Short and Long Term Goals
Gladeo's FutureReady for All Career Development Program
CHAPTER 1: WHO AM I?
Pre-ETS: Job Exploration Counseling, Instruction in Self Advocacy
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Short-Term
By the end of the reporting period, the student will complete The Gladeo Career Quiz and identify their top 3 personality strengths and 3 career paths aligned with their interests, hobbies, and motivations, and documented in a student reflection worksheet or counselor conference.
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Short-Term
By the end of the reporting period, the student will pinpoint at least 3 activities, subjects, or causes that intrinsically inspire and engage them and demonstrate them in a journal entry.
CHAPTER 2: BUILDING RESILIENCY
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Short-Term
By the end of the reporting period, the student will identify at least 3 supportive individuals in their life and describe how those relationships contribute to their personal or career development, as documented in a support system map or class discussion.
Pre-ETS: Instruction in Self Advocacy, Workplace Readiness Training
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Short-Term
By the end of the reporting period, the student will select and apply at least 3 strategies to build physical and/or mental stamina (e.g., mindfulness, sleep hygiene, nutrition, exercise) and reflect on their effectiveness through a wellness tracker or class worksheet.
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Long-Term
By the end of the IEP period, the student will demonstrate increased self-awareness, emotional resilience, and purpose-driven motivation by applying at least three evidence-based self-management strategies (e.g., growth mindset, mindfulness, self-reflection) across academic or real-life settings, in order to support their postsecondary transition to education, employment, or independent living.
CHAPTER 3: IMPORTANCE OF SKILLS AND LIFELONG LEARNING
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Short-Term
By the end of the reporting period, the student will identify at least 3 hard skills relevant to a career of interest and explain why those skills are important for success in that career, as documented in a reflection activity or class worksheet.
Pre-ETS: Job Exploration Counseling, Workplace Readiness Training
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Short-Term
By the end of the reporting period, the student will identify at least 3 soft skills (e.g., communication, teamwork, adaptability) and describe how they apply these in school or work-based settings, as measured by a checklist or reflection log.
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Long-Term
By the end of the IEP period, the student will demonstrate increased awareness of the role of hard and soft skills in career success and develop a personalized plan for acquiring and applying relevant skills to support their transition to postsecondary education, training, or employment.
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CHAPTER 4: MARKETING YOURSELF
Pre-ETS: Workplace Readiness
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Short-Term
By the end of the reporting period, the student will create a one-page resume that highlights their strengths, education, experiences, and transferable skills, as evaluated by a resume checklist or rubric.
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Short-Term
By the end of the reporting period, the student will draft a professional cover letter tailored to a specific job or opportunity, clearly communicating their interest, strengths, and qualifications, as measured by a writing rubric.
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Long-Term
By the end of the academic year, the student will develop and apply self-marketing tools (e.g., resume, LinkedIn profile, personal statement) and demonstrate the ability to present their strengths, experiences, and career goals in written and digital formats to support postsecondary education or employment readiness.
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CHAPTER 5: GETTING EXPERIENCE
Pre-ETS: Job Exploration Counseling, Instruction in Self-Advocacy, Work-Based Learning Experience
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Short-Term
By the end of the reporting period, the student will research and identify at least 3 potential work-based learning or volunteer opportunities aligned with their career interests, as documented in a planning worksheet or teacher conference.
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Short-Term
By the end of the reporting period, the student will create an action plan for gaining experience, identifying next steps and resources, as documented in a goal-setting worksheet or individual planning session.
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Long-Term
By the end of junior year, the student will have completed at least one work-based learning experience (e.g., job shadow, internship, informational interview), and reflect on what they learned about career fit and work expectations.
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CHAPTER 6: BRAVE NEW WORLD OF AI
Pre-ETS: Job Exploration Counseling, Workplace Readiness
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Short-Term
By the end of the reporting period, the student will identify at least 2 career fields likely to grow or change due to AI, and describe how these changes may influence their own career interests, as documented through a class activity, worksheet, or discussion.
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Short-Term
By the end of the reporting period, the student will use an AI tool to assist in improving their resume or conducting a job search, and present their revised resume or search results in a portfolio or teacher conference.
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CHAPTER 7: TECHNOLOGY AND SOCIAL MEDIA
Pre-ETS: Instruction in Self Advocacy
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Short-Term
By the end of the reporting period, the student will develop and implement a personal digital footprint clean-up plan, including reviewing privacy settings and removing or modifying at least one online post or account, as documented by a planning worksheet or teacher check-in.
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Short-Term
By the end of the academic year, the student will identify and revise at least three elements of their digital footprint (e.g., social media posts, online accounts, profile settings) to reflect responsible digital citizenship, as documented through a completed digital clean-up plan and educator or counselor review, in preparation for postsecondary education or employment opportunities.
CHAPTER 8: NETWORKING AND INTERVIEW PREP
Pre-ETS: Job Exploration Counseling, Workplace Readiness, Instruction in Self Advocacy
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Short-Term
By the end of the reporting period,, the student will complete an interview preparation checklist, identifying at least five key strategies to use before, during, and after an interview, as measured by a completed worksheet or quiz.
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Short-Term
By the end of the reporting period, the student will draft and send a professional outreach message (real or simulated) and prepare 3 informational interview questions tailored to a career of interest, as evaluated by a teacher or counselor.
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Long-Term
By the end of the IEP period, the student will demonstrate readiness for professional networking and job interviews by practicing outreach strategies and interview techniques, and applying them in real or simulated settings to support their transition to postsecondary education, training, or employment.
CHAPTER 9: POSTSECONDARY READINESS
Pre-ETS: Job Exploration Counseling, Counseling on Postsecondary Education
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Short-Term
By the end of reporting period, the student will identify at least 3 career-related high school opportunities or activities (e.g., extracurricular activities, volunteer work, assessments, classes) that are personally relevant to their goals and describe how these experiences support their postsecondary planning, as documented through a worksheet or class presentation.
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Short-Term
By the end of the reporting year, the student will research at least 3 postsecondary options (e.g., technical school, community college, military, four-year university) related to their career interests, and compare them based on key criteria such as cost, length, and outcomes, using a comparison chart or discussion.
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Short-Term
By the end of the reporting year, the student will identify at least 3 potential funding sources that match their personal postsecondary plan (e.g., FAFSA, scholarships, military funding, work-study) and complete a financial planning worksheet reflecting estimated costs and possible supports.
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Long-Term
By the end of the junior year of high school, the student will identify and evaluate multiple postsecondary pathways that align with their career interests (e.g., college, trade school, apprenticeships, certifications, military), and complete a personalized transition plan outlining steps, timelines, and funding options to support their successful transition beyond high school.
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Long-Term
By the first quarter of the student’s senior year, or by the relevant application deadlines, the student will apply to at least 3 postsecondary education or training programs (e.g., colleges, vocational schools, certification programs, apprenticeships) that align with their career interests and transition plan, as documented by completed applications and submission confirmations.
CHAPTER 10: LIFE SKILLS
Pre-ETS: Instruction in Self Advocacy
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Short-Term
By the end of the reporting period, the student will learn and practice self-advocacy strategies by participating in at least three role-play or guided scenarios, effectively communicating their needs and rights related to accommodations in education or employment settings.
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Short-Term
By the end of the reporting period,, the student will research and document at least two college or workplace disability support systems, identifying key services and contact procedures for requesting accommodations, as measured through a summary worksheet or class presentation.
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Long-Term
By the end of the IEP period, the student will create a personalized action plan for accessing disability supports, outlining detailed steps for initiating accommodation requests, maintaining documentation, and communicating effectively with faculty, staff, or supervisors, as demonstrated through a completed plan or role-play exercise.