In many districts the ACP Coordinator, CTE Coordinator, and/or YA Coordinator may be the same person!  This timeline is meant to be a high level overview to help educators juggling these multiple roles.

If the ACP goal that your team selected was "Map out where ACP components are happening in our district and looks for gaps
based on our district's ACP Graduate Profile", here are four resources to help in developing a comprehensive plan.

If the ACP goal that your team selected was "Develop or improve our district's ACP scope and sequence", please explore these four resources for great content to add to each grade level's ACP experience.

If the ACP goal that your team selected was, "Integrate ACP/Career Readiness into grades K-5", please use these six resources, which will also help in meeting your Education for Employment (E4E) plan.

If the ACP goal your team selected was "Improve our district's ACP/Career Readiness Policies and Planning", these resources will help with statewide evaluation summaries, special populations success tips and getting started with Xello.

Whether you are a brand new CTE Administrator or an experienced Administrator new to CTE, thess lessons highlight the leadership and administrative skill necessary for the successful operation of CTE programs. The goal is to provide topics for you to explore further in your professional development and to equip you with a general knowledge of the world of CTE Administration.

The middle grades are a natural time for self-exploration and self-directed learning. The concrete ideas presented in this guide for how to infuse career exploration in both developmentally and academically meaningful ways are exciting for the opportunity they provide to transform the way educators approach schooling in the middle grades. Whereas educators sometimes associate career education as a narrower, vocational curriculum, this playbook highlights ASA’s more expansive view of career exploration – an opening up of students’ worlds rather than a narrowing into particular tracks.

When we talk about "creating your ACP calendar," we are really talking about four things: What ACP content will be delivered to all students in each grade level 6-12 during the year? When will students work on ACP content during the year? How will we ensure that ACP content is delivered as planned? Who will be responsible for each component?Use this Community of Practice presentation to build your district's ACP calendar.

Wisconsin's E4E legislation Act 20 requires that districts plan career awareness activities at the elementary grade levels, including developing an understanding of the following:1. Why people work.2. The kinds of conditions under which people work.3. The levels of training and education needed for work.4. Common expectations for employees in the workplace.5. How expectations at school are related to expectations in the world of work. The attached slide deck presented by Andréa Donegan, School Counseling Consultant at the WI Dept. of Public Instruction and Jenny Holle, Elementary School Counselor at the Burlington Area School District provides a wealth of linked resources to get your district started on their elementary career exploration journey.

These two Quick Listens are from Episode 22 in Season 2 of the Lessons in Adolescence podcast. Listen to more where ever you get your podcast or online at: https://education.virginia.edu/faculty-research/centers-labs-projects/youth-nex/remaking-middle-school/youth-nex-rms-podcast-page

This episode features a conversation with three authors of “Career Exploration in the Middle Grades: A Playbook for Educators,” which was developed in partnership between the Association for Middle Level Education (AMLE) and American Student Assistance (ASA). Stephanie Simpson is CEO of Columbus, Ohio-based AMLE, which represents tens of thousands of middle level educators across the country and offers a variety of resources, training and convenings for the field. Ashley Hemmy is manager of program engagement at Boston-based ASA, a 60 year-old national nonprofit and student loan guarantor organization which has expanded its mission to develop and invest in resources and tools to help students as early as middle school to explore their long-term career and educational goals. Julie DiPilato is a seventh grade science teacher in Barnstable, Massachusetts, where she developed an array of career exploration programming in her school.

Stephanie, Ashley, Julie and Jason talk about the career exploration playbook, how it came about, why career exploration is a perfect match for young adolescents and where it fits within schools. They then paint a picture of what career exploration looks like in the middle grades, how educators can use it to enhance their teaching, the ways AMLE and ASA are promoting the larger scale adoption of this practice, and the opportunities for career exploration in the field of education long-term.

Districts in the initiating phase of Academic and Career Planning are increasingly looking for a suggested calendar of ACP activities that can be used to fulfill the PI26 requirements for ACP. The following example calendar of activities can be a place to start. In the chart you’ll find:

* One 30-minute ACP time per month
* Activities which align to the Xello scope and sequence (which means alignment with high school suggested scope and sequence)
* Introduction to other online career research resources
* Some Xello interactive lessons which require students to save careers or interests as prerequisites--please follow the lessons in this order to have the correct prerequisites completed before the Xello lessons
* Struggling students may need additional time to complete activities, while accelerated students can choose from the optional activities for each grade if they complete the activity before class is done
* Optional activities which can be used for enrichment

Studies show middle school is the ideal time to let students try on new identities and step into real-world experiences. Every student deserves engaging career exploration to make learning relevant and open doors to future job possibilities!

So, what does it take to broaden exposure to rewarding careers for students who are limited by location or circumstance? Download Stride Learning Solutions’ white paper, "Why Career Exploration Should Begin in Middle School—and How to Make it Happen" to learn four keys to a successful, virtual middle school career exploration program. This link will take you to the landing page, where you will need to fill in your contact information in order to access the white paper.

Districts in the initiating phase of Academic and Career Planning are increasingly looking for a suggested calendar of ACP activities that can be used to fulfill the PI26 requirements for ACP. The following example calendar of activities can be a place to start. In the chart you’ll find:

* One 30-minute ACP time per month
* Activities which align to the Xello scope and sequence (which means alignment with high school suggested scope and sequence)
* Introduction to other online career research resources
* Some Xello interactive lessons which require students to save careers or interests as prerequisites--please follow the lessons in this order to have the correct prerequisites completed before the Xello lessons
* Struggling students may need additional time to complete activities, while accelerated students can choose from the optional activities for each grade if they complete the activity before class is done
* Optional activities which can be used for enrichment

In this document you’ll find a recommended grade-by-grade sequence for the lessons available in Xello mapped to the four stages of ACP. You’ll also see what students need to do before starting each lesson and an overview of what your students will learn in each one.We’ve suggested additional activities students can complete in Xello at each grade.