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The mission of WSCA is to advance the profession of school counseling in preschool through post-secondary in order to maximize the academic performance, career planning, and personal/social growth of every student.
  • ACP Advocacy

Welcome

Thank you for taking the next step to formally participate!  Below you will find valuable information about the ACP rule process and how to make your voice heard.

View Copy of Proposed
Administrative Rule, PI 26:

Link

 

View the Official Public Hearing Notice:

Link

Public Hearing: Wednesday, May 20, 2015
GEF 3 Building
Room 041
125 S. Webster St.
Madison, WI  53707

Submit written (hard copy or e-mail) submissions to:
Mr. Carl Bryan
Administrative Rules Coordinator
Department of Public Instruction
125 S. Webster St.
P.O. Box 7841
Madison, WI  53707-7841
Carl.Bryan@dpi.wi.gov

 


GEF stands for General Executive Facility and refers to some of the buildings that house various executive branch offices of state government, including DPI. GEF 3 is located a few blocks southeast of the Capitol at the intersection of King, E. Doty, and N. Webster.

Direction Link

Enter on the west side of the building, pass through security, and proceed to Room 041, which is located on the same level you entered the building.
 
Please note: Written comment will be given equal consideration to testimony at the public hearing, but must be received at DPI no later than 5:00 PM on Wednesday, June 3, 2015. Please keep this in mind if you plan to mail or hand-deliver hard copy comments. Electronic submission via e-mail along with any attachments should be sent directly to Carl Bryan: Carl.Bryan@dpi.wi.gov

Talking Points & Ideas - Prepared by WSCA Representatives:

Almost there. Now is the time to engage!
We believe the information below may be especially helpful in generating ideas about what you may want to say. Whether it be 2-3 sentences, 2-3 paragraphs, or even 2-3 pages, any and all comments and feedback will show that WI school counselors are engaged professionals committed to supporting statewide initiatives to promote academic achievement and college and career readiness for all!
 
To start, consider including a simple, personal introduction, which could include where you live, where you work, where you received your undergraduate and graduate education, among other things.
 
Academic and Career Planning (ACP) will help Wisconsin students to:
  • Get excited about their futures.
  • Promote college and career readiness.
  • Promote relevance by helping students identify a purpose for learning by connecting classroom learning to preparation for college and career success.
  • Help students to dream big and challenge themselves to work hard and take challenging coursework that will prepare them for college and career.
  • Help close the achievement gap by inspiring all students to pursue their dreams and focus on their future self through career investigation and the development of a tangible, well-informed plan to get there.
  • Promote involvement in school and community activities like clubs and organizations, volunteer service, and work-based learning that can help students meet new people, develop new skills, and learn more about career pathways and the world of work.
  • Raise awareness about and increase participation in Career and Technical Service Organizations (CTSO’s) like: Distributive Education Clubs of America (DECA); Family, Career, and Community Leaders of America (FCCLA); Future Business Leaders of America (FBLA), Future Farmers of American (FFA), Vocational Industrial Clubs of America (VICA) and Skills USA. These organizations promote leadership, service, and career exploration to promote relevance and rigor.
  • Encourage exploration of post-secondary education and training options and ways to fund those that require a monetary cost. 
Wisconsin’s School Counselors are uniquely prepared and have the experience required to provide credible leadership at the local level to implement the Academic and Career Planning initiative:
  • School counselors are experts in the implementation of the Wisconsin Comprehensive School Counseling Model and the American School Counselor Association National Model. The foundation of comprehensive school counseling revolves around delivering a 100% program where all students benefit from core program offerings.
  • School counselors are trained in career development and have extensive networks and resources that will benefit students during the development and implementation of ACP’s.
  • School counselors have been delivering valuable components of Academic and Career Planning for years.
  • School counselors are visionary leaders in their districts and schools who promote academic, career, and personal social success of all students.
  • School counselors are skilled at using data and evidence-based best practices to guide program decisions. This experience and expertise will help school counselors identify and implement best practices to maximize success of the ACP initiative in partnership with building administrators and other professional educators.
  • School counselors have an active professional association, the Wisconsin School Counselor Association, that is poised to provide statewide leadership and professional development around ACP delivery. 
School counselors in Wisconsin have been implementing evidence-based best practice models that include the following, all of which support the ACP process:
  • Individual Planning Conferences: School counselors meet with a student and a member of their family to discuss student strengths, values, and interests, careers, courses to prepare them for these careers, and pathways to enter these careers. These conferences provide an outstanding opportunity to promote school and community activities like clubs and organizations and volunteer service that can help students meet new people, develop new skills, and learn more about careers and the world of work.
  • Online Academic and Career Planning Websites: Broad experience with web-based career development software that allows students 24/7/365 access through Career Locker (f/k/a Wiscareers), Career Cruising, WI Career Pathways, Naviance, and other online academic and career planning resources.
  • Classroom Curriculum Delivery: School counselors write and collaboratively work with other professional educators to deliver classroom curriculum in the area of academic and career planning.
  • WSCA’s Wisconsin School Counselor Program Accountability Report (WSCPAR) is a continuous improvement accountability tool that provides a means for school counselors to collect data and show the impact of their program on student achievement, career, and personal/social growth. The collection of data on the effectiveness of ACP implementation will encourage refinement of strategies to maximize student outcomes and the overall success of the ACP initiative.
Comments specifically related to language in proposed rule:

The following are comments, thoughts and questions related to the actual text of the proposed administrative rule. This is really getting down to the nitty gritty! 
  • PI26.02(3): It’s good that the rule allows for districts/buildings to have the flexibility to use a different computer software program than the one the state will provide.  This should eliminate any concern about being forced by the state to rebuild an existing curriculum that may be based on a program that is different than the state selected one.
  • PI26.03(1): There is no specific mention of School Counselors in the rule, which I think is a good thing.  The creation of a team which consists of multiple stakeholders from within and without the school helps to spread the accountability.  Of course, it seems logical that school counselors would be significant leaders of the process, but would not shoulder the responsibility of delivery alone.
  • PI26.03(1)(c)(3):  It’s exciting to think that all the staff in a building would gain some exposure to the necessity for career planning through professional development.  This should make it very simple for a counseling department to attach its career development curriculum and activities to the rest of the building. 
  • PI 26.02 (9): Definition of postsecondary outcomes provides a wide range of options.
  • PI 26.03 (1)(b)(2): Providing parents multiple opportunities to engage in their students plan is definitely needed. This also encourages multiple educators to take part in the discussion and not have all discussions fall only on School Counselors.
  • PI 26.03 (1)(d): Partnerships are important and should definitely engage in the ACP process. It is good that the Rule does not lay out specifics for this piece as every district will have different levels of opportunity and engagement from their local organizations and businesses. \
  • PI 26.03 (2)(a): Even though ACP is set for secondary they had given direction for what needs to be implemented at the Elementary level. This additional information will be helpful in developing meaningful career development PK-16.
  • PI 26.02 (1): The phrase “developed and maintained by the pupil” is powerful and stresses the level of engagement that the learner needs to have in this process. 
Questions:
  • PI26.03(2)(c)(4):  How is entrepreneurship education defined?  Is there an understanding amongst educators of what this curriculum would look like?
  • PI 26.04(2):  What is meant by “evaluate pupil postsecondary outcomes?”  Does this mean things like the college enrollment of recent graduates?  That might be easy to find.  Would this also include how many recent graduates have gained employment?  That would be a much more difficult measurement to find.  The term “evaluate” would suggest that there is some standard to measure from.  Are there benchmarks set for “successful” postsecondary outcomes?  If so, determined by whom?
    1. Why is this the only data point that is being measured? As this is a “lagging” data measure, we feel there should be some other progress data point that can also be measured and provided data. Another concern is the accuracy of this data. Where will it be pulled from? Can there be a data point added that has direct links to the school process.
      1. Is there a level of “formative” assessments that can be utilized in order to collect data on the effectiveness of the programming, but also provide a level of accountability for schools?  I feel that there are two ways that we could look at “evaluation” - through the lens of district accountability as well as program effectiveness. 
         
  • PI26.02 (9)/ PI26.04(2) This definition should be reinforced in this outcome measure. Based on the definition this becomes even harder to track and measure accurately.
  • General request:  This may seem inconsequential, but I would prefer to see the word “pupil” replaced with “learner”.
  • In addition, regardless of whether we use the term “pupil” or not, do we need a definition? 
    • Considerations for students expelled, in alternative placement settings, etc.
  • PI 26.01 (3):  Would feel most comfortable with this purpose if the word “personalized” was added in to ensure that districts do not slip into a “one-size-fits-all” format of ACP system development.
  • PI 26.02 (3):  The rule draft indicates that should a school select an alternative software tool, it should be “interoperable with the computer software program procured by the department” - I’m not exactly sure what this means.  If an alternative tool should be selected, should the tech requirements be similar to that of the tool chosen at the state level to ensure consistency?
Thank you again for your valued time and contributions to our profession as a visionary leader who impacts the state and national agendas surrounding education and student success! 

 

 

 

 

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