PI26 Plan Review The philosophy of the Valders Area School District is to develop responsible citizens who are college, career, and community ready.

Transcription

1 Providing Relevance Through Academic & Career Planning (ACP) PI26 Plan Review The philosophy of the Valders Area School District is to develop responsible citizens who are college, career, and community ready.

2 ACP Background Education for Employment was established in 1985 in response to the growing concern over the number of youth who failed to make a successful transition from school to postsecondary endeavors. s (1)(m), Wis. Stats., states that every school board shall provide access to an Education for Employment program. Chapter PI 26, the administrative rule for this program, was revised and became effective on July 1, On June 30, 2013, Wisconsin Statute115.28(59)was signed to require implementation of academic and career planning (ACP) statewide beginning in for all students in grades 6 to 12. It was determined that rather than creating a new rule addressing ACP, the current PI26 would be updated to include the required ACP components.

3 Act 20, Wisconsin Statute (59) Requires DPI to ensure that, beginning in , every school board is providing academic and career planning services to pupils enrolled in grades 6 to 12 in the school district. Requires DPI to procure, install, and maintain information technology, including computer software, to be used statewide by school districts to provide academic and career planning services to pupils in grades 6 to 12. Requires DPI to provide guidance, training, and technical assistance to school districts and school district staff, including teachers and counselors, on how to implement model academic and career plans, including training and technical assistance that is necessary to implement the information technology provided for this purpose. Requires DPI promulgate rules to implement these provisions. [Act 20 Sections: 230 and 1737]

4 The ACPadministrative rulewas published on November 30, Primary changes to PI 26 included the following: Added ACP services to students in grades 6-12 beginning in Fall 2017 Development of a long-range plan with school district staff and community stakeholders Publishing the plan on the school district s website Reviewing the plan yearly

5 Where did we start? Spring 2016, ACP Committee formed Self-Assessment Rubric Implementing Conferencing Model, Viking Visits at grade 9 & 11 Staff Survey Component Grid Recognized that we already did a lot! Goal to recognize the comprehensive nature of the process and build capacity of our staff to assist students within mentor/advisor role.

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11 What is ACP at VASD? ALL students will graduate College and Career Ready which means they will: KNOW their unique interests and abilities and how they are compatible with a multitude of high school and post-high school opportunities. EXPLORE Career Clusters & Pathways, labor statistics, education and training requirements, service and work-based learning opportunities, Career and Technical Student Organizations, and certification opportunities. PLAN and maintain a Program of Study that provides flexibility based on individual experiences. GO with confidence, re-evaluating, and returning to the process as needed.

12 Strategic planning in relationship to area job market

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17 Work-Based Learning Programs Youth Apprenticeship Work Experience Skill Standards Certificate Programs Job Shadows Service Learning

18 Youth Apprenticeship Program Areas Agriculture, Food & Natural Resources Architecture & Construction Art, A/V Technology & Communications Finance Health Science Hospitality and Tourism Science, Technology, Engineering, Math Transportation, Distribution, Logistics Information Technology Manufacturing

19 Career and Technical Education Student Organizations (CTSO) Career and Technical Education Student Organizations (CTSO) provide unique opportunities for students to receive vocational education support designed to enhance school-based and work-based learning. Future Farmers of America: FFA Future Business Leaders of America: FBLA Skills USA: Introduction to Engineering; student designed and built race car

20 Other Learning Opportunities CTE Exploratory Courses: grade 8 College Exploration: grade 8 Agriculture Fair: grade 8 Career Expo: grade 10 Education Fair: grade 11 Reality Store: grades 11 & 12 Technology Crew FIRST: For Inspiration and Recognition of Science and Technology Solar Olympics SMART Team: Students Modeling a Research Topic

21 Manitowoc County Junior Leadership

22 Educational Partners: Youth Options Early College Dual Credit Lakeshore Technical College University of Wisconsin - Manitowoc University of Wisconsin Green Bay Silver Lake College Lakeland University

23 Goals 1. At least 95% of 8th grade students will participate in a job shadow, industry tour and/or campus visit. By the end of grade 8, students will be able to identify three career clusters of interest, with corresponding career interests. 2. At least 95% of 7th graders will take the Personal Interest Inventory. 3. At least 95% of 12th grade students will visit a college campus or participate in a job shadow. 4. At least 98% of 10th grade students will attend a career fair composed of our business partners and engage in activities designed to enhance workplace skills. 5. One Wednesday per week will be dedicated to ACP lessons, allowing structured time for advisors to support all students in grades 9 12 with theirplanning.

24 Career Cruisingis a web-based career exploration and planning tool used by students to explore career and college options and develop a career plan. Career Cruising can be accessed from school, from home, or wherever there is access to the Internet.

25 Summary of Student Features ASSESSMENTS Explore assessments by answering questions about both likes and dislikes to help find careers that match up with your interests. TheLearning Styles Inventoryhelps discover how you learn and retain information and find tips on how to improve your study habits to suit your learning style. CAREERS Thorough and up-to-date information about hundreds of different occupations, including direct links between careers and related college programs. Watch interviews with real people in each occupation, which add depth and realism to career profiles. Discover local, regional, and state labor market needs for chosen careers. EDUCATION Search for schools and majors, compare schools and develop your college planning timeline.connect education and training requirements for occupations that will fill labor market needs. COLLEGE AND FINANCIAL AID INFORMATION Comprehensive college and financial aid information, with a number of useful search tools to help your child find the right college and the right scholarships for them.

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28 What is intended student outcome for ACP? What we re doing.. It is a student-driven, adult-supported process in which students create and cultivate their own unique and information-based visions for post-secondary success, obtained through self-exploration, career exploration, and the development of career management and planning skills. Where are we going. Goal to increase student engagement within the process as measured by a minimum of 95% of students completing the Career Cruising inventories. Improve quality of student artifacts by completing the portfolio requirement expectations at each grade level

29 What role do families have in the ACP process? Families are an integral part of the ACP process! Families are encouraged to review their child s plan and discuss all of the component opportunities in order to help them make thoughtful decisions that align with their goals. DPI is developing resources that schools can use to collaborate with parents in these efforts.

30 What is the community s role in the ACP process? It is important to connect to other providers outside of school to ensure access to expertise and services that cannot be provided by the school alone. From occupational expertise; teacher externship opportunities; jobshadow, work-based learning, service learning and volunteer experiences; dual credit articulations; intensive social interventions; and career development support from workforce development and economic development groups, the district ACP team will seek to leverage common goals and partnerships. Local and regional partnerships provide a means to collaborate and support mutual goals.

31 Fulfilling the ACP Requirement: Students create their own unique and information-based vision for post secondary success, obtained through self-exploration, career exploration, and the development of planning skills, Supports our goal: All students in the ValdersArea School District will experience a dynamic Academic Career Plan. This plan evolves from PK-12 learning experiences, both in and out of school, that support employability skills and career awareness, exploration, planning and training.

32 Integration with other district initiatives: Middle School PBIS: Positive Behavioral Intervention System Within the PBIS framework, the identified outcomes include increased social competence and academic achievement. High School Viking Time: Flexible use of time, determined by individual student, to gain academic support or enrichment. Develop student responsibility and ownership of their achievement. Create culture of continuous improvement Develop learner confidence as the expectations about the likelihood of eventual success determines effort Middle and High School Reflect on grading practices to provide accurate reporting on skill level proficiencies of specific learning targets

33 By failing to prepare, you are preparing to fail. -Benjamin Franklin