Labor market information (LMI) is a critical yet often overlooked component of academic and career planning. LMI can help school districts develop cutting-edge CTE programs by uncovering the skills students will need in the future. In addition, LMI can help students understand which jobs are most likely to be available and well-compensated. This page provides state and regional LMI for both school districts and individual educators to help students become college and career ready!

This case study is one of three describing the development and implementation of social and emotional learning (SEL) integrated with career and workforce development efforts in Delaware, Kansas, and Wisconsin.

Wisconsin’s journey is an exemplar for other states looking to do this work. While every state has its own context, Wisconsin’s emphasis on developing inter-agency and cross-sector collaboration, leveraging strong foundations of existing career and workforce development efforts, and supporting practical implementation at the district level are key elements of systemic integration of SEL.

Non-traditional Occupations - In this video, we'll interview Amy Morales, Wisconsin Department of Natural Resources Liaison Forester.

In this video, we interview, Alyssa Hornick, a Landscape Architect and Designer with McDonald Property Services

In this video, we interview Holly Nowak, Construction Project Manager at MIRON Construction

Non-traditional Occupations - I sit down with Kristie Heckendorf-Paul, Mosinee High School Tech Ed instructor and one of her welding and Youth Apprenticeship students, Casey Gunseor.

Non-traditional Occupations - I sit down with Angela Smith, Journeyman Tool and Die Maker at Greenheck Group.

Non-traditional Occupations - I sit down with Morgan Wirkes, Engineering Specialist at Greenheck Group.

Non-traditional Occupations - In this video, I'll interview Yamilex Jaramillo, Senior Sales Engineer with Greenheck Group.

In this video, we interview Shauna Walesh from the Green Bay Metro Fire Department

Work Makes the World Go Round is an original song written and performed by George Dennehy in collaboration with the Virginia Department for Aging and Rehabilitative Services, The VR Workforce Studio Podcast and Wilson Workforce and Rehabilitation Center Foundation’s Partners in Podcasting.

Prepárate a Servir: Advanced Spanish for Patient Care is a level three LOTE (E) course developed using the new CTE content standards and aligns with the Patient Care pathway standards within the Health, Science, Medical Technology CTE sector. Using Spanish as the medium of instruction and learning, students demonstrate an understanding of the issues and considerations that apply to this industry sector, and undertake practical research that enables them to map their interests and skills in the healthcare/patient care career sector. Beginning with an introduction to healthcare systems, foundational anatomy and key terminology in the field, the course builds applied knowledge progressively, moving through units on communication and cultural sensitivity in the workplace into issues of health and safety and legal/ethical considerations. The course culminates with career exploration and healthy living units, enabling students to put their knowledge into practice with community and professional partners. Students employ situationally and level-appropriate Spanish as the means of communication as they study the concepts and principles of the healthcare industry. 

These versatile job flashcards are a great tool to help students learn how to say different jobs and careers in Spanish and English.There are two different kinds of job flashcards. There are those that have an image of a person working in a particular job, along with a clear label stating what their job is in English. Then for each job there is a matching card in Spanish, except without the picture and including both the feminine and masculine words.

Collaboration with AP Environmental Science CourseThe following are examples of recent bilingualism in the community projects by Spanish, AP Environmental Science (APES), business and building trades students in cooperation with  community partners. Each project is linked to the United Nations Sustainable Development Goals (UNSDGs) and the intent is to offer students a wide variety of projects and opportunities to work with professionals in a variety of fields that align with students’ college and career interests (marketing/business, health care, non-profit organizations, conservation, education, etc.). Each of the project groups has students from both IB Spanish and APES. We have about 12 teams working on different client projects each year.

Le Français 3 et Marketing prepares students for the challenges of an increasingly global workplace or post-secondary education. Students have a real-world dual opportunity to advance their French language proficiency while developing and applying foundational concepts of marketing. Students develop their French speaking, writing, listening, and reading skills as they progress through the units, which include: French Consumer Life (looking at business fundamentals and marketing trends), Francophone Retail Markets (emphasising economic concepts, business and marketing ethics, and pricing), French Food & Cuisine (through market distribution, pricing, and promotion), and finally International Travel (with an emphasis on valuing and pricing goods and services, marketing trends, and international business concepts). Students show their mastery of these concepts by using French throughout the course, in group project presentations, writing reviews of group presentations, reading short stories in French and discussing the Marketing topics contained therein, and through examinations.

This course meets the standards of a third year Native Speaker Spanish course while incorporating Health Science and Medical Technology (HSMT) themes, with a focus on the Public and Community Health Pathway.  Taught exclusively in the target language, this course begins with a focus on personal health, then broadens the context and scope to include family, community and public health, and health careers. Students acquire knowledge of a range of public health issues including physical, mental and social.  They apply their understanding of public policies to promote health-positive behaviors among individuals, families and the community. Through a range of real-world situations, students demonstrate understanding of culturally appropriate Spanish and the nuances of language across the Spanish-speaking world, as they engage in advanced listening, speaking, reading and writing activities.   Students use a full range of academic Spanish vocabulary, with emphasis on health terminology, in present, past, future, subjunctive and perfect tenses.

Spanish 4 for Patient Care: ¡Socorro! is a level four LOTE (E) course developed using the new CTE content standards and aligns with the Patient Care pathway standards within the Health, Science, Medical Technology CTE sector. Medical caregivers must be able to communicate with the Spanish-speaking patient on a medically and linguistically appropriate level. Students will build a framework for practice with management of health-related situations such as an infectious disease outbreak, treatment of injuries, cardiopulmonary complications, and diabetes. From this established foundation of common scenarios encountered in medical settings, students will incorporate standard medical terminology, knowledge of anatomy and physiology, and patient assessment with clear, accurate Spanish communication in an effort to fuse the medical responder with the medical communicator. This hybrid Spanish-Healthcare provider responder represents the future of accurate, responsible healthcare, paving a road to uncompromised medical services for the Spanish-speaking patient.

Students will complete a job shadowing experience and use this form to reflect upon their experience.