Pathways to Career Success, 1e, Texas Edition

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

Pathways to Career Success materials include the Course-Level Design Resource, which provides a scope and sequence through the “Scope and Sequence Breakdown” table. Within this table, the materials are organized by chapter with corresponding page numbers and identify the TEKS, ELPS, key concepts, and technical skills taught across the course. Specifically, the table lists the TEKS with related key concepts and technical skills, while a separate column provides ELPS alignment. Together, this structure gives educators a course-level view of standards, concepts, and skills across the instructional sequence.

Lesson-level alignment in the Instructor Resources further supports the course scope and sequence. Across the lesson plan documents, the materials identify the TEKS, ELPS, concepts, and technical skills taught throughout the units. Additionally, this alignment begins at the lesson level and builds into a comprehensive view of what students learn across the course. As a result, the materials outline the required standards, concepts, and technical skills throughout the instructional sequence.

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 Course-Level Design Resource provides suggested pacing to support effective implementation across various school models. In the Pacing Guide, the materials include pacing tables for traditional secondary schools, Early College High Schools, and Pathways in Technology Early College High Schools. Additionally, the tables provide pacing suggestions for instructional calendars ranging from 220–300 instructional days. This guidance supports educators as they implement the course across different school-year structures.

Additional pacing guidance addresses various schedules and instructional calendars. Within the pacing tables, the materials include daily schedules, A/B block schedules, modified block schedules, yearlong schedules, and semester block or 4x4 schedules. Furthermore, the guidance accounts for period lengths ranging from 45–90 minutes and includes sample instructional calendars for traditional and P-TECH models. Together, these resources support effective implementation across varied schedules, school models, and numbers of instructional days.

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 materials include an explanation through the “Part Order Rationale” section. The materials are organized into four parts that progressively build students’ professional and technical understanding: “Careers and You,” “College and Career Readiness,” “Career Development,” and “Financial Management.” This sequence first supports students in developing self-knowledge and exploring careers, then moves them toward career readiness, workplace preparation, and financial stability. As a result, the unit order supports a clear progression of concepts and technical skills.

Concept and skill connections are further explained in the Course-Level Design Resource through the “Rationale for Chapter Order and Conceptual Progression” section. The materials begin with foundational concepts related to professional and personal roles, career options, and academic readiness. Then, the course progresses to workplace readiness, technical standards, and financial planning. In addition, the lesson plans show how key concepts and technical skills connect across course parts, supporting students as they build and apply skills throughout the course.

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

The materials provide protocols and guidance for unit internalization through the “Part Internalization Protocols and Guidance” section. Within this section, the materials introduce each part of the course with a six-step process that directs educators to clarify what students learn, understand how learning is assessed, analyze the high-level arc of learning, review pacing and instructional flow, identify standards and assessment alignment, and prepare materials and resources. Each step includes an explanation for how it applies to the current part or unit. Together, these protocols support educators as they prepare instruction before implementation.

The Course-Level Design Resource also provides protocols and guidance for chapter and lesson internalization. The materials include internalization tools such as a Unit Internalization Template, Lesson Preview Checklist, Activity and Materials Readiness Checklist, ELPS Integration Quick Reference, Portfolio and Planning Integration Guide, and Teacher Reflection Template. These tools guide educators in reviewing chapter and lesson focus, aligned TEKS and ELPS, course-content connections, language supports, assessments, materials, and instructional readiness. As a result, educators receive structured support for internalizing lessons before working with their students.

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

The Course-Level Design Resource provides guidance for instructional leaders to support educators with implementing the materials as designed. In the “Leader Implementation Supports” section, the materials identify practices such as chapter internalization meetings, pacing calibration, observation look-fors, professional learning communities (PLCs), and feedback and coaching tools. These supports help instructional leaders monitor implementation, guide educator planning, and promote consistent use of the course materials.

Instructional leader resources also support educators during planning, delivery, and reflection. In the “Leader Resources” section, the materials include tools such as an Instructional Leader Walkthrough Tool, Chapter Pacing Comparison Chart, Portfolio and Planning Integration Guide, Teacher Reflection Template, and PLC Meeting Agenda Template. Through these resources, instructional leaders can observe instruction, facilitate educator collaboration, review pacing, and provide feedback connected to effective course implementation.

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 lesson plans provide comprehensive overviews that give educators the background content knowledge needed to instruct students on the concepts and technical skills in each unit. Within each “Part Overview,” the materials explain prior knowledge, key concepts, and technical skills that support lesson implementation. For example, part 1 “Careers and You,” materials focus on foundational skills students need for self-awareness, identity, life roles, and personal strengths that contribute to career planning. Additionally, the chapter 5 introduction explains that a career plan is a structured, step-by-step process that helps students identify career opportunities aligned with their interests, abilities, and goals.

An academic, professional, and technical vocabulary is also included to support effective instruction. In the “Key Vocabulary” section, the lesson plans define terms such as education and training requirements, job outlook, work environment, and transferable skills. In addition, the “Part Overview” sections identify vocabulary and language needed as educators internalize and implement lessons. For example, part 2 “Career and College Readiness,” connects prior knowledge, key concepts, and vocabulary to effective lesson delivery.

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 Family Support Guide provides English language supports for each chapter and unit. These supports include letters that help families understand what students are learning, along with related vocabulary, conversation starters, and at-home activities. Additionally, the resources give families background knowledge and specific ways to discuss course content with students. As a result, families receive guidance for supporting student progress at home.

Spanish language supports are provided alongside the English supports in the Family Support Guide. The bilingual guide includes unit and chapter overviews in Spanish, key vocabulary, conversation starters, and activities families can use at home. Furthermore, the English and Spanish letters are included together for each chapter. This structure gives families access to the same course information and suggestions for supporting student progress.

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 lesson plans provide comprehensive, structured, and detailed guidance aligned to the TEKS and ELPS. Each lesson includes objectives or key concepts, TEKS and ELPS alignment, questions, tasks, materials, and instructional assessments. For example, chapter 1, “The Roles You Play,” identifies the aligned TEKS and ELPS and provides lesson components that support instruction through materials and resources, the lesson cycle, language standards, and experiential learning activities. Together, these elements support educators in delivering lessons aligned to content and language standards.

The Instructor Resource Guide provides access to lesson plans for all units and chapters, and the lesson plans include tasks, questions, and assessments required to meet the aligned standards. Within the lessons, students complete “Applied Problem-Solving” activities with real-world problems, data analysis questions, and inquiry-based learning questions. Additionally, the materials provide pacing, step-by-step instructions, key concepts, and technical skills. The lesson structure follows the “I do, We do, You do” learning cycle, which supports educators in delivering standards-aligned instruction and assessing student learning.

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 lesson-level overviews that list the educator and student materials necessary to deliver each chapter effectively. Within the “Materials and Resources” and “Student Materials and Resources” sections, the materials identify the physical, instructional, and technical resources needed for implementation. For example, chapter 2 lists educator materials such as instructional resources, a projector or interactive screen, a computer or tablet with internet access, and a whiteboard with markers or a digital equivalent. These resources give educators a clear view of what is needed before lesson delivery.

Suggested timing is provided for each lesson component. In the “Lesson Component Timings,” section, the lesson plans break down time allocations for the lesson introduction and activities, instructional learning, assessments, lesson extensions, and extended practice. For example, the materials suggest approximately 30 minutes for lesson introduction and activities, 1–2 hours for instructional learning, 1–2 hours for assessments, and 30–45 minutes for extended practice. As a result, educators receive pacing guidance that supports planning for each lesson component.

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 materials provide guidance on the effective use of lesson materials for extended practice through the “Guidance for Effective Use of Lesson Materials in Extended Practice” section. This section includes suggestions for homework, extension activities, enrichment, and professional skills practice. For example, the materials guide educators to use written reflections, short research tasks, scenario-based questions connected to career clusters, interviews with community members, workplace observations, and simulated decision-making scenarios related to selecting a career pathway. These examples show how educators can extend learning beyond the core lesson.

The Instructor Resources provide lesson plans that further support extended practice within classroom implementation. Across the lesson plans, the materials include “Extended Learning” activities, “Applied Problem-Solving” questions, homework tools, extension activities, and skills practice. Additionally, unit-level guidance supports extension, extended practice, and enrichment. Together, these resources help educators reinforce lesson content and adapt activities for different learners.

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 materials include a variety of instructional assessments at the lesson and unit levels, including diagnostic, formative, and summative assessments that vary in task type and question format. The lesson plans identify diagnostic assessments such as the Career Foundations Check-In and the Career Planning Pre-Assessment, which require students to demonstrate baseline understanding through multiple-choice questions, short constructed-response items, reflections, and scenario-based responses. For example, students identify their current knowledge of the 14 career clusters, describe careers they are familiar with, and reflect on factors that influence career interests. These diagnostic assessments provide educators with information about student readiness and prior knowledge before instruction begins.

Additionally, the materials include varied formative and summative assessment opportunities throughout instruction. Students complete assessments such as the “Who Am I as a Future Worker?” self-profile, “Career Exploration Portfolio” activities, case studies, reflection prompts, written responses, portfolio tasks, and “End-of-Chapter Exercises.” For example, the self-profile formative assessment requires students to organize interest inventory results, personal traits, preferred work environments, and career ideas into a visual organizer, written summary, or digital presentation. Summative assessments include portfolio artifacts, extended reflections, “End-of-Chapter Exercises,” and performance-based tasks that require students to apply knowledge and skills in authentic career-planning contexts. These assessment opportunities provide diagnostic, formative, and summative measures that vary in both question type and performance expectations.

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

The materials define the instructional assessment types included in the course. Within the lesson plans, the Instructional Assessment Guide explains diagnostic, formative, and summative assessment categories. Specifically, diagnostic assessments establish prior knowledge and readiness. Formative assessments monitor student progress during instruction, and summative assessments evaluate mastery after instruction. These definitions help educators understand the role each assessment type plays within the lesson and unit sequence.

Additionally, the Course-Level Design Resource and Instructor Resources explain the intended purpose of specific assessment types and how educators should use assessment results. For example, formative assessments such as “Answer It!” questions are used to evaluate student understanding of key concepts and guide instructional pacing, discussion depth, and scaffolded support. The materials also explain that diagnostic assessments help identify patterns in prior knowledge, readiness levels, and misconceptions, while summative assessments and portfolio products document student mastery and progress over time.

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

Within the lesson plans, the “Instructor Guidance for Instructional Assessments” section provides a detailed table identifying when assessments should be administered, estimated completion times, recommended grouping structures, participant expectations, and required resources. For example, diagnostic assessments are administered at the beginning of instruction, include recommended time allocations, identify whether students work independently or in groups, and specify resources such as assessment documents and test bank materials needed for implementation. These supports provide educators with clear expectations for assessment administration.

Furthermore, the lesson plans and Instructor Resources provide additional guidance that supports consistent implementation across assessment types. The materials organize assessments by diagnostic, formative, and summative categories and identify specific assessment tools associated with each stage of instruction, including the “Career Foundations Check-In,” self-profile activities, “Career Exploration Portfolio” tasks, and end-of-part assessments. The materials also provide lesson component timing recommendations and instructional guidance describing how assessments should be administered, reviewed, and documented.

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

The materials include diagnostic, formative, and summative assessments that are aligned to the TEKS and instructional objectives of the course, unit, and lesson. The “Part Instructional Assessments” section of the lesson plans identifies assessment categories and aligns each assessment to the specific TEKS and lesson objectives. For example, the part 1 diagnostic assessment aligns to TEKS §127.20(d)(1)(A), §127.20(d)(1)(B), and §127.20(d)(1)(C), while the formative assessment “Who Am I as a Future Worker?” self-profile aligns to TEKS §127.20(d)(1)(B), §127.20(d)(1)(D), §127.20(d)(1)(E), and §127.20(d)(2)(B). These assessment alignment tables clearly connect assessments to the standards and objectives being measured.

The alignment is further reinforced through the Texas Test Bank resources. Assessment questions identify the associated lesson objective and TEKS for each item. For example, chapter 1 “The Roles You Play” includes assessment questions aligned to the objective “Identifying Roles and Responsibilities” and TEKS 4(A), which requires students to explain how interpersonal skills affect human relations on the job. By connecting individual assessment items to both objectives and TEKS, the materials demonstrate that diagnostic, formative, and summative assessments are intentionally designed to measure the knowledge and skills identified within instruction.

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

The materials include TEKS-aligned assessment items at varying levels of complexity. Early assessments require students to demonstrate foundational understanding through multiple-choice questions, short constructed-response responses, and self-reflection activities. For example, the “Career Foundations Check-In” asks students to identify their knowledge of career clusters, describe careers they know, and reflect on factors that influence career interests. These assessments measure baseline understanding and readiness for instruction.

As students progress through instruction, assessment complexity increases. The “Who Am I as a Future Worker?” formative assessment has a self-profile that requires students to analyze interest inventory results, evaluate personal traits, connect career interests to work environments, and organize findings into a written summary, visual organizer, or digital presentation. Summative assessments further increase rigor through portfolio development, “End-of-Chapter Exercises,” extended written responses, career comparisons, and reflection activities that require students to synthesize information and apply learning to authentic career-planning situations. For example, the Career Portfolio requires students to compile interest inventories, written career comparisons, and reflective responses connected to career pathways. These assessments demonstrate increasing complexity and provide multiple assessment formats aligned to the course TEKS.

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

The materials provide guidance for interpreting student performance on instructional assessments. Within the lesson plans under the Instructional Assessment Guide, educators are directed to review assessment data for patterns in prior knowledge, readiness levels, and common misconceptions. Educators are also guided to evaluate whether students accurately use academic and technical vocabulary, explain processes clearly, and apply concepts to real-world and personal scenarios. These supports help educators analyze student understanding and determine appropriate instructional responses.

Furthermore, the Instructor Resources’ Instructional Assessment Guide includes scoring tools that support accurate evaluation of student work. The guide explains the purpose of diagnostic, formative, and summative assessments, while the Grading Rubric provides performance criteria for evaluating student responses consistently. The Student Edition Answer Key supplies answers for selected-response and constructed-response questions from “End-of-Chapter” assessments, allowing educators to compare student responses against expected outcomes and apply scoring criteria consistently across assessment types.

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 assessment performance. Within the lesson plans, the “Responding to Performance Trends — Diagnostic Data” section directs educators to analyze pre-assessment results to identify patterns in student understanding and misconceptions. For example, when assessment results indicate students struggle with concepts such as career pathways, workplace expectations, or foundational career-readiness concepts, the materials recommend targeted mini-lessons, vocabulary previews, visual supports, and additional instructional scaffolds to address identified learning needs. These recommendations help educators adjust instruction based on assessment results.

Additionally, the materials provide activities for reinforcement, remediation, and enrichment based on student performance trends. Instructor Resources identifies supports such as Foundational Career Concepts Review, Personal Strengths Identification, and “Main Idea” and “Understanding Check” activities that can be used to reinforce learning through individual, small-group, or whole-group instruction. For students demonstrating mastery, extension opportunities include analyzing workplace ethical dilemmas and reflecting on team performance during collaborative activities. These supports provide educators with specific instructional responses that correspond to student performance data and identified learning needs.

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 tools that allow educators to track student progress and growth. The Course-Level Design Resources identify educator-facing monitoring tools including gradebook data, rubric scores, observational notes, portfolio reviews, chapter performance data, adaptive diagnostics, and assignment-level reporting. These resources allow educators to monitor individual and group performance, review mastery of course objectives, and evaluate progress across multiple instructional activities and assessments over time.

In addition, the materials include student-facing tools that support student ownership of learning and progress monitoring. Students engage in reflection activities, self-assessments, and goal-setting tasks designed to help them evaluate their own learning and identify areas for improvement. The Instructor Resources also includes a downloadable Student Progress Tracker that allows students to record assessment results, reflect on strengths and growth areas, and establish goals throughout the course. These educator-facing and student-facing tools provide opportunities for both educators and students to monitor progress and growth over time.

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, activities, and scaffolded supports for students who have not yet reached proficiency in course content and technical skills. Lesson plans contain a dedicated “Customized and Scaffolded Instruction” section that provides guidance for supporting less-advanced learners through targeted interventions, review opportunities, guided practice, and small-group instruction. For example, chapter 1, under “Support for Less-Advanced Students,” recommends reinforcing foundational concepts by revisiting previously taught skills related to roles, responsibilities, and expectations in home, school, work, and community settings. Additional supports include reteaching key concepts through small-group instruction, providing guided practice opportunities, and using graphic organizers, role-sorting charts, and visual examples to help students organize and apply information related to course objectives.

Additionally, the materials provide program-wide guidance for differentiating instruction and scaffolding learning based on student needs. The Differentiation and Special Populations Guide includes a Three-Step Differentiation Model that supports varying instructional input, process, and output across lessons and labs. Lesson plans also provide targeted supports for less-advanced students, including flexible grouping strategies, guided notes, visual supports, and scaffolded review of unfamiliar vocabulary and foundational concepts. For example, part 2 “Why We Work” recommends using concrete, real-life examples to reteach concepts related to needs, wants, and motivations for work, while providing graphic organizers and guided notes to support student understanding. These supports provide educators with structured strategies for adapting instruction and helping students progress toward 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 supports for unfamiliar academic, professional, and technical vocabulary as well as unfamiliar references encountered throughout instruction. Lesson plans contain a dedicated “Key Vocabulary” section that identifies terminology students may need before beginning a unit and provides guidance for introducing and reinforcing these terms. For example, part 1 “Careers and You” identifies terms such as aptitude, career cluster, job outlook, transferable skills, and work environment and directs educators to model correct pronunciation, provide student-friendly definitions, and incorporate low-risk practice opportunities such as matching terms to scenarios and discussing examples aloud. Lesson plans also identify unfamiliar references and figurative language and provide explanations that help students connect new concepts to career and workplace contexts.

Furthermore, the materials include embedded supports that reinforce vocabulary acquisition and comprehension throughout instruction. The Academic and Technical Vocabulary Support Guide provides a structured approach for introducing, reinforcing, and revisiting unfamiliar vocabulary and references through pre-teaching, contextualized learning, and vocabulary reinforcement activities. Guidance includes strategies such as visual introductions, cognate connections, word analysis, contextual examples, Frayer Models, and vocabulary maps. The guide also includes routines for unfamiliar references by helping students identify what the reference is, why it matters within the chapter, and how it connects to lesson content. Additional supports, such as contextual vocabulary activities and ongoing vocabulary review opportunities, help students develop an 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 enrichment and extension activities designed for students who have demonstrated proficiency in course content and technical skills. Within the “Customized and Scaffolded Instruction” sections of the lesson plans, educators are provided with opportunities to extend learning through differentiated products, research tasks, and higher-level applications of course concepts. For example, chapter 1, “The Roles You Play,” encourages educators to “differentiate lesson outputs by allowing multiple ways to demonstrate learning, such as reflective writing, visual role maps, scenario analyses, or short presentations that explore how roles evolve over time.” Additional enrichment opportunities ask students to analyze how responsibilities and expectations intersect across multiple contexts, requiring deeper application of course content and critical-thinking skills.

Furthermore, the Differentiation and Special Populations Guide provides educators with enrichment and extension strategies that promote leadership, independent inquiry, and real-world application of learning. Suggested activities include entrepreneurial projects, career-service plans, mock professional portfolios, independent research tasks, case-study analysis, peer-mentoring opportunities, and job-shadowing experiences. The guide also recommends instructional strategies such as flexible grouping, student choice and voice, and acceleration when appropriate to increase rigor for proficient learners. These enrichment and extension opportunities provide educators with guidance for challenging students who have already demonstrated mastery of course content and technical skills.

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

The Differentiation and Special Populations Guide contains a dedicated section titled “Specially Designed Instruction (SDI) for Students with Disabilities” that provides guidance for adapting instruction while maintaining TEKS-aligned learning expectations. Within the “Practical SDI Strategies for CTE (Career and Technical Education)” section, educators are provided with recommendations for addressing areas such as attention and processing, reading comprehension, written expression, memory, behavior and self-regulation, sensory needs, and fine motor skills. For example, educators are guided to break long tasks into smaller goals, provide visual schedules and timers, use reference materials and visual aids, and incorporate repetition and structured supports to help students successfully access and engage with course content.

Additionally, the materials provide guidance for adapting instructional delivery, learning processes, and student products within course activities. The Differentiation and Special Populations Guide includes examples of how educators can vary instructional input through text, visuals, demonstrations, audio supports, models, and guided annotation of course materials. The guide also includes recommendations for pre-teaching vocabulary and procedures, modeling concepts, providing guided practice, and using scaffolded assessment techniques. Furthermore, educators are provided with implementation guidance through tables that connect SDI adaptation types to course materials, educator supports, and example student outputs. Examples include guided planning templates, structured discussion roles, planning checklists, recorded responses, visual schedules, and reference materials that help students demonstrate learning in ways aligned to their individual needs while maintaining access to grade-level content and technical skills.

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.

Within the lesson plans, each unit includes a dedicated “Prompts for Modeling and Explaining Concepts” section that provides educator-facing guidance and scripted language for introducing key concepts. For example, in part 1 “Careers and You,” educators are directed to intentionally model reflective thinking and decision-making by verbalizing how individuals evaluate their abilities, learn from experiences, and adjust goals over time. Educators are further directed to think aloud as they model how individuals reflect on their experiences and connect personal strengths to possible pathways, emphasizing that career development is an ongoing process rather than a single decision. These modeling prompts help educators demonstrate how personal interests, skills, values, and responsibilities influence academic choices, career exploration, and long-term planning.

Additionally, the materials provide explicit guidance for modeling concepts across multiple units of the course. In part 3, lesson plan guidance directs educators to model how career and college readiness skills support successful transitions beyond high school by demonstrating how individuals organize information, meet deadlines, and make informed decisions. Scripted language, such as “Let me model how I would organize application deadlines and required materials,” is included within the instructional guidance to support educator modeling and explanation of these concepts. The “Prompts for Modeling and Explaining Concepts” section provides structured educator guidance, modeled thinking processes, and scripted instructional language that help educators explain concepts and make expectations visible for students.

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. Within the lesson plans, each chapter includes a “Lesson Cycle” section that uses the Gradual Release of Responsibility model to support instruction. For example, chapter 1, “The Roles You Play,” guides educators through an “I Do, We Do, You Do” sequence in which educators first model key concepts, facilitate guided learning experiences, and then transition students to independent application. This instructional framework provides educators with recommendations for sequencing instruction and supporting student learning through multiple instructional approaches.

Additionally, the materials provide explicit facilitation guidance through the “Scripted Introduction and Instructional Approaches” sections embedded within lesson plans. Educators are provided with instructional scripts, modeling guidance, and recommendations for facilitating student engagement through self-reflection, visualization, structured discourse, and collaborative discussion. For example, chapter 1 directs educators to introduce concepts through visualization activities and guided discussion while providing exemplar language that can be adapted during instruction. These supports provide educators with recommendations for delivering instruction through modeling, discussion, visualization, and collaborative 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 and provide guidance for educators on implementing instructional structures that promote student learning. The “Instructor Guidance for Instructional Assessments” section includes recommendations for implementing diagnostic, formative, and summative assessment activities using a variety of instructional structures, including individual work, partner activities, small-group learning, and whole-class participation. Lesson plans also incorporate guided, collaborative, and independent practice opportunities that allow students to apply concepts and skills in multiple ways throughout instruction.

Additionally, the materials provide recommended structures that support effective implementation of practice activities. For example, chapter 1 includes collaborative “Think-Pair-Share” activities, partner discussions, and “Role Map” activities in which students examine responsibilities across home, school, work, and community settings. Students also complete independent reflection activities that require them to analyze how those roles influence decisions and behaviors. These opportunities provide educators with guidance for implementing whole-group, partner, small-group, and individual learning structures while supporting guided, collaborative, and independent 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 Academic and Technical Vocabulary Support Guide provides differentiated supports organized by language domain, including listening, speaking, reading, writing, and assessment, and it further differentiates guidance by proficiency level. For example, the guide includes accommodations and scaffolds for beginning, intermediate, advanced, and advanced high proficiency levels. Listening supports include guided listening activities, comprehension and inference questions, and industry-related recordings such as podcasts, interviews, and safety briefings, while speaking supports incorporate sentence frames and structured opportunities for students to practice academic and technical language. These supports provide educators with guidance for addressing varying levels of language proficiency while supporting language development across domains.

The materials also provide linguistic accommodations designed to engage students in increasingly academic, professional, and technical language. The Academic and Technical Vocabulary Support Guide includes sentence frames and language-development supports that help students describe processes and procedures, explain cause-and-effect relationships, compare and contrast information, and participate in problem-solving and analytical discussions. In addition, the guide provides differentiated writing supports aligned to proficiency levels, including guidance for using technical writing formats such as reports, proposals, and procedures while considering audience, style, and tone. These accommodations support students in developing and applying increasingly sophisticated academic, professional, and technical language across listening, speaking, reading, and writing activities.

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

The Differentiation and Special Populations Guide includes a dedicated section titled “Implementation Guidance for State-Approved Bilingual and ESL Programs” that explains how program routines, vocabulary supports, reading scaffolds, structured discussions, and writing frames can be implemented while maintaining TEKS- and ELPS-aligned expectations. The guidance encourages educators to intentionally plan when students will process content in their home language and when they will produce responses in English, providing a framework for supporting language development while maintaining access to course content.

The materials also provide implementation recommendations tailored to multiple state-approved bilingual and ESL program models. Within the “Implementation Guidance for State-Approved Bilingual and ESL Programs” section, educators are provided with recommendations for dual language immersion, transitional bilingual, and ESL instructional settings. Guidance includes the use of technical vocabulary instruction, cognate connections, bilingual glossaries, side-by-side vocabulary charts, structured sentence frames, graphic organizers, and structured discourse supports. The materials also provide recommendations for leveraging cross-linguistic connections and intentionally planning opportunities for students to process content in their home language while developing English proficiency. These implementation supports provide educators with guidance for effectively using the materials in state-approved bilingual and ESL programs while supporting both content learning and language development.

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 emergent bilingual students in developing academic, professional, and technical vocabulary through oral and written discourse. The Academic and Technical Vocabulary Support Guide provides a structured three-phase approach that includes pre-teaching, explicit instruction, and deliberate review of vocabulary throughout instruction. Guidance includes the use of vocabulary anchor charts, student vocabulary journals, sentence frames, “Think-Pair-Share” routines, “Turn-and-Talk” activities, and academic discussion stems that support oral language development and vocabulary acquisition. The guide also provides written-language supports such as word banks with visuals, paragraph frames, labeling activities, and fill-in-the-blank responses that help students apply academic, professional, and technical language in written discourse. These embedded supports provide structured opportunities for students to develop and use content-specific vocabulary through both speaking and writing activities.

The materials also include embedded guidance that supports comprehension, background knowledge development, and cross-linguistic connections through oral and written discourse. Within the Academic and Technical Vocabulary Support Guide, educators are encouraged to create real-life connections to vocabulary, use visual supports, and revisit terms during discussions, reflections, planning activities, and presentations to build background knowledge and strengthen comprehension. The guide further supports cross-linguistic connections by encouraging educators to explicitly teach cognates, strategically incorporate students’ primary languages, and help students apply knowledge from multiple languages to construct meaning. Lesson-level supports for emergent bilingual students provide additional oral and written scaffolds, including sentence and discourse stems, paragraph frames, proficiency-level expectations, and opportunities for students to use nonlinguistic representations when developing understanding of academic concepts. These embedded supports help students increase comprehension, build background knowledge, make cross-linguistic connections, and engage in meaningful oral and written communication using increasingly academic, professional, and technical language.

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 materials include guidance for educators to provide explicit instruction on industry-specific knowledge in alignment with the course TEKS. Within each lesson plan, the chapter introduction, “Scripted Introduction,” and “Instructional Approaches” sections provide educator-facing scripts that introduce key industry concepts and establish the foundation for chapter learning. For example, the chapter 1 introduction directs educators to “use this scripted instructional introduction to launch chapter 1” by helping students understand how the many roles they play influence their responsibilities, behavior, decision-making, and career development. The script further explains that recognizing these roles helps students “make better choices, build positive relationships, and prepare for future careers.” By providing scripted, TEKS-aligned instructional guidance, the materials support educators in explicitly teaching industry-specific knowledge.

Furthermore, the materials provide explicit guidance for educators to deliver industry-specific skills through structured, lesson-specific instruction. As students explore career pathways, the lesson plans direct educators to model industry concepts, provide explicit instruction, and connect learning to authentic workforce expectations. For example, the chapter 4 introduction directs educators to “explicitly instruct students on how career clusters function as an industry-recognized organizational system” and to use examples from career clusters to model workforce planning and career exploration. The lesson further directs educators to “use structured, direct instruction” to teach career clusters, representative job titles, salary ranges, required technical skills, and common work settings before prompting students to analyze how industry roles align with their interests, strengths, and long-term goals. These structured instructional prompts provide explicit educator guidance for developing industry-specific skills in alignment with the course TEKS.

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

The materials consistently provide opportunities for students to develop industry-specific academic, professional, and technical vocabulary. Throughout the lesson plans, the “Applied Problem-Solving” sections introduce industry-specific concepts through authentic workplace scenarios. These scenarios require students to build understanding as they engage with career-related content. For example, in chapter 1, the “Real-World Problem Application Question” asks students to explain the steps they would take to demonstrate professionalism and responsible decision-making before and during a part-time job interview. The materials direct students to “describe how this experience helps develop and reinforce the real-world application of technical and employability skills” by applying their understanding of roles, responsibilities, and personal influences in an authentic work-based learning context. By engaging students in career-focused problem-solving, the materials consistently support students as they develop industry-specific academic, professional, and technical vocabulary within authentic workplace contexts.

Opportunities for students to use and apply industry-specific academic, professional, and technical vocabulary in authentic career contexts are consistently provided. As students analyze industry information and justify their responses, they use vocabulary to communicate evidence-based conclusions and workplace recommendations. For example, in the chapter 2 “Applied Problem-Solving” section, the “Industry Data Analysis Question” asks students to examine labor market data, identify two high-demand careers, compare the skills and educational requirements those careers share, and explain how the information supports the importance of building core academic skills. The activity concludes by directing students to develop “responses using academic and professional vocabulary learned in the chapter.” By requiring students to apply industry-specific vocabulary while analyzing workforce data and supporting their conclusions, the materials provide consistent opportunities for students to use and apply 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.

The materials provide opportunities for students to develop industry-specific knowledge and skills through activities and tasks that progressively increase in rigor and complexity across lessons and units within the course. Students build foundational knowledge and skills through a sequence of assessments that expand in depth and complexity over time. For example, the part 1 “Instructional Assessments” begin with the “Diagnostic Assessment: Career Foundations Check-In.” It asks students to identify their current knowledge of the 14 career clusters, describe one job they are familiar with, and reflect on factors that influence their career interests. Midway through the part, students create a self-profile using interest inventory results, personal traits, preferred work environments, and early career ideas. The sequence culminates in a portfolio that includes an interest inventory, a reflection connecting personal traits to career clusters, and an extended response comparing careers within a selected cluster. By progressing from diagnostic reflection to a multi-artifact portfolio, the materials provide opportunities for students to develop industry-specific knowledge and skills through progressively more rigorous activities and assessments.

Students have opportunities to refine industry-specific knowledge and skills through activities and tasks that require increasingly sophisticated analysis and application. As students progress through the materials, the “Applied Problem-Solving” activities move beyond foundational understanding and require students to investigate workplace questions, evaluate evidence, and justify their reasoning. For example, the chapter 7 “Applied Problem-Solving” section includes an “Inquiry-Based Learning Question” that asks students, “What questions would you ask to better understand how teamwork and leadership function in different industries?” Students then identify sources such as interviews with professionals, industry reports, or workplace videos to investigate those questions and explain why the selected sources are appropriate. By requiring students to formulate questions, evaluate sources, and support evidence-based conclusions, 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.

Through the “Apply Your Knowledge” activities, students demonstrate their understanding by applying course concepts to authentic workplace situations and communicating their findings through authentic performance products. For example, the chapter 2 “Why We Work” extended learning activity asks students to explore how workers retain and advance their careers in today’s changing global workforce by researching how technology, teamwork, and communication connect people around the world. Students then evaluate strategies for career retention and advancement by creating a digital poster, slideshow, or infographic. By requiring students to research, evaluate, and communicate career strategies through authentic products, the materials provide opportunities for students to demonstrate industry-specific knowledge and skills in alignment with the course TEKS.

Students are required to demonstrate industry-specific knowledge and skills through cumulative performance assessments that integrate learning across the course. As students complete the part instructional assessments, they apply academic, technical, and employability knowledge through tasks that require reflection, analysis, and real-world application. For example, the “Part II Readiness Portfolio” directs students to compile a portfolio that includes a reflection on their communication growth, a completed goal-setting plan, and an extended response analyzing how teamwork and problem-solving contribute to career success. The materials evaluate students using criteria for clarity, vocabulary accuracy, depth of reasoning, and application of real-world examples. By requiring students to synthesize their learning into a comprehensive portfolio, the materials provide 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 “Prior Knowledge and Pre-Requisite Skills” section, the lesson plans direct educators to activate students’ existing knowledge and intentionally connect prior learning to new course concepts before instruction begins. Specifically, in part 1 of the lesson plan, the “Prior Knowledge and Pre-Requisite Skills” section prepares educators for lesson instruction by prompting them to connect “new Pathways concepts to students’ existing knowledge from prior coursework, everyday experiences, and earlier grade-level instruction” and to “draw connections to prior learning in social studies, science, and career-readiness courses” to establish a foundation for discussions about work, career exploration, and personal responsibility. By explicitly directing educators to connect prior learning to new instruction, the materials support students as they build new knowledge and skills across lessons and units within the course.

The materials do not explicitly connect new knowledge and skills to prior learning across courses, but learning is reinforced as instruction progresses within the course. As students move through subsequent chapters, educators are directed to revisit previously learned concepts and explicitly connect them to new workforce and career-development content. For example, the part 1 “Prior Knowledge and Pre-Requisite Skills” section directs educators to reinforce students’ prior understanding of “human needs, community structures, and the systems that support daily life” and to “explicitly link these ideas to career pathways and workforce systems.” Similarly, the part 2 guidance prompts educators to activate students’ prior knowledge through questions about postsecondary options before introducing new career and college readiness concepts. By intentionally connecting previously learned concepts to new instruction, the materials explicitly connect new knowledge and skills to prior learning throughout the course.

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.

Within each lesson plan, the “Cross-Curricular Connections” section identifies activities designed to reinforce core course content while integrating transferable academic knowledge and skills across multiple disciplines. For example, in chapter 1, the “Cross-Curricular Connections” section explains that the activities are “designed to support the development of transferable academic knowledge and skills in literacy, mathematics, science, and social studies while reinforcing core course content.” Students strengthen literacy by writing a one-page reflection about the roles they play in daily life, while the mathematics activity asks students to track how they spend their time during a week, convert those totals into percentages, and represent the data using a pie chart or bar graph. By intentionally embedding cross-curricular activities into each chapter, the materials support the transfer of academic knowledge and skills within the context of the course.

The materials provide students with opportunities to apply transferable academic knowledge and skills through authentic cross-curricular learning activities. As students complete chapter activities, they apply concepts from literacy, mathematics, social studies, and science to analyze career-related topics and make informed decisions. For example, in chapter 2 “Why We Work,” the “Cross-Curricular Connections” section asks students to research and compare the cost of living and average salary for a selected career in two different regions of the United States before writing a reflection explaining how geography and community type influence lifestyle and work decisions. By requiring students to apply academic knowledge to authentic career contexts, the materials provide relevant cross-curricular connections that support the transfer of academic knowledge and skills across literacy, mathematics, social studies, and science within the context of the course.

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 lesson plans, the “Chapter Introduction and Use of Assessments” section explains how assessments and instructional activities reinforce academic learning while developing technical knowledge and employability skills. For example, in chapter 3, the “Introduction and Use of Assessments” section explains that the “Answer It” questions are used to “check students’ understanding of values, strengths, character qualities, and employability skills” including responsibility, teamwork, adaptability, problem-solving, and time management. By embedding these academic, technical, and employability expectations within instruction and assessment, the materials integrate multiple knowledge and skill areas in alignment with the course TEKS.

Furthermore, the materials provide students with opportunities to apply academic, technical, and employability knowledge and skills through authentic career-planning activities. As students engage with lesson content, they use academic reasoning alongside workplace skills to analyze information, solve problems, and prepare for career success. For example, in chapter 5, the “Introduction and Use of Assessments” section directs educators to introduce career planning as “a structured, step-by-step process” that helps students identify career opportunities aligned with their interests, abilities, and goals. Students then apply that learning through career-planning activities that require reflection, adaptability, goal setting, and problem-solving as they develop career plans and evaluate workplace scenarios. By integrating academic reasoning, technical knowledge, and employability skills within authentic career-planning activities, the materials support the development of all three areas 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.

End-of-chapter activities engage students in structured career exploration by requiring them to research careers, compare career options, and examine the education and skills associated with occupations in a selected career cluster. For example, in the chapter 4 “End-of-Chapter Exercises,” the “Career Portfolio” activity prompts students to “research careers in a selected career cluster” before comparing the skills, abilities, job responsibilities, and education requirements for careers that align with their interests. This investigation helps students evaluate career options while making meaningful connections between career clusters, programs of study, and future educational pathways.

Students further investigate career clusters and programs of study through activities that expand their understanding of career opportunities and educational pathways. For example, in chapter 4 “End-of-Chapter Exercises,” the “Web Extra” activity directs students to “use the internet to locate resources that help you determine job and career opportunities related to your state’s career clusters” and “create a directory of all of the sites that you find.” This activity extends career exploration by requiring students to investigate career resources and programs of study while connecting career clusters to future educational and employment opportunities.

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.

Structured career exploration activities require students to examine authentic workforce data, compare labor market trends, and evaluate employment projections, education requirements, and in-demand skills to inform career decisions. For example, in the “Extended Learning and Activities for Texas High School Users,” the “Teamwork: Exploring Careers Using Labor Market Data” activity prompts students to “conduct a data-driven investigation of careers” using regional or statewide LMI, analyze which careers are growing and which skills are in demand, and create a career guidebook supported by workforce data. This analysis enables students to use workforce data to make informed decisions about career pathways and future employment opportunities.

Beyond these opportunities, students continue analyzing labor market information through activities that connect workforce data to career decision-making. For example, in the chapter 2 lesson plans, the “Experiential Learning Activity: Understanding Why We Work” guides students to analyze “career demand trends, projected job growth, or wage ranges” and identify relationships between workforce needs, required skills, and career choices. This activity reinforces the use of labor market information to evaluate career opportunities and understand workforce trends.

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 through self-assessment, career exploration, and postsecondary planning by incorporating career interest inventories, aptitude assessments, skill inventories, and long-term goal setting. For example, in the chapter 5 “End-of-Chapter Exercises,” the “Career Portfolio” activity prompts students to “develop a career plan that starts now and continues through the completion of high school and any postsecondary education” while using interest surveys, career aptitude tests, and skill inventories to inform career decisions. This activity supports informed career decision-making by helping students connect their personal interests and strengths with educational planning and future career goals.

Career investigation continues through activities that encourage students to explore career options while examining education and workplace expectations across multiple career clusters. For example, in the chapter 4 lesson plans, the “Experiential Learning Activity: Career Cluster Exploration Carousel” directs students to “use a ‘Career Cluster Notes’ organizer to record key information” about occupations, required education or credentials, workplace environments, and shared skills across career clusters. This activity strengthens career planning by helping students compare career pathways and evaluate educational requirements that support future career goals.

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, modeling, guided practice, and independent application to support direct instruction of workplace expectations and employability skills. For example, chapter 7 “Skills for Success” lesson plans guide educators to “explicitly teach and model essential workplace behaviors,” including responsibility, adaptability, collaboration, communication, problem-solving, and goal setting, using the Gradual Release of Responsibility (“I Do, We Do, You Do”) instructional model. The lesson also provides scripted educator prompts and directs educators to engage students in workplace scenarios from multiple career clusters to reinforce professional appearance, conduct, communication, and other workplace expectations. This guidance supports consistent, explicit instruction that prepares students to develop employability skills applicable across career pathways and workplace settings.

In addition, lesson plans provide educators with guidance to reinforce professional standards and employability skills through explicit instructional activities. For example, in the chapter 3 lesson plans, the “Experiential Learning Activity” guides educators to “introduce or review key employability skills — such as communication, teamwork, creativity, organization, and problem-solving” — before helping students apply those skills while exploring their personal strengths and career interests. This guidance supports explicit instruction by connecting employability skills to career exploration and workplace readiness.

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 provide students with ongoing opportunities to prepare for future employment by developing professional documents, organizing evidence of their skills and accomplishments, and completing authentic career-readiness tasks. For example, in the chapter 3 “End-of-Chapter Exercises,” the “Career Portfolio” activity prompts students to “set up a career portfolio” and include documents such as a list of skills, interests, and abilities, a personal academic plan, a resume, and a sample cover letter while adding examples of achievements and other artifacts throughout the course. This sustained portfolio development supports students as they build professional materials that document their growth and prepare them for postsecondary education and future employment.

Students also engage in career development activities that strengthen employment preparation through authentic job search tasks. For example, in chapter 12, “End-of-Chapter Exercises,” students “develop a resume,” “write a cover letter,” “develop a list of references,” and “write a sample thank you letter” as part of the job search process. These activities provide students with multiple opportunities to develop professional documents and practice career-readiness skills needed for employment.

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

Communication activities provide students with structured opportunities to apply discipline-specific language in authentic workplace contexts while developing professional communication skills. For example, in the chapter 8 “Communicating with Others” lesson plans, the “Experiential Learning Activity: Communication Role-Play Workshop” guides students through career-related scenarios such as giving instructions to a coworker, resolving workplace misunderstandings, asking for assistance, and providing respectful feedback while requiring them to use “clear and respectful verbal communication using academic, professional, and technical vocabulary” during workplace communication scenarios. This activity reinforces the appropriate use of workplace terminology and communication practices needed for success across career settings.

Beyond these opportunities, students continue applying academic, professional, and technical vocabulary through career development activities focused on employment preparation. For example, in the chapter 12 lesson plans, the “Experiential Learning Activity: Resume Building and Job Search Simulation” guides students to complete job search documents while emphasizing “the use of academic, professional, and technical vocabulary during this career development and analysis opportunity.” This activity reinforces appropriate workplace communication by requiring students to apply professional terminology while completing authentic employment tasks.

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.

Experiential learning activities engage students in authentic workplace simulations that reinforce career readiness and employability skills. For example, in chapter 12 “Managing a Job Search,” the “Experiential Learning Activity: Resume Building and Job Search Simulation” directs educators to give each student “a sample job posting” before students complete a personal data sheet using information commonly requested by employers, including education, work experience, activities, and skills, while emphasizing “the use of academic, professional, and technical vocabulary during this career development and analysis opportunity.” This workplace simulation reinforces authentic employment practices by engaging students in tasks that mirror the job application process.

Students further participate in experiential learning through workplace simulations that strengthen employability skills. For example, in chapter 14 “End-of-Chapter Exercises,” the “Career Ready Practices” activity directs students to “work with a partner, discuss, and analyze employer expectations,” create a two-column chart describing essential workplace skills, and “take turns role-playing a skill without naming it” while classmates identify the skill being demonstrated. This activity reinforces employability skills by engaging students in collaborative workplace scenarios that reflect authentic professional interactions.

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 resources, labor market information, and digital tools to investigate workforce trends and career opportunities. For example, in chapter 2 “End-of-Chapter Exercises,” the “Web Extra” activity directs students to “use the website to research and analyze labor market trends and emerging occupations related to the careers that interest you” before evaluating employment trends and sharing their findings with the class. This activity provides students with opportunities to use authentic workforce resources while developing career exploration and analytical skills.

In addition, experiential learning activities require students to use structured career development resources while evaluating personal strengths for workplace success. For example, in chapter 3 “Experiential Learning Activity: Identifying and Applying Personal Strengths,” students complete a self-assessment, “categorize their strengths into academic, personal, and career-related groups,” and create a “Strengths Showcase” demonstrating how those strengths transfer to real workplace situations. This activity supports experiential learning by engaging students in structured career development activities that connect personal strengths with workplace expectations.

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

Workplace communication activities require students to apply academic, professional, and technical vocabulary while participating in authentic communication scenarios. For example, in chapter 8 “Experiential Learning Activity: Communication Role-Play Workshop,” students prepare role-play scenarios that include “clear and respectful verbal communication using academic, professional, and technical vocabulary from the chapter” while demonstrating active listening, appropriate nonverbal communication, and strategies for overcoming communication barriers. This activity reinforces purposeful vocabulary use within authentic workplace communication experiences.

Beyond these opportunities, students continue applying academic, professional, and technical vocabulary during experiential learning focused on self-awareness and workplace responsibilities. For example, in chapter 1, “Experiential Learning Activity: Understanding Roles and Influences,” students annotate a “Roles Map” before explaining how their roles differ across settings and how various influences affect their actions “while using academic, professional, and technical vocabulary learned in the chapter.” This activity strengthens students’ ability to communicate using academic, professional, and technical vocabulary while reflecting on authentic personal and workplace roles.

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.

“Applied Problem-Solving” activities require students to analyze authentic workplace scenarios, evaluate alternatives, and justify evidence-based decisions. For example, in chapter 2 “Applied Problem-Solving,” the “Real-World Problem Application Question” asks students, “Imagine you are choosing between two part-time jobs — one that pays more but does not align with your interests and one that pays less but helps you develop skills you care about. Based on what you learned about why people work and how skills support long-term goals, which job might you choose and why?” Students support their decisions using “industry-specific evidence and technical vocabulary from the chapter.” This activity develops workplace decision-making by requiring students to evaluate authentic career choices and justify viable solutions.

Students further apply academic and technical knowledge through collaborative workplace problem-solving activities. For example, in chapter 9 “Building Relationships,” students analyze workplace conflict scenarios by identifying “the source of the conflict,” discussing communication issues, proposing solutions based on respectful interaction and compromise, and explaining “how their proposed strategy supports a healthier relationship.” This activity strengthens problem-solving skills by requiring students to evaluate workplace challenges and develop appropriate professional 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 authentic labor market information, identify workforce trends, and make evidence-based career decisions. For example, in chapter 2 “Applied Problem-Solving,” the “Industry Data Analysis Question” asks students to “Examine data from an industry-specific labor market source (such as a local workforce website) and identify two high-demand careers” before evaluating shared educational requirements and explaining how the information supports career planning. This activity develops analytical reasoning by requiring students to interpret industry data, identify trends, and justify conclusions using evidence.

In addition, students continue conducting industry-related data analysis through career cluster investigations. For example, in chapter 4 “Applied Problem-Solving,” students “choose one of the clusters reviewed in class and research current employment trends using a labor market resource” before evaluating demand, salary ranges, technology trends, and the influence of those trends on career planning. This activity strengthens students’ ability to analyze workforce information and make informed career decisions using quantitative and qualitative reasoning.

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 learning activities require students to formulate career-related questions, identify reliable industry resources, and investigate professional topics. For example, in chapter 2 “Applied Problem-Solving,” the “Inquiry-Based Learning Question” asks students, “What questions would you investigate to better understand how different types of education — such as certifications, two-year degrees, or four-year degrees — affect career opportunities?” Students then identify “professional sources (career databases, workforce reports, college websites)” that would help answer those questions and explain why the sources are reliable. This activity develops inquiry skills by engaging students in purposeful research using industry-specific resources.

Students further engage in inquiry-based learning through investigations of postsecondary planning and career preparation. For example, in chapter 6 “Academic Planning,” students respond to the “Inquiry-Based Learning Question” by investigating “which postsecondary pathway best supports your goals” and identifying reliable sources such as “college websites, financial aid databases, certification organizations, or the Occupational Outlook Handbook.” This activity reinforces inquiry-based learning by requiring students to formulate questions, evaluate information sources, and use research to support educational and career decisions.