Day 1: Mid-Year Profile Audit

Daily Learning Contract

• Topic: Career Assessment
• Objective: Students will compare an earlier career-assessment or profile result with current evidence.
• TEKS: d(1)(A)
• Demonstration of Learning: Mid-Year Profile Audit.

Lesson Overview

Before Class

• Print one Mid-Year Profile Audit per student, double-sided: two pages on one sheet. This is the default response home.
• Set one labeled Day 1-to-Day 5 class folder or period tray. Collect the named Audits today and return them on Day 5.
• Open the Day 1 Student Guide and supplied label-versus-evidence model.
• Give students access to earlier evidence without requiring a private screenshot.
• Prepare the no-prior-evidence route: students use today's self-evidence inventory as a baseline.
• Devices are optional. Use one per student only when students choose to consult existing H&L, Xello, or portfolio evidence.

Warm-Up (5 min)

Name one interest, skill, or career idea that has changed since the start of the year. What caused the change?

Students may write “not sure yet.” The lesson is designed to help them find evidence.

Activity 1: What Counts as Evidence? (10 min)

Use FYF Rung 1 to review six evidence types: interests, strengths, skills, work values, personality results, and Building Blocks. Model the difference between a label and evidence:

• Label: “I am a Helper.”
• Evidence: “I chose patient-care and teaching tasks repeatedly, and I liked explaining directions to a partner.”

An assessment result is a starting point, not a verdict. Students do not retake an assessment just to make the lesson work.

Activity 2: Build the Audit (20 min)

Students complete the Mid-Year Profile Audit:

1. record one earlier result or idea;
2. record three current pieces of evidence from different sources;
3. decide whether the evidence supports, complicates, or changes the earlier result; and
4. explain one important pattern.

Monitoring pass 1: Every student has an earlier result or a clearly labeled current baseline.

Monitoring pass 2: Evidence is specific. “I like technology” is too broad; “I chose troubleshooting in three activities and liked the network simulation” is usable.

Activity 3: Discuss the Pattern (10 min)

Students choose a private written response or a structured partner exchange:

• “My earlier result said ____.”
• “Current evidence shows ____.”
• “The best explanation is ____.”

Partners respond with one clarifying question, not a judgment about whether the career is right.

Exit Ticket (5 min)

What is one conclusion you can defend about yourself now, and what evidence supports it?

Students write their name and place the completed Audit in the period folder. The teacher checks for a result, current evidence, and a defensible conclusion, then retains the Audit for Day 5.

Supports and Fallbacks

• Absent: Complete the same audit from the Student Guide. Partner talk becomes a written clarifying question.
• Platform unavailable: Use notebook, workbook, and remembered classroom evidence. Platform history is optional.
• Support: Offer the evidence bank and sentence frames. Allow speech-to-text.
• Extension: Identify evidence that does not fit the current conclusion and explain why it matters.

If more than one third of the class writes broad preferences instead of evidence, pause for a two-minute second teach with the supplied model. Trim the partner share to one clarifying question when needed; protect the conclusion and collection.