2.1 Youth participate in career awareness, exploration, and preparatory activities in school- and community-based settings.
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• 2.1.1 Schools and community partners offer courses, programs, and activities that broaden and deepen youths’ knowledge of careers and allow for more informed postsecondary education and career choices.
• 2.1.2 Career preparatory courses, programs, and activities incorporate contextual teaching and learning.
• 2.1.3 Schools, employers, and community partners collaboratively plan and design career preparatory courses, programs, and activities that support quality standards, practices, and experiences.
• 2.1.4 Youth and families understand the relationship between postsecondary education and career choices, and the role of financial and benefits planning.
• 2.1.5 Youth understand how community resources, non-work experiences, and family members can assist them in their role as workers.

2.2 Academic and non-academic courses and programs include integrated career development activities.
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• 2.2.1 Schools offer broad career curricula that allow youth to organize and select academic, career, and/or technical courses based on their career interests and goals.
• 2.2.2 With the guidance of school and/or community professionals, youth use a career planning process (e.g., assessments, career portfolio, etc.) incorporating their career goals, interests, and abilities.
• 2.2.3 Career preparatory courses, programs, and activities align with labor market trends and up-to-date job requirements.
• 2.2.4 Career preparatory courses, programs, and activities provide the basic skills needed for success in a career field and the prerequisites for further training and professional growth.

2.3 Schools and community partners provide youth with opportunities to participate in meaningful school- and community-based work experiences.
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• 2.3.1 Youth participate in high-quality work experiences that are offered to them prior to completing high school (e.g., apprenticeships, mentoring, paid and unpaid work, service learning, school-based enterprises, on-the-job training, internships, etc.).
• 2.3.2 Work experiences are relevant and aligned with each youth’s career interests, postsecondary education plans, goals, skills, abilities, and strengths.
• 2.3.3 Youth participate in various on-the-job training experiences, including community service (paid or unpaid) specifically linked to school credit or program content.
• 2.3.4 Youth are able to access, accept, and use individually needed supports and accommodations for work experiences.

2.4 Schools and community partners provide career preparatory activities that lead to youths’ acquisition of employability and technical skills, knowledge, and behaviors.
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• 2.4.1 Youth have multiple opportunities to develop traditional job preparation skills through job-readiness curricula and training.
• 2.4.2 Youth complete career assessments to identify school and postschool preferences, interests, skills, and abilities.
• 2.4.3 Youth exhibit understanding of career expectations, workplace culture, and the changing nature of work and educational requirements.
• 2.4.4 Youth demonstrate that they understand how personal skills and characteristics (e.g., positive attitude, self-discipline, honesty, time management, etc.) affect their employability.
• 2.4.5 Youth demonstrate appropriate job-seeking behaviors.