Career and College Exploration (Grades 7-8) -- Comprehensive Scope & Sequence Core Curriculum: Find Your Future (Hats & Ladders) | Supplements: Xello, eDynamic Learning, VILS
Course launch: Teach CCE Wk0 before Manufacturing. Wk0 sets up the notebook route, completes the first FYF/H&L profile work, and checks Xello access. Then teach the modules in table order. Calendar breaks may shift dates, but they do not change the sequence.
| Six Weeks | Week | CCE Topic | H&L Cluster | H&L Specific Activities | Supplemental Resources & Links | Tech Integration | Xello Standards | eDynamic Unit | TEKS Standards | TEKS Codes | Notes | Facilitator Guide Filename |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1st Six Weeks (IT / Manufacturing) | Wk 0 | CCE Routines & Career Self-Discovery | Onboarding (Cross-Cluster) | FYF/H&L sequence: CTE framing (p. 21), Discover Your Core, Discover Your Work Values, My Building Blocks (pp. 9-11), My Career Journey + Career Community (p. 22), then Perks and Quirks (pp. 4-5) only after core readiness. | Fixed H&L/Climber Notes evidence; no open research required this week | Canvas entry routine + content-equivalent OneNote/physical notebook route | Log in to Xello + After high school goal; protect Friday before enrichment; Matchmaker begins later | Supplemental only; no required unit | d(1)A: analyze assessment results; d(1)B: explore CTE clusters; d(4)A: set one specific CCE goal with action, checkpoint, confidence, and support/recovery | d(1)A d(1)B d(4)A | Mon: notebook setup, course tools, and first CCE goal. Tue-Thu: three H&L profile days. Fri: earliest missing core work, required Xello access, then FYF pp. 4-5. Each response is completed once in the named tool or notebook location. Do not score notebook brand, decoration, or supplies. | wk0-classroom-routines.md |
| Wk 1 | Robotics / Manufacturing | Manufacturing | FYF: Manufacturing opener (p. 199), Robots for Crayons (pp. 200-203), Super Sports Manufacturing (pp. 204-206), Machine Breakdown Mystery (pp. 207-208), Quality Check optional extension (p. 209), district pages (pp. 210-211), App Exploration (p. 212). H&L Manufacturing cluster exploration. | BLS Production Occupations and CareerOneStop Manufacturing videos as dated teacher cross-checks; current Irving ISD Singley Academy page | Canvas private Matchmaker reflection; paper action-plan route | What is CTE? (Day 1) + Matchmaker quiz (Day 5, 30-35 min; After high school goal prerequisite) | Supplemental only; Unit 2.1 is not required | d(1)A: analyze Matchmaker results; d(1)B: describe the cluster; d(1)C: identify Manufacturing careers; d(2)A: research preparation | d(1)A d(1)B d(1)C d(2)A | Days 1-4 protect the district FYF/H&L Manufacturing sequence. Day 5 protects Matchmaker and its private reflection. Sphero and eDynamic are optional extensions and do not displace Xello. Teach Singley pathway, credential, equipment, and experience details as district-customized FYF content and attribute them to pp. 210-211; a public-site difference belongs in a teacher verification note, not a competing student answer. | wk1-robotics-manufacturing.md | |
| Wk 2 | Programming / IT | Information Technology | FYF: IT opener and Be the Decision Maker (p. 23), Resilience (pp. 26-27), district pages (pp. 36-37), App Exploration and Pathway Possibilities (p. 38). H&L IT exploration. | Code.org Hour of Code; BLS Computer and IT occupations and CareerOneStop Software Developers as dated teacher cross-checks | Code.org or equal fixed programming route | Personality Style quiz (20 min; Matchmaker prerequisite) | No required unit | d(1)B, d(1)C: explore IT and programming careers; d(2)A: research preparation; d(5)A: analyze labor data; d(5)E: compare salaries | d(1)B d(1)C d(2)A d(5)A d(5)E | Protect the required Personality Style task. A localized salary displayed in H&L or Xello remains the HQIM figure when the career, geography, measure, and date viewed stay attached. BLS is a dated national cross-check, not a silent replacement. Favorite clusters belongs in Wk5. | wk2-programming-it.md | |
| Wk 3 | Computer Science / IT | Information Technology | FYF: Website Revamp (pp. 28-29), From Wireframe to Wow (pp. 30-33), App Exploration (p. 38). H&L networking/emerging-career browse is supplemental. | CS First; CareerOneStop Computer Network Architects | Canva, Adobe Express, or paper app-screen route | Learning Style quiz (20 min) | No required unit | d(1)C: identify IT opportunities; d(1)D: evaluate emerging occupations; d(4)B: identify transferable skills | d(1)C d(1)D d(4)B | Protect the required Learning Style quiz. Add skills belongs in Wk4. The licensed My Learning Styles guide is teacher support; the live Completion Standards minimum controls. | wk3-computer-science-it.md | |
| Wk 4 | Tech Support / IT | Information Technology | FYF: district IT pages as workbook context (pp. 36-37) and App Exploration (p. 38). CCE fixed career/preparation evidence and Help Desk simulation. H&L is supplemental. | CompTIA career roadmap; BLS Computer Support Specialists; current Irving ISD Singley Academy page | MakeCode or equal paper simulation | Add interests (15 min; add at least 1) + Add skills (20 min; add at least 1) | No required unit | d(2)A: research preparation; d(2)B: evaluate education options; d(4)B: identify transferable skills | d(2)A d(2)B d(4)B | Protect both required profile tasks in separate blocks and verify with the Completion Standards report. Current district wording is Technology Support Services at Singley. | wk4-tech-support-it.md | |
| Wk 5 | Cybersecurity / IT | Information Technology | FYF: Safe or Spoofed? (pp. 24-25), Work Ethic cybersecurity bootcamp (pp. 34-35), district pages as workbook context (pp. 36-37), App Exploration (p. 38). H&L and CyberSeek are supplemental. | CISA Secure Our World; CyberSeek; BLS Information Security Analysts; current Irving ISD Singley Academy page | Canva, Adobe Express, or paper; laser output optional and teacher-operated | Favorite clusters (40 min; save at least 1) | No required unit | d(1)D: research cybersecurity occupations; d(4)F: work ethic and integrity; d(3)A: transition awareness | d(1)D d(4)F d(3)A | Protect Favorite clusters in one 40-minute block. Save careers belongs in 2SW Wk3. Day 5 capstone work does not squeeze the Xello requirement into leftover minutes. | wk5-cybersecurity-it.md | |
| 2nd Six Weeks (Law & Public Service + Health Science) | Wk 1 | Legal Studies | Law, Public Safety, Corrections & Security | FYF: Exploring the World of LAW AND PUBLIC SAFETY opener + Be the Decision Maker (p. 39) City Council in Action (pp. 40-43) Policy Showdown (pp. 44-47) Emergency Essentials: Kit Design (pp. 50-51) What is Happening at My District? (pp. 56-57) App Exploration + Pathway Possibilities (p. 58) H&L app: Law and Public Safety cluster tour Explore Hats: Lawyer, Paralegal, Judge, Court Reporter Favorite 2 Law Hats CCE legal career research worksheet (Day 1) | iCivics (free legal/govt games): https://www.icivics.org BLS - Lawyers: https://www.bls.gov/ooh/legal/lawyers.htm CareerOneStop - Legal Careers: https://www.careeronestop.org/Toolkit/Careers/Occupations/occupation-profile.aspx?keyword=Lawyers | Ethical Use of AI (legal ethics discussion) | Life Experience | Unit 5.1: Law & Order | d(1)B, d(1)C: Explore Law cluster, identify legal careers d(3)I: Define entrepreneurship in legal field (solo practice) d(3)H: Identify professional associations (Bar Association) | d(1)B d(1)C d(3)I d(3)H | Three FYF activities carry the week: City Council in Action (Day 3), Policy Showdown (Day 4, the AI-in-the-courts ethics debate that keeps the Tech Integration column honest), and Emergency Essentials: Kit Design (Day 2). The chapter prints no pathway list, so students meet pathways through the app's Pathway Possibilities step and Irving ISD's programs of study on the district pages. Day 4's solo-practice discussion carries d(3)I. The chapter's other two activities, Clinton Lake Case and Injured on the Trail, belong to Wk 2 and are only previewed on Day 5. | wk1-legal-studies.md |
| Wk 2 | Law Enforcement / EMT | Law, Public Safety, Corrections & Security | FYF: Clinton Lake Case (pp. 48-49) Injured on the Trail (pp. 52-55) What is Happening at My District? (pp. 56-57) App Exploration + Pathway Possibilities (p. 58) Climber Notes: "Clinton Lake Case" six evidence files (slides 2-7) "Injured on the Trail" supply table + sling and splint technique photos (slides 2-3) H&L app: Explore Hats: Police Officer, EMT, Firefighter, Detective Favorite Law Hats CCE First Responder Training Comparison worksheet (started Day 1, finished Day 5) | Roadtrip Nation (free career documentaries): https://roadtripnation.com/explore BLS - Police and Detectives: https://www.bls.gov/ooh/protective-service/police-and-detectives.htm BLS - EMTs and Paramedics: https://www.bls.gov/ooh/healthcare/emts-and-paramedics.htm | d(1)B: Explore and describe CTE career clusters d(1)C: Identify career opportunities d(2)A: Research training (police academy, EMT cert, fire academy) d(4)F: Work ethic, integrity, dedication, perseverance | d(1)B d(1)C d(2)A d(4)F | Both multi-day activities changed. Clinton Lake Case (Day 2) is an evidence-weighing face-off; Injured on the Trail (Days 3-4) is a hands-on Search and Rescue scenario with a Patient Care Report. HARD DEPENDENCY: this week does not run without the two Climber Notes decks (the six evidence files and the sling and splint photos are teacher-side only) plus per-pair first-aid supplies (triangular bandage or cloth, tape, popsicle stick or similar splint). d(4)F is demonstrated when students report inconvenient evidence on Day 2, make an integrity and safety decision in the Day 4 handoff, and explain the consequence of inaccurate reporting on Day 5. The Day 1 route guide compares military and civilian law-enforcement route systems without claiming automatic credential transfer. | wk2-law-enforcement-emt.md | ||||
| Wk 3 | Nursing | Health Science | FYF: Exploring the World of HEALTH SCIENCE opener + Be the Decision Maker (p. 59) Vitals in Motion research and report structure (pp. 60-61) Ultrasound Detectives enrichment (pp. 64-68) What is Happening at My District? (pp. 84-85; verify names against current district site) App Exploration + Pathway Possibilities (p. 86) Climber Notes: "Vitals in Motion" tool reference (slide 2) H&L app: optional Health Science cluster and Hat exploration CCE Nursing Career Route Guide + comparison (Days 1-2) Vital Signs Simulator Build and Test (Day 3) Fictional Patient Handoff Cards + individual record (Day 4) | BLS - Nursing Assistants, LVNs, RNs, and Nurse Practitioners Texas Board of Nursing - approved education programs and licensure by examination Irving ISD - current Singley Academy pathways Microsoft MakeCode for micro:bit | Microbits: fictional vital-signs training simulator; browser simulator and paper trace are equal routes | Save careers | Unit 4.2: Experimenting with Careers Part 2 (supplemental) | d(1)B, d(1)C: Explore Health Science cluster and nursing roles d(2)A, d(2)B: Research and evaluate nursing education requirements d(5)E: Compare salaries of at least three nursing careers | d(1)B d(1)C d(2)A d(2)B d(5)E | FYF pp. 84-85 are the district-customized HQIM snapshot for program, IBC, equipment, and experience examples. The current Singley page is a separately labeled website cross-check; a difference does not make the workbook answer wrong or guarantee a student outcome. BLS figures are May 2024 U.S. medians, not starting or DFW pay; use Xello for a current local figure when geography, date, and measure are visible. Vitals in Motion supplies the tool questions and report structure, but students use fictional case data rather than collecting classmates' health information. The micro:bit is a training simulator, not medical equipment. Day 5 protects the configured 30-minute Xello Save careers task and verifies at least three saved careers. Ultrasound Detectives remains optional enrichment. | wk3-nursing-health-science.md | |
| Wk 4 | Dental Science / Health Data | Health Science | FYF Smile Squad pp. 69-71 and Perfect Toothbrush pp. 72-73 are the default student writing surfaces; FYF district Health Science pp. 84-85 and current coursebook program evidence; Climber Notes Smile Squad training X-rays; fixed comparison guide; controlled coding lab; optional no-workbook scaffolds | FYF/H&L district HQIM; Irving ISD 2026-27 High School Course Work: Health Science Dental and Medical Billing at Singley; BLS national comparison data; CMS FY 2027 ICD-10-CM descriptions | Canvas college-credit practice Quiz, ICD-10-CM practice Quiz, and private Minor recommendation; extra Day 1-3 PDFs are fallback only | Education experiences catch-up + Volunteer hours; Completion Standards report is evidence | H&L exploration supplemental | d(1)C: identify Health Science careers d(2)A: describe preparation requirements d(3)B: compare two current college-credit opportunities d(5)B: classify with a published evidence rule | d(1)C d(2)A d(3)B d(5)B | FYF and the current coursebook are the default for Dental and Medical Billing career and program names. Smile Squad uses licensed images for observation, not diagnosis. National comparison figures stay labeled and do not replace the workbook titles. Students add only real Xello experiences. School Subjects at Work is supplemental. Day 5 is a 16-point minor evidence check; no extra major. | wk4-dental-medical-billing.md | |
| Wk 5 | PowerSkills: Communication | Cross-cluster skills focus | FYF: Introduction to Powerskills ten-skill reference chart (pp. 12-14) Exploring the World of POWERSKILLS IN ACTION opener (p. 139) Powerskill: Conflict Resolution (pp. 144-145) Powerskill: Active Listening (pp. 62-63) Powerskill: Advocacy (pp. 134-135) Powerskill: Written Communication (pp. 147-148) CCE Notice + Question + Next Step feedback scaffold and safe fictional workplace practice | CareerOneStop Skills Matcher: https://www.careeronestop.org/Toolkit/Skills/skills-matcher.aspx | Work experiences (required Grade 8); Time Management supplemental | d(4)A: Time management and goal-setting strategies (Day 3 SMART Goal and time plan, Day 5 revision) d(4)B: Identify skills transferable among careers (Days 1-5) | d(4)A d(4)B | Four FYF lessons carry the week. Day 5 protects the authenticated Grade 8 Work experiences task (10 min, add at least 1 authentic experience). Xello Time Management is supplemental. Day 2 uses an ungraded practice quiz for bounded listening misconceptions; Day 4 may use an ungraded fictional Little Library discussion with a private route. Healthcare prompts are observation and communication practice only, not diagnosis, treatment, charting, or medical advice. The recommended weekly synthesis is a 16-point minor. CareerOneStop analysis is supporting d(1)A evidence until the S&S is formally synchronized. | wk5-powerskills-communication.md | |||
| Wk 6 | Biomedical | Health Science | FYF: Outbreak Investigators (pp. 74-78) Mini Medics (pp. 79-81) Patient Education extension (pp. 82-83) Current Irving public pathway: Biomedical Science at Irving High School CCE fixed three-career evidence guide + fictional practice posting + cover letter artifact H&L app: optional Health Science browse and rating | BLS - Bioengineers and Biomedical Engineers: https://www.bls.gov/ooh/architecture-and-engineering/biomedical-engineers.htm BLS - Epidemiologists: https://www.bls.gov/ooh/life-physical-and-social-science/epidemiologists.htm BLS - Medical Scientists: https://www.bls.gov/ooh/life-physical-and-social-science/medical-scientists.htm CDC NERD Academy outbreak investigations: https://www.cdc.gov/nerd-academy/outbreak-investigations/index.html | Explore career matches lesson (35 min; Matchmaker + 3 saved careers prerequisites) | d(1)A: Analyze and discuss assessment results d(1)C: Identify Health Science careers d(2)A: Describe typical education d(5)A: Analyze labor market evidence d(7)B: Write business correspondence | d(1)A d(1)C d(2)A d(5)A d(7)B | Day 1 uses one dated national BLS evidence set and a fictional posting, so students do not depend on live H&L titles, open job searches, or mixed salary measures. Day 2 runs Mini Medics as a future-technology design scenario. Days 3-4 run the fictional Fairview Edge investigation and response plan with a real-event safety boundary. Day 5 protects the authenticated Grade 8 Xello Explore career matches lesson for 35 minutes and records a private before-and-after reflection. Patient Education remains an optional Canva or Adobe Express extension. | wk6-biomedical-health-science.md | |||
| 3rd Six Weeks (Ag/Natural Resources + Human Services + Business) | Wk 1 | Vet Science | Agriculture, Food & Natural Resources | FYF opener and Be the Decision Maker (p. 87); veterinary triage (pp. 96-99); district pathway evidence (pp. 100-101); App Exploration (p. 102). Fixed BLS evidence guide, three-career comparison, optional triage scaffold, and pathway recommendation. H&L is supplemental. | FYF/H&L district HQIM; BLS: Veterinary Assistants, Veterinary Technicians, Veterinarians; public Nimitz Veterinary Science page as teacher background | Canvas veterinary triage practice Quiz | Skills lesson (35 min; prerequisite: at least 3 saved careers) | d(1)C: Identify veterinary careers d(2)A: Describe preparation requirements d(3)A: Describe high-school and postsecondary transition requirements d(4)B: Apply transferable skills d(5)A: Analyze dated labor-market information | d(1)C d(2)A d(3)A d(4)B d(5)A | Canvas module uses paired teacher/student guides, day subheaders, locked licensed visuals, a private Xello reflection, and a recommended 16-point minor evidence packet. FYF p. 99 is the default triage writing surface; the custom record is optional. Students observe and prioritize in the fictional triage simulation but do not diagnose or treat. FYF pp. 100-101 are the primary local pathway source; H&L is optional enrichment. | wk1-vet-science.md | |
| Wk 2 | Plant Science | Agriculture, Food & Natural Resources | FYF: Grow System Rescue (pp. 88-90) and Farm to Table (pp. 91-92); fixed Plant Systems Career Evidence Guide; two-page Farm-to-Table planner with FYF p. 92 retained for interview questions; emerging plant-technology evidence and evaluation | USDA precision-agriculture and specialty-crop automation resources; BLS Agricultural Engineers, Agricultural and Food Science Technicians, and Agricultural and Food Scientists; current Irving ISD Nimitz CTE page as teacher cross-check | Biases and career choices (required Grade 8 Activity 2, 30 minutes); licensed facilitator guide, introduction deck, and optional extension handouts embedded in locked Canvas | Canva, Adobe Express, or paper are equal infographic routes; H&L browsing is optional | d(1)C: identify plant-system opportunities; d(1)D: research and evaluate emerging occupations; d(2)A: research training; d(4)B: compare transferable communication in two careers; d(5)C: analyze how technology changes career choices | d(1)C d(1)D d(2)A d(4)B d(5)C | Canvas carries five paired Teacher/Student guides. Day 1 diagnoses a fictional hydroponic system and records a career preparation fact. Day 2 plans from the HQIM client brief and identifies the Agricultural Communications Specialist role. Day 3 builds, revises, and submits a separate private formative comparison of one skill across two careers. Day 4 uses fixed, dated BLS/USDA evidence and a retryable practice quiz instead of open job-board research. Day 5 protects the required Xello Biases and career choices lesson; Work experiences is not repeated. FYF/H&L/Xello remain the student-facing curriculum authority; public sources are labeled teacher cross-checks. The 100-point assignment is in the 60% Major group and remains unpublished for teacher cloning; the 16-point rubric is an advisory evidence profile. | wk2-plant-science.md | ||
| Wk 3 | Sustainable Engineering | Agriculture, Food & Natural Resources | FYF Ag-Tech Pest Patrol (pp. 93-95) across Days 2-4; FYF Adaptability (p. 146) as the Day 5 goal-setting bridge. Fixed career/problem, field-notes, design, peer-review, societal-trends, rubric, and Xello-goals artifacts. H&L is optional. | Current BLS Environmental Engineer, Agricultural Engineer, Wind Turbine Technician, and Solar Installer evidence; USDA agriculture-drone evidence; EPA water-workforce evidence; NASA drought evidence; current Irving ISD High School CTE page | Canvas Pest Patrol draft Assignment with optional manually assigned peer review; private Xello reflection | Set goals (20 min; add at least 2 goals) | eDynamic Unit 7.1 optional extension only | d(1)C: Identify sustainable-engineering careers d(1)D: Evaluate changing and emerging work d(4)A: Demonstrate goal-setting strategies d(5)C: Analyze effects of societal needs and trends on career choices | d(1)C d(1)D d(4)A d(5)C | Canvas is the delivery surface. Days 1-4 use fixed evidence so live H&L titles and open web searches are not required. Students submit a six-label Pest Patrol design, one visible revision, and a two-trend career evaluation under a 16-point rubric. Day 5 protects the required Xello Set goals minimum and directly carries d(4)(A) through the saved goals and private planning reflection; the licensed Xello guide is an extended teacher resource, and paper planning moves to supervised catch-up rather than replacing completion. | wk3-sustainable-engineering.md | |
| Wk 4 | Culinary Arts / Hospitality | Hospitality & Tourism | FYF: Hospitality and Tourism opener (p. 111), Culinary Twist (pp. 112-113), Hotel Rescue (pp. 117-118), Cater and Create (pp. 119-120), Powerskill: Motivation (pp. 121-123), and district pages as workbook context (pp. 124-125). Fixed BLS three-career evidence and current Irving ISD CTE pages. Restaurant Rebrand, H&L App Exploration, Xello Decision Making, and eDynamic 6.1 are optional extensions. | BLS: Chefs and Head Cooks, Lodging Managers, Meeting/Convention/Event Planners; current Irving ISD High School CTE and Singley Academy pages | Canvas student annotation menu brief; motivation practice Quiz; private career recommendation Assignment. Paper, Canva, and Adobe Express are equal design routes. | Xello supplemental: Decision Making | eDynamic supplemental: Unit 6.1 | d(1)B: Explore the Hospitality and Tourism cluster d(1)C: Identify culinary, lodging, event, and guest-service careers d(3)I: Define entrepreneurship and identify hospitality business opportunities d(4)B: Transfer motivation and problem-solving skills across careers d(5)E: Compare salaries of three careers using one consistent evidence set | d(1)B d(1)C d(3)I d(4)B d(5)E | The core is one clear five-day Canvas sequence. Day 1 creates an individual menu item, Day 2 uses fixed current evidence, Day 3 gives every student role-specific crisis evidence, Day 4 designs and revises a client experience, and Day 5 closes with a 16-point individual minor recommendation. Supplemental platforms are not completion evidence. Current local program wording is Culinary Arts/Hospitality Services at Singley and Lodging and Resort Management at Irving, MacArthur, and Nimitz. No credential, admission, job, or salary is guaranteed. | wk4-culinary-hospitality.md | |
| Wk 5 | Cosmetology | Human Services | FYF: Human Services opener + salon and wellness prompt (p. 127); Special Effects Makeup plan, build, and quality check (pp. 128-131); Stress Toolkit (pp. 132-133); district cosmetology context (pp. 136-137); App Exploration (p. 138). CCE: safe SFX texture lab, current Texas Cosmetology Operator evidence guide, two-setting pathway decision, salon and wellness campaign, individual career and business recommendation. | TDLR Cosmetology Operator: https://www.tdlr.texas.gov/barbering-and-cosmetology/individuals/apply-cosmetologist.htm; Irving ISD High School CTE: https://www.irvingisd.net/departments-services/career-and-technical-education-cte/high-school-cte; BLS: https://www.bls.gov/ooh/personal-care-and-service/barbers-hairstylists-and-cosmetologists.htm | Optional H&L Human Services cluster exploration after fixed core evidence | Supplemental only: Exploring Career Factors is not assigned in the Bowie Grade 8 Completion Standards | Supplemental only: Unit 4.2 after exact content and access are verified | d(1)B: Explore Human Services; d(1)C: Identify careers; d(2)A: Research training and license requirements; d(3)G: Report enrollment steps; d(3)I: Entrepreneurship | d(1)B d(1)C d(2)A d(3)G d(3)I | Days 1-3 follow the FYF SFX arc through concept, safe model, quality check, and revision. The turnkey core uses dry relief or digital layers; adhesive work is an optional campus-approved lab, never the only route. No material is applied to a student. Day 3 compares high-school and postsecondary licensed-school settings and labels unknowns. Current district pages list Cosmetology at Cardwell, Irving, MacArthur, and Nimitz; workbook student-enterprise details require current local confirmation. Day 4 requires one polished post plus two rough plans, not three polished designs. Day 5 is a recommended 16-point Minor. Supplemental platforms are optional. | wk5-cosmetology.md | |
| Wk 6 | Entrepreneurship | Business Management & Administration | FYF: Business, Marketing, and Finance opener + Be the Decision Maker (p. 221); Million Dollar Idea (pp. 234-237); current district context paired with FYF pp. 252-253; App Exploration p. 254 as optional H&L cluster support. CCE: Entrepreneurship Opportunity Guide; Million Dollar Idea support packet; Venture Brief and Individual Pitch Record; Dallas County Living-Cost Planning Guide; Personal Budget and Xello Scholarship Plan; 16-point portfolio rubric | MIT Living Wage Calculator - Dallas County; Dallas College 2026 living-wage brief; current Irving ISD High School CTE page; official Xello Scholarships Guide and 2:02 student video | Optional Canva or Adobe Express visual for the venture; paper and plain text are equal and design polish is not scored | Scholarship profile (20 min; complete the matching profile) | H&L Business cluster browse is supplemental; no exact Hat title or salary is required | d(3)I: define entrepreneurship and identify opportunities in a field of interest; d(5)D: prepare a personal budget; d(4)F: apply professional characteristics through an individual pitch-work action | d(3)I d(5)D d(4)F | Million Dollar Idea remains the spine. The workbook jumps from Step 5 to Step 7; nothing is missing. Day 4 uses 90-second pitches with live, recorded, private, or written routes and individual evidence. Day 5 uses the dated MIT one-adult/no-children Dallas County scenario, not an unlabeled app salary or invented take-home conversion. Required Xello work is Scholarship profile; Save careers was completed in 2SW Wk3 and is not repeated. Workbook district claims are historical context; current Irving ISD program names control. | wk6-entrepreneurship.md | |
| 4th Six Weeks (Career Planning + Transportation + Engineering) | Wk 1 | Career Planning: Mid-Year Review | Cross-Cluster (Planning Tools) | FYF: Rung 1 Who You Are (pp. 281-282), Career Iceberg (pp. 6-8), Rung 2 Career Goal (pp. 283-284), Rung 3 Career Deep Dive (pp. 285-286), Career Thinker and Doer (p. 22). CCE: Mid-Year Profile Audit; optional no-workbook Career Iceberg and Career Deep Dive supports; private Pathway and CTSO Decision with paper route; Mid-Year Career Blueprint and student-visible rubric. H&L and Xello profile evidence are optional evidence sources; no private screenshot is required. Current Irving ISD pages confirm or extend exact campus, course, application, and access details without displacing the HQIM students are using. | CareerOneStop and MyNextMove may extend the evidence set when source labels remain visible. | TEA CTSO list and current Irving ISD pathway pages | H&L/Xello optional evidence only | No required eDynamic unit | d(1)A: analyze earlier results using current evidence. d(3)F: explain one CTSO preparation benefit. d(8)A: select a current career direction or pathway. d(8)B: document career preparation and use it in the Blueprint. | d(1)A d(3)F d(8)A d(8)B | FYF is the default Day 2-3 work; CCE packets are alternate routes rather than duplicate work. Day 4 is private Canvas practice with a paper route. Days 1-4 are formative; Day 5 is the private 16-point Major. Canvas annotation, upload, text/media, and paper are equal routes. | wk1-career-planning.md |
| Wk 2 | Career Planning: Course Mapping | Cross-Cluster (Planning Tools) | FYF: Rung 6 Goal Setting (pp. 292-293) and Rung 7 High School Plan (pp. 294-296). CCE: Transition and Assessment Decisions; Canvas-first Counseling-Ready Four-Year Course Plan Draft with a three-page paper route; two-page College Credit and Plan Check; one-page Experience Access and Backup companion; Individual High School and Career Plan with 16-point rubric. The current Irving coursebook and counseling guidance control course names and requests. | TEA Chapter 74, Subchapter B (August 2026); TEA AP and Dual Credit guidance; Irving ISD 2026-27 course descriptions | Practice Quiz; Canvas course-plan annotation; private final-plan Assignment | Counseling window only: 4-year course plan (30 min); Make plans (30 min, add at least 1 plan); Submit course requests (20 min, Grade 8 only); Parent 4-year course plan approval (15 min, current due date May 1, 2027) | No required eDynamic unit | d(8)B, d(8)C: document courses, preparation, and an individual career plan. d(3)A: describe transition requirements. d(3)B: identify AP and dual-credit opportunities. d(3)D: analyze planning impact. d(3)E: analyze assessment impact. d(3)F: explain the importance of co-curricular and extracurricular experience. | d(8)B d(8)C d(3)A d(3)B d(3)D d(3)E d(3)F | FYF holds the Day 4 SMART goal; the companion captures only access, transfer, obstacle, and backup. Day 2 is Canvas-first, with a three-page paper route. Day 3 uses a two-page companion and keeps family, trusted-adult, counselor, teacher, private writing, and private audio equal. Day 5 is the sole 100-point Major upload. Xello course requests and family approval remain counselor-controlled tasks and do not open until the district counseling window. | wk2-course-mapping.md | |
| Wk 3 | Aviation / Air Traffic | Transportation, Distribution & Logistics | FYF: Transportation cluster opener (p. 149), Flight Line Fixers optional extension (pp. 160-165), Transportation Survey Project including Campaign Step 4 (pp. 166-167), district context and App Exploration (pp. 168-170). CCE: three-page team Survey Project; two-page Aviation Careers and Pilot Routes reference; four-page Airport Design and Simulation Lab with team and individual evidence; one-page scenario set; private four-page Aviation Route and Action Plan with student-visible rubric. Climber Notes Flight Line Fixers slides 2-6 remain a locked optional observation extension. | FAA aviation careers, Part 141 schools, ATC qualifications; BLS May 2024 national median and 2024-34 outlook cards; current Irving High CTE page | Canvas practice Quiz; LEGO recommended with paper map and Canvas-enabled Lucid as equal build/simulation routes; private Minor Assignment | H&L optional cluster browse; Xello Jobs and Employers supplemental, not Grade 8 completion | No required eDynamic unit; CCE action plan carries goal-setting and time-management evidence | d(1)B, d(1)C: explore the Transportation cluster and aviation careers. d(3)G: investigate verified civilian and military pilot-preparation steps. d(4)A: demonstrate timed iteration and a staged action plan. | d(1)B d(1)C d(3)G d(4)A | Students complete the FYF team Survey Project and Campaign step with accountable roles and an individual Canvas check. The print route uses team-shared and point-of-use pages. Students start the final Action Plan on Day 2 and submit it once on Day 5. Fixed dated FAA/BLS evidence distinguishes national median, starting/local pay, eligibility, selection, and service commitment. Team simulation is formative; the private individual route-and-action plan is the protected 100-point Minor in the 40% group and remains unpublished for teacher cloning. | wk3-aviation.md | |
| Wk 4 | Drone Engineering | Engineering / Transportation | FYF: Engineering opener (p. 103); Protecting Wildlife user-needs and blueprint activity (pp. 104-105); district pages treated as licensed workbook context only (pp. 108-109); App Exploration optional (p. 110). CCE: Wildlife-Tracking Drone Design; fixed Drone-Enabled Occupations evidence guide; FAA Operating-Rule Decision and Readiness packet; equal live indoor microdrone, simulator, or tabletop Systems Test; private Drone Systems Evidence Brief and rubric. | FAA Educational Users and indoor-operations guidance; FAA Remote Pilot Certificate; BLS Surveying and Mapping Technicians; BLS Cartographers and Photogrammetrists; BLS Aerospace Engineering and Operations Technologists/Technicians; current Irving High CTE page. | Live indoor microdrone only after campus/model safety gate; simulator and tabletop equal from the start. Canvas Quiz, annotation/upload, and private evidence Assignment. | H&L cluster browse optional; no required ratings, favorites, salary, or live Hat titles. | None required | d(1)B: Explore Engineering/Transportation cluster connection; d(1)C: Identify occupations; d(1)D: Evaluate emerging drone-enabled work; d(2)A: Research preparation and certificate boundaries; d(4)B: Transfer skills across occupations; d(5)B: Apply a published same-source classification rule | d(1)B d(1)C d(1)D d(2)A d(4)B d(5)B | Students use fixed career evidence and choose an indoor microdrone, simulator, or tabletop route. The lesson does not use unsupported drone-job salaries, universal Part 107 claims, mandatory flight, or serial team presentations. Part 107 does not apply indoors; outdoor educational operation requires a verified legal route. Current public district evidence places Aviation Maintenance and Drone Engineering at Irving High. Live hardware never affects the grade. | wk4-drone-engineering.md | |
| Wk 5 | Automotive Evidence and Training Routes | Transportation, Distribution & Logistics | FYF: Crash Crew visible-evidence inspection and preliminary plan (pp. 150-152); district/program context (pp. 168-169), labeled as workbook context; Safety Squad remains optional enrichment. CCE: ASE Entry-Level vs. professional certification; fixed three-occupation BLS comparison; employer/OJT, registered apprenticeship, public technical-college, and current district-route evaluation; private Automotive Evidence Brief. H&L is optional browse. | BLS automotive, diesel, and automotive body/glass profiles; ASE Entry-Level and work-experience requirements; Texas Workforce Commission registered apprenticeship; TCC Automotive Service Technology; current Irving CTE/course descriptions | d(1)B, d(1)C: Transportation cluster and automotive occupations; d(2)A, d(2)B: research and evaluate preparation and certification routes; d(3)G: registered apprenticeship and public technical-college opportunities; d(5)E: compare salaries of three automotive occupations on one dated basis | d(1)B d(1)C d(2)A d(2)B d(3)G d(5)E | Crash Crew remains the visual anchor, but students separate visible evidence from conclusions requiring trained inspection. Do not teach unsupported DFW pay, fixed ASE fees or wage premiums, universal apprenticeship claims, private-school tuition ranges, or guaranteed local outcomes. Save careers is not repeated because it belongs earlier in the Grade 8 Xello spine. Day 5 is a private evidence brief; public speaking and H&L access are not graded. | wk5-automotive.md | ||||
| Wk 6 | Skills That Transfer / Mid-Year Evidence | Cross-cluster synthesis | FYF Powerskill: Analytical Reasoning (pp. 153-155) used as a fictional clue-and-evidence task, not a real diagnosis; CCE six-career transferable-skills comparison; fixed career-organization cards distinguishing SkillsUSA/TSA CTSOs, NSPE/AOPA professional associations, ASE credentialing, and FAA government; fictional work-ethic and integrity cases; private four-part Mid-Year Evidence Reflection. H&L browsing is optional and no private Career Plan screenshot is required. | SkillsUSA, TSA, ASE, FAA, NSPE, and AOPA official current pages; fixed CCE packets in Canvas | d(4)B: prove transferable skills with job-task evidence; d(3)F: evaluate a school-based CTSO opportunity; d(3)H: identify professional associations and membership value; d(4)F: work ethic and integrity decisions | d(4)B d(3)F d(3)H d(4)F | Days 1-4 use fixed evidence and short individual responses. Students do not submit an H&L screenshot or make claims about a real vehicle. Days 1-4 are formative; Day 5 remains private and ungraded until the 4SW assessment map is verified. Community service is a possible benefit, not a primary d(4)E claim. | wk6-trades-capstone.md | ||||
| 5th Six Weeks (Architecture & Construction + Finance) | Wk 1 | Architecture | Architecture & Construction | FYF: cluster opener (p. 171); Safety Supervisor fictional evidence plan (pp. 172-173); Unexpected Architecture city-goal synthesis (pp. 182-184); current MacArthur ACE pathway card; fixed BLS three-career evidence; Tinkercad or equal paper concept model | BLS Architects, Drafters, and Interior Designers; NCARB licensure; current Irving ISD MacArthur CTE | Teacher-managed Tinkercad Classroom; equal paper route | No new required task; Completion Standards catch-up only | Optional only after exact activity is verified | d(1)B, d(1)C: describe the cluster and career roles; d(2)A: compare preparation; d(5)E: compare three same-source salaries | d(1)B d(1)C d(2)A d(5)E | Day 1 uses a fixed fictional safety source pack, not open-web operational research. Day 2 uses May 2024 U.S. BLS medians and keeps any Xello-local figure in a separate labeled cross-check. Days 3-4 protect one individual design and revision. Day 5 uses the locked Climber Notes city-goal visual for a short firm synthesis. H&L and eDynamic remain supplemental. | wk1-architecture.md |
| Wk 2 | Civil Engineering | Architecture & Construction / STEM | FYF: Engineering opener (p. 103); Systems Thinking kitchen dependency activity (pp. 174-175); Mission to Mars fictional transfer brief (pp. 106-107); current district pathway card; fixed civil-engineering and assessment evidence; controlled bridge design/test or equal fixed-data route | BLS Civil Engineers; O*NET Transportation and Water/Wastewater Engineers; College Board, ACT, THECB, ASVAB official sources | Controlled bridge kit only after safety/material gate; equal fixed-data route | No required task | No required task | d(1)B: describe the cluster; d(1)C: identify engineering roles; d(1)D: evaluate changing specialties; d(2)A: preparation requirements; d(3)E: assessment impact on goals | d(1)B d(1)C d(1)D d(2)A d(3)E | Assessment policies are dated and framed as variable. Day 2 uses established O*NET specialties rather than invented titles. The physical bridge route uses one teacher-controlled load protocol; the fixed-data route is equal when materials or safety conditions are unavailable. H&L remains supplemental. | wk2-civil-engineering.md | |
| Wk 3 | Construction Evidence | Architecture & Construction | FYF: Spot the Problem fictional visual-evidence sequence (pp. 176-179); locked Climber Notes slides 2-6; current Irving Construction pathway card; fixed BLS career and trend evidence; Apprenticeship.gov and Dallas College enrollment-route cards; expanded fictional evidence report and individual professional briefing | BLS construction occupations; Apprenticeship.gov; Dallas College Construction Technology/application; current Irving coursebook; TREC inspector licensing | Optional H&L browse only | No required task | No required task | d(1)C: construction roles and qualified follow-up work; d(2)A: preparation comparison; d(3)G: apprenticeship/technical-college enrollment steps; d(3)H: organization type and affiliation value; d(5)A, d(5)B: labor-trend analysis and transparent classification; d(4)C: individual professional briefing | d(1)C d(2)A d(3)G d(3)H d(5)A d(5)B d(4)C | The required path uses fixed career, trend, and route evidence. H&L salary/favorites, unsupported guarantees, open scavenger hunts, and team-only evidence are optional or excluded. The five licensed images are embedded in locked Canvas with a teacher key. Students separate observation, cautious possibility, evidence limit, and qualified follow-up; they do not diagnose or advise on a real property. | wk3-construction-trades.md | |
| Wk 4 | Skilled-Trades Evidence: HVAC / Electrical / Plumbing / Welding | Architecture & Construction | FYF Powerskill: Written Communication (pp. 185-190) and Plumbing Under Pressure (pp. 194-195); locked Climber Notes HVAC tickets 1-4 and emergency-basics slide; CCE fixed four-career preparation/labor guide, evidence-first service notes, current route cards, classification record, fictional response plan, and individual briefing | BLS four occupation profiles; TDLR Electrician and ACR; TSBPE license types; Apprenticeship.gov; current Irving coursebook/public CTE page | Student Annotation or typed/upload/paper Days 1-4; private multimodal Day 5 Assignment | H&L optional only; any Xello-local figure is a separately labeled cross-check | No required task | d(1)C: identify skilled-trades roles; d(2)A: describe distinct preparation and state boundaries; d(3)G: sequence current route steps; d(4)B: transfer evidence-first writing; d(4)C: individual briefing; d(5)A/d(5)B: analyze and classify four occupations with one dated basis | d(1)C d(2)A d(3)G d(4)B d(4)C d(5)A d(5)B | Students use fixed career and route evidence. They do not use H&L salary/favorites, mixed pay measures, live job-board counts, repair directions, water-main procedures, or team-only oral evidence. Students use May 2024 U.S. BLS medians and 2024-34 projections, exact Texas role boundaries, cautious evidence language, and equal individual briefing routes. | wk4-hvac-electrical-plumbing.md | |
| Wk 5 | MoneySkills: Personal Budget | Cross-cluster financial planning | FYF Rung 3 pp. 285-286 as optional prior evidence; CCE Salary Source and Lifestyle Target, Dallas County Personal Budget, Location Cost Comparison, Paying for Education and Training guide, Three-Career Salary Comparison, portfolio, and rubric | Xello localized salary with geography/measure/date; MIT Living Wage Calculator February 2026 one-adult/no-children county scenarios; BLS May 2024 fallback careers; Federal Student Aid; TEA financial-aid graduation requirement | Days 1-3 Student Annotation/upload/text; Day 4 unlimited-retry funding-method Quiz; Day 5 private multimodal portfolio | No new required Xello task; prior Scholarship profile is not repeated | H&L, CareerOneStop, Canva, Adobe Express, NGPF, EverFi, and Practical Money Skills are optional extensions only | d(5)A: analyze a current career trend on Day 1; d(5)D: prepare and revise a personal budget on Days 1-3 and 5; d(5)E: compare three salaries on one basis on Day 5; d(3)C: identify postsecondary funding methods on Day 4 | d(5)A d(5)D d(5)E d(3)C | Use Xello for a localized salary and the fixed BLS evidence for the national fallback. The budget uses a dated Dallas County scenario and explicit planning assumptions rather than invented DFW averages or tax claims. Day 3 uses fixed MIT county evidence if live tools fail. Day 4 uses official aid evidence and a Canvas practice check. No student discloses family finances or completes a real aid/application form. | wk5-personal-budget.md | |
| Wk 6 | Real Estate: Licensing, Variable Income, and Evidence | Business, Marketing & Finance | FYF Flip This House pp. 238-239 are the required workbook spine; locked Canvas images support projection and absence. CCE adds a compact four-career guide, current TREC Sales Agent sequence, fictional variable-income math, BLS labor-evidence guide, one-page FYF companion, and a private formative brief/reflection. | TREC current Sales Agent and role boundaries; BLS Real Estate Brokers/Sales Agents; current Irving ISD MacArthur pathway page | Days 1-3 Student Annotation/upload/text; Day 4 unlimited-retry labor-evidence Quiz; Day 5 private audio/recorded/AAC/conference brief plus written reflection | No new required Xello task; Save careers is not repeated; H&L optional only | Visual Storytelling is optional extension only | d(1)C: identify four real-estate opportunities; d(2)A: current Texas regulatory/preparation boundaries; d(3)I: ROI opportunity and entrepreneurial responsibility; d(4)C: individual private oral briefing; d(5)A: dated national labor evidence and economic sensitivity | d(1)C d(2)A d(3)I d(4)C d(5)A | Day 3 uses the workbook instead of a duplicate renovation packet; the complete student print route is ten work pages plus a one-page rubric. Save careers is not repeated. H&L and open-web market searches are optional. Do not require commission claims, unsupported local figures, pathway or license guarantees, serial presentations, or personal financial disclosure. Day 5 is formative synthesis, not a third major or undefined grade replacement. | wk6-real-estate.md | |
| 6th Six Weeks (Education + Arts + Business Marketing + Capstone) | Wk 1 | Education | Education & Training | FYF pp. 213-219: Education opener, Community Classroom, Teach Through Play, and district-page context; FYF p. 220 H&L App Exploration is optional. CCE compact companions: learning-space plan, current Texas educator-route comparison, fictional job-evidence cards, service analysis, and evidence portfolio. | Current TEA classroom-teacher and Educational Aide guidance; current Irving ISD High School CTE page | Canvas retryable job-evidence practice Quiz | No new required Grade 8 task; Discover learning pathways is supplemental | eDynamic 7.2 supplemental only after live verification | d(1)B/d(1)C: describe the cluster and careers; d(2)A/d(2)B: research and evaluate preparation routes; d(4)E: explain service and volunteerism | d(1)B d(1)C d(2)A d(2)B d(4)E | FYF is the default on Days 1 and 4; the compact companions capture only individual evidence the workbook does not hold. H&L, Xello Discover learning pathways, and eDynamic are not required or graded. Current Irving evidence names Education and Training at Irving High, MacArthur, and Nimitz and Early Childhood Education at Cardwell; it does not guarantee schedule, credential, placement, travel, or admission. Day 5 is Minor 1 in the approved 6SW map. | wk1-education.md |
| Wk 2 | Graphic Design / Digital Communication | Arts, A/V Technology & Communications | FYF: Arts/AV opener (p. 255), Behind the Microphone (pp. 270-271), Attention to Detail audio cues (pp. 272-273), and Merch Mode five-principle design (pp. 256-258). CCE: privacy-safe first résumé, before/after revision record, seven-step job-search tracker, and visible evidence rubric. | CareerOneStop Resume Guide; BLS Graphic Designers; current Irving High School CTE page | Canvas retryable attention-to-detail/resume Quiz | Xello Resume Builder supplemental; no required task | eDynamic job-search content supplemental only after live verification | d(1)C: identify Arts/AV opportunities; d(6)A: identify effective job-search steps; d(7)A: write and revise a résumé | d(1)C d(6)A d(7)A | The résumé works privately in Canvas or on paper; optional Xello copying is not the only evidence. Students never exchange logins or disclose sensitive contact/reference data. Day 4 teaches seven bounded job-search steps using a fictional opportunity without applying or contacting an employer. Canva, Adobe Express, and paper are equal design routes. Current Irving names Digital Communication and Graphic Design at Irving High, MacArthur, and Nimitz. Day 5 is Minor 2 in the approved 6SW assessment map. | wk2-graphic-design-resume.md | |
| Wk 3 | Marketing: Audience, Entrepreneurship, and Data | Marketing | FYF Click Factor pp. 225-227 and 230; Written Communication pp. 147-148; Expert Edge pp. 222-224; Data-Informed Decision Making pp. 229 and 228. CCE companions add only individual audience testing, revision, career connection, changing-condition analysis, responsibility/risk, and data-decision evidence the workbook does not collect. Day 5 uses a private marketing brief and rubric. | Current BLS Market Research Analysts; current Irving ISD MacArthur High School CTE page | Canva/Adobe Express/paper/plain text are equal; no real post, sale, account, link, payment, contact, tracking, or personal data | No new required Xello task; School Subjects at Work is supplemental only | eDynamic 4.1 supplemental only after live verification | d(1)C: marketing careers/work products; d(3)I: entrepreneurship opportunity and responsibility; d(5)C: distinct economic and societal/technology effects | d(1)C d(3)I d(5)C | FYF is the default student work surface. Two-page companions collect only evidence the workbook does not hold. FYF data stays labeled as fictional, and Day 5 is the private 16-point Minor 3. Print errata remain visible: Click Factor runs 225-227 then 230; data activity runs 229 then 228. | wk3-business-marketing.md | |
| Wk 4 | Sales and Career Oral Evidence | Marketing / Business Management | FYF 30 Seconds to Sell pp. 241-243 and Problem Solving/BrainBoost pp. 244-247 are the required workbook spine. Presenter Delivery p. 280 and Prepare & Present p. 299 are teacher references only. CCE adds compact companions for audience/accuracy, two-attempt revision, individual BrainBoost/career evidence, context-first appearance/rehearsal, final oral evidence, and feedback. | CareerOneStop interview guidance; BLS Sales Managers, Market Research Analysts, and Graphic Designers; current Irving ISD MacArthur Business and Entrepreneurship pathways | Private live/small-group/teacher-conference/recorded audio-video/AAC oral routes; no public Discussion | No required Xello task; H&L optional only | No required eDynamic task | d(1)C: career opportunities/work products; d(4)B: transferable problem-solving and communication skills; d(4)C: professional oral career presentation; d(6)B: context-appropriate interview appearance | d(1)C d(4)B d(4)C d(6)B | Workbook-first routes use 12 companion pages and do not repeat the FYF work. Each student completes a planned 60-90-second oral or AAC response through a private route. Dated national labor evidence stays labeled; H&L remains optional; interview appearance is context/safety/access based; Week 4 remains formative. | wk4-sales-presentations.md | |
| Wk 5 | Job Search, Applications, and Interviews | Cross-Cluster Career Readiness | CCE fixed fictional Pecan Creek Animal Care / Jordan Rivera case; search/posting evidence; tailored cover letter; sample application; reference protocol; interview readiness; mock interview and thank-you record; student-visible rubric. FYF Rung 5 may extend but is not required. | CareerOneStop official job-search, application, references, interview, and follow-up guidance | Private Canvas annotation/upload/text/media; unlimited-retry readiness Quiz; paper/dictation/AAC equal routes | No new required Xello task; Job Interviews lesson is supplemental only | H&L and live job boards supplemental only | d(6)A job-search steps; d(6)B context-aware interview readiness; d(6)C individual interview participation; d(7)B cover/thank-you correspondence; d(7)C sample application; d(7)D references protocol | d(6)A d(6)B d(6)C d(7)B d(7)C d(7)D | The fixed fictional case avoids personal-data collection and does not require a live job board. No real application, message, employer contact, reference contact, public performance, family adult, camera, or platform login is required. Day 5 is the private Major. | wk5-job-skills-mock-interview.md | |
| Wk 6 | Career Evidence Capstone | Cross-Cluster Final Plan | CCE two-page evidence inventory/recovery plan; four-page Individual Career Plan; two-page presentation/rehearsal plan; two-page communicated-delivery/revision record; two-page final transfer reflection; two-page student-visible rubric. FYF Capstone pp. 277-280 and 297-300 are locked Canvas orientation, not the only completion route. | Current dated district/course sources used only when verified; prior course evidence and fixed recovery sources | Five private Canvas Assignments; live small-group/conference/recorded/AAC routes using appropriate technology; paper/dictation/annotation equal | No new required Xello task; H&L Career Plan optional evidence/export only | No supplemental platform is required | d(8)A flexible career direction from self evidence; d(8)B verified HS and postsecondary/training path; d(8)C individual action plan; d(4)C individual oral/AAC career evidence using appropriate technology | d(8)A d(8)B d(8)C d(4)C | The capstone is one evolving evidence record. Missing old evidence triggers documented recovery. Day 2 work stays where first submitted; Day 4 collects communicated evidence, revision, and self-score once. | wk6-capstone.md |