Day 4: Irving Pathway and CTSO Decision

Daily Learning Contract

• Topic: Extended Learning
• Objective: Students will compare current Irving ISD pathway options and explain one benefit of CTSO participation.
• TEKS: d(3)(F), d(8)(A)
• Demonstration of Learning: Private Pathway and CTSO Decision.

Lesson Overview

Before Class

Provide one device per student for the default private Canvas route. Print zero copies by default; print the four-page packet only for students using the paper, enlarged, or independent route. Open the private, grade-neutral Canvas Assignment and current district and TEA links. Project the supplied model and August 11, 2026 Irving ISD CTE snapshot. Verify any campus or local chapter claim before presenting it as fact. The supplied model shows how to write “not yet confirmed” when a detail is missing.

Warm-Up (5 min)

What information would you need before choosing a high-school pathway? Name two facts and one person you could ask.

Activity 1: Read the Current District Source (12 min)

Model the route from the Irving ISD High School CTE hub to current program information and course descriptions. Students record the source and date accessed. Clarify:

• a program name is not the same as a certification;
• a career can connect to more than one pathway; and
• local offerings and application rules can change.

Activity 2: Compare Three Options (18 min)

Students use the private Canvas response or Pathway and CTSO Decision sheet to record three current options. Students with documented reduced quantity may compare two while keeping every evidence field. For each, they capture:

• exact pathway or program name;
• campus or district location when verified;
• one connection to their career evidence;
• one course, requirement, or question to verify; and
• source.

Students rank the options using fit and evidence, not class popularity.

Monitoring pass 1: Check exact program and campus names plus the source access date.

Monitoring pass 2: Check that the comparison uses evidence and that an unconfirmed course, prerequisite, access step, or local chapter is written as a question.

Activity 3: CTSO Connection (10 min)

Use the TEA list to explain that CTSOs support leadership, technical practice, competition, service, and contact with people in a career field. Students select one organization that plausibly connects to their leading pathway and explain one specific benefit.

Do not state that a chapter exists on a campus unless the district or campus confirms it. “I would ask whether this chapter is available” is an acceptable conclusion.

Students submit the structured response privately as typed text, a file, or approved audio. The practice is grade-neutral.

If students treat a program as a credential or invent a chapter, pause on the supplied model and require “not yet confirmed.” If time slips, compare two options with every evidence field; do not cut the CTSO benefit, verification question, or private submission.

Exit Ticket (5 min)

Name your current first-choice pathway, one verified fact that supports it, and one question you still need answered. How could a CTSO help you prepare? Submit privately and close source tabs.

Supports and Fallbacks

• Absent: Follow the same linked source route and complete the private Assignment or paper route independently.
• District site unavailable: Use the dated teacher-captured pathway cards and verify again later.
• Support: Compare two pathways instead of three while keeping all evidence fields.
• Extension: Locate the exact prerequisite or application step for one course or program.