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Postsecondary and Career Expectations Framework

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College and Career Readiness in Middle School: Illinois PaCE Framework

Three circles overlapping each other. One has Aspiration written in it, another has Planning and the third has Self-advocacy

As part of a statewide initiative, District 62 is implementing the Illinois PaCE (Postsecondary and Career Expectations) Framework to support college and career readiness starting in 6th grade. D62's framework was developed in collaboration with our instructional coaches, behavior specialists, and members of the Educational Services Team composed of members of the district's instructional services department, student services department and technology department. It provides clear guidance on what experiences and knowledge students should gain each year to make informed decisions about their future.

Beginning in the fall of 2025, District 62 middle school students will use Advisory periods to begin exploring their interests and thinking about possible career paths. Through activities such as interest surveys, students will:

  • Discover career fields that align with their personal strengths and interests

  • Learn about various occupations, including required education or training, necessary skills, and potential salaries

  • Explore how to begin preparing now for high school, college, or other postsecondary options

These early steps, guided by the PaCE Framework, help students build awareness of future opportunities and begin setting goals. District 62 is committed to providing our students with the tools and support they need to explore and prepare for their future success.

Two students standing next to each other playing violins
Student looking through a white microscope with students and a teacher behind them.
Two students sitting next to each other looking at an iPad

By the end of 6th grade

Aspiration

Students will:

  • Be exposed to information about and examples of a wide range of careers
  • Be supported to explore their interests

Planning

Students will:

  • Be exposed to language that emphasizes individual skills, strengths and assets
  • Be supported to practice their strengths

Self-Advocacy

Students will:

  • Be exposed to practices that develop a growth mindset
  • Be supported to develop their confidence in their abilities

by the end of 7th grade

Aspiration

Students will be supported to:

  • Engage in guided self-reflection
  • Articulate aspirations
  • Envision a positive future

Planning

Students will be supported to:

  • Explore their habits
  • Create or change a habit
  • Record their progress
  • Explore career interests

Self-Advocacy

Students will be supported to:

  • Explore their strengths
  • Effectively ask for help
  • Understand a growth mindset

by the end of 8th grade

Aspiration

Students will be supported to:

  • Explore barriers to aspirations
  • Articulate personal strengths
  • Identify sources of motivation

Planning

Students will be supported to:

  • Explore career interests
  • Develop an educational plan for at least one career interest
  • Compare possible financial futures
  • Complete a career cluster survey
  • Attend a career exploration day

Self-Advocacy

Students will be supported to:

  • Demonstrate a growth mindset
  • Explore learning styles
  • Map a support network
  • Complete a unit on education planning