Definition: All students align their course of study with their areas of interest and career goals.
- Meets both NH and specific school requirements for desired diploma
- Connects to student-identified areas of interest and career paths
- Corresponds to specific goals in IEP
- Minimum requirements for a regular high school diploma in New Hampshire (PDF, 3 pages, 2006)
- Extended Learning Opportunities (ELOs) allow New Hampshire students to earn credit through learning experiences that happen outside the traditional classroom.
- Explore a variety of postsecondary options, including apprenticeships.
- Career and technical education (CTE) is organized around career clusters, a way to group together careers with common features. This national framework presents a range of related career options to students and empowers them to choose the educational pathway that can lead to success in high school, college, and their chosen career.
- Career and Technical Education in New Hampshire, from the NH Department of Education.
- Map of career and technical centers in New Hampshire, a PDF from the NH Department of Education.
- Clear introduction to career clusters and career pathways from Minnesota State Colleges and Universities’ iSeek project.
- New Hampshire information about career pathways.
- List from the NH DOE of possible career pathways and course progressions from high school to two-year degree to bachelor’s degree. The list includes links to planning templates and sample articulation agreements between NH high schools and postsecondary institutions. Poster showing how to create your own course plan using a pathways template (PDF).
- “STEM and People with Disabilities,” an engaging 15:00-minute video about how students with disabilities can pursue STEM (science, technology, engineering, and mathematics) fields. STEM scholarships from the New Hampshire Charitable Foundation lists scholarships available to NH students interested in STEM subjects.
Introduction to Universal Design for Learning (UDL): Quick Guide: Universal Design for Learning in Secondary Education (PDF, 4 pages, 2016) from the National Technical Assistance Center on Transition. UDL’s three guiding principles are to: 1) provide multiple means of representation, 2) provide multiple means of action and expression, and 3) provide multiple means of engagement.For students with IEPs, refer to Courses of Study in our Transition IEP Tool. The page includes essential elements, examples, and video.