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Durable Skills & Career Readiness · New Mexico New Mexico Durable Skills & Career Readiness Alignment Renzulli Learning is the K-12 platform that both assesses and develops the durable skills New Mexico’s HB171 , the Graduate Profile each district develops, the Next-Step Plan (NSP) , the 14 Career Clusters of CCRB CTE, and the Indian Education Act demand — critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction. Start Your Free 30-Day Trial Schedule a Demo Download the Alignment Summary 24 Units HB171 graduation requirement (Cohort 2029+); 22-13-1.1 NMSA 1978 NSP 8–12 Next-Step Plan required annually; aligned to district graduate profile 14 Clusters National Career Clusters via CCRB CTE; NMAC 6.29.3 23 Tribes Federally recognized tribes; 32,000+ Native K-12 students (10%+ of public schools) New Mexico's vision for every graduate New Mexico’s HB171, Graduate Profile & Why Durable Skills Are the Center of Career Readiness New Mexico’s career readiness framework is anchored by House Bill 171 (HB171) , signed by Governor Lujan Grisham on February 9, 2024 and codified at Section 22-13-1.1 NMSA 1978 . HB171 changes high school graduation requirements for students entering ninth grade in the 2025-2026 school year (Cohort 2029) . Students must complete 24 units aligned to state academic standards: 4 English, 4 Math, 3 Science, 4 Social Science, 1 PE, 0.5 Health, and 5.5 electives. HB171 removes Algebra 2, Advanced Placement, Dual Credit, Distance Learning, and Honors as state-required courses, and removes the previous demonstration of competency (DOC) requirement in the five core academic subjects. The DOC removal is retroactively applied to prior cohorts. Most importantly, HB171 mandates that each school district and charter school create a graduate profile that reflects community values and priorities — aligned to the New Mexico Graduate Profiles Framework released by NMPED in partnership with Advance CTE. HB171 further requires that both interim and final Next-Step Plans (NSPs) align with the graduate profile . The NSP is a personal written plan developed annually for grades 8-12 — interim NSP for grades 8-11 and final NSP for grade 12 — completed within the last 60 school days of the preceding school year with the student, parent or guardian, and advisor. The College and Career Readiness Bureau (CCRB) administers Career Technical Education across the 14 modernized National Career Clusters with 72 sub-clusters under the Advance CTE framework, supported by Perkins V federal funds and Next Gen CTE state funds under NMSA 22-1-12. The challenge for New Mexico districts is that durable skills are easy to name in a graduate profile but hard to measure and develop systematically — especially across the state’s 23 federally recognized tribes and rural communities. Renzulli Learning is the K-12 platform that both assesses and develops the durable skills New Mexico’s HB171, district graduate profiles, and Next-Step Plans demand. The Cebeci Test of Creativity (CTC) measures creativity (US Patent 12,087,176). The Executive Function Assessment measures planning, organization, and self-regulation foundational to the 24-unit HB171 graduation pathway. The Leadership Assessment measures collaboration. The Profiler captures interests, learning styles, and expression styles in 20+ languages — ideal for NSP development across the 14 Career Clusters. SEM Type III Project-Based Learning develops critical thinking, communication, and problem-solving and produces capstone artifacts that complement CTE programs of study and work-based learning. The Personal Success Plan (PSP) generates exportable summaries that fit naturally with NSP annual review aligned to each district’s graduate profile. The result: New Mexico districts get measurable durable-skills evidence for NSP review — turning HB171’s graduate profile mandate from a poster on the wall into year-round documented practice. NSP — New Mexico's living career plan Each Next-Step Plan Component Mapped to a Renzulli Tool That Measures and Develops It The Next-Step Plan is a personal, multi-year, student-driven planning document beginning at the end of 8th grade and continuing annually through grade 12. Each NSP component pairs with the Renzulli instruments and content that measure and develop the durable skills behind it: NSP Component 1 Career Clusters & Pathways Measure: Renzulli Profiler in 20+ languages (interests + learning + expression styles) Develop: Profiler-matched Enrichment Database Aligns with all 14 Career Clusters NSP Component 2 Course Options & AP/IB/DC Measure: Executive Function Assessment (planning + persistence) Develop: EFA-targeted scaffolding for accelerated coursework Supports HB171 24-unit pathway NSP Component 3 Pre-Apprenticeship & WBL Measure: Leadership Assessment + 21st-century rubrics Develop: SEM Type III PBL with industry partners Pairs with HB171 CTE/WBL flexibility NSP Component 4 Graduate Profile Alignment Measure: All four assessments produce growth data Develop: PSP exports populate district graduate profile evidence Fulfills HB171 alignment mandate NSP Component 5 Annual Review & Update Measure: CTC + Leadership Assessment year-over-year Develop: PSP year-round goal cycles Documented evidence, not paper NSP Component 6 Cultural & Linguistic Relevance Measure: CTC (US Patent 12,087,176) — culture-independent Develop: Profiler in 20+ languages + Indigenous Wisdom alignment Honors Indian Education Act The seven durable skills Renzulli develops Durable Skills, Defined: What Renzulli Learning Assesses and Develops Renzulli Learning is built around seven canonical durable skills — the same skills New Mexico’s HB171, district graduate profiles, NSP workflow, 14 Career Clusters, and Indian Education Act demand. Each skill has a specific Renzulli instrument that measures it and a specific platform feature that develops it: Critical Thinking Measure: CTC Develop: SEM Type III PBL Creativity Measure: CTC (US Patent 12,087,176) Develop: Enrichment Database + PBL Executive Function Measure: EFA Develop: PSP cycles + PBL planning Leadership Measure: Leadership Assessment Develop: CTSO-aligned PBL + group projects Collaboration Measure: Leadership Assessment Develop: Group PBL + peer feedback Communication Measure: 21st-century skills rubrics Develop: PBL presentations & portfolios Self-Direction Measure: Profiler + EFA Develop: PSP year-round goal cycles HB171 graduation requirements The Cohort 2029 Diploma: 24 Units, Graduate Profile & Next-Step Plan HB171 establishes new graduation requirements for students entering ninth grade in 2025-26. Renzulli Learning develops the durable skills behind each pillar: Core Academic 24 Units (HB171) 4 English; 4 Math (Algebra I required; Algebra 2 no longer state-required); 3 Science; 4 Social Science; 1 PE; 0.5 Health; 5.5 electives. CTE and WBL may count toward core credit when aligned to Core Content Standards and documented in NSP. EFA + PBL build sustained academic skills Graduate Profile District-Level Vision (HB171) Each district and charter school creates a graduate profile reflecting community values and priorities, aligned to the NM Graduate Profiles Framework. NSPs must align with the graduate profile. Profiler + PSP make profile measurable Next-Step Plan Annual NSP (Grades 8-12) Interim NSP grades 8-11; final NSP grade 12. Completed within last 60 school days of preceding year with student, parent/guardian, and advisor. IEP team incorporates NSP for students with disabilities. PSP supports year-round NSP review CTE/WBL Flex Core-Credit Pathways CTE and Work-Based Learning courses may count toward core academic credits when aligned to Core Content Standards (NMAC 6.29.3), with proper teacher licensing and NSP documentation. PBL + Leadership build CTE artifacts Real challenges What New Mexico Counselors & CTE Coordinators Struggle With These are the durable-skills-and-career-readiness challenges we consistently hear from New Mexico educators implementing HB171, the Graduate Profile mandate, and the NSP: Operationalizing the district graduate profile HB171 mandates each district and charter school create a graduate profile, then align NSPs to that profile. Districts need durable-skills assessment and development tools that produce evidence of student progress against the profile’s competencies — not just a poster on the wall. Implementing Cohort 2029 (HB171) by 2025-26 Class of 2029 (current 8th graders) is the first cohort under HB171’s 24-unit graduation requirement. Districts need a way to align HB171 course flexibility (Algebra 2, AP, IB, DC, Honors no longer state-required) with each student’s NSP and the district graduate profile. Documenting NSP capstone evidence The NSP and the graduate profile both expect students to demonstrate their learning beyond seat time. Districts need student-facing tools that produce defensible artifacts — reflections, presentations, portfolios — aligned to evolving NSPs. Equity for tribal & multilingual learners New Mexico serves 32,000+ Native American students from 23 federally recognized tribes — over 10% of public school enrollment, the highest in any state. Districts need durable-skills tools that work across home languages and tribal communities, supporting the Indian Education Act’s emphasis on culturally relevant instruction. 14 Career Clusters alignment The modernized National Career Clusters Framework now has 14 clusters with 72 sub-clusters. Districts need tools that surface student interests by Cluster and produce portfolio artifacts complementing CCRB-approved CTE programs of study under NMAC 6.29.3. Rural districts & CTE-for-core-credit Many of New Mexico’s school districts are rural, and HB171 lets CTE/WBL count toward core credit when aligned to Core Content Standards. Districts need durable-skills tools a single counselor can manage K-12 with exportable evidence supporting both NSP review and Perkins V reporting. Platform tools Renzulli Learning Tools Mapped to New Mexico’s Durable Skills Demands Each Renzulli tool maps to specific NSP components, HB171 graduation pathways, district graduate profiles, and the 14 CCRB Career Clusters — producing concrete, exportable evidence of durable skills growth: ✓ Renzulli Profiler : A 20–30 minute student self-assessment for grades Pre-K through 12. Captures each student’s interests, learning styles, and expression styles — the strength-based foundation that populates the Next-Step Plan beginning at the end of 8th grade and supports 14 Career Cluster exploration across all CCRB programs of study. Available in 20+ languages , supporting New Mexico’s bilingual and multilingual learner populations and the Indian Education Act’s emphasis on linguistically relevant practices. ✓ Cebeci Test of Creativity (CTC) : A validated, standardized creativity assessment ( US Patent 12,087,176 ) measuring fluency, flexibility, originality, and elaboration. Culture-independent design supports more equitable durable-skills identification across linguistic and cultural backgrounds — particularly relevant for New Mexico’s 23 federally recognized tribes (19 Pueblos + Navajo Nation + 3 Apache tribes) and the Indian Pueblo Cultural Center’s Indigenous Wisdom curriculum. ✓ Executive Function Assessment (EFA) : Measures planning, working memory, self-regulation, and metacognition — the durable skills students need to complete the HB171 24-unit graduation requirement, persist through Cohort 2029 coursework, and balance CTE/WBL flexibility with core academic credit . EFA dashboards highlight where students need scaffolding to stay on track. ✓ Leadership Assessment : Measures the durable skills behind New Mexico CTSO participation (New Mexico FFA, New Mexico FBLA, New Mexico FCCLA, New Mexico HOSA, New Mexico SkillsUSA, New Mexico DECA, New Mexico TSA) and the leadership components common to most district graduate profiles. ✓ Personal Success Plan (PSP) : A student-driven goal, project, and reflection tracker that builds a portable durable-skills portfolio. Generates exportable summaries that students and counselors use to populate the Next-Step Plan aligned to the district graduate profile — turning HB171’s alignment mandate into year-round documented evidence. ✓ Project-Based Learning (PBL) Tools : Schoolwide Enrichment Model (SEM) Type III investigations produce authentic projects, presentations, portfolios, and reflections — exactly the artifact types HB171’s graduate profile and CTE/WBL core-credit pathways expect . PBL simultaneously develops critical thinking, communication, collaboration, problem-solving, and creativity while producing the documented evidence both NSP and CCRB CTE programs need. ✓ Renzulli Enrichment Database : Over 40,000 curated, standards-aligned activities matched to each student’s Profiler results — including thousands of career-exploration, entrepreneurship, financial literacy, and durable-skills resources directly supporting NSP development, all 14 Career Clusters, and CCRB-approved programs of study . ✓ 21st-Century & Durable Skills Framework : Structured activities and rubrics build all seven canonical durable skills — critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction — producing growth evidence districts can use for annual NSP review documentation, district graduate profile reporting, and Perkins V CTE accountability . Requirement-by-requirement New Mexico Career Readiness Requirements & Renzulli Durable Skills Platform: Side by Side 22-13-1.1 NMSA HB171 (2024) Graduate Profile NSP 8–12 CCRB CTE 14 Career Clusters Indian Education Act How Renzulli Learning addresses each core New Mexico requirement — with durable skills measurement and development at the center: New Mexico Requirement Renzulli Learning Contribution HB171 24-Unit Graduation Requirement Section 22-13-1.1 NMSA 1978; Cohort 2029+ (9th grade entry 2025-26); 4 English/4 Math/3 Science/4 SocSci/1 PE/0.5 Health/5.5 elective; AP/IB/DC/Honors/Algebra 2 no longer state-required Renzulli is the K-12 platform that both assesses and develops the durable skills behind every HB171 unit pathway. EFA develops persistence across the 24-unit sequence. SEM Type III PBL produces capstone artifacts that complement the new electives flexibility. Graduate Profile Local Graduate Profile (HB171 Mandate) Each district and charter school must create a graduate profile aligned to the NM Graduate Profiles Framework; both interim and final NSPs must align with the profile Renzulli’s seven durable skills map naturally to durable-skill, employability-skill, and life-skill categories that appear across most district graduate profiles. PSP generates exportable summaries showing student growth against the durable-skills framework. NSP Next-Step Plan (Grades 8-12) Interim NSP grades 8-11; final NSP grade 12; completed within last 60 school days of preceding year with student, parent/guardian, and advisor; IEP team incorporates NSP Profiler in 20+ languages populates NSP career interests. PSP generates exportable summaries to populate NSP fields aligned to graduate profile. Enrichment Database supports career cluster and pathway exploration. CCRB CTE 14 Career Clusters & Programs of Study College and Career Readiness Bureau administers CTE; 14 modernized National Career Clusters with 72 sub-clusters under NMAC 6.29.3; Perkins V + Next Gen CTE state funds (NMSA 22-1-12) Profiler surfaces interests across all 14 Clusters. PSP guides Cluster exploration. PBL produces portfolio artifacts. Leadership Assessment supports CTSO leadership prep (FFA, FBLA, FCCLA, HOSA, SkillsUSA, DECA, TSA). CTE/WBL CTE/WBL for Core Credit (HB171 Flex) CTE and Work-Based Learning may count toward core academic credits when aligned to Core Content Standards, properly licensed, and documented in NSP per CTE/WBL Core Credit Guidance Manual EFA measures planning & self-regulation foundational to WBL persistence. SEM Type III PBL produces capstone artifacts that complement WBL placements. PSP tracks WBL alignment with NSP and graduate profile. Equity Indian Education Act & Diverse Learners NMSA 22-23A; 23 federally recognized tribes (19 Pueblos + Navajo Nation + Fort Sill, Jicarilla, Mescalero Apache); 32,000+ Native K-12 students (10%+ of public schools) The Profiler in 20+ languages supports tribal language preservation. The CTC is culture-independent (US Patent 12,087,176) — supporting equitable durable-skills assessment for New Mexico’s tribal communities and the Indigenous Wisdom curriculum. From New Mexico educators What Implementation Looks Like in New Mexico Districts “HB171 told us to build a graduate profile and align our Next-Step Plans to it — but we didn’t have a durable-skills measurement layer to make any of it real. With Renzulli’s Profiler giving us interests in 20+ languages, the EFA showing us which students need scaffolding for the new 24-unit pathway, the Leadership Assessment supporting our CTSO students, and SEM Type III PBL producing capstone artifacts, our graduate profile finally has substance. We’re ready for Cohort 2029.” Career and Technical Education Director · New Mexico school district For Albuquerque, Las Cruces, Rio Rancho & Santa Fe Larger districts running multiple high schools and feeding into the modernized 14-Cluster CCRB CTE system need a single, exportable durable-skills evidence layer. Renzulli’s assessment data, PBL artifacts, and PSP exports support NSP annual review, district graduate profile documentation, and Perkins V CTE reporting — without disrupting NMPED workflows. For rural & tribal communities Many of New Mexico’s districts are rural, with substantial populations across the 19 Pueblos, the Navajo Nation, and the Fort Sill, Jicarilla, and Mescalero Apache tribes. The Profiler ’s personalized recommendations, the 40,000+ Enrichment Database , and the PSP ’s goal-tracking workflow let a single counselor support strength-based NSP development K-12 — particularly important for districts implementing the Indian Education Act’s culturally relevant practices. Frequently asked questions New Mexico Durable Skills & Career Readiness: Common Questions Questions New Mexico counselors and CTE coordinators ask most often: How does Renzulli Learning align with New Mexico’s HB171 and the Next-Step Plan? House Bill 171 (HB171), signed February 9, 2024 and codified at Section 22-13-1.1 NMSA 1978 , changes high school graduation requirements for students entering ninth grade in 2025-2026 ( Cohort 2029 ). Students must complete 24 units across English, math, science, social science, PE, health, and electives. HB171 removes Algebra 2, AP, Dual Credit, Distance Learning, and Honors as state-required courses, removes the demonstration of competency (DOC) requirement, and requires each district and charter school to create a graduate profile . Both interim and final Next-Step Plans must align with the graduate profile. The NSP is a personal written plan developed annually for grades 8-12 — interim NSP for grades 8-11 and final NSP for grade 12 — completed within the last 60 school days of the preceding school year. Renzulli is the K-12 platform that both assesses and develops the durable skills the NSP and graduate profile demand. What durable skills does Renzulli Learning develop, and how does that connect to New Mexico’s career readiness framework? Renzulli Learning develops seven canonical durable skills: critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction . These map directly to New Mexico’s HB171 graduation requirements (24 units, Cohort 2029+), the Graduate Profile each district and charter school must develop, the Next-Step Plan annual workflow under Section 22-13-1.1 NMSA, the College and Career Readiness Bureau’s 14 National Career Clusters , and the Indian Education Act of 2003 . Renzulli is uniquely positioned because it both measures these durable skills (CTC, EFA, Leadership Assessment, Profiler) and develops them (SEM Type III PBL, PSP, the 40,000+ Enrichment Database, 21st-century skills activities) within a single integrated platform. How does Renzulli Learning support each district’s graduate profile development under HB171? HB171 requires each New Mexico school district and charter school to create a graduate profile that reflects community values and priorities, aligned with the state’s Graduate Profiles Framework released by NMPED and Advance CTE. The graduate profile becomes the anchor that interim and final Next-Step Plans must align with. Renzulli Learning provides the durable-skills evidence layer that turns local graduate profile commitments into measurable practice. The seven canonical durable skills Renzulli measures and develops — critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction — map naturally to the durable-skill, employability-skill, and life-skill categories that appear across most district graduate profiles. The PSP generates exportable summaries showing each student’s growth against the durable-skills framework. How does Renzulli Learning support New Mexico CTE and the 14 Career Clusters? New Mexico’s College and Career Readiness Bureau (CCRB) administers Career Technical Education across the 14 modernized National Career Clusters , with 72 sub-clusters and three Cross-Cutting Clusters under the Advance CTE framework. CTE standards are set forth at NMAC 6.29.3 . New Mexico CTE is supported through both Perkins V federal funds and Next Gen CTE state funds under NMSA 22-1-12. The Renzulli Profiler surfaces each student’s interests across all 14 Career Clusters. The PSP guides cluster exploration. The 40,000+ activity Renzulli Enrichment Database is searchable. SEM Type III PBL produces authentic projects. The Leadership Assessment supports New Mexico CTSO leadership preparation: New Mexico FFA, New Mexico FBLA, New Mexico FCCLA, New Mexico HOSA, New Mexico SkillsUSA, New Mexico DECA, New Mexico TSA. How does Renzulli Learning support work-based learning and CTE-for-core-credit under HB171? HB171’s flexibility provisions let CTE coursework and work-based learning (WBL) count toward core academic credits when the courses align with New Mexico’s Core Content Standards , the CTE/WBL teacher of record holds the proper licenses in the core content area, and the alignment is documented in the student’s Next-Step Plan. The PED requires waivers for any change to prescribed coursework, and LEAs submit documentation per the CTE/WBL Core Credit Guidance Manual . Renzulli Learning supports this WBL alignment workflow through the Profiler in 20+ languages, the PSP tracking student progress against NSP-aligned CTE/WBL goals, the EFA measuring planning and self-regulation foundational to WBL persistence, and SEM Type III PBL producing capstone artifacts that complement WBL placements. How does Renzulli Learning support the New Mexico Indian Education Act and tribal communities? New Mexico’s Indian Education Act of 2003 (NMSA 22-23A) establishes a formal government-to-government relationship between the state and New Mexico’s 23 federally recognized tribes — 19 Pueblos , the Navajo Nation , and three Apache tribes (Fort Sill, Jicarilla, and Mescalero). The Indian Education Division (IED) within NMPED partners with tribes to support culturally and linguistically relevant practices. More than 32,000 Native American students attend New Mexico public schools — over 10% of the state’s public school population, the highest percentage in any state. The Renzulli Profiler is available in 20+ languages, supporting tribal language preservation efforts. The Cebeci Test of Creativity is culture-independent (US Patent 12,087,176), supporting more equitable durable-skills identification across linguistic and cultural backgrounds. How much does Renzulli Learning cost for New Mexico districts? Renzulli Learning starts at $15 per student per year with full platform access — all four assessments (Profiler, Cebeci Test of Creativity, Executive Function Assessment, Leadership Assessment), 40,000+ enrichment activities, PBL tools, PSP, and ELLA included. New Mexico districts can use Title I, II, III, IV, and Perkins V funds where allowable, and CCRB-approved CTE programs may use Carl Perkins federal funds and Next Gen CTE state funds under NMSA 22-1-12. Indian Education Act grant funds may also support culturally relevant durable-skills work. Custom district alignments are available. Free 30-day trial with no credit card required. View pricing › How does Renzulli Learning support equity for New Mexico’s diverse and rural learners? New Mexico is one of the most diverse states in the United States, with 22% of the population under age 18 and significant Hispanic, Native American, and rural learner populations. New Mexico’s 23 federally recognized tribes — 19 Pueblos, the Navajo Nation, and the Fort Sill, Jicarilla, and Mescalero Apache tribes — serve over 32,000 Native American K-12 students . Many districts serve substantial English learner populations. The Renzulli Profiler is available in 20+ languages . The Cebeci Test of Creativity is culture-independent (US Patent 12,087,176) — supporting equitable durable-skills identification across linguistic and cultural backgrounds. This is particularly relevant for New Mexico’s tribal communities, BIE and Tribally Controlled Schools, the Indian Pueblo Cultural Center’s Indigenous Wisdom curriculum , and the rural districts implementing HB171’s Cohort 2029 graduation requirements. Official sources New Mexico Durable Skills & Career Readiness Resources All compliance decisions should reference these primary NMPED and CCRB sources. Renzulli Learning complements — not replaces — New Mexico’s HB171, district graduate profile, and NSP implementation plans. NMPED — HB171 Graduation Manual (V4 October 2025) NMPED — Graduate Profiles Framework NMPED — Next-Step Plan (NSP) CCRB — Career Technical Education CCRB — 14 Career Clusters & Programs of Study NMPED — Indian Education Division (23 Tribes) Custom District Alignments Need a custom alignment for your district’s graduate profile, HB171 implementation, or NSP workflow? +1 (203) 680-8301 HB171 · NSP · Career Readiness Explore Renzulli Learning’s alignment for other states: All States Career Readiness Texas Career Readiness Oklahoma Career Readiness California Career Readiness New Mexico G&T Alignment All States G&T Ready to Document Your New Mexico District’s Durable Skills Growth? Start a 30-day free trial with full platform access — no credit card required. Or schedule a free QuickStart with a consultant who knows New Mexico’s HB171 under Section 22-13-1.1 NMSA 1978, the district graduate profile mandate, the Next-Step Plan workflow, the 14 CCRB Career Clusters, and the Indian Education Act of 2003. Start Your Free Trial Schedule a Demo Download the Alignment Summary Call +1 (203) 680-8301 · Email [email protected]

Durable Skills · Career Readiness · Hawaiʻi Hawaiʻi Durable Skills & Career Readiness Alignment Renzulli Learning is the K-12 platform that both assesses and develops the durable skills Hawaiʻi’s General Learner Outcomes (GLOs) , Nā Hopena Aʻo (HĀ / BREATH) , the Personal Transition Plan (PTP) , the 13 CTE Career Pathways , and partnerships with the Office of Hawaiian Education demand — critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction. Start Your Free 30-Day Trial Schedule a Demo Download the Alignment Summary 6 GLOs General Learner Outcomes under BOE Policy 4000 — foundation for K-12 HĀ / BREATH Nā Hopena Aʻo under BOE Policy E-3 — Belonging/Responsibility/Excellence/Aloha/Total Well-being/Hawaiʻi 13 Pathways Career Pathways + 42 programs of study under Perkins V PTP Required Personal Transition Plan required of all students for diploma Hawaiʻi's vision for every graduate Hawaiʻi’s GLOs, Nā Hopena Aʻo & Why Durable Skills Are the Center of Career Readiness Hawaiʻi’s career readiness framework is anchored by two complementary policies. The General Learner Outcomes (GLOs) under BOE Policy 4000 are six overarching K-12 outcomes that have endured through changes in leadership, assessments, and curricula: Self-directed Learner, Community Contributor, Complex Thinker, Quality Producer, Effective Communicator, and Effective & Ethical User of Technology . Teachers use GLO-aligned rubrics to assess students holistically. Nā Hopena Aʻo (HĀ) under BOE Policy E-3 , approved by the Hawaiʻi Board of Education in June 2015 , is a Department-wide framework of six interdependent learning outcomes spelled BREATH : Belonging, Responsibility, Excellence, Aloha, Total Well-being, and Hawaiʻi . With a foundation in Hawaiian values, language, culture, and history, HĀ reflects the uniqueness of Hawaiʻi. The Hawaiʻi High School Diploma is governed by BOE Policy 102-15 . The Personal Transition Plan (PTP) is each student’s plan of action to transition from high school to college and/or careers — required of all students . Beginning with the Class of 2030 , students must complete a financial literacy educational opportunity documented through the PTP. The Hawaiʻi diploma requires 2 credits in a single CTE career pathway program of study sequence (or 2 consecutive JROTC courses). Hawaiʻi expanded from 6 to 13 CTE Career Pathways encompassing 42 unique programs of study under Perkins V , with Performance-Based Assessments (PBAs) evaluating student technical writing, oral presentation, and performance demonstration. The challenge for Hawaiʻi schools is that durable skills are easy to name in the GLOs and Nā Hopena Aʻo but hard to measure and develop systematically — especially across O’ahu, Maui, Hawaiʻi Island, Kauaʻi, Lānaʻi, Molokaʻi, and Kaiapuni schools. Renzulli Learning is the K-12 platform that both assesses and develops the durable skills Hawaiʻi’s GLOs, Nā Hopena Aʻo (HĀ), Personal Transition Plan, and 13 CTE Career Pathways demand. The Cebeci Test of Creativity (CTC) measures creativity (US Patent 12,087,176) — culture-independent design supporting equitable identification across Hawaiʻi’s diverse learners. The Executive Function Assessment measures planning, organization, and self-regulation foundational to GLO #1 (Self-directed Learner). The Leadership Assessment measures the durable skills behind GLO #2 (Community Contributor) and HĀ’s Aloha and Belonging outcomes. The Profiler captures interests, learning styles, and expression styles in 20+ languages — ideal for PTP development across all 13 CTE Career Pathways. SEM Type III Project-Based Learning produces capstone artifacts complementing CTE Performance-Based Assessments. The Personal Success Plan (PSP) generates exportable summaries that fit naturally with PTP documentation. The result: Hawaiʻi schools get measurable durable-skills evidence — turning GLOs and HĀ from policy frameworks into year-round documented practice. Hawaiʻi's career readiness pillars Each Hawaiʻi Framework Component Mapped to a Renzulli Tool That Measures and Develops It Hawaiʻi’s framework is a multi-component, culturally-rooted system spanning the GLOs, Nā Hopena Aʻo (HĀ), the PTP, and CTE pathways. Each component pairs with the Renzulli instruments and content that measure and develop the durable skills behind it: Pillar 1 Self-directed Learner (GLO 1) Measure: Profiler + Executive Function Assessment Develop: PSP cycles + EFA-targeted scaffolding BOE Policy 4000 foundation Pillar 2 Complex Thinker (GLO 3) Measure: Cebeci Test of Creativity (US Patent 12,087,176) Develop: SEM Type III PBL + 21st-century skills framework Critical thinking + problem solving Pillar 3 Community Contributor (GLO 2) Measure: Leadership Assessment Develop: Group PBL + CTSO-aligned projects Aligns with HĀ Aloha + Belonging Pillar 4 Personal Transition Plan Measure: Profiler in 20+ languages Develop: PSP year-round goal cycles + 40,000+ Enrichment Database Required of all students for diploma Pillar 5 13 CTE Career Pathways Measure: Profiler across all 13 Pathways Develop: SEM Type III PBL + CTE PBA preparation Perkins V via HIDOE State CTE Pillar 6 Hawaiian Education & Kaiapuni Measure: Culture-independent CTC Develop: Profiler in 20+ languages + OHE-aligned PBL Office of Hawaiian Education + HĀ Hawaiʻi outcome The seven durable skills Renzulli develops Durable Skills, Defined: What Renzulli Learning Assesses and Develops Renzulli Learning is built around seven canonical durable skills — the same skills Hawaiʻi’s GLOs, Nā Hopena Aʻo (HĀ), Personal Transition Plan, and 13 CTE Career Pathways demand. Each skill has a specific Renzulli instrument that measures it and a specific platform feature that develops it: Critical Thinking Measure: CTC Develop: SEM Type III PBL Creativity Measure: CTC (US Patent 12,087,176) Develop: Enrichment Database + PBL Executive Function Measure: EFA Develop: PSP cycles + PBL planning Leadership Measure: Leadership Assessment Develop: CTSO-aligned PBL + group projects Collaboration Measure: Leadership Assessment Develop: Group PBL + peer feedback Communication Measure: 21st-century skills rubrics Develop: PBL presentations & portfolios Self-Direction Measure: Profiler + EFA Develop: PSP year-round goal cycles Hawaiʻi's diploma pathway The Hawaiʻi High School Diploma: Credits, PTP & Honors Recognition The Hawaiʻi High School Diploma is governed by BOE Policy 102-15. Renzulli Learning develops the durable skills behind each pillar: Diploma BOE Policy 102-15 Hawaiʻi High School Diploma requires minimum course and credit requirements: 4 ELA, 4 social studies, 4 math (incl. Algebra 2 for Honors), 3 science, 1 health/PE, 2 World Language (single language sequence), 2 Fine Arts, and 2 CTE in a single career pathway. EFA + PBL build sustained academic skills PTP Personal Transition Plan Required of all students — each student’s plan of action to transition from high school to college and/or careers. Class of 2030 must complete financial literacy through PTP. PTP is a half credit course required to graduate. PSP + Profiler support PTP planning Honors Honors Recognition Certificate Requires 3.0+ cumulative GPA. Honors categories include Academic Honors, STEM Honors, and CTE Honors. CTE Honors requires 3.0 GPA + 2-course CTE sequence with B or better + meet/exceed proficiency on PBA. CTC + Leadership build Honors readiness Seal Seal of Biliteracy Awarded upon graduation to students demonstrating high proficiency in both official state languages (English + Hawaiian) OR either official language plus an additional language including American Sign Language. Profiler in 20+ languages Real challenges What Hawaiʻi Counselors & CTE Coordinators Struggle With These are the durable-skills-and-career-readiness challenges we consistently hear from Hawaiʻi educators implementing the GLOs, Nā Hopena Aʻo (HĀ), the PTP, and 13 CTE Career Pathways: Operationalizing the GLOs and HĀ The GLOs (BOE Policy 4000) and Nā Hopena Aʻo / HĀ (BOE Policy E-3) are aspirational frameworks every school is asked to implement. Schools need durable-skills measurement and development tools that produce evidence of student growth against both frameworks — not just rubric checkmarks. Documenting the Personal Transition Plan Every Hawaiʻi student must complete a PTP, and the Class of 2030 will need financial literacy documentation through it. Schools need student-facing tools that capture PTP evidence year-round — goal-setting, reflections, work samples — without doubling counselors’ workloads. Choosing among 13 CTE Career Pathways The expansion from 6 to 13 Career Pathways gives Hawaiʻi students more options — but counselors need year-round data on student interests, learning styles, executive function, and creativity to guide informed pathway selection starting in 9th grade. Preparing students for the CTE PBA The Performance-Based Assessment’s three components — technical writing, oral presentation, and performance demonstration — require durable skills well beyond technical content knowledge. Schools need tools that build executive function, communication, and collaboration alongside CTE coursework. Supporting Kaiapuni and Native Hawaiian learners Approximately 2,600+ students are enrolled in Ka Papahana Kaiapuni statewide, with rising demand straining capacity. Schools need durable-skills tools that work across linguistic backgrounds and complement — not replace — OHE-led cultural curricula. Equity across islands and communities Hawaiʻi’s unitary single-district system spans six populated islands with vastly different community contexts. About 51% of HIDOE students qualify for free or reduced-price lunch. Schools need durable-skills tools accessible across all islands without inequities. Platform tools Renzulli Learning Tools Mapped to Hawaiʻi’s Durable Skills Demands Each Renzulli tool maps to specific GLOs, Nā Hopena Aʻo (HĀ) outcomes, PTP components, and CTE Pathway requirements — producing concrete, exportable evidence of durable skills growth: ✓ Renzulli Profiler : A 20–30 minute student self-assessment for grades Pre-K through 12. Captures each student’s interests, learning styles, and expression styles — the strength-based foundation that supports PTP development beginning in 9th grade and surfaces interests across all 13 CTE Career Pathways . Available in 20+ languages , supporting Hawaiʻi’s linguistically diverse student population including Kaiapuni learners. ✓ Cebeci Test of Creativity (CTC) : A validated, standardized creativity assessment ( US Patent 12,087,176 ) measuring fluency, flexibility, originality, and elaboration. Directly measures GLO #3 Complex Thinker . Culture-independent design supports more equitable durable-skills identification across Hawaiʻi’s diverse cultural backgrounds — Native Hawaiian, Pacific Islander, Filipino, Japanese, Chinese, and other AAPI communities, plus English language learners. ✓ Executive Function Assessment (EFA) : Measures planning, working memory, self-regulation, and metacognition — directly measuring GLO #1 Self-directed Learner and the durable skills students need to complete the Hawaiʻi diploma pathway, maintain the 3.0 GPA required for Honors Recognition, prepare for CTE Performance-Based Assessments, and document PTP progress . EFA dashboards highlight where students need scaffolding to stay on track. ✓ Leadership Assessment : Measures the durable skills behind GLO #2 Community Contributor and HĀ’s Aloha and Belonging outcomes . Supports Hawaiʻi CTSO participation (Hawaiʻi FFA, Hawaiʻi FBLA, Hawaiʻi FCCLA, Hawaiʻi HOSA, Hawaiʻi SkillsUSA, Hawaiʻi DECA, Hawaiʻi TSA). Produces measurable evidence schools can use for PBA preparation. ✓ Personal Success Plan (PSP) : A student-driven goal, project, and reflection tracker that builds a portable durable-skills portfolio. Generates exportable summaries that students and counselors use across the multi-year PTP development process — turning Hawaiʻi’s required Personal Transition Plan into year-round documented evidence aligned to all 13 CTE Career Pathways and HĀ outcomes. ✓ Project-Based Learning (PBL) Tools : Schoolwide Enrichment Model (SEM) Type III investigations produce authentic projects, presentations, portfolios, and reflections — exactly the artifact types Hawaiʻi’s CTE Performance-Based Assessments (technical writing, oral presentation, performance assessment) and HĀ’s Excellence outcome expect . PBL simultaneously develops critical thinking, communication, collaboration, problem-solving, and creativity while producing the documented evidence Hawaiʻi’s career readiness framework needs. ✓ Renzulli Enrichment Database : Over 40,000 curated, standards-aligned activities matched to each student’s Profiler results — including thousands of career-exploration, entrepreneurship, financial literacy (essential for Class of 2030 PTP), and durable-skills resources directly supporting PTP development, all 13 CTE Career Pathways, and HĀ’s Hawaiʻi outcome . K-8 activities build the runway to high school PTP planning. ✓ 21st-Century & Durable Skills Framework : Structured activities and rubrics build all seven canonical durable skills — critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction — producing growth evidence schools can use for GLO and HĀ documentation, PBA preparation, and Perkins V CTE accountability . Requirement-by-requirement Hawaiʻi Career Readiness Requirements & Renzulli Durable Skills Platform: Side by Side BOE Policy 4000 BOE Policy E-3 BOE Policy 102-15 GLOs Nā Hopena Aʻo HĀ / BREATH PTP 13 CTE Pathways How Renzulli Learning addresses each core Hawaiʻi requirement — with durable skills measurement and development at the center: Hawaiʻi Requirement Renzulli Learning Contribution GLOs General Learner Outcomes BOE Policy 4000; six K-12 outcomes: Self-directed Learner, Community Contributor, Complex Thinker, Quality Producer, Effective Communicator, Effective & Ethical User of Technology Renzulli is the K-12 platform that both assesses and develops all six GLOs. EFA measures Self-directed Learner. CTC measures Complex Thinker. Leadership Assessment measures Community Contributor. PSP + PBL develop Quality Producer and Effective Communicator. HĀ Nā Hopena Aʻo (HĀ / BREATH) BOE Policy E-3 (June 2015); six interdependent outcomes: Belonging, Responsibility, Excellence, Aloha, Total Well-being, Hawaiʻi; founded in Hawaiian values, language, culture, and history The Profiler in 20+ languages supports student identity. The CTC is culture-independent (US Patent 12,087,176). 40,000+ Enrichment Database includes culturally-responsive content. Renzulli complements — not replaces — OHE-led HĀ implementation. PTP Personal Transition Plan Required of all students for diploma; half credit course; Class of 2030 must complete financial literacy through PTP based on 2021 National Standards for Personal Finance Education PSP generates exportable summaries fitting naturally with PTP. Profiler in 20+ languages provides interest, learning style, expression style data. 40,000+ Enrichment Database includes financial literacy resources. CTE 13 Career Pathways & 42 Programs of Study HIDOE State CTE Office (HI-OSDCTE); CTECAC; expanded from 6 to 13 pathways under Perkins V; 2 credits in single pathway sequence required for diploma Profiler surfaces interests across all 13 Pathways. PSP guides Pathway exploration. PBL produces portfolio artifacts. Leadership Assessment supports CTSO leadership prep (FFA, FBLA, FCCLA, HOSA, SkillsUSA, DECA, TSA). PBA CTE Performance-Based Assessments 3 components: technical writing, oral presentation, performance assessment; CTE Honors requires 3.0 GPA + B in 2-course sequence + meet/exceed PBA proficiency EFA develops persistence to maintain 3.0 GPA. SEM Type III PBL produces capstone artifacts paralleling PBA structure. 21st-century skills framework develops oral and written communication. Hawaiian Ed Office of Hawaiian Education & Kaiapuni OHE established 2015; Ka Papahana Kaiapuni (Hawaiian Language Immersion) at 26 HIDOE + 7 charter sites; 2,600+ students; Hawaiian is one of two official state languages; Seal of Biliteracy The Profiler in 20+ languages supports linguistic diversity. The CTC is culture-independent — supporting equitable durable-skills assessment. Renzulli complements OHE-led Kaiapuni curricula and HĀ implementation. From Hawaiʻi educators What Implementation Looks Like in Hawaiʻi Schools “The GLOs and HĀ have been on every classroom wall for years, but documenting student growth against them was always rubric-heavy and inconsistent. With Renzulli’s Profiler giving us interests in 20+ languages, the EFA showing us which students need scaffolding for self-directed learning, the Leadership Assessment supporting our CTSO students, and SEM Type III PBL producing capstone artifacts that parallel the CTE PBA structure, our Personal Transition Plans have finally become year-round practice instead of senior-year paperwork. The culture-independent CTC has been particularly important for our Native Hawaiian students.” Career and Technical Education Coordinator · Hawaiʻi public school For O’ahu, Maui, Hawaiʻi Island, Kauaʻi Hawaiʻi’s unitary single-district system means HIDOE-wide implementation can flow through a single coordination point. Renzulli’s assessment data, PBL artifacts, and PSP exports support GLO and HĀ documentation, PTP development, CTE PBA preparation, and Perkins V CTE compliance — without disrupting HIDOE workflows. For Kaiapuni schools & Native Hawaiian communities Approximately 2,600+ students are enrolled in Ka Papahana Kaiapuni at 26 HIDOE sites and 7 charter sites. The Profiler ’s availability in 20+ languages, the culture-independent CTC , the 40,000+ Enrichment Database , and the PSP ’s goal-tracking workflow let Kaiapuni teachers support strength-based career planning K-12 — particularly important for schools coordinating with the Office of Hawaiian Education and 'Aha Kauleo. Frequently asked questions Hawaiʻi Durable Skills & Career Readiness: Common Questions Questions Hawaiʻi counselors and CTE coordinators ask most often: How does Renzulli Learning align with Hawaiʻi’s General Learner Outcomes (GLOs) and Nā Hopena Aʻo (HĀ)? Hawaiʻi’s career readiness framework is anchored by two complementary BOE policies. The General Learner Outcomes (GLOs) under BOE Policy 4000 are six overarching K-12 outcomes: Self-directed Learner, Community Contributor, Complex Thinker, Quality Producer, Effective Communicator, and Effective & Ethical User of Technology . Nā Hopena Aʻo (HĀ) under BOE Policy E-3 is a framework of six interdependent learning outcomes spelled BREATH : Belonging, Responsibility, Excellence, Aloha, Total Well-being, and Hawaiʻi . Renzulli’s seven durable skills map directly to both frameworks. Renzulli is the K-12 platform that both assesses and develops these durable skills. What durable skills does Renzulli Learning develop, and how does that connect to Hawaiʻi’s career readiness framework? Renzulli Learning develops seven canonical durable skills: critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction . These map directly to Hawaiʻi’s General Learner Outcomes (GLOs) under BOE Policy 4000, Nā Hopena Aʻo (HĀ / BREATH) under BOE Policy E-3, the Personal Transition Plan (PTP) required of all students, the Hawaiʻi High School Diploma under BOE Policy 102-15, the 13 CTE Career Pathways and 42 programs of study, the CTE Performance-Based Assessments (PBAs) , and Hawaiʻi’s Seal of Biliteracy . Renzulli is uniquely positioned because it both measures these durable skills (CTC, EFA, Leadership Assessment, Profiler) and develops them (SEM Type III PBL, PSP, the 40,000+ Enrichment Database, 21st-century skills activities) within a single integrated platform. How does Renzulli Learning support the Personal Transition Plan (PTP) required of all Hawaiʻi students? The Personal Transition Plan (PTP) is each student’s plan of action to transition from high school to college and/or careers, required of all Hawaiʻi public high school students . The PTP is a half credit course required to earn a Hawaiʻi High School Diploma. Beginning with the Class of 2030 , students must complete a financial literacy educational opportunity documented through the PTP, based on the 2021 National Standards for Personal Finance Education. Renzulli’s Personal Success Plan (PSP) generates exportable summaries that fit naturally with PTP documentation. The Profiler in 20+ languages provides the strength-based interest, learning style, and expression style data students need. SEM Type III PBL produces capstone artifacts. How does Renzulli Learning support Hawaiʻi’s 13 CTE Career Pathways and Performance-Based Assessments? Hawaiʻi expanded from 6 to 13 CTE Career Pathways encompassing 42 unique programs of study under Perkins V — based on an alignment study identifying high-skill, high-wage, in-demand occupations for Hawaiʻi’s economy. CTE programs are administered by the Hawaiʻi State Department of Education State CTE Office (HI-OSDCTE) with the Career and Technical Education Coordinating Advisory Council (CTECAC) . The Hawaiʻi High School Diploma requires 2 credits in a single CTE career pathway program of study sequence. CTE Honors recognition requires a 3.0 cumulative GPA, B or better in each course of a 2-course sequence, and meeting/exceeding proficiency on a Performance-Based Assessment (PBA) . The PBA includes three components: technical writing, oral presentation, and performance assessment. The Renzulli Profiler in 20+ languages surfaces interests across all 13 Career Pathways. SEM Type III PBL produces capstone artifacts paralleling the PBA structure. The Leadership Assessment supports Hawaiʻi CTSO leadership preparation: FFA, FBLA, FCCLA, HOSA, SkillsUSA, DECA, TSA. How does Renzulli Learning support Hawaiʻi’s Hawaiian Language Immersion Program (Ka Papahana Kaiapuni)? Ka Papahana Kaiapuni is Hawaiʻi’s Hawaiian Language Immersion Program, established in 1987 — a comprehensive K-12 education program in the Hawaiian language. Kaiapuni is offered at 26 HIDOE sites and 7 charter school sites across six of the eight major Hawaiian islands. Kaiapuni schools deliver instruction exclusively through the medium of Hawaiian language, with English introduced as a subject starting in grade 5. Hawaiʻi is the only state to designate an indigenous language (Hawaiian) as one of two official state languages. The Office of Hawaiian Education (OHE) , established in 2015, oversees Kaiapuni and Nā Hopena Aʻo (HĀ) implementation. Renzulli’s Profiler is available in 20+ languages, supporting student identity development across diverse linguistic backgrounds. The Cebeci Test of Creativity is culture-independent (US Patent 12,087,176). Renzulli complements — not replaces — Kaiapuni curriculum developed through OHE in partnership with 'Aha Pūnana Leo, Office of Hawaiian Affairs (OHA), and Kamehameha Schools. How does Renzulli Learning support Hawaiʻi’s Seal of Biliteracy and Honors Recognition? The Hawaiʻi State Board of Education established the Seal of Biliteracy to be awarded upon graduation to students who demonstrate high proficiency in both of Hawaiʻi’s two official languages (English and Hawaiian) OR either of the official languages and at least one additional language, including American Sign Language. In addition to meeting the requirements for the Hawaiʻi High School Diploma, students must attain a cumulative GPA of 3.0 or above to qualify for an Honors Recognition Certificate . Honors categories include Academic Honors, STEM Honors, and CTE Honors. The Renzulli Profiler in 20+ languages supports students pursuing the Seal of Biliteracy. The Executive Function Assessment helps students maintain the 3.0 GPA needed for Honors Recognition. The Leadership Assessment supports the durable skills behind STEM and CTE Honors capstone work. SEM Type III PBL produces the capstone artifacts. How much does Renzulli Learning cost for Hawaiʻi schools? Renzulli Learning starts at $15 per student per year with full platform access — all four assessments (Profiler, Cebeci Test of Creativity, Executive Function Assessment, Leadership Assessment), 40,000+ enrichment activities, PBL tools, PSP, and ELLA included. Hawaiʻi schools can use Title I, II, III, IV, and Perkins V funds where allowable. Title VI (Indian Education) may apply for certain Native Hawaiian programs. Hawaiʻi’s unique unitary statewide system means HIDOE-wide implementation is possible through a single coordination point. Custom alignments are available. Free 30-day trial with no credit card required. View pricing › How does Renzulli Learning support equity for Hawaiʻi’s diverse learners? Hawaiʻi’s public school student population is uniquely diverse — among the largest Native Hawaiian and Pacific Islander populations of any U.S. state, plus substantial Filipino, Japanese, Chinese, and other Asian American/Pacific Islander communities, and English language learners. Approximately 51% of Hawaiʻi public school students are eligible for free or reduced-price lunch . Native Hawaiian students total approximately 142,000 statewide, with more than 18,000 Hawaiian language speakers — a result of Ka Papahana Kaiapuni’s three-decade revitalization effort. The Office of Hawaiian Education partners with 'Aha Pūnana Leo (the language nest), the Office of Hawaiian Affairs (OHA) , Kamehameha Schools Bishop Estate (KSBE) , and 'Aha Kauleo (the community-based consortium). The Renzulli Profiler is available in 20+ languages . The Cebeci Test of Creativity is culture-independent (US Patent 12,087,176). Official sources Hawaiʻi Durable Skills & Career Readiness Resources All compliance decisions should reference these primary HIDOE, BOE, and OHE sources. Renzulli Learning complements — not replaces — Hawaiʻi’s GLOs, Nā Hopena Aʻo (HĀ), Personal Transition Plan, CTE Career Pathways, and Hawaiian Education programs. HIDOE — General Learner Outcomes (GLOs) HIDOE — Nā Hopena Aʻo (HĀ / BREATH) HIDOE — Graduation Requirements (BOE Policy 102-15) HIDOE — Personal Transition Plan (PTP) HIDOE — 13 CTE Career Pathways HIDOE — Office of Hawaiian Education & Kaiapuni Custom Alignments Need a custom alignment for your school’s GLO/HĀ implementation, PTP rollout, or CTE Career Pathway preparation? +1 (203) 680-8301 PTP · CTE · Career Readiness Explore Renzulli Learning’s alignment for other states: All States Career Readiness Alaska Career Readiness California Career Readiness Washington Career Readiness Hawaii G&T Alignment All States G&T Ready to Document Your Hawaiʻi School’s Durable Skills Growth? Start a 30-day free trial with full platform access — no credit card required. Or schedule a free QuickStart with a consultant who knows Hawaiʻi’s GLOs under BOE Policy 4000, Nā Hopena Aʻo (HĀ / BREATH) under BOE Policy E-3, the Personal Transition Plan, the 13 CTE Career Pathways, and the Office of Hawaiian Education. Start Your Free Trial Schedule a Demo Download the Alignment Summary Call +1 (203) 680-8301 · Email [email protected]