|Executive Director and DPI Consultant Message on ACP Updates
By Stacy Eslick, Executive Director, Gregg Curtis, DPI School Counseling Consultant and Steve Yuan, Career Cruising
Wisconsin educators are starting to ramp up their Academic and Career Planning and implementation. WSCA is working closely with the WI Department of Public Instruction (DPI) and Career Cruising to support School Counselors and school teams through this process. We encourage counselors K-12 to review the following updates regarding ACP’s.
As school districts around the state gear up for the 2017-2018 mandate of providing Academic and Career Planning services (ACPs) for all students in grades 6 - 12, there have been many questions about exactly “what” has to be done. In December 2015 the new administrative rule PI-26 was published; linking the old Education for Employment (E4E) rule with the new ACP mandate. Administrative rules define the form and function of broader laws, giving school districts direction in the services, activities, and opportunities required for their students.
Perhaps the biggest change in the new rule is the shift in accountability practices for districts by removing the compliance-focus (with districts filling out a form and submitting it to DPI) and inserting a community-focus (with districts required to publish their E4E program and ACP information on their website). Detailed information about PI-26 can be found on DPI’s website: http://dpi.wi.gov/acp/rule.
In addition, a number of self-assessments for districts’ ACP infrastructure and delivery have been developed to help educators (counselors, administrators, teachers, etc.) determine what they are currently doing with students in terms of ACP. Completing these self-assessments and doing a gap analysis can be beneficial first steps in planning for district-wide ACP implementation. The assessment tools and planning template can be found here: http://dpi.wi.gov/acp/implementation#Readiness.
Career Cruising Update
The Career Cruising and DPI teams are working together as quickly as possible to complete the contracting process. Barring any unforeseen complications or other priority issues the legislature may need DPI to focus on this spring, we are anticipating that Career Cruising will be available to Wisconsin school districts for the 2016-17 academic year paid for by DPI.
Concurrent to the completion of the contracting process, Career Cruising is allowing school districts to onboard at NO COST prior to the finalization of the contract. Career Cruising is sending to districts who would like to onboard an online order document for approval. This order document contains information about how the onboarding / implementation process works and other information and is also the document we will use to verify for DPI that the school district has elected to use Career Cruising and from which we will ultimately submit an invoice to DPI for payment. No invoice is generated to the school district upon approval of the order document. This allows districts to get access to the program this spring so that you can use it as you complete your ACP implementation planning and preparation for next school year. Contact Steve Yaun in Madison at email@example.com with questions or to request an order document for your school district.
Robin Kroyer-Kubicek at the Wisconsin Department of Public Instruction has provided the following bulleted additional information to further clarify the process moving forward:
-This also applies to ALL other non-pilot school districts currently on CC.
- Career Cruising (CC) is generously getting a head start, prior to final contract completion, by onboarding the ACP PILOT districts first. Just because a district is getting onboarded, does NOT mean they are ready to USE it with students. TRAINING to USE the software with students will begin late in summer.
- IF a PILOT is already onboard with CC, DPI will not take over their contract until FALL 2016. DPI cannot cancel current contracts already in place between a vendor (CC) and a district. Furthermore, that is when the DPI contract will begin payment for ALL onboarded districts.
- This means that ACP PILOTS still must pay CC for services under their current contract for the 15-16 school year.
- As for the remaining school districts NOT on CC, wishing to onboard, we are working with CC to finalize the process for onboarding them by Fall 2016. This process will be announced once the contract is finalized.
- Again, CC has generously begun working with some NON-PILOT districts that have contacted them directly, but those agreements are solely in the hands of CC.
School Counselors who are not familiar with the Career Cruising are welcome to review at their convenience a recorded webinar tour and demonstration. Counselors can click on the following link for access to the recorded webinar and are also welcome to share the webinar link with other colleagues in their school districts:
Career Cruising for Wisconsin
Additional resource links will be provided later this spring, including, links to resource documents correlating Career Cruising to the Grade 8 and Grade 12 Career Domain Benchmarks of the Wisconsin Comprehensive School Counseling Model.
A schedule of regional Career Cruising training workshops around the state that are anticipated to begin in late summer and continue into the fall will be announced this spring after the contracting process between DPI and Career Cruising has been completed. Regional training workshop details will be coordinated through the CESA Regional Office.
WSCA is encouraging School Counselors to take a leadership role in the implementation of Education for Employment and ACP implementation in their school buildings. WSCA has created an ACP job description that can be utilized by counselors to encourage that this facilitation is being coordinated by highly qualified educators.
WSCA is collaborating with Career Cruising to provide training to School Counselors in the implementation of the Career Cruising software as well as including a WSCA representative on all Inspire Wisconsin regional teams. Career Cruising created Inspire Wisconsin which has a mission to develop and disseminate an organized, integrated community-development platform for lifelong career planning and learning which creates bridges between employers, educators and students and connects students and adult job seekers with work-based learning experiences and job opportunities. Inspire Wisconsin is opening up the life possibilities for middle, high school and post-secondary students across Wisconsin (http://inspirewisconsin.org/). It is critical that School Counselors are at the table to ensure that the whole student is front and center of creating this tremendous resource. WSCA encourages members to connect with regional Inspire Wisconsin partnerships for more information.
Lastly, WSCA is very excited about language that was added to the Education for Employment to encompass the critical need for career awareness and soft skills that are taught in elementary school. We hope our Elementary School Counselors will use this information with their administration to advocate for the importance of their role.
ACADEMIC AND CAREER PLAN (ACP) COORDINATOR JOB DESCRIPTION - Click here to download
The Academic and Career Plan (ACP) Coordinator will:
- create a college-going and career readiness culture;
- leverage relationships with local business and community leaders;
- ensure that all secondary school students have the
- preparation to succeed in post-secondary education, ranging from two or four year colleges, apprenticeships, certification programs, military, etc. to be successful in the workplace.
- Master’s Degree in School Counseling and Licensure as a Wisconsin Professional School Counselor
- Expertise and knowledge of Comprehensive School Counseling Programs. Experience working with students in Academic, Career and Social/Emotional domains to build knowledge, skills and habits in post-secondary planning.
- Possess strong leadership and collaborative skills, problem solving ability and excellent oral and written communication skills.
- Experience advocating for and motivating ALL students (especially low income and underrepresented youth) to succeed in post-secondary environments.
- Experience guiding students towards paths that fit their strengths and attributes. Skilled at fostering students’ self-exploration of interests, abilities, values and goals.
- Ability to use and experience with software and various research methods to help students in decision making for college choices and career planning.
- Working knowledge of curriculum, instruction and assessment. To include systematic initiative integration of academics, fine arts, health/wellness, CTE, world language, co-curricular/extra-curricular, service learning, social/emotional learning standards, etc. into a comprehensive ACP model.
- Ability to produce, analyze and summarize data.
- Ability to interpret law/regulation, policy and procedure. Knowledge of Education for Employment/PI- 26 and ability to implement requirements K-12.
- Ability to evaluate instructional programs and practices for continuous improvement and to develop short and long term plans.
- Working knowledge of college and career readiness and preparation.
- Training and experience in career development models, research, and best practices.
- Training and experience in advising students and families on career pathways, youth apprenticeship/ apprenticeship programs, dual credit opportunities, high school graduation/college admissions requirements, entrance exams, college options (to include all post-secondary education programs), military options, financial aid, etc.
- Capacity to develop integrated and differentiated instructional experiences which includes students with individualized plans such as 504, IEP, ELL, PTP, etc.
- Strong written and oral communication/presentation skills. 16. Ability to establish and maintain effective working relationships with faculty, staff, students, families, and the public.
Education for Employment (PI26) Administrative Rule Publication
On January 8, 2016 DPI published a memo to school district administrators on Education for Employment (PI26) Administrative Rule Publication. This memo highlighted changes to the rule that will impacts schools by:
• Providing academic and career planning (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.
The plan shall address
• Local, regional, and state labor market needs.
• Education and training requirements for occupations that will fill labor market needs. • Process to engage parents regarding ACP services provided and opportunities to participate.
• Description of career and technical education (CTE) programming available, staff professional development for ACP delivery, and how school district will meet education for employment program requirements.
• Strategy to engage business, postsecondary education, and workforce development.
The services shall provide information and opportunities that lead to:
• Career awareness in elementary.
• Career exploration in middle and high school.
• Career planning and preparation in high school that includes: career research, school supervised work-based learning experiences, career decision making, application of academic skills, technologies, economics, entrepreneurship, personal financial literacy, CTE opportunities, labor market information, and employability skills.
Beginning in the 2017-18 school year, the ACP services shall provide
• Individualized support from school district staff to assist students with completing and updating the academic and career plan at least annually.
• If a student is a child with a disability, the students' ACP shall be made available to the student's individual education program (IEP) team. The IEP team may, if appropriate, take the student's ACP into account when developing the pupil's transition services under s. 115.787 (2) (g), Stats.
• Access to a software tool for career exploration, planning and management.
• Access to a formal process for connecting students and staff for development and implementation of academic and career plans.
Graduate Student Corner: An Agent for Change: The Greatness Revolution
By Ruth Greiber, Graduate Student at UW-Whitewater
When I decided to become a school counselor I was clear on one thing: if I can give students life skills and self-esteem, then I have given them a large part of what they need to succeed both in and out of school. That was the easy part. It was more difficult to find the same clarity on how to go about giving that to each and every student I work with. That’s why when I went to the annual WSCA convention in 2014 and heard Tammy Holtan-Arnol, a school counselor in the Verona Area School District, speak about the Nurtured Heart Approach®, I knew I had to have more. At the time, I was a fifth grade teacher in the Oregon School District and I began implementing bits and pieces of the approach with students in my classroom and also led a book study of Howard Glasser’s book “Notching Up the Nurtured Heart Approach” with a small group of teaching colleagues. Immediately, I noticed improvement in the climate of my classroom, the positive behaviors of my students, and my own enjoyment of teaching. Since that first training, I have attended several more and have been lucky enough to become a certified trainer of the approach.
The Nurtured Heart Approach® is based on The 3 Stands™: Stand #1: Absolutely No! I will not energize negative behavior. Stand #2: Absolutely Yes! I will relentlessly energize positive behavior. Stand#3: Absolute Clarity: I will provide complete clarity regarding rules which have fair and consistent boundaries and consequences.
These three stands empower adults to redirect the way that they energize children (and other adults) in their lives. Rather than rewarding negative choices and behaviors with the gift of their relationship, they save the good stuff for positive choices and behaviors. I know this sounds like something you have heard before, but trust me, it isn’t. The approach teaches adults how to make the most of any moment, and instead of making mountains out of molehills, we can begin creating miracles from molecules. When you stop to think about ways in which we give our energy and relationship to students, chances are that most of the time it is around a negative behavior or choice. This is confusing to students, as they (most likely on a subconscious level) receive the message that the way to get the best out of us, meaning the biggest reaction, energy and relationship, is by making negative choices. Howard Glasser refers to this as “upside down” energy. Rather than waiting for something to go wrong in order to give a big reaction, why not consistently energize and recognize students for what is going great in any moment? Lecture students on how much respect they are showing when they wait in line patiently rather than lecturing them on how little respect they are showing when they push and shove a classmate in line. When do you think the student is more likely to be listening and absorb what you are saying?
This approach has made my work with students meaningful on a deeper level than ever
before. I can recognize them for their greatness in any moment. A student may come to meet with me in a one on one setting and tell me how much he wishes he didn’t have to be there. I can then tell him that in that moment I see that he is feeling upset about having to come to my office and yet he is there. That shows his respect and responsibility. Rather than coming in and not saying anything or yelling and throwing things, he had the courage to be honest and tell me what he was feeling. The Nurtured Heart Approach has changed the way I see things, and guess what? I can see and name the great things about any student, and that has led to my own greatness revolution. I save myself for the greatness I see and create everywhere. The students I work with have begun to do the same thing and I am seeing transformations in the way that they carry themselves and interact with the world around them. They have improved self-esteem and life skills. They are in the midst of transformation.
“Don’t be fooled by the name of the approach,” Howard Glasser informed a room full of trainees in Madison at the beginning of April, “It is a warrior approach.” This approach is not for the weak. It will provide you with a tool to get through to even your most difficult students, but you have to make the commitment.
I dare you to give it a try. How long can you go without feeding negativity with your energy? I bet that once you enter the greatness revolution, you won’t want to stop. And if that’s the case, then you can find more resources and information on the Children’s Success Foundation’s website: http://www.childrenssuccessfoundation.com/. And please feel free to contact me for area trainings and opportunities: firstname.lastname@example.org.
To your greatness!
Theme: Data and Evidence-Based Practices
The following tool was discovered by our Executive Director, Stacy Eslick. It comes from The National Implementation Research Network and The State Implementation & Scaling‐up of Evidence‐based Practices Center (SISEP) website and is an exceptionally useful tool in evaluating the readiness for successful implementation of evidence-based practices to improve education. Titled “The Hexagon Tool”, it helps districts/schools systematically evaluate new and existing interventions across six broad factors: needs, fit, resource availability, evidence, readiness for replication and capacity to implement. The tool is shown below. For more information on using this tool and many other amazing resources, please visit The State Implementation & Scaling-up of Evidence-based Practices Center at http://sisep.fpg.unc.edu/tools-and-resources/home .
Blase, K., Kiser, L. and Van Dyke, M. (2013). The Hexagon Tool: Exploring Context. Chapel Hill, NC: National Implementation Research Network, FPG Child Development Institute, University of North Carolina at Chapel Hill.
Katie Nechodom, Graduate Student Co-Coordinator
In just 27 days, I will transition from an intern and graduate student to a professional school counselor. Throughout the last year, I have been interning at Little Chute High School District and have been a leader in their Academic and Career Planning team and have thoroughly enjoyed getting to understand the life of a middle and high school counselor. Additionally, I have been interning at Wrightstown Elementary School and love getting into the classroom to reach every student.
This year, I have served as the WSCA Graduate Student Co-Coordinator with my wonderful colleague and friend, Sara Rollin. I have learned so much this past year related to WSCA and the school counseling profession. Next year, I have the incredible opportunity to still be involved with WSCA as the Scholarship and Professional Recognition Coordinator. I am excited to continue to grow and learn from those who are leaders within our profession!
Sara Rollin, Graduate Student Co-Coordinator
I am currently a graduate student at Lakeland College's Madison Center. I just wrapped up my first semester of internship at Patrick Marsh Middle School in Sun Prairie, where I have had an amazing experience. I am looking forward to working with elementary and high school students at my next internships in the fall...once I figure out where those will be!
I have loved getting to serve as the graduate student co-coordinator for the WSCA team this past year. I have learned so much about our profession and have had some amazing opportunities come up as a result of my involvement in WSCA. As my term is coming to an end, I'm planning to channel all of my free time into my portfolio and then to job hunting after I graduate in December!
WSCA 10th ANNUAL SUMMER LEADERSHIP ACADEMY REGISTRATION IS NOW OPEN!
2016 Summer Academy- Cultural Competencies in Comprehensive School Counseling Programs
CESA 1 Conference Center – Pewaukee
Tuesday, July 26th
, 2016 from 9:00 a.m. - 4:00 p.m. (includes lunch)
Session Details: Exploring Culturally Responsive Practices in Systems of Support taught by the Wisconsin RTI Center
. In this exploratory session, school counselors will consider the purpose behind engaging in culturally responsive practices within supports. We will explore concepts of self-awareness and implicit bias. We will also examine strategies for validating and affirming who students are as well as ways to respectfully build and bridge connections to students’ families and communities. Participants will be given time to reflect and consider ways to own and apply this work back in their schools. Mark Kuranz will be speaking in the afternoon about how to apply participant’s knowledge into their programs.
Early bird special until May 31st, 2016: WSCA Member $55; Non-member $65
- WSCA Member: $65
- Non-Member: $75
- Grad Student Member: $40
** One Graduate Credit
will be offered through Viterbo University for $200.00
Course payment & registration are separate from the workshop registration.
Thank you to our host site CESA 1!
If you would like to learn about sponsorship opportunities for WSCA’s Summer Academy, please contact Aria Krieser, Professional Development Chair, at: email@example.com
WSCA Fall Summit Information
CESA 4 Conference Center – West Salem, WI
Friday, October 21st
, 2016 from 9:00 a.m. - 4:00 p.m. (includes lunch)
Session Details: Mental Health in Schools
. Jennifer Muehlenkamp is a national expert on suicidal behavior and non-suicidal self-injury (NSSI) in youth. Participants will learn best practices and interventions to support students with non-suicidal self-injury, depression and anxiety in the school environment.
** One Graduate Credit will be offered through Viterbo University for $200.00
Course payment & registration are separate from the workshop registration.
Registration will be open soon through www.wscaweb.org, or through the membership portal
We want your submissions in the following areas:
- Feature Articles: There are monthly topics related to WSCA’s Ends Policies (upcoming topics to be covered include The Ethically Minded Professional School Counselor and Mental Health in Our Schools). Articles tend to be no more than 2 pages in length, 12 font double-spaced.
- Tips for Best Practice: Anyone can submit for this section! It should be no more than 500 words (roughly two pages, double-spaced) and offer practical ideas that can be implemented right away. Examples include an innovative small-group idea that worked well for your students or a great classroom management strategy that you’ve used during lessons. Short and easy to use is the goal for this writing.
Send questions/articles to firstname.lastname@example.org
and the Editorial Board will let you know when it will be used. Don’t be afraid, be published!