CTAE Flow Chart

Pathways consist of three courses in a related area that are taken sequentially.

Course 1
Course 2
Course 3

Upon completion of a pathway, students have a few options available to them.

  • For many career clusters, students may take one additional class which would result in the completion of a second or third pathway in a similar area.
  • Students may also apply for Work-Based Learning. This is an opportunity students (that are at least 16 years old) to work in a local business through an internship or paid part-time position that is related to their career pathway and career goals. See the WBL Coordinator at your high school for more details.
  • Students may also want to consider dual enrollment options. This would enable the student to continue their study in that specific area with more rigorous content and earn college credit and high school credit at the same time. Please see the Career Counselor at your high school for more details.
Complete Additional
Work-Based Learning
Dual Enrollment

Work-Based Learning is offered as a culminating experience for all pathways, including fine art, modern language, and academic. Students are placed at worksites where they gain real-world experience.

What will you do in Work-Based Learning?

  • Work at a job site as part of your school day (during normal class periods)
  • Gain relevant skills in a chosen career area
  • Develop professional relationships
  • Develop a career portfolio
  • Make decisions about future education and training

Talk to the Work-Based Learning Coordinator at your school to see if this is the right opportunity for you and to apply for next year.

Youth Apprenticeship is a structured combination of related coursework completed at the high school level and on-the-job training specific to a post-secondary credential which the employer and student is committed to. Students under Youth Apprenticeship are committed to working toward their post-secondary credentials and accumulating a minimum of 720 hours of on-the-job training.

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