iCEV Career Exploration Site – Career Preparation General

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

The Course Implementation Guide provides the scope and sequence that outlines the TEKS, ELPS, concepts, and technical skills taught in the course. In the “Course Purpose and Rationale” section, the guide introduces the course and identifies the concepts and technical skills students learn. Together, the “Course At-a-Glance” and “Standards Snapshot” sections show the course design, unit sequence, lesson objectives, and standards coverage. Specifically, each of the eight units is connected to the TEKS and ELPS through lesson titles, sequenced objectives, and abbreviated standards, confirming that the scope and sequence identifies the required standards and concepts across the course.

To further support the scope and sequence, the Course Implementation Guide includes tables that identify the concepts and technical skills taught in each lesson. Across the eight units, the TEKS and ELPS table aligns standards to lessons, while the “Professional and Technical Skills Snapshot” identifies the technical skills connected to corresponding lessons. In addition, the “Instructional Delivery by Unit” section provides lesson-level objectives, activities, projects, and extensions that show how students engage with the concepts and technical skills 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).

Within the Course Implementation Guide, the “Sequencing and Pacing Snapshot” supports effective implementation across multiple school models, schedules, and instructional calendars. Because the course is designed around 50-minute instructional periods in a 180-day school year, pacing tables are provided by unit and lesson title. Specifically, these tables identify the estimated number of instruction days needed for traditional 45- to 50-minute class periods, modified block 75-minute class periods, and traditional block 90-minute class periods. For alternate calendars, the materials also explain how to adapt the 180-day pacing structure to year-round, trimester, quarter, Pathways in Technology Early College High School, and Early College High School academic calendars.

Lesson-level pacing is further supported through the “Instructional Delivery by Unit” section, which identifies the classroom days and instructional minutes needed to complete each lesson. In this section, the guidance connects pacing to unit instruction by outlining the lesson sequence and the time needed for PowerPoint content delivery, video content delivery, Checks for Understanding, final assessments, activities, and projects. As a result, educators receive pacing support for each unit and lesson while maintaining flexibility for traditional, modified block, block, and alternate school calendar models.

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 Course Implementation Guide explains the rationale for unit order through the “Course Design Snapshot.” To build rigor, the course uses Bloom’s Taxonomy and begins with foundational skills such as identifying, defining, describing, and explaining. As the sequence continues, students advance toward more complex thinking skills, including analyzing, evaluating, synthesizing, and defending information. This progression shows how the unit order supports students as they move from foundational knowledge to advanced critical thinking across the course.

Connections among concepts and technical skills are also explained throughout the course. Within the “Standards Snapshot,” the materials show how course concepts progress across lessons and units. In the “Professional and Technical Skills Snapshot,” the materials identify the professional, employability, and technical skills embedded in the lessons. Across the supporting tables, educators can see where these skills appear in units and corresponding lessons. This overlap supports repeated practice and mastery as students build skills throughout the course.

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

Unit internalization is supported in the Course Implementation Guide through the “Instructional Delivery by Unit” section, which provides protocols and corresponding guidance for educator preparation. This section gives educators structured unit overviews, unit goals, class-by-class summaries, objectives, materials, and key instructional activities to review before lessons. For example, unit 1, “Foundations for Personal and Professional Success,” begins with a high-level overview of the unit goals and then breaks instruction into class-level guidance that supports educators in preparing the unit as designed.

Lesson internalization is addressed through detailed lesson implementation plans and lesson-level resources. Across each lesson, the Course Implementation Guide explains how instruction moves from the bell ringer to the exit ticket and describes how students progress from foundational knowledge to independent application. Additional educator-facing resources identify supports for educator preparation, including lesson plans, handouts, vocabulary resources, Checks for Understanding, and key concepts.

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

The Educator Resource Guide provides resources that instructional leaders can use to support educators in implementation of the materials as designed. General implementation information explains how to use available features and access instructional supports, including tutorials and direct instruction strategies. In addition, the implementation materials include pacing, lesson internalization, classroom application guidance, lesson plans, and assessment framework information, all of which can support both educators and instructional leaders in understanding the course design.

However, full guidance for instructional leaders is not provided. Although the Educator Resource Guide includes general references on how instructional leaders can use the materials, the guidance is primarily educator-facing. While the program includes resources, the materials do not include explicit instructional-leader guidance, coaching protocols, or specific directions explaining how leaders should use the documentation to support educators in implementing the materials as designed.

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.

Comprehensive unit overviews are provided in the Course Implementation Guide through the “Instructional Delivery by Unit” section. Within each unit, educators receive the instructional premise, background content knowledge, learning goals, objectives, essential questions, key concepts, and class-by-class lesson overviews needed to share the concepts and technical skills effectively. For example, unit 1 includes an overview of citizenship basics, along with essential questions and key concepts that support instruction.

Academic, professional, and technical vocabulary is connected to both unit and lesson instruction. In the Course Implementation Guide, vocabulary and lesson resources are identified to support planning and delivery. Student-facing resources further reinforce vocabulary development through vocabulary handouts, key concept materials, activities, and assessments. For example, the “Basic Business Skills: Workplace Issues” vocabulary handout lists and defines vocabulary necessary for mastery of the lesson content.

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.

Some family-facing supports are provided in English through the “Family Support” section of the Educator Resource Guide. These supports include a welcome letter, course overview, and discussion guide for home-based activities. Additionally, the Course Implementation Guide explains how educators use the family-facing materials, which gives families course information and suggestions for supporting student progress at home.

Full support for families in Spanish is not provided. Instead of direct Spanish-language family materials, educators must use a separate translation tool or translate the documents themselves. Some linked resources are student-facing or progress-monitoring tools rather than family-facing supports. As a result, the materials do not provide Spanish guidance with suggestions for how families can support student learning at home.

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).

Comprehensive lesson plans provide structured guidance with objectives, TEKS and ELPS correlations, questions, tasks, materials, and assessments. For each lesson, the materials identify the TEKS and ELPS addressed, the lesson goal and description, and the resources needed for completion. For example, the “Basic Business Skills: Workplace Issues” lesson includes handouts, activities, lesson presentations, key concept documents, assessments, and interactive activities that support instruction aligned to the content and language standards.

Lesson implementation is further supported through the “Instructional Delivery by Unit” section of the Course Implementation Guide. Within this section, educators receive lesson-level tasks, questions, and assessments aligned to lesson objectives, along with detailed guidance for pacing and instructional delivery. The guidance also outlines the time needed by minutes and class periods, explains how educators implement each lesson from bell ringer to exit ticket, and identifies which resources educators use at specific points in the lesson.

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.

Lesson overviews identify the educator and student materials necessary to deliver each lesson effectively. The “Class Overview” subheading within the Course Implementation Guide lists required materials for each lesson, including physical and technology-based resources. For example, the “Basic Business Skills: Workplace Issues” lesson overview identifies educator materials such as PowerPoint resources, handouts, and lab equipment when needed, while the lesson plan identifies materials students use to complete learning assignments.

The Course Implementation Guide provides suggested timing and pacing to support lesson delivery. The “Sequencing and Pacing Snapshot” section includes suggested timing for each lesson within a learning unit. Additional details appear in the “Instructional Delivery by Unit” section, which gives an overview of each unit and lesson. By connecting instructional blocks to activities, the materials provide suggested instructional days, hours, and class-level pacing so educators can plan each lesson component 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).

Guidance for extended practice appears throughout the Course Implementation Guide. In the “Instructional Delivery by Unit” section, educators receive step-by-step directions for when and how to use resources such as vocabulary handouts, activities, homework, and extensions. The materials also include guidance for accommodations, modifications, and extensions of unit activities while identifying opportunities for professional skills practice within the lesson sequence.

Additional extended practice is provided through “Career Connections” and Career and Technical Student Organization (CTSO) supports within the lesson plans. Each lesson includes suggested extensions for projects and activities. The “Career Connections” section directs educators to guide students through prerecorded career-related video interviews connected to the lesson content. Applicable CTSOs and contests are also identified in the lesson plans, giving students opportunities to extend learning beyond the core lesson activities.

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 materials include a variety of instructional assessments at the course, unit, and lesson levels, including diagnostic, formative, and summative assessments that vary in both task and question type. The Course Implementation Guide and the Educator Resource Guide “Assessment Framework” section identify diagnostic assessments through course pretests, posttests, and bell ringers; formative assessments through Checks for Understanding and exit tickets; and summative assessments through final assessments, projects, progress snapshots, and course posttests. Diagnostic assessments include 50-item multiple-choice pretests and posttests used to establish baseline knowledge and measure growth across the course.

The materials also provide varied formative and summative assessment opportunities aligned to lesson and unit content. For example, exit tickets include open-ended, true/false, and multiple-choice questions and may be completed independently, with partners, in groups, or as whole-class activities. In the lesson “Basic Business Skills: Workplace Issues,” students complete a bell ringer, a professionalism Check for Understanding, and a professional dress exit ticket. Summative assessments include final assessments, projects, and posttests, while projects require students to engage in hands-on tasks, practical operations, experiments, or displays that may be completed independently or collaboratively and are designed to develop higher-order thinking and workplace skills. These assessment opportunities provide varied question types and performance-based tasks at both the lesson and unit levels.

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

The materials include definitions and intended purposes for the instructional assessments used throughout the course. The Course Implementation Guide and the Educator Resource Guide “Assessment Framework” section define diagnostic, formative, skills-based, and summative assessments and explain how each assessment type supports instruction and student learning. Diagnostic assessments are identified as tools used to establish baseline knowledge, prerequisite skills, and readiness for instruction. Formative assessments are designed to monitor progress and gauge student comprehension of key vocabulary, concepts, and procedures throughout instruction. Summative assessments are used to evaluate student mastery of course content and skills at the conclusion of a lesson, unit, or course.

The materials also define the intended purpose of individual assessment components. For example, the materials describe exit tickets as quick formative activities used to monitor student progress, reinforce terminology and concepts, and support students’ use of academic language. The guidance explains when assessments should be administered and how assessment results can be used to guide instruction and evaluate mastery of learning objectives.

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

The Career Preparation General materials include definitions and intended purposes for the instructional assessment types used throughout the course. The Course Implementation Guide and the Educator Resource Guide “Assessment Framework” section define diagnostic, formative, skills-based, and summative assessments and explain how each assessment type supports instruction and student learning. Diagnostic assessments are used to establish baseline knowledge, prerequisite skills, and readiness for instruction. Formative assessments are designed to monitor student progress and gauge comprehension of key vocabulary, concepts, and procedures throughout learning. Summative assessments evaluate student mastery of content and skills at the conclusion of a lesson, unit, or course. These resources explain how assessment results can be used to guide instruction, monitor growth, and evaluate learning outcomes.

The materials further identify specific assessment opportunities and explain their intended purposes. Assessment types include Checks for Understanding, exit tickets, Knowledge Checks, Quick Writes and Reflections, activities, projects, and culminating assessments. For example, the materials describe exit tickets as quick formative activities used to monitor student progress, reinforce terminology and concepts, and support students’ use of academic language. The materials explain that Knowledge Checks help educators gauge understanding of lesson objectives, while critical thinking questions, activities, projects, and culminating assessments provide opportunities for students to apply and demonstrate the knowledge and skills developed throughout instruction.

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

Diagnostic, formative, and summative assessments are aligned to the TEKS and lesson, unit, and course objectives. The “Pretest/Posttest TEKS Blueprint” resource identifies the TEKS, student expectations, and corresponding lessons assessed by diagnostic assessments. For example, the lesson “Formulas for Career Success: Job Search” aligns to TEKS 1(G), requiring students to describe the benefits of having a job and being self-sufficient. The blueprint maps assessments directly to the TEKS and associated instructional content.

The lesson materials also demonstrate alignment between assessments, the TEKS, and objectives. In the lesson “Basic Business Skills: Workplace Issues,” the lesson identifies TEKS 1(B), 1(E), and 2(A) and includes objectives focused on defining professionalism and identifying professional workplace behaviors. Assessments aligned to these objectives include a professionalism bell ringer, a professionalism Check for Understanding, and a professional dress exit ticket. Additionally, the Career Preparation General TEKS Alignment and lesson plans identify the TEKS addressed within lessons and connect assessments to instructional objectives, ensuring diagnostic, formative, and summative assessments evaluate the intended knowledge and skills.

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

The instructional assessments include TEKS-aligned items at varying levels of complexity and incorporate multiple assessment types. The Career Preparation General TEKS Alignment document identifies assessments aligned to specific TEKS and demonstrates increasing cognitive demand across assessment opportunities. For example, TEKS 1(F) is assessed through a diagnostic bell ringer requiring students to summarize employment documents such as applications, offer letters, I-9 forms, and W-4 forms. Students then engage in a more complex formative exit ticket requiring them to review an offer letter, develop questions for a potential employer, and determine whether they would accept a job offer.

The materials also include varied assessment types that require different levels of thinking and application. In “Basic Business Skills: Workplace Issues,” students complete formative assessments, skills-based activities, and summative assessments. One activity requires students to research a profession, analyze examples of professional and nonprofessional dress, and create a visual collage demonstrating their findings, while the final assessment measures mastery of TEKS-aligned content through selected-response questions. The “Pretest/Posttest TEKS Blueprint” further demonstrates that assessment items progress in complexity and align with the cognitive expectations of the TEKS throughout the course.

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

The Career Preparation General materials include scoring information and guidance to support accurate scoring and interpretation of student performance. The Educator Resource Guide explains that project-based summative assessments include rubrics with clear evaluation criteria for content understanding, critical thinking, workplace readiness skills, and application of learning. The guide directs educators to use these rubrics to evaluate mastery of key concepts and skills and includes accommodations and extension recommendations to support diverse learners. Additionally, course reports provide assessment summaries that allow educators to review how students responded to individual assessment items and activities.

The Career Preparation General materials also provide tools and reporting features that support interpretation of student performance data. For example, the “Pre/Posttest Report” aggregates diagnostic assessment results and calculates percentage differences between pretest and posttest performance to help educators evaluate growth, identify mastery trends, and inform reteaching decisions. The “Progress Snapshot” categorizes student performance as “on track,” “approaching proficiency,” or “needs intervention” and displays TEKS-aligned assessment results to help educators identify instructional trends, strategically group students, and adjust instruction. These reporting tools provide educators with actionable information for analyzing student performance and making instructional decisions.

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 Career Preparation General materials provide guidance for using included tasks and activities to respond to student trends in performance on assessments. Within the Course Implementation Guide, “Instructional Delivery by Unit,” activities and projects include accommodations, modifications, and extension recommendations that allow educators to adjust instruction based on student performance needs. For example, in the “Serving the Community” project, students work collaboratively to identify a community need and develop a proposal to address it. The materials suggest accommodations such as providing a list of community needs for students to select from, modifications such as reducing the number of required community interviews, and extensions such as conducting additional interviews to deepen learning. Similarly, in the unit 2 activity “Making It Count,” the materials recommend reducing the number of reflection questions when students require additional support.

The Career Preparation General materials also provide progress-monitoring tools that help educators identify performance trends and determine appropriate instructional responses. The Educator Resource Guide explains that immediate auto-graded feedback from formative and summative assessments highlights misconceptions and areas requiring additional attention, allowing educators to adjust instruction promptly. Additionally, the grade reports, progress snapshots, pre/posttest reports, and student engagement reports provide a centralized system for analyzing student performance, participation, assessment completion, and mastery trends. Together, these tools and instructional recommendations support educators in selecting appropriate remediation, scaffolds, and extensions based on assessment results.

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 Career Preparation General materials include tools that allow educators to track student progress and growth throughout the course. The educator-facing “Progress Snapshot” aggregates data from TEKS-aligned summative final assessments and displays student performance using a color-coded system that identifies students as “on track,” “approaching proficiency,” or “needs intervention.” Educators can review coursewide trends, monitor individual student performance, and identify areas requiring additional support. The reporting system also allows educators to access detailed assessment information and analyze growth over time through pre/posttest reports, which provide baseline and end-of-course performance data that can be used to guide instructional planning, remediation, and acceleration.

The Career Preparation General materials also include tools that support students in tracking their own progress and growth. The student-facing “My Progress Snapshot” provides students with a visual summary of lesson completion, assessment performance, and overall mastery within the course. Performance is organized into proficiency levels using color-coded indicators that help students identify strengths, monitor growth trends, and recognize areas needing improvement. In addition, pretest and posttest reporting tools allow students and educators to compare performance over time, providing evidence of progress toward mastery of course content and TEKS-aligned learning outcomes.

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 Career Preparation General materials include educator guidance for differentiated instruction and scaffolded supports for students who have not yet reached proficiency in course content and technical skills. Within lesson plans and the Course Implementation Guide, accommodations, modifications, and extensions connected to instructional activities and projects are included. For example, in the “Basic Business Skills: Workplace Issues” lesson, students completing the “Work Ethic Behaviors” activity may be provided additional time for completion, work with a partner or small group, or receive targeted supports such as assigned work ethic behaviors or guided resources to support successful participation. These accommodations and modifications provide differentiated pathways for students to access lesson content while maintaining alignment with course expectations.

Additionally, the Educator Resource Guide provides a framework for implementing differentiated instruction throughout the course. The “Differentiation and Learner Support in iCEV” section explains how accommodations provide access supports without changing standards, while modifications adjust the scope or complexity of assignments to align with individualized learning needs. The guide further notes that lesson plans include accommodations, modifications, and extensions connected to instructional activities and projects, providing educators with consistent guidance for differentiating content, process, and student products across the course.

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 Career Preparation General materials include supports for unfamiliar academic, professional, and technical vocabulary used throughout instruction. Lesson-level vocabulary handouts identify key workplace and career-readiness terminology and provide student-friendly definitions that support comprehension of course content. For example, the “Basic Business Skills: Workplace Issues” vocabulary materials define terms such as professional appearance, professional communication, professional conduct, professionalism, and work ethic, helping students access and apply the language necessary for workplace success. These supports provide pre-teaching opportunities that build understanding of vocabulary before students engage with lesson activities and discussions.

Furthermore, the ELPS Guide provides embedded supports for unfamiliar vocabulary and references in text through strategies aligned to language development expectations. The guide includes recommendations for supporting academic language acquisition across reading, writing, listening, and speaking domains and provides examples of activities that help students interpret figurative language, idioms, and workplace terminology. For example, students may analyze industry articles to identify figurative language, rewrite workplace idioms using literal language, and create collections of workplace expressions with definitions and contextual examples. These supports help students build both vocabulary knowledge and understanding of unfamiliar references encountered in instructional materials.

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 Career Preparation General materials include educator guidance for enrichment and extension activities designed for students who demonstrate proficiency in course content and technical skills. Lesson plans provide extension opportunities that require students to apply learning beyond the core instructional task. For example, in the “Basic Business Skills: Workplace Issues” lesson, students complete a professional resignation letter activity and may extend their learning by composing an email to coworkers announcing their resignation. This additional task requires students to apply workplace communication skills in an authentic professional context while expanding upon the original assignment.

Moreover, lesson plans and the Course Implementation Guide include enrichment opportunities that promote creativity, independent investigation, and deeper application of course concepts. In “CTSOs: Enhancing the Student Experience,” students may extend learning by developing visual presentations, creating informational brochures, researching the history of CTSOs, or composing and performing a theme song related to a selected organization. Other extension activities ask students to represent personal skills through visual products, skits, or multimedia presentations. These opportunities increase rigor and encourage students who have demonstrated proficiency to apply knowledge and skills in new and more complex ways.

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

The Career Preparation General materials include educator guidance that supports implementation of specially designed instruction through accommodations and modifications embedded within lesson activities and projects. Lesson plans provide specific recommendations that allow educators to adapt content delivery, assignment expectations, and student participation based on individual learning needs. For example, in the “Basic Business Skills: Workplace Issues” lesson, accommodations include providing additional time for completion, while modifications include assigning a profession for research, providing guided resources, grouping students with supportive peers, and allowing presentations to be delivered to smaller audiences. These supports help educators adjust instruction while maintaining access to course content and learning objectives.

Additionally, lesson plans provide multiple accommodations and modifications that allow educators to adjust instructional delivery and assignment expectations based on student needs. The “Basic Business Skills: Workplace Issues” lesson guides educators to provide additional time for completion, assign supportive peers during collaborative activities, provide sample resignation letters and guided research resources, and allow students to present work to smaller audiences. These embedded supports help educators adapt instruction and participation requirements while maintaining student access to course content and learning objectives.

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 Career Preparation General materials provide lesson organization, instructional sequencing, activities, assessments, and implementation directions for educators. Lesson plans identify instructional steps such as bell ringers, class discussions, distribution of materials, activities, projects, and assessments, helping educators understand the sequence of lesson delivery. For example, lesson plans direct educators to facilitate partner discussions, distribute handouts, guide activities, and administer assessments as students progress through instruction.

However, the materials do not provide explicit educator supports for modeling and explaining concepts during instruction. While lesson plans identify instructional activities, discussion opportunities, and implementation steps, the materials do not include scripted language, think-alouds, sample explanations, anticipated misconceptions, exemplar responses, student prompts, or step-by-step modeling guidance that demonstrate how educators should model concepts and support student understanding.

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

The Career Preparation General materials include educator guidance and recommendations for effective lesson delivery through a variety of instructional approaches. Lesson plans provide educators with implementation guidance for bell ringers, direct instruction, discussions, activities, projects, assessments, and exit tickets. For example, in the “Basic Business Skills: Workplace Issues” lesson, students participate in partner discussions regarding professionalism, complete workplace activities, engage in projects related to professional dress and workplace expectations, and demonstrate learning through presentations and performance tasks. These varied instructional approaches support student engagement while providing educators with clear directions for lesson facilitation.

Furthermore, the materials incorporate multiple instructional approaches that support discussion, collaboration, research, presentation, and performance-based learning. Examples include partner discussions, class discussions, roleplay activities, skits, graphic organizers, research activities, visual presentations, brochures, and workplace simulation projects. The Educator Resource Guide also references instructional approaches such as guided discussions, Think-Pair-Share activities, small-group collaboration, written reflections, and prompted responses. These resources provide educators with recommendations and implementation guidance for facilitating instruction through multiple instructional approaches.

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 Career Preparation General materials support multiple types of practice, including guided, independent, and collaborative learning opportunities. Lesson plans regularly incorporate guided activities using instructional organizers and educator-facilitated discussions, independent practice through written assignments and reflections, and collaborative activities such as partner discussions, group projects, presentations, interviews, and skits. For example, in the “Basic Business Skills: Workplace Issues” lesson, students participate in guided work using the “Key Concepts” organizer, collaborate with peers during workplace discussions and performance activities, and independently complete assignments such as professional communications and resignation letters. These varied practice opportunities allow students to apply their learning through multiple instructional formats.

Additionally, the materials provide recommended instructional structures that support effective implementation of lesson activities. Lesson plans identify opportunities for whole-group discussions, partner activities, small-group collaboration, presentations, performance tasks, and independent work. For example, in “Basic Business Skills: Workplace Issues,” students participate in partner discussions regarding professionalism, complete independent workplace communication tasks such as a resignation letter, and collaborate with peers to develop and perform workplace-behavior skits. Similarly, in “Essential Skills and Certifications for Careers,” students engage in whole-class discussions, share interview plans with partners, independently interview professionals, and develop visual presentations related to certification requirements. These identified structures provide educators with guidance for organizing instruction and implementing activities in ways that support student participation and skill development.

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 Career Preparation General materials include general language development resources and accessibility supports for emergent bilingual students. The Educator Resource Guide identifies supports such as closed captioning, text-to-speech functionality, translation tools, and vocabulary development resources, while the ELPS Guide provides an overview of language development expectations across listening, speaking, reading, and writing domains. These resources provide general support for language access and language development within the instructional program.

However, the materials do not provide educator guidance for linguistic accommodations differentiated by English language proficiency levels as defined by the ELPS. While the materials identify language supports and include ELPS-aligned resources, they do not provide accommodations tailored to specific proficiency levels or guidance connected to individual lesson objectives that would support students in progressing from one proficiency level to the next. Additionally, the materials do not include differentiated linguistic supports designed to engage students in increasingly complex academic, professional, and technical language based on varying levels of language proficiency.

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

The Career Preparation General materials include implementation guidance that supports educators in effectively using the program with emergent bilingual students. Within the Educator Resource Guide, the “Accessibility and Language Supports” section identifies embedded tools and features such as closed captioning, text-to-speech functionality, translation tools, and presentation accessibility supports designed to reduce barriers to content access while maintaining participation in course activities. These resources provide educators with guidance for using available program features to support language access and comprehension throughout instruction.

Additionally, the Educator Resource Guide includes guidance for incorporating language development supports into instruction. The “Language Development Supports” section identifies ELPS integration, vocabulary development resources, language reinforcement opportunities, and embedded lesson supports that promote academic, professional, and technical language development. Together, these resources provide educators with implementation guidance for utilizing program features and language supports to assist emergent bilingual students in accessing course content and participating in instructional activities.

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 Career Preparation General materials include general language accessibility resources and language development supports for emergent bilingual students. The Educator Resource Guide identifies supports such as translation tools, text-to-speech functionality, closed captioning, vocabulary development resources, and ELPS-aligned language supports. Additionally, the materials provide general information regarding language development and accessibility features that may be used to support student access to instructional content.

However, the materials do not provide embedded educator guidance within lessons or units to support emergent bilingual students in developing academic, professional, and technical vocabulary, increasing comprehension, building background knowledge, or making cross-linguistic connections through oral and written discourse. While the materials identify accessibility features and general language development resources, they do not include lesson-specific guidance explaining how educators should use these supports to facilitate oral language development, written language development, comprehension, background knowledge development, or cross-linguistic transfer within instructional activities.

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.

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 materials include educator-facing lesson plans with step-by-step procedures for lesson implementation. However, they do not provide guidance for educators to deliver explicit instruction on industry-specific knowledge and skills in alignment with the course TEKS. Within the Course Implementation Guide, educators are directed to instructional steps. For example, the materials instruct educators to show slides “of the Citizenship & Community Outreach PowerPoint® segment” and “make sure to utilize the Key Concepts for this segment of the lesson.” Although these directions identify instructional resources and lesson sequencing, they do not provide explicit instructional routines, modeling, or guidance for teaching industry-specific knowledge and skills. As a result, the materials do not meet the guidance for explicit educator instruction.

Furthermore, the materials do not provide educator-facing instructional supports that explain how to model concepts, build background knowledge, or deliver explicit instruction aligned to the course TEKS. Although the lesson plans outline instructional steps, distribute handouts, and identify accommodations or extensions, they do not include instructional scripts, examples and non-examples, deliberate vocabulary instruction, or recommendations that support educators in explicitly instructing on industry-specific knowledge and skills. Consequently, educators must rely on student-facing resources to determine how to present new content rather than receiving explicit instructional guidance within the educator materials.

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

The materials include vocabulary resources to introduce industry-specific academic, professional, and technical terms. However, they do not provide consistent opportunities for students to develop, use, and apply that vocabulary. Throughout the course, vocabulary handouts present industry-specific terms alongside their definitions. For example, the unit 2 vocabulary handout provides definitions for terms such as career objective, chronological résumé, combination résumé, functional résumé, and résumé, but the materials do not include instructional routines or activities that help students build understanding of the terms through multiple contexts, examples, or application. As a result, the vocabulary resources emphasize definition recall rather than vocabulary development.

Furthermore, the materials provide opportunities for students to recall vocabulary terms but do not consistently support students in using and applying industry-specific academic, professional, and technical vocabulary. For example, the unit 2 “Vocabulary Matching” activity asks students to match terms with their corresponding definitions. Although this activity reinforces recognition of vocabulary, it does not require students to explain concepts, apply terminology in authentic workplace situations, or use the vocabulary across multiple contexts. Consequently, the materials do not provide sufficient opportunities for students to develop, 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.

Within the “Course Design Snapshot,” the materials describe a progression of learning aligned to Bloom’s Taxonomy that intentionally increases the level of cognitive demand throughout the course. For example, the guide explains that students begin by “defining, identifying, describing and explaining” foundational concepts before progressing to “applying, designing, conducting and developing deliverables.” The course culminates with opportunities for students to “analyze, evaluate, synthesize and defend information” through increasingly complex tasks such as creating résumés, portfolios, budgets, and career advancement plans. By intentionally increasing the rigor of learning experiences throughout the course, the materials provide opportunities for students to develop and refine industry-specific knowledge and skills.

Furthermore, the materials provide opportunities for students to refine industry-specific knowledge and skills through units that build upon previously learned concepts and require increasingly sophisticated application. As students progress through the course, each unit extends prior learning by moving from foundational career awareness to authentic workplace preparation and professional performance. For example, the unit 2 overview explains that students “build on foundational knowledge from unit 1” as they begin preparing for employment by creating documents and communication tools needed to pursue job opportunities. Later, the unit 4 overview explains that students move from written job-seeking tools to interview preparation, self-advocacy, and professional follow-through. By sequencing units so that students build upon prior learning while applying new knowledge in increasingly complex workplace contexts, the materials provide opportunities to refine industry-specific knowledge and skills through progressively 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.

The “Experiential Learning and Real-World Application” section describes authentic learning experiences that require students to apply course concepts in workplace- and career-related contexts. For example, the Course Implementation Guide explains that students engage in “hands-on career readiness projects, real-world workplace scenarios and career-connected learning experiences” through activities such as developing job application and hiring materials, participating in workplace simulations, analyzing data, solving practical financial problems, and applying professional communication and workplace skills. By engaging students in authentic career-focused tasks, the materials provide opportunities for students to demonstrate industry-specific knowledge and skills in alignment with the course TEKS.

Furthermore, the materials require students to demonstrate industry-specific knowledge and skills through lesson activities that result in authentic workplace products and performance tasks. As students progress through the instructional sequence, they apply newly acquired knowledge and skills to complete projects that reflect real-world career expectations. For example, in unit 3, “Job Search and Professional Documents,” students interview professionals in a career field of interest and write a report explaining what they learned about the job search process. Students also analyze sample résumés before gathering information to create their own professional résumé. By requiring students to investigate career pathways, synthesize information, and produce authentic workplace documents, the materials include activities and tasks that demonstrate industry-specific knowledge and skills in alignment with 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 across lessons and units within the course. Within the “Instructional Delivery by Unit” section, the unit overviews explain how new learning builds on concepts and skills introduced in previous units before students apply them in more advanced workplace contexts. For example, the unit 4 overview explains that the lessons “focus on career portfolios, interview preparation, interview performance, and post-interview expectations” and that the unit “builds directly on unit 3 by moving from written job-seeking tools to verbal presentation, self-advocacy, and professional follow-through.” By explicitly connecting prior learning from unit 3 to new career preparation skills in unit 4, the materials connect new knowledge and skills across lessons and units within the course.

Additionally, the materials continue to connect new learning to previously developed knowledge and skills as students progress through later units. Across the instructional sequence, unit overviews explain how earlier concepts prepare students for increasingly complex workplace applications. For example, the unit 7 overview builds on students’ understanding of personal budgeting by introducing concepts related to borrowing money, including credit, responsible borrowing practices, and financial decision making. Students first develop an understanding of budgeting, money personalities, and financial goals before applying that knowledge to evaluate borrowing decisions. By sequencing new concepts as extensions of previously learned skills, the materials explicitly connect new knowledge and skills to prior learning throughout the course, but the materials do not connect learning across courses.

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.

The materials are not aligned with and do not provide relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, math, social studies, and science. Although the Course Implementation Guide includes a “Cross-Curricular Snapshot” that identifies transferable skills associated with English language arts, mathematics, and science, the guidance does not intentionally connect those skills to lesson activities or authentic cross-curricular learning experiences. For example, the “Cross-Curricular Snapshot” identifies broad enrichment opportunities such as oral presentation, task prioritization, and cause-and-effect relationships but does not demonstrate how students apply those academic skills during instruction. As a result, the materials identify transferable skills without providing relevant cross-curricular connections that support student learning across the identified content areas.

Additionally, the lesson materials include lists of transferable academic skills; however, they do not consistently integrate those skills into meaningful cross-curricular activities. Within the lesson plans, the “Horizontal Alignment” sections identify broad academic skills, but the listed skills are not explicitly connected to specific instructional tasks or authentic learning experiences. For example, the lesson plans identify skills such as basic writing skills, including “descriptive, creative, persuasive writing.” However, they do not provide intentional activities that demonstrate how students develop or apply those literacy, mathematics, social studies, and science skills within the lesson. Because the materials identify academic skills without explicitly integrating them into cross-curricular instruction, they do not 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.

Within the “Career Exploration and Pathways” and “Experiential Learning and Real-World Application” sections of the Course Implementation Guide, the materials explain how career awareness, authentic workplace experiences, and applied problem solving are embedded throughout instruction. For example, the guide states that the course “includes extensive, authentic learning tasks and applied problem-solving expectations aligned to real-world career and workplace scenarios, career readiness and professional skills.” In addition, each lesson includes a “Career Connections” activity that helps students connect classroom learning to career pathways through career awareness, authentic workplace examples, and subject matter expert videos. By embedding academic, technical, and employability knowledge and skills throughout career-connected instruction, the materials integrate these knowledge and skill areas in alignment with the course TEKS.

Additionally, the lesson activities require students to integrate academic, technical, and employability knowledge and skills through authentic workplace tasks. As students complete career preparation activities, they apply academic skills while developing technical knowledge and employability competencies within the same lesson. For example, in unit 3, “Résumés,” students evaluate the components of a completed résumé, gather information aligned to their own employment goals, and create a professional résumé. This activity integrates academic skills through brainstorming, drafting, and revising; technical knowledge through developing professional employment documents; and employability skills through preparing materials appropriate for obtaining employment. By requiring students to combine these knowledge and skill areas within authentic career preparation 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.

The Course Implementation Guide embeds career exploration throughout instruction by incorporating “Career Connections” activities that engage students in analyzing careers, researching professional roles, and examining how classroom learning applies to career settings. For example, the guide explains that “Career Connections” activities “require students to actively analyze, compare, research or simulate professional experiences.” In lesson 1, “Citizenship,” students explore careers by viewing interviews with professionals from multiple industries and responding to questions about their roles and experiences. This ongoing approach to career exploration helps students investigate career clusters and connect career opportunities to career clusters, programs of study, and future educational and professional pathways.

Students further investigate career clusters and programs of study through activities that connect career exploration to Career and Technical Student Organizations. For example, in “CTSOs: Enhancing the Student Experience,” students explore the essential question “What are Career Clusters?” and identify “examples of the benefits of participating in CTSOs and examples of how CTSOs are an integral part of specific clusters, majors, and courses.” This activity extends career exploration by helping students connect career clusters, programs of study, and career-focused student organizations.

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 allow students to engage in researching workforce trends, evaluating employment outlooks, and analyzing labor market data to make informed career decisions. For example, in “The Labor Market and You,” the “Labor Market Career Trends” activity requires students to “use online resources to research and analyze labor market trends related to a career of interest” while examining projected job outlooks, wage information, and employment trends for careers they are considering. This analysis supports informed career planning by helping students evaluate workforce demand and compare career opportunities using current labor market information.

In addition, students continue analyzing labor market information through activities that compare employment data across multiple careers. For example, in “The Labor Market & You,” the “Salary Comparisons” activity requires students to investigate salary information and complete a comparison that includes job outlook information for careers they are exploring. This activity reinforces the analysis of labor market information by helping students compare employment trends, wages, and career opportunities using workforce data.

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 exploration activities guide students in investigating careers of personal interest while examining education requirements, workplace expectations, and professional experiences to inform future planning. For example, in the “Career Investigation” project associated with “Formulas for Career Success: Career Testing and Investigation,” students “conduct an interview with a business professional in a career field of your interest and create a short presentation based on any information gathered.” This project supports the development of individual career goals by engaging students in authentic career research and connecting information from professionals with their own educational and career planning.

Career investigation continues through activities that encourage students to compare career options using structured research and self-reflection. For example, in “Formulas for Career Success: Career Testing and Investigation,” students “research three careers they have an interest in, then complete the table provided and rank each career based on the table.” This activity supports the development of individual career goals by helping students evaluate career options and identify pathways that align with their interests and future plans.

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.

Although the Course Implementation Guide provides lesson sequencing, instructional procedures, slide presentations, and student activities related to workplace skills and career readiness, it does not include explicit educator guidance for modeling, guided practice, or instructional routines that support direct instruction of professional standards and employability skills. While the materials direct educators to facilitate activities and present content, they do not provide the explicit instructional support necessary to teach employability skills through modeling, guided practice, and instructional routines in alignment with the indicator.

Although the materials include slide presentations, activities, and implementation guidance related to workplace skills, they do not provide explicit educator scripting, modeled instruction, or guided practice that supports the direct instruction of professional standards and employability skills. The available guidance focuses primarily on lesson procedures and activity facilitation rather than instructional routines designed to develop employability skills through explicit educator-led instruction.

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 experiences by developing professional documents and applying workplace communication skills needed for employment. For example, in “Formulas for Career Success: Résumés,” students begin a “Resume Development” project in which they “develop a general résumé” while evaluating résumé content, formatting, and appropriate methods for presenting the document to potential employers. This activity prepares students for career success by strengthening résumé development skills and supporting authentic employment readiness.

Students also engage in career development activities that strengthen employment readiness through authentic interview preparation and portfolio development. For example, in “Formulas for Career Success: Portfolio Development,” students “create a career portfolio using the artifacts they gathered in the ‘Choosing Artifacts Activity.’” This activity supports career readiness by guiding students in organizing professional artifacts that document their skills, accomplishments, and preparation for employment.

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

Although the lessons include vocabulary lists, vocabulary handouts, matching activities, and opportunities for students to use career-related terminology, the materials do not provide intentionally designed career development tasks that require students to apply academic, professional, and technical vocabulary in authentic workplace contexts. As a result, vocabulary instruction remains limited primarily to identification, matching, and review rather than purposeful application during career development opportunities.

Similarly, although each lesson includes vocabulary resources and review activities, the materials do not intentionally embed academic, professional, and technical vocabulary within career development tasks that require students to meaningfully apply the language in authentic workplace situations. Vocabulary activities focus primarily on definitions, matching, or review rather than sustained application during career development opportunities.

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.

The materials provide career exploration experiences that engage students in learning about work through interactions with industry professionals and authentic career investigations aligned to the work-based learning continuum. For example, in “Formulas for Career Success: Career Testing and Investigation,” the “Career Investigation” project directs students to “conduct an interview with a business professional in a career field of your interest and create a short presentation based on any information gathered.” Students use interview questions such as “Can you tell me about the types of tasks you are responsible for on a day-to-day basis?” and “What are some skills and personality traits necessary to perform your job?” while developing additional questions of their own. This authentic career exploration experience reinforces employability skills while helping students connect classroom learning to real-world careers through direct interaction with industry professionals.

Students further engage in experiential learning opportunities that expand their understanding of workplace expectations and career pathways through career exploration activities appropriate for a level 1 course. For example, in “Essential Skills and Certifications for Careers,” class 1, the “Essential Skills Interview” activity directs students to “interview a professional to explore essential skills for successful careers,” noting that the activity “provides students with the opportunity to engage with a professional” and that students “may build a connection which may help them in the future.” This activity strengthens students’ understanding of workplace expectations while providing authentic career exploration experiences that support the development of technical and employability skills.

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 engage students in using authentic career exploration tools and industry resources to investigate career interests and workplace expectations. For example, in “Formulas for Career Success: Career Testing and Investigation,” class 2 and class 3, students begin the “Career Testing” project, where they “take a career assessment” and “write a one-page paper describing what they learned and how it affects their career goals and plans.” The activity also directs educators to “contact the school guidance counselor to come and present to the class” and “find a career assessment for the students to complete,” providing students with opportunities to use industry-relevant career assessment tools during experiential learning. This experience supports informed career exploration by engaging students with authentic career planning resources used in educational and workforce settings.

In addition, students use industry-specific professional networking resources during experiential learning activities that mirror workplace practices. For example, in “Career Advancement Strategies,” class 6, the “Online Professional Networking” project directs students to “research and analyze a professional networking site or app and create an infographic to summarize and illustrate their findings.” This activity provides students with opportunities to use authentic professional networking resources while developing career readiness, digital communication, and workforce research skills applicable to future employment.

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

The “Lesson-Level Language Support Suggestions” section includes a “Vocabulary in Experiential Learning” bullet for each of the 32 lessons. These supports require students to use vocabulary during the lesson’s identified project, activity, or simulation through written or oral application. For example, in unit 1, class 1, students must use at least two vocabulary handout terms, such as advocacy and stewardship, when writing their “Volunteering” project reflection and presenting the “Serving the Community” project proposal.

Furthermore, the materials identify experiential learning opportunities throughout the Course Implementation Guide and provide intentional task design and educator guidance for applying vocabulary during those activities. Across all 32 lessons, the “Vocabulary in Experiential Learning” guidance connects relevant academic, professional, and technical terms to specific projects, activities, simulations, or other authentic workplace experiences. Thus, vocabulary support extends beyond distributing handouts and discussing key concepts by requiring students to use lesson-related language in written and oral tasks. As a result, the materials emphasize the purposeful application of academic, professional, and technical vocabulary during experiential learning.

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.

Scenario-based activities engage students in applying workplace communication, collaboration, and problem-solving skills to authentic industry situations. For example, in “Conflict Management in the Workplace,” the “Conflict Management Scenario” activity directs students to “work with a partner and develop a conflict management scenario to be reenacted for the class,” while the extension asks students to “write skit reviews of their peers’ performances and give different conflict management options which could have been taken.” This activity requires students to develop, evaluate, and justify workplace solutions while applying academic and technical knowledge in an authentic professional context.

Students further apply academic and technical knowledge through authentic workplace scenarios that require them to analyze industry practices and solve real-world problems. For example, in “Electronic Communication and Scheduling,” class 5, students “familiariz[e] themselves [with] Microsoft Outlook by exploring features and problem-solving real-world situations,” using an industry-standard communication tool to resolve scheduling conflicts and manage workplace communication. This activity reinforces workplace readiness by engaging students in authentic technology-based problem solving aligned to professional expectations.

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 industry-related data, organize quantitative information, and draw conclusions based on evidence. For example, in “Mathematics in the Workplace,” class 8, the “Data Analysis” project directs students to “find quantitative data related to the career field of their choice and create a graphical representation of the data,” with an extension asking students to “create an additional graph and have them compare and contrast both.” This project develops students’ ability to analyze industry-related data, identify trends, and justify conclusions using quantitative and qualitative reasoning.

In addition, students continue analyzing industry-related data through career exploration activities that require them to interpret workforce information and career trends. For example, in “The Labor Market and You,” class 3, the “Labor Market Career Trends” activity directs students “to use online resources to research and analyze labor market trends related to a career of interest.” This activity reinforces data-driven decision making by requiring students to evaluate workforce trends and apply labor market information to career planning.

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 formulate questions, investigate career-related topics, and gather information from industry sources to support informed decision making. For example, in “Formulas for Career Success: Career Testing and Investigation,” the “Preparing for Guidance” activity directs students to “imagine they have an appointment with a career guidance counselor in the near future and will prepare for the appointment to ensure the best interaction.” This activity develops inquiry skills by requiring students to formulate purposeful questions and prepare for meaningful discussions about career planning and educational opportunities.

Students further engage in inquiry-based learning through research projects that require them to investigate industry-specific topics and communicate their findings. For example, in “Essential Skills and Certifications for Careers — Project Overview,” students “investigate an industry certification and develop a visual presentation to illustrate and share their findings with the class.” The project “allows students to research a specific certification and practice presentation skills using technology,” which provides opportunities to conduct research using industry-specific sources while communicating evidence-based conclusions.