that require investigation and reflective decision-making. For example, in unit 7, activity 2, students “step into the role of a workplace training designer and create a visual storyboard” illustrating a workplace ethical dilemma while exploring “how one decision can either damage trust or build it.” This activity develops inquiry skills by requiring students to investigate workplace situations, evaluate possible outcomes, and communicate evidence-based conclusions through an authentic professional scenario.