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Deerfield Public Schools District 109

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Postsecondary and Career Expectations (PaCE) Framework

The Illinois Postsecondary and Career Expectations (PaCE) Framework was designed to provide students with guided exploration of postsecondary planning and options in a manner consistent with the developmental stage of each student. In District 109, a majority of activities related to financial literacy are embedded in the social studies curriculum. Activities related to the exploration of career and college begin in the intermediate grades and will continue at Deerfield High School.  

Deerfield 109 Postsecondary and Career Expectations (PaCE) Framework
Challenge. Collaborate. Create!

By the end of 2nd grade

Each student will be supported to:

  • Classify objects and concepts as needs or wants. Investigate related costs.
  • Describe why, how, and where people spend, save, and earn money.
  • Categorize resources, generate examples, and classify businesses as goods or services.
  • Begin learning about a variety of careers through class discussion, read-alouds, and activities.
  • Reflect on their own interests, skills, and what makes them unique.

Students should know:

  • The basic concepts of money.
  • The difference between needs and wants.
  • A basic understanding of consumer demand.
  • Local goods and services, and goods and services produced elsewhere.
  • A basic understanding of a variety of careers.

By the end of 5th grade

Each student will be supported to:

  • Explain the role of producers and consumers in an economy.
  • Identify their individual academic and personal strengths, as well as areas for growth and development.
  • Participate in an activity that exposes them to career pathways.
  • Create a budget that weighs income and expenses.
  • Complete an interest inventory and begin discussing career goals.

Students should know:

  • The basic concepts of an economy, including factors that influence behavior (supply and demand).
  • The role of business and industry in Illinois.
  • How to set long-term and short-term goals.
  • A basic understanding of career types that fall within the pathways. 

By the end of 8th grade

Each student will be supported to:

  • Complete a financial literacy unit as part of the social studies curriculum. 
  • Complete a career cluster survey.
  • Create a basic resume and write a personal statement.
  • Attend a career exploration day event in their middle school.
  • Explore high school coursework related to their skills and interests. 
  • Begin exploring post-secondary options, general costs, and requirements.

Students should know:

  • Basic fanance terms and concepts (budgeting, debit, credit, interest, savings, credit scores, etc.)
  • The career clusters and related careers.
  • The relationship between school coursework, attendance, and grades to postsecondary plans. 
  • Possible careers of interest.
  • The connections between choices and education, personal finance, and career paths.
First page of the PDF file: Deerfield109PostsecondaryandCareerExpectationsPaCEFramework