If the ACP goal that your team selected was "Develop or enhance opportunities for students to learn how to write resumes and cover letters", these four resources will help with guiding the development of these documents.

If the ACP goal that your team selected was "Develop or enhance Mock Interview opportunities for students", please take advantage of these five resources.

If the ACP goal that your team selected was "Develop or enhance ACP Final Project presentation opportunities for students"2, these resources will help with the development.

If the ACP goal that your team selected was, "Integrate SEL into ACP", these five resources will be of use to you.

If the ACP Goal that your team selected was "Enhance or expand financial literacy in ACP", these five resources will be of help to you.

If the ACP goal that your team selected was, "Create an ACP Graduate Profile", these seven resources can help your team engage community to define your district's customized graduate profile. Use these tools and resources to guide your development.

Final Projects have been identified as one of the most impactful ACP practices, according to the WEC survey on Wisconsin ACP programs. Use this Community of Practice presentation to learn from a number of school districts about their ACP final projects.

Use this Community of Practice webinar to create a district graduate profile which incorporates social and emotional learning and employability skills to best prepare your students for their next steps in life.

Employers share that employability skills are often the most essential skills that an employee can possess (or lack). Find out how your district can address employability skills through the adoption of  Social Emotional Learning competencies.

Students today face a multitude of factors affecting their personal and academic wellbeing. Poverty and homelessness, food insecurity, substance and alcohol abuse, social pressure and anxiety and depression all impact a student’s ability to learn, not to mention the acute struggles that have arisen from the COVID-19 pandemic exacerbating the pressures students feel on a daily basis. Widely viewed as an integral part of the American education system, social-emotional learning (SEL) helps young people navigate the challenges and stressors of life in and outside the classroom.

The purpose of this brief is to introduce a developmental framework for states working to systemically integrate evidence-based social and emotional learning (SEL) with career and workforce development efforts.

All students need support to find their pathways to a fulfilling and successful life after high school. No matter what their abilities are, students need access to high-quality education and should graduate prepared for the best future that awaits them. In addition to core academics, students need to develop the attitudes, skills, and knowledge to be prepared for their futures.

Students who are receiving Special Education services deserve no less than their general education peers, and may require additional support along the way.

Whether it is considered part of IEP transition planning or broader college and career readiness initiatives, future planning for students in Special Education must be student-centered, giving them a voice in the process.

The purpose of the Individualized Education Program (IEP) is to decide on the educational placement for an individual student. For a secondary student with a disability, one option for vocational skill training is enrolling in a career and technical education (CTE) program at a Career and Technical Center (CTC) or high school. There, secondary students with disabilities can pursue employment and continued education or training as a goal after high school. To make certain that a CTE program is the appropriate choice, the student, the student's family, and the rest of the IEP team should ensure that the student's interests, strengths, and needs are aligned with the available CTE programs. All IEP team members should be aware of the information regarding special education and CTE programs.

Secondary CTE has long been a viable pathway for developing the skills of students with disabilities (SWD) and preparing them for the future. Changes in Perkins V and an increasing emphasis on college and career readiness for all students are bringing the needs of SWD to the forefront of the CTE conversation.

In 2019, ACTE joined Penn State University’s Workforce Education program and the National Technical Assistance Center on Transition (NTACT) to host a five-part webinar series that took a deep dive into programs, practices and partnerships among CTE and special education practitioners that support SWD in CTE. You can view this series for free at CTE Learn. Click on the CTE Learn link on this page and follow the registration information to access the webinars.

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.