If the ACP goal that your team selected was "Investigate student ACP accountability measures (giving credit, graduation requirement etc.) and develop a proposal to enhance student ACP accountability in the district", then these give resources will be helpful in establishing your accountability goals.
Evaluating and refining your ACP program should be done as part of your continuous improvement process.This toolkit, intended for district or building leaders, provides the following quality tools and guidance so you don’t have to “reinvent the wheel” to carry out an ACP program evaluation.
This easy-to-use tool will help your district's career readiness team reflect on your ACP infrastructure, develop an ACP Graduate Profile, and map out your ACP components while identifying which components all students should access before graduating. By the end you will be ready to set goals related to your ACP implementation that will help you create a custom ACP Professional Development Plan for your district!
A local school district Education for Employment program must provide students with information and opportunities that lead to:• Career awareness at the elementary levels• Career exploration at the intermediate level• Career planning and preparation at the high school grade levelsUse this Community of Practice presentation to learn how to make sure your district's ACP plan aligns with state Education for Employment legislation.
Academic and Career Planning (ACP) is a part of Wisconsin’s Education for Employment (E4E) program outlined in s. 121.02(1)(m) Wis. Stats., and is sometimes referred to as (administrative rule) PI26. In this guide, we refer to the plan that is required by administrative rule to be published annually by school districts as your “ACP/E4E Plan.”This guide is intended to help school districts understand all the legal requirements prescribed as part of the E4E/ACP plan. Table 1 outlines the required components and provides potential activities and resources that will help districts meet the requirements.
