1. Academic and Career Planning for College and Career-Ready Graduates

2. Wisconsin Statute (59)
Authorizes DPI to create administrative rule with requirements for ACP services for all students in grades 6-12 by
Includes $1.1 million in funding for software technology and professional development supporting statewide implementation of ACP. 
The state would set up the IT infrastructure needed for ACP implementation and train school district staff in its use.
The state would provide guidance, training, and technical assistance to school districts and school district staff on how to implement model ACPs.

3. 4-Year Plan (Traditional)
A Shift
4-Year Plan (Traditional)
ACP (Now)
Product-based
Process-based
HS Graduation = End point
HS Graduation = Check point
4-year plan of courses
navigational tool for students from grade 6-12 and beyond
Student “on own” for its development
Student-driven with collaboration
(mentor and parents)
Career development is only the school counselor’s job
Career development is a systematic, whole-school responsibility

4. ACPs Process and Product Product Process Dynamic Rigorous
Comprehensive
Process
Rigorous
Engaging
Ongoing
Student driven
An ongoing process that uses a tool to actively engage students to:
develop an understanding of his or her self
create a vision of his or her future
develop individual goals
prepare a personal plan for achieving the vision and goals
A product that documents and reflects students’:
coursework, learning and assessment results
post-secondary plans aligned to career goals
record of college and career readiness skills. 

5. Each Student’s ACP process
Who am I? (KNOW)
What do I want to do? (EXPLORE)
How do get I there? (PLAN)
Let’s GO! (GO)

6. ACP Process Components
KNOW
Self awareness & exploration activities
Individual goal-setting

7. ACP Process Components
EXPLORE
Career awareness assessment
Career research & postsecondary training options
Connect a student’s middle and high school instructional activities with the education and preparation needed to successfully enter a particular field of interest

8. ACP Process Components
PLAN
Work-based learning opportunities
Extra-curricular and community-based learning experiences
Financial plan to cover cost of postsecondary

9. ACP Process ComponentsGO
Adapt/Modify regularly
Intentional Sequence of Courses
Personal Goals
Career Goals
ACP Conferencing

10. Grid of Process/Product Components of Academic & Career Planning
Know
Explore
Plan Go
Individual Exploration Activities
Career Exploration Activities
Planning Activities
Management Activities
Writing Personal Reflections
Personality Assessment
Learning Style Assessment
Career Interest Inventories
Setting Career Goals
Resume Builder
Cover Letters
Update Quarterly
Identifying Strengths
Identifying Needs
Setting Personal Goals
Career Cluster Exploration
Career Pathway Exploration
Labor Market Analysis
Mock Interviews
Modify Intentional Sequence of Courses
Academic Planning Activities
Creation of Program of Study
Job Fair Participant
Investigate Post-Secondary Options
Applications to Post-Secondary Options
Modify Personal Goals
Setting Academic Goals
Selecting an Intentional Sequence of Courses
Course Scheduling
CTSO Participant
Career Research
Campus Visits
Campus Visit Reflection
Modify Career Goals
Academic Preparation
Internship or Externship
Career Research Paper
Financial Plan
FAFSA form
ACP Conferencing
Special Education Core Courses
Regular Education Core Courses
AP or Advanced Courses
Job Shadowing
Work-based Learning
Gather Letters of Recommendation
Scholarship Info
Youth Options
CTE Courses
Dual Enrollment
Labor Market Exploration
Youth Apprenticeship
Interviews of Career Experts
Leadership Opportunities
International Baccalaureate
Programs
Extra/Co-Curricular Involvement
Career Academies
Service Learning Projects
Work Experience
Choosing a Post-Secondary Option
Decision-Making Reflection
Project Lead the Way
Industry or Technical
Certifications
STEM
ASVAB
ASPIRE
ACT/SAT
“Plans are nothing; planning is everything.”
~Dwight D. Eisenhower

11. Career Exploration Career Interest Inventories
Career Cluster Exploration
Career Pathway Exploration
Career Research

12. WARNING: Dangers of Pigeon Holing Creates unrealistic expectations
Destroys partnerships
Limits opportunities
Assumes the adult will be a copy of the child
Focus becomes an outcome not a process
Fails to develop transitional skills, knowledge and work settings

13. Key Word
Transition

14. LMI Definitions: Differences of Industries, Occupations and Jobs
Requirements versus Recommendations
Transitional Skills, Knowledge and Work Settings
Career Cluster is a cloud
High Growth
High Demand
High Wage
Q: Nelse- there are concerns about how to use LMI with kids as they plan for the future?
Q: What about jobs today may not exist in 8 years once a kid is thru school?

15. Components of Skill Explorer

17. Possible Skill Paths

27. DWD’s Skill Explorer Wisconsin Data
Age Appropriate Use of LMI
Q: – What if a kid says I want to be a baseball or basketball player? This is pretty typical for all middle schoolers.
Q: Is using LMI “crushing dreams”?

28. Current ACP Resources ACP Resources In Development Work-based Learning
Youth Options
Dual Enrollment
ACP List-serv
Dedicated ACP
Transcripted Credit
Programs of Study
Course Options
Credit Flexibility
ACP Webpage
ACP Resources In Development
ACP on Facebook & Twitter
ACP Software
ACP Guidance (K-12)
ACP Guidance (parents)
ACP Guidance (community)
ACP Guidance (business)

29. BUT THRU College (post-secondary) TO Career!
Conclusion
Academic and Career Planning in Wisconsin is meant to fully engage students in the processes of planning their future so that they are able to adapt to changing situations, address unforeseen challenges, leverage emerging opportunities, and apply new lessons and insights as they occur.
TO Launch Adults
NOT TO College
BUT THRU College (post-secondary) TO Career!

30. Questions? Robin Kroyer-Kubicek Robin.Kroyer-Kubicek@dpi.wi.gov
Nelse Grudvig