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Career Readiness Alignment · Maine
Maine Career Readiness Alignment: The Five Diploma Principles, Six Life and Career Ready Standards, 27 CTE Centers, and Extended Learning Opportunities
Maine embeds career readiness directly into the diploma: every graduate must demonstrate five Guiding Principles under 20-A MRSA §4722. Six K-12 conceptual understandings anchor the 2020 standards. §4731 requires every SAU to offer career exposure and postsecondary planning. Renzulli Learning delivers the self-knowledge, creativity, executive function, planning, and problem-solving every Maine student needs at every level.
5
Guiding Principles in every Maine diploma (§4722): communicator, self-directed learner, problem solver, citizen, integrative thinker
6
Life and Career Ready conceptual understandings K through diploma: self-knowledge, life skills, problem-solving, aspirations, planning, career awareness
27
CTE centers and regions across 10 Career Clusters; Programs of Study leading to credentials and degrees; accessible to all secondary students
2024
year ELOs were codified as an approved diploma pathway; over 3,000 Maine students served in locally-based career exploration
20-A MRSA §4722 · High School Diploma Standards
The Five Guiding Principles: What Every Maine Diploma Certifies
Under 20-A MRSA §4722, a Maine high school diploma certifies that the graduate is ready to enter postsecondary education or a career as each of the five principles below. Students may demonstrate achievement through multiple pathways and evidence types including examinations, portfolios, performances, exhibitions, projects, and community service. These five principles are not aspirational statements; they are the statutory definition of what a Maine diploma means.
Clear and Effective Communicator
Communicates across modes and audiences with clarity, precision, and purposeful organization
Profiler, PBL presentations, PSP documentation
Self-Directed and Lifelong Learner
Manages own learning, sets goals, monitors progress, and sustains motivation across contexts
EFA (planning + self-regulation), PSP goal-setting, Profiler agency
Creative and Practical Problem Solver
Generates original ideas, applies creativity to real-world challenges, and evaluates solutions
CTC (scored creativity), PBL real-problem investigations
Responsible and Involved Citizen
Contributes to community, upholds civic responsibility, engages with diverse perspectives
Leadership Assessment, community PBL, PSP civic evidence
Informed and Integrative Thinker
Synthesizes knowledge across disciplines, applies evidence, and reasons through complexity
Enrichment database, cross-disciplinary PBL, EFA metacognition
Why the five principles shape every instructional decision: Maine's §4722 makes career readiness a diploma-level statutory expectation embedded in law, not a supplemental program. Every classroom, every CTE sequence, every ELO, and every graduation portfolio must contribute to these five outcomes. Renzulli Learning addresses all five: the Profiler and EFA build the self-directed learner; CTC and PBL build the creative problem solver; community-connected projects build the responsible citizen; cross-disciplinary enrichment builds the integrative thinker; PSP documentation captures portfolio evidence across all five for graduation reviews.
Maine Learning Results · 2020 Life and Career Ready Standards
The Six Conceptual Understandings: Maine's K-12 Career Development Framework
Maine's 2020 Life and Career Ready Standards organize career development around six conceptual understandings that run from kindergarten through diploma-level performance expectations. Under 20-A MRSA §6209, life and career readiness is listed first among all areas in Maine's system of learning results. These are developmental progressions embedded across all subjects and grade levels, not standalone course topics.
Self-Knowledge
Understanding one's own strengths, challenges, natural abilities, emotions, behaviors, culture, and preferences and how they impact thoughts, behaviors, choices, and beliefs.
Profiler + EFA: interest profile, strengths, self-regulation awarenessLife Skills
The humanity all people share; understanding others' perspectives; communicating with clarity and empathy; resolving conflicts; making ethical decisions; keeping social interactions positive.
Leadership Assessment + PBL: collaboration, communication, ethical reasoningProblem-Solving
Exploring situations from multiple angles; seeking information to uncover issues and larger systems at work; reflecting on prior knowledge and experiences before evaluating options and selecting an approach.
PBL + CTC: multi-angle investigation, creative solution generationAspirations
Building a network of trusted people and credible information sources; growing confidence in navigating new contexts; managing one's own learning; making choices that open favorable outcomes now and for the future.
Profiler + PSP: interest-anchored goals, ILP and postsecondary planningPlanning
The important roles curiosity and self-management play in focusing learning and shaping existing opportunities with intentionally desired outcomes and the actions taken to reach those outcomes.
EFA + PSP: executive function planning, goal-setting, progress monitoringCareer Awareness and Adaptability
Applying conceptual understandings learned in school to similar and dissimilar real-world contexts; making decisions, solving problems, and finding connections that open favorable outcomes for their lives.
Enrichment database + PBL: real-world sector exploration, adaptive thinking Why these six understandings require more than academic content delivery: Maine's standards note that "cultivating students' abilities to reflect, monitor, and evaluate their learning strategies will nurture lifelong habits that build adaptability, self-efficacy, and productivity." None of the six understandings is satisfied by content knowledge alone. Self-knowledge requires structured self-assessment. Planning requires executive function scaffolding. Aspirations require a vehicle for connecting interests to real-world pathways. Renzulli Learning delivers the reflective, self-assessing, interest-anchored, and executive-function-supported learning environment each understanding requires.
K-Diploma Performance Expectations · 2020 Maine DOE
The K-12 Grade Band Progression: How Career Readiness Develops from Kindergarten to Diploma
Maine publishes separate performance expectations for each grade level and band within all six conceptual understandings. These expectations connect classroom instruction to postsecondary outcomes through a coherent K-12 trajectory.
Grade Band Maine Focus Renzulli Alignment
K-2
Building foundational self-awareness; recognizing interests, strengths, and how feelings affect choices; understanding community helpers and roles; developing curiosity and habits of caring for others
Profiler introduces interest-identification early. Enrichment activities tied to community helpers and age-appropriate real problems. Daily plan-do-review routines develop foundational executive function.
3-5
Expanding self-knowledge to include learning preferences and challenges; understanding how strengths transfer to occupations; beginning intentional learning decisions; exploring career clusters connected to interests
Profiler creates interest and learning-style profiles linked to career clusters. PBL on local community issues and Maine's priority sectors. EFA identifies executive function needs before middle school transitions.
6-8
Career exploration; beginning ILP and postsecondary planning; adaptability in new contexts; required link to Maine DOL CWRI career discovery dashboard (§4713/§4730 for grades 6-12)
PSP mirrors the ILP process with goal-setting, reflection, and evidence of growth. EFA targets planning and working-memory needs. Research and design challenges tied to 27 CTE program areas and regional workforce data.
9-12
Meeting §4722 diploma standards across all five Guiding Principles; participating in CTE, ELOs, dual enrollment, or other multiple pathways; creating and implementing postsecondary plans under §4731
PBL capstones aligned to CTE programs and ELOs. EFA reporting supports on-time task completion and postsecondary readiness. PSP artifacts align with graduation portfolios. CTC tasks produce industry-relevant deliverables.
At-Risk / Transition
Meeting diploma standards through ELOs, alternative pathways, or individualized support; habits of efficacy, resourcefulness, and adaptability per §4731; successful postsecondary transition
Leadership and workplace modules build foundational employability skills. PSP check-ins provide accountability and momentum. Embedded EF routines reinforce persistence and adaptability for on-time graduation.
Maine's multiple pathway programs
CTE, Extended Learning Opportunities, and ILP/Career Pathways: Maine's Delivery Ecosystem
Maine's career readiness framework is implemented through an interconnected ecosystem of programs. Renzulli Learning connects to and strengthens every component:
27 Centers and Regions
Career and Technical Education (CTE)
All secondary Maine students access one of Maine's 27 CTE centers and regions, organized within 10 Career Clusters and leading to industry credentials, certificates, and degrees. CTE students can satisfy §4722 diploma requirements. Program Advisory Committees review curriculum against industry standards annually. The Early College Grant Program supports cohort-based pathways where CTE students earn associate degree credits while still in secondary school.
Renzulli: PBL capstones align to CTE areas; Profiler guides pathway selection; PSP documents CTE learning for graduation portfolios.
Renzulli: PBL capstones align to CTE areas; Profiler guides pathway selection; PSP documents CTE learning for graduation portfolios.
Codified in Statute 2024 · 3,000+ Students
Extended Learning Opportunities (ELOs)
ELOs were codified as an approved diploma pathway in 2024. They help Maine youth gain career understanding, acquire 21st-century skills (initiative, adaptability, problem-solving, teamwork, communication), and build employer connections through CNA certification, skilled trades apprenticeships, law-related ELOs, and agricultural and marine experiences. The Community Coordinators Collaborative (C3) builds business partnerships statewide.
Renzulli: PBL scaffolds ELO academic rigor; PSP documents ELO outcomes; EFA develops workplace self-management.
Renzulli: PBL scaffolds ELO academic rigor; PSP documents ELO outcomes; EFA develops workplace self-management.
§4731 and §4713/§4730
ILPs, CWRI and Career Pathways
Under §4731, each SAU must offer career exposure and help students create and implement postsecondary plans. Middle and high schools must link the Maine DOL's CWRI employment projections in all career education (§4713/§4730). The student career discovery dashboard presents regional projections for grades 6-12. Maine Career Pathways collaborates state agencies, higher education, and employers.
Renzulli: PSP mirrors the ILP with goal-setting and postsecondary documentation; Profiler interests connect to CWRI career clusters.
Renzulli: PSP mirrors the ILP with goal-setting and postsecondary documentation; Profiler interests connect to CWRI career clusters.
Early College and the PSP connection: The Early College Grant Program supports CTE students taking postsecondary courses and earning associate degree credits while still in secondary school. Students who enter early college with strong executive function profiles (identified through EFA) and clear interest-to-pathway connections (identified through the Profiler) are better positioned for success in concurrent high school and college enrollment. The PSP provides the portfolio documentation, goal-setting framework, and reflection infrastructure that gives early college students the self-directed learning habits their accelerated environment demands.
Platform alignment to Maine's career readiness framework
Renzulli Learning Tools Mapped to Maine's Diploma Standards, Six Conceptual Understandings, and Pathway Programs
Renzulli Profiler, Self-Knowledge (CU 1), Aspirations (CU 4), §4731 Postsecondary Planning, and §4722 Self-Directed Learner Principle: The Profiler generates each student's individualized interest profile, learning-style strengths, and self-reported engagement across 14 areas including science, technology, arts, writing, mathematics, and leadership. This data is the operational foundation of Maine's Self-Knowledge conceptual understanding: students who complete the Profiler know themselves in structured, actionable ways that can inform authentic career and education planning. The Profiler powers the Aspirations understanding by connecting identified interests to career clusters, CTE program areas, and ELO opportunities in Maine's regional workforce. For §4731 postsecondary planning, the Profiler creates the self-knowledge foundation on which authentic Individual Learning Plans are built. Rural Maine SAUs serving students with limited prior career exposure particularly benefit from the Profiler's ability to surface interests students themselves may not yet have articulated.
Executive Function Assessment (EFA), Planning (CU 5), §4722 Self-Directed Learner, and §4731 Habits of Efficacy, Resourcefulness, and Adaptability: Maine's Planning conceptual understanding identifies curiosity and self-management as the engines of effective career planning. The EFA measures exactly these dimensions: planning and organization, working memory, attention, and self-regulation. For §4731's explicit requirement that students develop habits of efficacy, resourcefulness, and adaptability, the EFA identifies which students need executive function scaffolding and which supports will be most effective. EFA dashboards give counselors and teachers the data to intervene before poor executive function becomes a barrier to CTE success, ELO completion, or on-time diploma attainment. For Maine's rural districts where large counselor caseloads make individual attention scarce, EFA data makes invisible barriers visible at scale.
Cebeci Test of Creativity (CTC), Problem-Solving (CU 3), §4722 Creative and Practical Problem Solver, and Maine's Innovation Economy: Maine's "creative and practical problem solver" is a diploma-level statutory requirement. The CTC provides the scored creativity assessment that makes this outcome measurable rather than aspirational. Maine's economy relies on innovation in marine technology, forestry management, healthcare, precision manufacturing, and emerging tech sectors, all of which treat creativity as a concrete workforce competency. The CTC identifies creative potential and Renzulli's enrichment database and PBL tools develop it through authentic investigations. Multi-year Renzulli Learning implementations show measurable CTC score increases, giving Maine districts evidence that their programs are developing the creativity the diploma demands and Maine's employers need.
Leadership Assessment, Life Skills (CU 2), §4722 Responsible and Involved Citizen, and CTE and ELO Employability: Maine's Life Skills understanding centers on clarity of communication, empathy, ethical decision-making, and positive social interactions: all core employability competencies. The Leadership Assessment provides scored behavioral evidence of these dimensions, measuring how a student performs in collaborative, leadership-requiring, and community-engaged contexts. For CTE programs and ELOs where teamwork and professional communication are essential, the Leadership Assessment identifies students who need development in these areas and documents growth over time. For the §4722 "responsible and involved citizen" diploma principle, Leadership Assessment scores provide portfolio evidence of civic and community engagement alongside academic and project-based evidence.
Enrichment Database, Career Awareness and Adaptability (CU 6), §4722 Informed and Integrative Thinker, and §4731 Interactive Career Experiences: §4731 requires Maine SAUs to offer relevant opportunities including interactive experiences and direct career exposure. The enrichment database delivers 40,000+ interest-matched investigations across subjects, sectors, and real-world problem contexts. For Maine's priority sectors (maritime, forestry, agriculture, health sciences, engineering, technology), the database provides the interdisciplinary content that develops Career Awareness and Adaptability: students see how their intellectual interests connect to career fields and how skills transfer across contexts. For the §4722 "informed and integrative thinker" principle, cross-disciplinary enrichment investigations build the synthesis and reasoning skills the diploma demands.
Project-Based Learning (PBL), Problem-Solving (CU 3), All Five §4722 Diploma Principles, and CTE and ELO Capstones: Maine's §4722 explicitly permits students to demonstrate diploma standards through "projects" as a named evidence type. PBL is the platform for producing this evidence: original student investigations of real problems generate the portfolios, performances, and exhibitions that §4722 envisions. For CTE program integration, PBL capstones aligned to industry contexts produce employer-relevant artifacts demonstrating technical and academic skill. For ELO documentation, PBL provides the structured investigation framework that converts work-based and community-based learning into rigorous academic credit. For all five diploma principles, PBL is the pedagogical mechanism that makes those principles observable and documentable in a graduation portfolio.
Personal Success Plan (PSP), Planning (CU 5), Aspirations (CU 4), §4731 Postsecondary Plan, and §4722 Portfolio Evidence: Maine's §4731 requires each SAU to help every student create and implement a postsecondary school plan. The PSP makes this requirement actionable: it provides structured goal-setting aligned to the student's Profiler interest and strength data, documents enrichment activities and PBL project outcomes as portfolio evidence, tracks progress toward each of the five §4722 Guiding Principles, and creates the ongoing reflection record that makes postsecondary planning substantive. For graduation reviews and portfolio-based diploma demonstrations, PSP artifacts provide the evidence trail documenting progress across all five principles. For school counselors managing large caseloads across Maine's approximately 240 rural SAUs, PSP's centralized documentation makes postsecondary planning systematic, visible, and demonstrable.
Maine career readiness and Renzulli Learning side by side
Maine's Framework and Renzulli Learning: Direct Alignment
| Maine Standard or Requirement | Renzulli Learning Contribution |
|---|---|
| §4722: Self-Directed Learner Diploma certifies graduate manages own learning, sets goals, monitors progress, sustains motivation | EFA (planning, organization, working memory, self-regulation), PSP (structured goal-setting and progress documentation), Profiler (interest-driven learning agency). Together these three tools make the self-directed learner principle measurable and developable from kindergarten through diploma. |
| §4722: Creative Problem Solver Diploma certifies graduate generates original ideas and applies creativity to real-world challenges | CTC (scored creativity assessment with measurable growth over time), PBL (authentic investigations of real problems producing creative solutions), enrichment database (above-level creative challenge activities). Multi-year CTC gains provide portfolio evidence that the creative problem solver outcome was developed. |
| §4722: Multiple Evidence Pathways Students demonstrate outcomes through examinations, portfolios, performances, exhibitions, projects, and community service | PBL (projects, performances, and exhibitions as diploma evidence), PSP (portfolio compilation and documentation), Leadership Assessment + CTC (assessment evidence for responsible citizen and creative problem solver principles). Together they cover every evidence type §4722 names. |
| §4731: Career Exposure and Postsecondary Planning Each SAU offers interactive experiences, direct career exposure; students develop habits of efficacy, resourcefulness, adaptability; create and implement postsecondary plans | Profiler (interests to career cluster connections), enrichment database (interactive career-sector investigations), EFA (efficacy, resourcefulness, and adaptability habit development), PSP (postsecondary plan creation and implementation). Directly satisfies §4731's dual mandate: exposure and planning. |
| CU 1: Self-Knowledge Understanding strengths, challenges, abilities, emotions, culture, and preferences and how they affect choices and beliefs | Profiler (structured self-report of interests, learning styles, and strengths), EFA (executive function and self-regulation profile). Together these produce the structured self-knowledge the first conceptual understanding requires, replacing guesswork with documented evidence. |
| CU 5: Planning Curiosity and self-management focusing learning; shaping opportunities with desired outcomes; actions to reach goals | EFA (planning, organization, working memory assessment and scaffolding), PSP (goal-setting, progress monitoring, and reflection on action steps). The EFA identifies which planning dimensions need development; the PSP provides the structured tool for building those skills repeatedly across the school year. |
| CTE: 27 Centers, 10 Clusters Industry instruction, Programs of Study, credentials and degrees, §4722 diploma equivalency, Early College Grant | PBL capstones aligned to CTE program areas; Profiler for pathway guidance; PSP for graduation portfolio documentation. For Early College students: EFA + Profiler prepare the self-management habits and clear learning direction concurrent postsecondary enrollment requires. |
| ELOs: Codified 2024, 3,000+ Students Approved diploma pathway; career exposure; 21st-century skills; Community Coordinators Collaborative C3 | PBL scaffolds ELO academic rigor and converts work-based learning into documented skill evidence; EFA develops the initiative, adaptability, and self-management that ELO workplace settings demand; PSP documents ELO outcomes and employer-connected deliverables in the graduation portfolio. |
Research evidence
Evidence That Renzulli Learning Delivers Maine's Career Readiness Outcomes
SEM Foundation: Career-Relevant Academic Gains
Enrichment-oriented models like the Schoolwide Enrichment Model (SEM), the foundation of Renzulli Learning, are associated with improved academic performance, more students choosing rigorous coursework (especially in STEM), and greater entry into high-value postsecondary fields. These outcomes directly support §4731's goal of students who develop habits of efficacy, resourcefulness, and adaptability as they pursue postsecondary plans aligned to their interests and Maine's workforce needs.
Measurable Creativity Growth Over Time
Multi-year Renzulli Learning implementations report measurable increases in student creativity scores through the Cebeci Test of Creativity (CTC), driven by authentic project engagement. For Maine's §4722 "creative and practical problem solver" diploma principle, these gains provide evidence that programs are developing a specific outcome the statute names. Maine's maritime, manufacturing, healthcare innovation, and agricultural technology sectors treat creativity as a concrete competency.
Executive Function as the Career Readiness Engine
EFA assessment combined with structured project workflows builds the self-management, focus, and perseverance that Maine's §4722 "self-directed and lifelong learner" principle and §4731's habits of efficacy and adaptability require. For Maine's many rural SAUs where students face significant transition challenges, executive function development is directly predictive of on-time diploma attainment and successful postsecondary enrollment.
Frequently asked questions
Maine Career Readiness and Renzulli Learning: Common Questions
Under 20-A MRSA §4722, every Maine high school diploma certifies that the graduate is ready to enter postsecondary education or a career as: a clear and effective communicator, a self-directed and lifelong learner, a creative and practical problem solver, a responsible and involved citizen, and an informed and integrative thinker. These five Guiding Principles are not optional outcomes; they are the statutory definition of what a Maine diploma signifies. Students may demonstrate achievement through multiple pathways and evidence types including examinations, portfolios, performances, exhibitions, projects, and community service. This means career readiness is not a separate program in Maine; it is baked into the definition of a diploma itself.
20-A MRSA §4731 (enacted PL 2021, c. 190) requires each Maine school administrative unit (SAU) to offer relevant opportunities that may include interactive experiences and direct exposure between students and a variety of career options. The goal is to help students develop habits of efficacy, resourcefulness, and adaptability as they create and implement postsecondary school plans. The statute recognizes that students will choose to enter the workforce in different ways and emphasizes individualized postsecondary planning consistent with the Life and Career Readiness Standards in §6209.
Maine's 2020 Life and Career Ready Standards organize K-12 career development around six conceptual understandings: (1) Self-Knowledge: understanding one's own strengths, challenges, abilities, emotions, behaviors, culture, and preferences and how they affect choices; (2) Life Skills: communicating with clarity and empathy, resolving conflicts, and making ethical decisions; (3) Problem-Solving: exploring situations from multiple angles, seeking information, reflecting on prior knowledge, and evaluating options; (4) Aspirations: building trusted networks, growing confidence, managing one's own learning, and making choices that open favorable outcomes; (5) Planning: the role of curiosity and self-management in focusing learning and shaping opportunities toward desired outcomes; (6) Career Awareness and Adaptability: applying school-based understandings to similar and dissimilar real-world contexts to make decisions and find connections to favorable life and career outcomes.
All secondary Maine students have access to one of Maine's 27 CTE centers and regions. CTE programs are organized within 10 Career Clusters and lead to industry-recognized credentials, certificates, and degrees through Programs of Study. CTE students can satisfy §4722 diploma requirements through the CTE curriculum under commissioner approval or an equivalency agreement. Program Advisory Committees review each program's curriculum, instruction, and equipment against current industry practices at least annually. The Early College Grant Program supports cohort-based pathways where CTE students earn associate degree credits while still in secondary school.
Maine's Extended Learning Opportunities (ELOs) were codified in statute in 2024 as an approved diploma pathway. ELOs help students gain career understanding, acquire 21st-century skills (initiative, adaptability, problem-solving, teamwork, communication), and create meaningful employer connections outside the traditional classroom. ELOs have reached over 3,000 Maine students through experiences such as CNA certification, skilled trades apprenticeships, education-pathway ELOs, law-related ELOs, and agricultural and marine industry experiences. The Community Coordinators Collaborative (C3) is an educator-led network that builds business partnerships statewide through job shadows, career talks, workplace tours, and internships.
Under 20-A MRSA §4713 and §4730, all Maine middle and high schools must include an electronic link to the Maine Department of Labor's Center for Workforce Research and Information (CWRI) containing statewide employment projections when providing career education programming and guidance. The Maine DOL and Maine DOE jointly launched a student career discovery dashboard that presents regional and statewide employment projections in an age-appropriate format for students in grades 6 through 12. This required CWRI integration grounds career exploration in real regional labor market data.
Renzulli Learning addresses all six conceptual understandings directly. The Profiler builds Self-Knowledge and fuels Aspirations by connecting interests to career clusters and postsecondary pathways. The EFA develops the Planning and self-management habits §4731 requires. The CTC assesses and develops the creative problem-solving capacity at the center of §4722's diploma principle. PBL tools scaffold the authentic investigations that demonstrate Problem-Solving and inform portfolio evidence under §4722's multiple-pathway provisions. The PSP mirrors the Individual Learning Plan process, documenting goal-setting, enrichment activity engagement, and progress toward each of the five diploma principles.
Maine's §4731 requires SAUs to help each student create and implement a postsecondary school plan. Renzulli Learning's Personal Success Plan (PSP) directly supports this requirement: it provides structured goal-setting aligned to the student's Profiler interest and strength data, documents enrichment activities and PBL project outcomes as portfolio evidence, tracks progress toward each of the five §4722 diploma principles, and creates the ongoing reflection record that makes postsecondary planning substantive rather than a one-time checkbox. For school counselors managing large caseloads across Maine's approximately 240 rural SAUs, PSP's centralized documentation makes postsecondary planning systematic, visible, and demonstrable in graduation reviews and family conferences.
Official sources
Maine Career Readiness Resources
- Maine DOE Life and Career Ready Standards: six conceptual understandings (2020), K-Diploma performance expectations by grade level, and current standards review information
- 20-A MRSA §4722: High School Diploma Standards including the Five Guiding Principles and multiple-pathway evidence provisions
- 20-A MRSA §4731: Life and Career Readiness Standards (PL 2021, c. 190); SAU requirements for career exposure, habits of efficacy/resourcefulness/adaptability, and postsecondary plan development
- Maine DOE Career and Technical Education: 27 CTE centers and regions, 10 Career Clusters, Programs of Study, Early College Grant Program, CTE-diploma integration
- Maine DOE Extended Learning Opportunities: program development, grants, codification in statute 2024, C3 community coordinators, 3,000+ students served
- Maine DOE Guidance on §4713/§4730: required CWRI employment projections link for all middle and high school career education; student career discovery dashboard for grades 6-12
Explore Renzulli Learning's career readiness alignment for other states and Maine's G&T page:
Ready to Align Your Maine Career Readiness Programs with Renzulli Learning?
See how Executive Function assessment, creativity development, and personalized enrichment translate into stronger Life and Career Ready outcomes, diploma attainment, and postsecondary success for every Maine student from kindergarten through CTE and ELO graduation pathways.
Call +1 (203) 680-8301 · Email [email protected]