Academic and Career Planning in Wisconsin An Overview

1. Academic and Career Planningin Wisconsin An Overview

2. ACP Overview Module Topics • Underlying Paradigm and Overarching Outcomes • Definition • Rationale • Implementation • Roles and Responsibilities • Processes, Activities, and Products • Conclusion

3. Underlying Paradigms • Two key paradigms drawn from experiences with similar initiatives in other states: • Flexible, student-centered implementation • Students must be deeply engaged in the ACP process • Each student has unique characteristics and potential to be considered during ACP (see accompanying module Diamonds in the Rough) • Results in positive impacts on school performance

4. Academic and Career Planning Outcomes • Grade 6-12 schools implement ACP to comply with state requirements (statute and rules) • Students attain knowledge, skills, insights, and confidence for visioning, goal setting, and planning, and… • Later, as adults after graduation, can adapt personal plans based on circumstances, challenges, opportunities, and insights

5. Academic and Career Planning Defined Academic and Career Planning is a process through which each student: • Develops an understanding of his or her self • Creates a vision of his or her future • Develops individual goals • Prepares a personal plan for achieving the goals and vision

6. ACP Definition – Digging Deeper The typical, current student planning process: • Collective, one-size-fits-all approach • Insufficient development of self-awareness • Limited personal guidance and mentoring for goal setting and planning • Plan limited to school offerings

7. ACP Definition – Digging Deeper With the new Wisconsin ACP, each student has : • Deep self-awareness • Meaningful academic, career, and personal goals • Truly personalized, comprehensive plan • School commitment to help student carry out plan • Skills to adapt or recreate plan when circumstances change, opportunities arise, or new discoveries are made

8. ACP – Self-Awareness • Ability to reflect on, analyze, and interpret personal experiences • Identify interests, passions, strengths, and other personal characteristics • Done initially with guidance from mentor • Eventually done independently

9. ACP – Personal Vision • Built on student self-awareness • Allows for development of goals and creates connections to various ACP activities • May be concrete or somewhat vague • Includes lifestyle elements • Helps create relevance and engagement

10. ACP – Personal Goals • Recognize and honor the challenge of setting meaningful, attainable goals • Built on self-awareness and future vision • Challenging, but with commitment of support • Developed through ongoing dialogues with adult mentor • Include academic, career, and personal goals

11. ACP – Personal Plan • Not driven by school’s need to schedule classes • Comprehensive and almost entirely informed by student self-awareness, vision, and goals • Graduation requirements a consideration, but innovative alternatives should be sought to ensure such requirements contribute to student goals

12. ACP - Context • Broad student perspective, outlook, and life situation (including family, history, culture, socio-economic situation, etc.) • Personal Financial Literacy (PFL) • Labor Market Information (LMI)

13. ACP Rationale • Acknowledge initiative overload in schools • Provide a means of relief from and support for other initiatives • Provides comprehensive student profiles on which to base instructional decisions • Creates relevance and engagement leading to improved academics, attendance, conduct • Engages parents • Validated by research

14. ACP Implementation – School Level • Context is: increasing expectations and initiative overload • Success depends on support of the implementers • Use elements and process similar to student ACP • Develop school self-awareness through analysis of and reflection on community, resources, needs, etc. • Develop school level vision and goals for ACP • Use these to develop local implementation plan

15. ACP Implementation – Student Level • Will look different for each student • Must include previously outlined elements as well as trusted, long-term adult mentor • Account for student circumstances & current level of awareness, then adapt accordingly • Consider and leverage student uniqueness

16. ACP Roles and Responsibilities • Flexible; based on school self-analysis • Counselors could have planning and oversight role (ACP supports Comprehensive Counseling) • School may use outside resources and expertise • All staff should have some role and at least be familiar with ACP

17. ACP Processes and Activities • Activities that facilitate student self-awareness, creation of a vision and goals, development of plan for achieving goals • Engagement of parents/guardians • Connection with adult mentor • Developing skills in financial literacy, applying labor market information, doing career exploration • Career planning and management

18. ACP Products • Possible record of student self-awareness, vision, and goals • Documentation of processes and activities • Record of student data and assessments • Student plan for achieving vision and goals • Personal Financial Plan

19. Conclusion “The plan is nothing; planning is everything.” Dwight D. Eisenhower Academic and Career Planning in Wisconsin is meant to engage students deeply 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.

20. Additional ACP Training Modules Additional training modules are being developed to support implementation of Academic and Career Planning in Wisconsin. Check back regularly for modules that will further explain the items covered in this overview module.