Setting goals and showing up
Students start the year thinking about who they want to become at school, at work, and at home. They practice being on time, owning their choices, and acting with honesty when no one is watching.
What does a student learn in
This is the year career prep gets real, with students mapping a plan for life after graduation. Students set goals for college, training, or work and line up classes that point them there. They practice the habits employers expect, like showing up on time, communicating clearly, and solving problems without giving up. By spring, students can explain a career path they are considering and the steps it takes to get there.
- Career planning
- Workplace skills
- Communication
- Problem solving
- Teamwork
- Personal finance
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Exploring careers and paths
Students look at real jobs, the training each one needs, and how their own interests fit in. They begin sketching a plan that connects high school classes to life after graduation.
- 3
Communicating and working with others
Students practice speaking, writing, and presenting for different audiences, from a classroom to a job site. They learn to work on teams with people who think and live differently than they do.
- 4
Solving real problems
Students take what they learn in academic and technical classes and apply it to messy, real situations. They break problems into pieces, try ideas, and keep going when the first try does not work.
- 5
Living and leading well
Students close the year focused on the habits that carry into adulthood: managing money, caring for their health, using technology with purpose, and weighing how their choices affect other people and the planet.
Mastery Learning Standards
The required skills a student should display by the end of Grade 10.
Career Ready Practices
Career Ready Practices
- High School
Plan an education and career path aligned to personal goals, interests
Students map out the courses, training, or college options that fit where they actually want to go after graduation. The plan starts with real interests and accounts for what schools and jobs in that field realistically require.
- High School
Use technology to enhance productivity, communication
Students learn to pick the right digital tool for each task, whether that means writing a report, presenting data, or communicating with a team. They also practice adjusting when new tools replace familiar ones.
- High School
Work productively in teams while using cultural and global competence to…
Students practice working on a team with people from different backgrounds, adjusting how they communicate and problem-solve so the group can get things done together.
- High School
Act as a responsible and contributing citizen and employee, taking personal…
Taking responsibility means owning your actions at school, at work, and in your community. Students practice showing up reliably, following through on commitments, and understanding how their choices affect the people around them.
- High School
Apply appropriate academic and technical skills learned through career and…
Students use the math, writing, and technical skills from their classes to solve actual problems they'd face on the job. School subjects stop being abstract when they connect to real work.
- High School
Attend to personal health and financial well-being and make decisions that…
Students practice making real-life choices about money and health, like budgeting a paycheck or knowing when to see a doctor. The goal is building habits that hold up across a lifetime, not just the next few months.
- High School
Communicate clearly, effectively
Students practice matching how they communicate to the situation: a spoken presentation, a written report, or a digital message. The goal is to say what they mean clearly, in a format that fits the audience and the reason for communicating.
- High School
Consider the environmental, social
Before making a plan or design choice, students think through how it might affect the environment, other people, and money. They look at all three angles before deciding.
- High School
Demonstrate creativity and innovation by generating new ideas and approaches…
Students come up with original ideas and find new ways to use familiar tools when a situation calls for something different.
- High School
Employ valid and reliable research strategies to gather, evaluate
Students learn to find trustworthy sources, check whether the information holds up, and pull key ideas together into something useful. This is the research habit that supports nearly every career.
- High School
Use critical thinking to make sense of problems and persevere in solving them…
When students hit a problem they can't solve right away, they slow down, break it into smaller parts, and try different approaches until something works.
- High School
Model integrity, ethical leadership
Students practice making honest, responsible decisions in school projects, jobs, and community roles. They lead by example and follow through on commitments, even when no one is watching.
| Standard | Definition | Code |
|---|---|---|
| Plan an education and career path aligned to personal goals, interests High School | Students map out the courses, training, or college options that fit where they actually want to go after graduation. The plan starts with real interests and accounts for what schools and jobs in that field realistically require. | TX-CDOS.CRP10.9-12 |
| Use technology to enhance productivity, communication High School | Students learn to pick the right digital tool for each task, whether that means writing a report, presenting data, or communicating with a team. They also practice adjusting when new tools replace familiar ones. | TX-CDOS.CRP11.9-12 |
| Work productively in teams while using cultural and global competence to… High School | Students practice working on a team with people from different backgrounds, adjusting how they communicate and problem-solve so the group can get things done together. | TX-CDOS.CRP12.9-12 |
| Act as a responsible and contributing citizen and employee, taking personal… High School | Taking responsibility means owning your actions at school, at work, and in your community. Students practice showing up reliably, following through on commitments, and understanding how their choices affect the people around them. | TX-CDOS.CRP1.9-12 |
| Apply appropriate academic and technical skills learned through career and… High School | Students use the math, writing, and technical skills from their classes to solve actual problems they'd face on the job. School subjects stop being abstract when they connect to real work. | TX-CDOS.CRP2.9-12 |
| Attend to personal health and financial well-being and make decisions that… High School | Students practice making real-life choices about money and health, like budgeting a paycheck or knowing when to see a doctor. The goal is building habits that hold up across a lifetime, not just the next few months. | TX-CDOS.CRP3.9-12 |
| Communicate clearly, effectively High School | Students practice matching how they communicate to the situation: a spoken presentation, a written report, or a digital message. The goal is to say what they mean clearly, in a format that fits the audience and the reason for communicating. | TX-CDOS.CRP4.9-12 |
| Consider the environmental, social High School | Before making a plan or design choice, students think through how it might affect the environment, other people, and money. They look at all three angles before deciding. | TX-CDOS.CRP5.9-12 |
| Demonstrate creativity and innovation by generating new ideas and approaches… High School | Students come up with original ideas and find new ways to use familiar tools when a situation calls for something different. | TX-CDOS.CRP6.9-12 |
| Employ valid and reliable research strategies to gather, evaluate High School | Students learn to find trustworthy sources, check whether the information holds up, and pull key ideas together into something useful. This is the research habit that supports nearly every career. | TX-CDOS.CRP7.9-12 |
| Use critical thinking to make sense of problems and persevere in solving them… High School | When students hit a problem they can't solve right away, they slow down, break it into smaller parts, and try different approaches until something works. | TX-CDOS.CRP8.9-12 |
| Model integrity, ethical leadership High School | Students practice making honest, responsible decisions in school projects, jobs, and community roles. They lead by example and follow through on commitments, even when no one is watching. | TX-CDOS.CRP9.9-12 |
Common Questions
What is this class actually about?
It is about getting students ready for life after high school, whether that is college, a trade, the military, or a job. Students practice the habits adults use at work every day, like showing up on time, communicating clearly, solving problems, and making good money decisions.
How can I help my teenager think about a career path at home?
Talk about what people in your family do for work and how much school or training it took. Ask what kinds of tasks they enjoy and which ones drain them. A short conversation over dinner once a week does more than a long lecture.
My teenager has no idea what they want to do. Is that a problem?
No. Most students change their mind several times, and that is part of the work this year. The goal is to try things, rule some out, and keep options open, not to lock in a career at sixteen.
What should a year-long sequence look like?
A common arc is self-awareness first, then exploring careers and postsecondary options, then building skills like resumes, interviews, and workplace communication, then a capstone project or work-based experience. Weaving the practices into every unit works better than teaching them as standalone lessons.
Which skills usually need the most reteaching?
Professional communication by email and phone, working with people who think differently, and following through on long tasks without reminders. Plan for repeated practice in low-stakes situations before any graded performance.
How can I help with money and financial skills at home?
Let students see real bills, paychecks, and bank statements when possible. Have them price out a car, a phone plan, or rent in your area and compare it to common starting salaries. The numbers do the teaching.
How should work-based learning fit into the year?
Treat job shadows, internships, mock interviews, and guest speakers as the main event, not extras. Build reflection assignments around each one so the experience turns into evidence students can talk about in college essays and job interviews.
How do I know my teenager is ready for life after graduation?
They can write a clear email, show up prepared, ask for help when stuck, and explain what they want to do next and why. They can also read a pay stub, follow a budget, and handle a small problem without panicking.
How should this work be graded?
Lean on artifacts students can actually use later, such as resumes, cover letters, career plans, budgets, and recorded mock interviews. Pair each artifact with a short reflection so growth shows up alongside the finished product.