CCE Career & College ExplorationsIrving ISD · Grade 7

Six Weeks 1 · Week 0 · Monday

Day 1: Your CCE Notebook and First-Week Goal

Students will demonstrate time-management and goal-setting strategies by setting up a retrievable CCE notebook, locating the course tools, and planning one specific first-week…

Daily Learning Contract

  • Topic: CCE Notebook and Goal-Setting
  • Objective: Students will demonstrate time-management and goal-setting strategies by setting up a retrievable CCE notebook, locating the course tools, and planning one specific first-week action.
  • TEKS: d(4)(A)
  • Demonstration of Learning: A private first-week CCE goal entry that names the goal, why it matters, one specific action, when or at which checkpoint the action will happen, confidence from 1-5, and one accountability or recovery support.

Teacher presentation: PowerPoint file (IISD sign-in) · Make a Google Slides copy (IISD sign-in)

Why this lesson comes first

This opening lesson gives students one dependable place for short thinking, focused notes, and reflection before the Hats & Ladders sequence begins.

Use the notebook for short thinking, focused notes, and reflection. Canvas remains the daily starting point, and students complete FYF, Hats & Ladders, and Xello work in those tools. Do not require duplicate copies.

Monday's goal entry adapts a teacher-created AVID first-week goal-setting sheet for Grade 7 CCE. Students record one goal, why it matters, a specific action, a scheduled checkpoint, a confidence check, and a person or resource that can help. Do not collect grades from other classes, count planner entries, score supplies, or require a signature.

Teacher file options: PDF · Word · Make a Google Docs copy

Before students arrive

OneNote route

  1. Use the current Microsoft 365 LTI/Microsoft Education route only when it is available and tested. Do not enable or troubleshoot an unverified integration during class.
  2. If a tested Class Notebook is unavailable, use the complete Canvas/paper route. Students keep the work they complete there and do not copy it into OneNote later.
  3. Create these sections: - Content Library: 00 Start Here; Models & Resources - Private student notebook: CCE Work; Focused Notes; Evidence & Reflection - Leave Collaboration Space unused or locked during onboarding.
  4. In the Content Library, create one editable page named Notebook Setup + First-Week Goal. Copy the block below into the page. It follows the field order in the adapted CCE First Week Goal-Setting Sheet.

Notebook test: The place I will use for CCE work is _. If it does not open, I will use ___.

My first-week CCE goal:

Why this goal matters to me:

One specific action I will take:

When or at which class checkpoint I will do it:

My confidence right now: 1 2 3 4 5

What will help me follow through? Calendar/planner / teacher check-in / classmate / reminder or alarm / fallback route

  1. Open the page through one student test account. Type the notebook test line, close or refresh the page, and confirm the response remains. Then use Distribute Page to copy the page into each student's private CCE Work section. Check View distributed pages before class. If any part of this test fails, use the complete Canvas/paper route Monday; do not repair the notebook during class.
  2. Keep large FYF/H&L files in locked Canvas. Link to them; do not make sync depend on PDF printouts embedded in OneNote.

Use Microsoft's current teacher references only as needed:

Equal physical route

Students may use a spiral notebook, composition notebook, binder section, or teacher-designated paper folder. They create the same three labeled sections: CCE Work, Focused Notes, and Evidence & Reflection. The teacher may project the prompts below or provide one plain sheet. Do not require a purchase, specific brand, tabs, decoration, or recopying.

Materials and quantities

  • 1 charged Chromebook per student; 2 spare devices if available
  • 1 Find Your Future workbook per student for the course-map demonstration; students do not complete a workbook page today
  • projector and the Day 1 launch deck
  • tested OneNote route or the complete Canvas/paper fallback
  • default paper copies: 0; print one CCE First Week Goal-Setting Sheet per student only if using the paper route
  • one teacher list for access problems; do not troubleshoot one account while the class waits

Fifty-minute flow

1. As students enter and Do Now -- 5 minutes

Students open the Day 1 Student Guide in Canvas. Project this prompt from the Day 1 deck:

You are starting a new class. What is one thing a student can do to make the first week go well?

Sentence stem: A student can _____.

Hold silent think time. Students may share one answer with a partner or keep the response private. Use the final minutes to model the daily routine:

  1. Start in Canvas.
  2. Open the activity named in today's directions.
  3. Use the notebook only when the directions ask for a note or reflection.
  4. Turn in only the work named in the guide.

Connect the Do Now to the goal page: one useful first-week habit becomes a specific action and checkpoint later in the lesson.

2. Locate the course tools -- 8 minutes

Students open the Day 1 Student Guide in Canvas, point to the Find Your Future workbook, and locate the Hats & Ladders and Xello links without starting either activity. Model how the daily guide tells them what to open and what to complete.

Look-for: by minute 13, at least 80 percent of students can return to the Day 1 Student Guide without asking for the link again.

Pivot: if fewer than 80 percent can return, stop and repeat the navigation once on the projector. Do not continue adding tools.

3. Set up and test the notebook route -- 12 minutes

Students enter their private notebook or label the three physical sections. They open or create CCE Work -> Notebook Setup + First-Week Goal and complete this test line:

The place I will use for CCE work is _. If it does not open, I will use _.

Use Canvas response or paper page as the recovery choice. A student who completes work through the fallback does not copy it again later.

OneNote check: students type one sentence, close or refresh the page, and confirm the sentence is still there. Demonstrate Immersive Reader once if it is available.

Look-for: by minute 25, every student has either a confirmed digital page or a named physical/Canvas route. Record account problems and move on.

4. First-week CCE goal -- 17 minutes

Use the same field order as the source goal-setting sheet. Students respond privately under these headings:

  1. My first-week CCE goal
  2. Why this goal matters to me
  3. One specific action I will take
  4. When or at which class checkpoint I will do it
  5. My confidence right now: 1 2 3 4 5
  6. What will help me follow through? Calendar/planner / teacher check-in / classmate / reminder or alarm / fallback route

Students may use a fictional or course-only goal. Do not require disclosure about grades, home responsibilities, disability, health, or family circumstances.

Complete teacher model

Goal: By Friday, I will complete Discover Your Core carefully.
Why: I want the result to be based on my real answers.
Action: I will read every question and ask for help if a word is unclear.
Checkpoint: Tuesday during the 20-minute Hats & Ladders block.
Confidence: 4
Support: Teacher check-in and the Canvas/paper fallback if my account does not open.

Useful non-model

Goal: Do better.
Action: Try harder later.
Confidence: 5

Ask what is missing: a visible action, a real checkpoint, and a support or recovery route. Keep the source time-management move: make the plan smaller and more specific instead of telling the student to want it more.

Look-for: by minute 38, every goal has an action and a checkpoint. If one third of the class is still writing vague goals, pause and revise one anonymous example together.

5. Partner or private check -- 5 minutes

Students either share only the action and checkpoint with a partner or use the private self-check below. They do not have to share the goal or why it matters.

  • Can someone see what I will do?
  • Did I name when I will do it?
  • Did I choose a support or recovery route?

6. Close and save -- 3 minutes

Students point to today's entry and tell the teacher or a partner where they will find tomorrow's directions. Close with: "Tomorrow, Hats & Ladders begins building your Climber Profile. Your notebook will hold only the short thinking the app and workbook do not already save."

Collection and grading

  • Do not create a separate Canvas submission.
  • The teacher may review the named private page or physical entry during class.
  • Score only completion of the six goal fields if a completion record is needed.
  • Do not grade notebook type, supplies, handwriting, decoration, tabs, neatness, confidence level, career certainty, or private content.

Recovery

  • OneNote page missing: use the identical Canvas or paper prompts today; fix distribution later.
  • Microsoft/Canvas identity mismatch: record the name and use the fallback. Do not hold the class.
  • Device will not sync: use OneNote for the web if it opens; otherwise use Canvas or paper.
  • Absent: complete the six prompts from the Day 1 Student Guide. No notebook setup scavenger hunt or duplicate copying is required.
  • Late arrival: complete the test line and six goal prompts; the teacher explains the four-tool map during the final check.

Protected trim

If time is lost, shorten the four-tool tour and partner check. Protect the notebook route test, the action/checkpoint fields, and the save/fallback check. Do not cut the recovery route and then tell students the notebook is required.

Source notes

  • Teacher-created AVID first-week goal-setting materials -- goal sequence and accountability design.
  • Teacher-created AVID Week 1 slides -- silent Think followed by partner sharing, adapted to a partner-or-private first-week prompt.
  • Teacher-created AVID time-management materials -- revise vague intentions into a small, specific, scheduled, realistic action.
  • Microsoft Support, Class Notebook creation, web tools, and page distribution guidance -- current OneNote architecture and recovery boundaries. Direct links are listed in Before students arrive.
  • Microsoft Learn, Microsoft 365 LTI deployment and migration guidance for Canvas -- current integration name and the September 17, 2026 retirement boundary for classic OneNote Class Notebook LTI 1.1. District administrators control installation and migration.