Wisconsin s Academic and Career Planning

Wisconsin s Academic and Career Planning

ACP Task Force K-12, business, parents, higher educa@on March-July 2013 to: Iden@fy successful local ACP models Process, case studies and model ACPs Create plan for suppor@ng ACPs statewide Professional development of school personnel and educa@on of community partners Communica@on plan for all stakeholders Other strategies

7 State Planning Priori@es 1. Integra6on with other educa@on and workforce ini@a@ves and groups 2. Crea@on of quality standards and administra6ve rule 3. Development of implementa6on guidance for districts 4. Development and implementa@on of intensive professional development systems, including training modules 5. Development and implementa@on of a communica6on and marke@ng campaign 6. Development of an ACP evalua6on system NOT @ed to school report card 7. Selec@on of statewide soaware system career development plaqorm

Collabora@on & Integra@on (#1) ACP Work Group (CTE, Counseling, Special Ed, Title I) Outreach to Educa@onal Organiza@ons & Workforce Council for Rule Input (FEB 2014) Forma@on of mul@ple stakeholder Advisory Council (2x/yr) Internal Presenta@ons at Mee@ngs evolve to Agencywide Coordinated Connec@ons group PD Design and Development group State-wide presenta@ons to mul@ple groups JAN 2014-FEB 2016 = over 150

Communica@ons (#5) Branding: Consistent Messaging & Logo Web Pages for informa@onal access Includes Video Tes@monials, Communica@ons Materials Social Media- Twider, Google Blog, G+ Community

Ini@al Tools Developed ACP Basics & Talking Points Components Grid Planning Template Readiness Ac@vity Self-Assessment Rubric hdp://dpi.wi.gov/acp/implementa@on#readiness

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

WHERE DO SAMPLE WE WANT TO GO? 4-Year Plan (Tradi6onal) Product-based Some or select students (CTE, Special Ed) Acts as a 4-year plan of courses Career applica@on in elec@ve CTE classes Career development in elec@ve courses or not at all Student on own for its development HS Gradua@on = End point Career development is only the school counselor s job ACP (The Vision) Process-based All students Acts as a naviga6onal tool for students from grade 6-12 and beyond Career applica6on in all classes Career development infused throughout all courses Student-driven with collabora@on (mentor and parents) HS Gradua6on = Check point Career development is a systema@c, wholeschool responsibility 8

GUIDANCE (#3) DRAFTS Dral in 2013, Case Studies (premature) 2015- Implementa@on Web Pages for documents, ac@vi@es 2016- Overview Document with Web Pages breaking into components for delivery with samples & resources Based on Know, Explore, Plan, Go Tools for Implementa@on Teams on website Web Pages- IMPLEMENTATION Readiness Tools Assess Current Context/Self-Assessment Rubrics Planning Tools Con@nuous Improvement/Evalua@on 9

PD (#4)- Overview JUN-NOV 2014 PD Design Group (CESAs & Advisory Council members) developed STAFF competencies NOV 2014-APR 2015 DPI contracted with 6 members of the CESA Statewide Network to develop a professional development delivery plan. JAN-JUN 2015 UW conducts PD Needs Assessment JUN-DEC 2015 LTE creates sets of lesson ac@vi@es to train staff competencies APR 2015-JUN 2016 DPI reviewed applica@ons and are pilo@ng ACP implementa@on in 25 school districts 10

ACP Visioning Competency Areas 1. Understand and Communicate about Academic and Career Planning With All Stakeholders 2. Understand the Local/Community Context 3. Analyze the Role of ACPs Within the Exis@ng School Context 4. Plan for ACP Accountability and Effec@veness. 5. Manage the Work of ACP Planning and Implementa@on 6. Engage Families in the ACP Process 11

ACP Implemen@ng Competency Areas 1. Understand and Communicate about Academic and Career Plans 2. Support Student Growth Toward Goals 3. Develop Suppor@ve Rela@onships with Students 4. Understand the ACP Process and Tools 5. Understand Student Secondary, Postsecondary and Pathway Op@ons 6. Support Students College and Career-Ready Behaviors and Habits 7. Engage Families in the ACP Process 12

Professional Development Plan Competencies are broken into dis@nct units. Sub-competencies are used as indicators &/or objec@ves for dis@nct lessons. Lessons are designed to address at least one objec@ve and may address mul@ple objec@ves Delivery of PD will be through mul@ple modes: Face-to-face, computer-based modules, wriden documents, training of trainers, CESA-based access Combina@on of single access and ongoing support 13

WCER NEEDS ASSESSMENT 3 Components: 1. Quan@ta@ve Surveys: Superintendents & Principals 2. Qualita@ve Focus Groups 3. Recommenda@ons for Revisions to Self- Assessment Rubric 14

Survey Component: Purpose and Ques@ons Learn about current ACP prac@ces and preparedness for implementa@on at the school and district level across Wisconsin. Survey items aligned to ACP competencies. Respondents reported level of agreement with statements related to ACP competencies present in their district or building. 15

Example Survey Ques@on My district leadership / my building staff understands and can explain why ACP is relevant for all students in grades six through twelve. Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree I Don t Know 16

Survey Administra@on District Survey Email invita@ons sent to all Superintendents (426) 232 responses = Response Rate of 54.5% Fielded early February School Survey Email invita@ons sent to all Principals of grades 6-12 (828) 440 responses = Response Rate of 53.1% Fielded early March 17

Survey: Key Findings 1. Urban districts and schools: v more prepared to implement ACP, v have beder access to resources, and v already collect data to support these efforts. 2. Suburban and rural districts may need more support to implement ACP. 18

Survey: Key Findings 3. District survey respondents more posi@ve about district leadership readiness than school survey respondents. v District leadership may be more familiar with ACP than building staff. v Expecta@ons may be different for level of knowledge. 19

Survey: Key Findings 4. Respondents may not yet be familiar with what ACP is. 5. Respondents may not understand that all district leadership and building staff take responsibility for ACP for all students 6-12. 20

Focus Group Component Purpose: to dive deeper into district-level and school-level ACP prac@ces across the state. Survey respondents invited to nominate par@cipants, resul@ng in over 1200 names. Focus groups will further iden@fy exis@ng ACP prac@ces and gaps in preparedness. Taking place in late April and early May. 21

Focus Group Organiza@on 5-8 focus groups, typically of 8-10 people. District admins (1), Principals (1-2) and Teachers/counselors/other building staff (3-5). Piggy-backing off pre-exis@ng mee@ngs, trainings, conferences when possible. Coverage across roles, geography and district size. 22

PD NEEDS ANALYSIS Highest Need for ACP Understanding & Knowledge Communica@ons & Outreach Planning & Implementa@on Management Engaging Families 23

ACADEMIC AND CAREER PLANNING PROCESS PILOT Selec@on Criteria for 20 Districts : Applica@on Responses Geographic Loca@on District Size Variety of Grade Levels Range of Star@ng Places 24

ACADEMIC AND CAREER PLANNING PROCESS PILOT Emphasis is on development, methods and procedures used to implement ACP in a district or school. Focus is on infrastructure (policy and leadership, building school support capacity, building community support capacity) and service delivery (know, explore, plan, go) Not focused on the products, projects or plans created by students. 25

ACADEMIC AND CAREER PLANNING PROCESS PILOT Par@cipa@on Benefits Professional Development & Guidance from DPI Gather Best Prac@ce and Strategies from Others 1st to Use State Adopted Solware Demonstra@on Site in the Future Opportunity to Shape ACP for Wisconsin 26

PROCESS PILOT Focus: Focus is on infrastructure (policy and leadership, building school support capacity, building community support capacity Not focused on the products, projects or plans created by students. Meetings: In Person- AUG 2015, ACP Conference NOV 2015, JUN 2016- Pilot Year Goals Teleconferences- OCT 15, DEC 15, FEB 16, APR 16 Required virtual interactions 27

Evalua@on (#6) REVIEW of technical assistance, professional development, tools, materials and implementa@on prac@ces to assess effec6veness of these resources. 1 st phase- ACP prepara@on and planning in the pilot schools. 2 nd phase- Assess changes made based on the results of phase one, and determine best prac@ces for support for ACP implementa@on state-wide. Post-implementa6on, we will examine program outcomes for ACP service delivery.

WI Benefits Long lead-in @me to prepare for implementa@on (Jun 2013-Sep 2017) Delay in procuring solware forced focus to be on school infrastructure and process Strong CTE, CESA, Technical College and Workforce partnerships & exper@se Bipar@san support

WI Hindrances Funding primarily allocated to procurement of solware ($900K out of $1.1 million) No posi@on authority to manage project at state level Lidle funding lel to build capacity to train and support staff at schools Mixed messaging from others about purpose of ACP (hidden agendas?)

Ques@ons? Gregg Cur6s, PhD School Counseling Consultant Gregg.Cur6s@dpi.wi.gov (608) 266-2820 Robin Kroyer-Kubicek Career Pathways Consultant Robin.Kroyer-Kubicek@dpi.wi.gov (608) 266-2022 31