Academic and Career Planning
Small and rural schools are already masters of the ACP concept!
We know our students well and work to promote their skills and interests.
"Academic and Career Planning, or ACP, 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." DPI website
Our teachers in every subject area make connections with students to help guide them through the stages of finding a career plan that is the best fit for them. It starts early with students knowing their strengths and interests. Throughout the process family, community, businesses, and other caring adults are also involved in helping each student reach their goals.
This is a team approach!
Which students will participate in ACP?
All students enrolled in grades 6 through 12 in a public school district will participate in ACP. This also includes students with disabilities who have Individualized Education Programs (IEP)/Post-secondary Transition Plans (PTP), as well as students with Section 504 Accommodation Plans, English Language Learners, students who are Gifted and or Talented, students who are homeless, and students considered neglected and delinquent.
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.
What role do teachers have in the ACP process?
For Ladysmith, teachers in every subject area make connections with students and help guide them through the stages of finding a career plan that is the best fit for them. It starts early with students knowing their strengths and interests. Staff bring in guest speakers from the community, Technical Schools and Colleges to enhance their curriculum.
Students in grades 9-12 are meeting weekly with teachers to check grades, missing assignments and attendance. Students in grades 6-8 have a daily homeroom time with teachers. The focus of this time is to build relationships with students in hopes of increasing students attendance, grades and confidence in the classrooms.
How will professional development be implemented for the ACP committee?
Staff who co-lead the ACP Committee will attend ACP Conferences sponsored by the Wisconsin DPI. Support for delivery of ACP curriculum will be provided via staff meetings, in-services and learning opportunities through Career Cruising and CESA 10. There will be local training of all applicable teaching staff regarding the software and lessons to be utilized.
What is the community’s role in the ACP process?
It will be 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; job-shadow, 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 should leverage common goals and partnerships. Local and regional partnerships provide a means to collaborate and support mutual goals.