What is Academic and Career Planning? • An ongoing process to actively engage a student : – in his or her instructional and learning opportunities both in and out of school – in career development opportunities that incorporate selfexploration, career exploration, and career planning and management activities. • A product that documents and reflects a student’s: – coursework, learning, and assessment results – post-secondary plans aligned to career goals – record of the student’s college and career readiness skills. Why Academic and Career Planning? 1. RESEARCH! Students with a future focus show: a) b) improved motivation, engagement in school, academic performance, relevant course selection, understanding post-secondary options; and engage in decreased risk-taking behaviors. 2. ACPs are identified as best practice in the WI comprehensive school counseling standards & in the WI Digital Learning Plan. 3. Academic and Career Planning adds relevance to other initiatives (i.e. personalizing learning, PBIS, RtI, Dual Enrollment, Youth Options). 4. WI Statute 115.28(59) supports Academic & Career Planning Student Learning Plans: Supporting Every Student's Transition to College and Career Rennie Center for Education Research and Policy, June 2011. School Connectedness: Strategies for Increasing Protective Factors Among Youth Centers for Disease Control and Prevention, 2009. Wisconsin Statute 115.28(59) • Includes $1.1 million in 2014-2015 funding for software technology and professional development supporting statewide implementation of ACP. • Authorizes DPI to create administrative rule with requirements for ACP services for all students in grades 6-12 by 2017-18. Governor’s Council on College and Workplace Readiness recommendations: • • • • • Who should have an ACP? When should it start? How often should an ACP be updated? Who should lead the ACP process? How should school staff be engaged in ACPs? All Wisconsin students should have an ACP beginning in 6th grade; exposure to career opportunities and interest surveys occur in elementary grades. At a minimum, ACPs must be updated through formal, ideally student-led, conferencing with parents/guardians and school staff once a year. Districts should require parents/guardians to attend. However, when possible, ACPs should be updated through formal, ideally student-led, conferencing with parents and school staff twice a year. In addition to formal conferencing, the subgroup recommends that all students must have an opportunity to review and update their ACPs informally on a more frequent basis, such as once a week, through district developed protocols (i.e. in career courses, homeroom periods, core content classes, etc.) The subgroup recommends: the establishment of school and district leadership teams to help support effective ACPs, that school counselors play an integral role in the leadership team while other school staff (subject area teachers, homeroom advisors, coaches, etc.) should be engaged to support the student that DPI, in partnership with Wisconsin educators, develop and provide guidance to school districts specifically addressing best practices from around Wisconsin and the country regarding engagement of all school staff, that specific district-led professional development be undertaken to ensure that all school staff are involved, supported, and positively engaged in a school’s ACP process. ACP Task Force State Plan Priorities • Development and implementation of intensive professional development systems, including training modules • Development and implementation of a communication and marketing campaign • Development of an ACP evaluation system NOT tied to school report card • Selection of statewide web-based career development platform Software Feature Recommendations 1. Student Portfolio a) b) c) d) Personal profile page Collection of meaningful work and experiences Interest inventories and records Space for academic, personal, and career goal-setting and revisions e) Storage space for: • • • • Transcripts College and career readiness assessment results Recommendation letters Resumes Software Feature Recommendations 2. Education Plan a) Intentional sequence of courses toward graduation b) High school course information connected to student’s post-secondary path c) Program of Study (clusters and pathways) Software Feature Recommendations 3. Career/Post-Secondary Plan a) Career aptitude assessments linked to career cluster information b) Career interests and goals c) Post-secondary education admission requirements for all institutions d) Up-to-date labor market information, including: • • DWD information about in-demand jobs on a regional, state, and national basis Searchable database of employment opportunities Software Feature Recommendations 4. Accessibility a) Internet-based program that is age-appropriate and user friendly and integrated with student information systems to greatest extent possible b) Capacity to serve all students in the state c) Support for students with disabilities (including compatibility with IEP/PTPs and 504 Plans) and ELL students d) Transferable as students move to other schools e) Compliant with privacy/confidentiality laws f) Online technical assistance g) Parent portal A Shift 4-Year Plan (Traditional) ACP (Now) Product-based Process-based Some or select students All students Acts as a 4-year plan of courses Acts as a navigational tool for students from grade 6-12 and beyond Student “on own” for its development Student-driven with collaboration (mentor and parents) HS Graduation = End point HS Graduation = Check point Student adapts to offerings Options adapt to student needs Career development is only the school counselor’s job. Career development is a systematic, wholeschool responsibility. ACP Process Components: Know, Explore, Plan, Implement • KNOW – Self awareness – Exploration activities – Individual goal-setting • EXPLORE – Career awareness assessment – Career research • PLAN – Connect a student’s middle and high school instructional activities with the education and preparation needed to successfully enter a particular field of interest. – Work-based learning opportunities – Extra-curricular and community-based learning experiences – Postsecondary training options – Financial plan to cover cost of postsecondary training • IMPLEMENT – – – – – Update Quarterly Adapt/Modify Intentional Sequence of Courses Adapt/Modify Personal Goals Adapt/Modify Career Goals ACP Conferencing ACPs and Career and Tech Ed (CTE) • CTE teachers are career prep experts • CTE provides relevance and opportunities • ACPs direct students to most appropriate opportunities • ACPs are another element of CTE planning • Current Labor Market Info ACP Product Contents Include: GOAL SETTING ACTIVITIES: PERSONAL, ACADEMIC, CAREER HONORS COURSES, DUAL CREDIT, AP, YOUTH OPTIONS, OR ARTICULATED COURSES STUDENT GRADUATION ELIGIBILITY STUDENT GRADE CLASSIFICATION ACTIVITY ELIGIBILITY INTENTIONAL COURSE SEQUENCE TOWARD GRADUATION SCHEDULE CHANGES COURSE DESCRIPTIONS GRADE POINT AVERAGES INDEPENDENT STUDY COURSES CAREER EXPLORATION & ASSESSMENT EXPLORE-PLAN-ACT-WORKKEYS-ASVAB WORK-BASED LEARNING/YA EXPERIENCE SUMMER SCHOOL EXPERIENCE EXTRA/CO-CURRICULAR, VOLUNTEER, &/OR SERVICE LEARNING ACTIVITIES AREA TECHNICAL SCHOOL PROGRAMS POST-SECONDARY TRANSITION PLAN PHYSICAL/MENTAL HEALTH WELLNESS PLAN Select ACP Resources Work-based Learning Youth Options Dual Enrollment Transcripted Credit Programs of Study ACP Resources In Development ACP Webpage ACP List-serv ACP on Facebook & Twitter ACP Software ACP Guidance (K-12) ACP Guidance (parents) ACP Guidance (community) ACP Guidance (business) Quality Academic & Career Planning • Includes and reinforces strong relationships between students and the mentors/adults in their lives • Increases the connections between student self-awareness, daily instruction, and career/college goals • Shows positive outcomes—students are more engaged and autonomous in school • Enhances student resiliency to overcome challenges & changes • Provides qualitative and quantitative data regarding college and career readiness paths ACP Navigation Goal All students understand themselves, explore their world, establish goals for their futures, and create a plan to achieve their goals; while realizing that alternative routes or temporary roadblocks can mean that a re-calculation is necessary on one’s journey.