Day 2: H&L Setup and Discover Your Core (Core Day A)

Daily Learning Contract

• Topic: Career Assessment
• Objective: Students will analyze and discuss the initial results of career assessments and explore and describe the CTE career clusters using evidence from Career Assessment.
• TEKS: d(1)(A), d(1)(B)
• Demonstration of Learning: H&L Climber Profile active + a short private notebook interpretation that records the result, processes one key phrase from the description, asks one real question, and applies the result to one career curiosity.

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

Lesson Overview

Warm-Up (5 min)

WARM-UP: Look at these six words: Doer, Analyzer, Creator, Helper, Persuader, Organizer. Without looking anything up, write down the ONE you think describes you best.

Collect quick verbal responses. Tell students they will test their prediction in the next 25 minutes. They will see how close their gut instinct matches the formal assessment.

Activity 1: What is CTE? (5 min)

Source: (FYF pp. 21-22: "What is Happening at My District?")

Before students log into H&L, frame CCE as the middle-school on-ramp into Irving ISD's CTE pathways that begin in 8th grade and accelerate at Singley, MacArthur, Nimitz, Cardwell, and Irving High. Open the workbook to page 21 and use the two definitions printed there: CCMR is College, Career, and Military Readiness, and a Program of Study is a sequence of related courses that pairs classroom learning with hands-on experience. Ask the page's own question: why is it helpful to start thinking about goals after high school now, before you get there?

Keep this framing to five minutes so the H&L assessment has enough time. The required Week 0 Xello tasks are handled on Day 1 or Day 5; they do not replace this core-day sequence.

Activity 2: H&L Account Setup and Climber Profile Orientation (10 min)

Before class, open Hats & Ladders and use the exact sign-in method assigned by the campus or district. The current sign-in page offers Continue with School, Google, or an issued username and password. Do not guess that Continue with School means Clever or ClassLink, and do not move a student to a different method after an account-not-found message. Confirm that the teacher account reaches the Coach Dashboard, the class roster exists, and students have been told which method to use.

Once students are logged in, direct them to the profile area shown in the assigned Climber Notes frames. Do not add or upload a profile photo during this lesson.

Direct students to:

1. Confirm the account belongs to the student. If the displayed name is wrong, stop and record the access problem rather than editing another student's account.
2. Locate the profile area shown in the Climber Notes frames.
3. Open Discover Your Core. Name what happens next: over the three core days, the student adds core personality, work-value, and experience evidence to the Climber Profile.

Frame the H&L vocabulary the workbook uses: students are Climbers, careers are Hats, and clusters are groupings of related careers. They will hear these words all year.

[H&L PLATFORM] Confirm the campus-issued sign-in method and roster before this lesson. Hats & Ladders currently documents Google or issued username/password sign-in, and the live sign-in page also exposes Continue with School. Verify the district identity provider before class. Students return to the Climber Profile every core day to add data, and the Profile section is where both of this week's app activities live.

Official teacher references:

• Log in to Hats & Ladders describes the Coach Dashboard and the documented Google or issued-account routes.
• Create Assignments requires an active group or class with at least one active Climber. Do not create a fake Climber to test this lesson.

Activity 3: The Six Core Personality Types and Discover Your Core (23 min)

Source: Climber Notes, Learning Your Core Personality Types, slides 2-5. These frames are embedded in the Day 2 presentation. The Find Your Future workbook has no personality response page, so the presentation carries this content and the student's short interpretation goes in the private CCE notebook.

Project slide 2 and read the hook together: some activities feel completely natural while others feel like a chore, and personality types help explain why. Most people match more than one type.

Project the slide 3 table and walk through each type with what people of that type like to do, what it looks like in a student's life right now, and one example career (5 min, so the app activity has enough runway). The example careers are a CCE addition, not printed on the deck:

• Doer. Works with hands, tools, machines, or animals and solves real, physical problems. Right now: you are the one who actually builds the project instead of just planning it. Example: Auto Mechanic.
• Analyzer. Researches, observes, and thinks through complex problems. Asks why and how. Right now: science or math clicks for you, or you love figuring out how things work. Example: Software Developer.
• Creator. Expresses ideas through art, music, writing, or performance and works best without rigid structure. Right now: you doodle in your notebook, write stories for fun, or play an instrument. Example: Graphic Designer.
• Helper. Connects with, supports, and teaches other people. Right now: you are the friend people come to when something is wrong. Example: Teacher.
• Persuader. Leads, influences, and motivates others. Right now: you step up in group projects and get people on board with your ideas. Example: Salesperson.
• Organizer. Works with data, numbers, and systems and brings order and accuracy. Right now: your notes are color-coded and you like a clear process. Example: Accountant.

Students then open the app and complete the activity (approximately 18 minutes of runway).

[H&L PLATFORM] Students open the Hats & Ladders app, click Profile, then go to Discover Your Core and complete the activity shown in the Day 2 presentation. The activity presents illustrated survey questions and the platform calculates their top personality types. These results feed into the cluster recommendations the app generates on Core Day B, so students should read each question before answering.

Student task:

1. In the H&L app, open Profile, then Discover Your Core.
2. Read each question. Answer honestly. Do not rush.
3. When your result comes back, open the private notebook page labeled Core Personality -- Day 2.
4. Add one short interpretation of the H&L result without creating a second packet: - Result: my top type is _. - Evidence: one phrase from the description that fits or surprises me is . - Question: one real question I have is _. - Career connection: one career I am now curious about is because ____.

This four-prompt H&L interpretation is a CCE response to the app result, not a compressed version of Jenna Hainlen's focused-note-taking lesson. The complete five-phase AVID sequence and crane usability test remain intact for a later point of need.

Active Monitoring: walk the room while students take the activity. Lap 1 target is that every student is reading the questions rather than clicking through; stop and reset rapid click-through. Lap 2 target is the notebook interpretation. If one third of the class copies only the type name, read one description aloud and model selecting one meaningful phrase before students close the app.

DOK 2: How would you describe the difference between your top core personality type and the type you predicted in the warm-up? What might explain the difference, or the match?

Notebook interpretation and save check (7 min)

Students finish and save the same private notebook entry they began during the H&L activity. Do not add a separate exit ticket or submission.

Complete model: “My result is Organizer. The phrase likes clear systems fits because I keep group projects on track. I wonder whether Organizers can also enjoy art. I am curious about event planning because it mixes systems with creative choices.”

Students show only that they can reopen the page. They do not have to display private content to the class. They close H&L and return FYF to the class-set location. If H&L was unavailable, label the result provisional and protect Friday catch-up for the individual activity.

Differentiation

• Support: For students who struggle with the activity language, sit with them and read each question aloud. Do not let them skip ahead.
• Extension: Students who finish early explore 2 to 3 Hats in H&L that match their top type and add one career curiosity to the same notebook entry. Do not start a second page.
• ELL: Pre-teach: Personalidad = Personality, Hacedor = Doer, Analizador = Analyzer, Creador = Creator, Ayudante = Helper, Persuasor = Persuader, Organizador = Organizer. Offer read-aloud, Immersive Reader for the notebook prompt, or the teacher-provided bilingual chart if available.