September 2024
Table of Contents
A Message from the WSCA Executive Director
Welcome back to a new school year! Even though it has been hot the past week, the excitement of fall is in the air. I am so excited to share a new opportunity for Wisconsin school counselors to receive training, supervision, mentoring, and coaching support through all stages of their careers. You can find more details about this here.
~Stacy Eslick
A Message from DPI
Congratulations to Ana Celia Báez for being named Wisconsin’s representative for the CCSSO – The Council of Chief State School Officers National Teacher of the Year Program!
Entering her 12th year as a school counselor at Wisconsin’s largest bilingual high school, South Division in Milwaukee Public Schools, Ana has worked with students to identify and remove barriers standing in the way of pursuing opportunities and achieving academic success.
She also created an in-house scholarship fund with the goal of alleviating some financial burden on students who aspire to continue education after graduation.
Ana says, “This recognition highlights the dedication, resilience, and the passion educators bring to their work every day. As a bilingual school counselor, this is more than just a career — it’s a calling to empower and uplift students, helping them uncover their strengths and potential.”
Ana was selected as the state’s representative earlier this week by a committee composed of educators, representatives from partner organizations, and past Wisconsin Teachers of the Year.
A Message from the WSCA Board of Directors
Welcome Back to Another School Year My Friends and Colleagues!
As we stand on the threshold of a new academic year, it’s a moment to reflect, recharge, and reengage with our mission of supporting the well-being and success of every student. Welcome back to another school year filled with opportunities, challenges, growth, and fun!
Each new school year brings a sense of renewal and the chance to reset our goals. Take this time to reconnect with your personal passion for counseling and reaffirm your commitment to fostering a supportive and inclusive environment. The beginning of the school year is a favorite time to reconnect with students, families and colleagues; one of my favorite things about a new beginning every school year!
Collaboration is at the heart of our work. The beginning of the school year is when we reach out and begin the school year identifying where we will offer our support and ensure we are providing the needed leadership in our schools.
As school counselors we promote mental health, wellness, and resilience into our counseling program. We encourage and support students in developing coping skills, mindfulness practices, and goal-setting techniques. By fostering resilience from the start, you help equip students with the tools they need to navigate challenges effectively.
Celebrate the many successes, both big and small, you will have throughout this school year. Take time to acknowledge your achievements and those of your students. Celebrations can be a powerful way to build morale and reinforce the positive impact of your good work.
As we embark on this new school year, let’s embrace the opportunities that lie ahead and support each other in our shared mission. Your dedication and passion make a profound difference in the lives of the many students we serve in the great state of Wisconsin. Here’s to a successful, fulfilling, and impactful year ahead!
~Karla Vinci
ASCA Connections
2024–2025 Health and Education Awareness Dates Calendar
Are you looking to align some of your school counseling activities with national awareness dates? Here are the dates for everything from Suicide Prevention Awareness Month to National Coming Out Day, National Career Development Month to Human Rights Day.
New Board Members
Congratulations to the newly elected ASCA Board of Directors members, who take office October 1, 2024, for a three-year term:
- Joseph Batiano, school counselor, Rhode Island School for the Deaf, Providence, RI.
- Matthew Berry, coordinator of school counseling, Rockwood School District, O’Fallon, MO.
- Christy Welch, school counselor, Journey Middle School, Charlottesville, VA. (elected to a second term)
Feature Article
A New Era in Student Preparation: Embracing Career Readiness for All
Karin Smith, Dual Enrollment Education Consultant, Wisconsin Department of Public Instruction
As school counselors in Wisconsin, we’ve witnessed significant changes in how we prepare students for life after high school. Gone are the days when our primary focus was guiding students towards either college or a career. Today, we find ourselves at the forefront of a paradigm shift that reimagines student success in a rapidly evolving world.
Historically, our educational system operated on a “College OR Career” model. Students were often tracked into one of two paths: college preparation or vocational training. This approach served its purpose in an era of lower college tuition and less job mobility. However, as the 21st century dawned, educators recognized the need for a more inclusive model.
The “College AND Career” paradigm emerged as a response to this need. This model aimed to prepare students for both higher education and the workforce, allowing them to choose their path upon graduation. While more inclusive, it still heavily emphasized a college degree as the gold standard of success.
Now, we’re entering a new phase: “Careers, Community, and Lifelong Learning.” This paradigm recognizes that a fulfilling career is the ultimate goal for many students–whether that takes them through college, into the military, or directly into the workforce. It honors all types of postsecondary education and training, acknowledging that success can take many forms. Most importantly, it prepares students for lifelong learning throughout their careers, equipping them with the skills to adapt in our rapidly changing world.
This shift aligns perfectly with Wisconsin’s legal requirements for K-12 career readiness. State Statute 121.02(1)(m) and administrative rule PI 26, referred to as “Education for Employment.” Starting with the 2017-18 school year, Education for Employment included new requirements for school districts to provide academic and career planning services for students in grades 6-12. These regulations recognize that career readiness is not a one-time event but a continuous process that begins early in a student’s educational journey.
Importantly, this academic and career planning approach also presents an opportunity to address equity issues in our schools. By valuing diverse paths to success and starting career exploration early, we can help all students–regardless of their background–discover and pursue their passions. This approach can be particularly empowering for students from underrepresented groups who may not have seen themselves represented in traditional career paths.
By embracing this new paradigm, we can better serve all our students, helping them develop the skills, knowledge, and mindset they need to thrive in an ever-changing world. As school counselors, we have the privilege and responsibility to guide our students through this journey, ensuring they are truly prepared for careers, community engagement, and lifelong learning.
You can learn more about academic and career planning at https://dpi.wi.gov/acp.
This article was drafted with the assistance of Claude, an AI language model developed by Anthropic.
DPI Connections
Guaranteed Admissions Waiver Availability (2023 Act 95)
The DPI will consider school board requests to waive certain requirements listed in Wis. Stat. s. 118.58(2), specifically the provision detailing that “pupils shall be ranked on the basis of academic achievement and the sole criterion for ranking pupils shall be the pupil’s grade point average.” Using the DPI’s authority under Wis. Stat. s. 118.38, the DPI aims to provide flexibility to districts in how districts rank the top 5 and 10 percent of students to submit to UW-System under the Guaranteed Admissions Program as created under 2023 Act 95.
School boards should submit a waiver request to waivers@dpi.wi.gov using the waiver process spelled out on the DPI website. When considering whether to grant a waiver, the DPI will focus on the reasons why the district cannot comply with the requirements of Wis. Stat. S. 118.58(2), the district’s proposed alternative policy for determining the top 5 and 10 percent class ranking, and how achievement and academic results will be utilized to determine this ranking.
In considering these waiver requests, the DPI is hoping to assist districts resolve some common issues districts are running into under Wis. Stat. s. 118.58(2), including, but not limited to:
- How to resolve ties between students for the top 5 or 10 percent provisions
- How to apply competency-based grading
- How to implement weighted or non-traditional GPA systems
Any questions should be sent to waivers@dpi.wi.gov
Update on the Training for the Mandated Reporting of Child Abuse and Neglect
DPI continues to work closely with local and state-level partners to review and revise the training which was released on August 2, 2023. This type of thoughtful revision takes time and we do not anticipate an update to the training materials during the 24-25 school year. Please plan upcoming staff training using one of the two versions available on our Child Abuse and Neglect Training webpage. The old training (the 2021 version) maintains the previous standards for reporting judgment for educators.
To provide clarity for staff trained with either of the current versions, we are providing a handout on an Overview of Key Information for School Staff as Mandated Reporters of Child Abuse and Neglect. Additionally, for school leaders and interested parties, we are providing a document outlining the reasons for the changes to this training in the first place titled, Background on Revisions to the Training Content for School Staff as Mandated Reporters of Child Abuse and Neglect.
Anti-Human Trafficking Webinars for School Staff 2024-25
The Department of Children and Families, in partnership with DPI, will again provide free learning opportunities in the 2024-25 school year. The two sessions are:
- ‘It Happens Here’ Facilitation Guide & Lessons: Training for School Staff & Other Professionals Supporting Anti-Trafficking
- ‘It Happens Here’ Documentary Community Screening & Discussion
Educational Stability for Students in Out-of-Home Care: Basics for Points of Contact
The Department of Public Instruction and Department of Children and Families Educational Stability for Students in Out-of-Home Care Workgroup will be hosting a Lunch and Learn to cover the basics of these provisions in ESSA, dive into best practice considerations, and answer questions/provide resources to support Points of Contact. While this session will cover information most helpful to Points of Contact, all interested individuals are invited to attend.
This session will be held on Tuesday, September 17, 2024, from 12-1 p.m. Click here to register. This lunch and learn will be recorded. Questions about this event can be sent to kimberly.jenkins@dpi.wi.gov.
Understanding Youth – Serving Systems for School Staff
This series will help staff better understand the structure, goals, and processes of systems that serve students. Presenters will share information and resources to support school staff who may wish to connect with their system in support of a student or family. Click here to register for one or more free sessions. Sessions are recorded and made available to registrants.
- September 20 from 9-10 a.m.; Youth Justice with Alana Peck, Youth Justice Policy Coordinator, Department of Children and Families (DCF)
- October 4 from 9-10 a.m.; Juvenile Court System – CHIPS and Minor Guardianships with Kristen Wetzel, Legal Advisor, Children’s Court Improvement Program
- October 18 from 9-10 a.m.; Out-of-Home Care with Moe Green, Program and Policy Analyst, DCF
- November 1 from 9-10 a.m.; Youth Detention & Secure Treatment Centers with Lance Horozewski, Assistant Administrator of the Division of Juvenile Corrections, Department of Corrections
Required School Staff Trainings
The following trainings are required in state or federal law for some or all school staff. Specific requirements are described below. This is not an exhaustive list of all required trainings that school districts need to implement (for example, there are training requirements related to the McKinney Vento Homeless Assistance Act and Title IX of the Education Amendments of 1972). School district leaders should review local, state, and federal statute and grant requirements that pertain to their employees. School districts may also set additional required training for employees based on local needs.
- Mandatory Reporting of Child Abuse and Neglect
- Mandatory Reporting of Threats of School Violence
- Bloodborne Pathogens
- Medication Administration
- Safety Plan
- Student Records and Confidentiality
- Suicide Prevention Model Notice
- Physical Restraint
Additional information can be found on the DPI Required Training webpage.
You Spoke, We Listened
Constructive Dialogue Institute – Free Resources for High Schools
The Constructive Dialogue Institute offers free resources for individual educators designed to cultivate trust, foster belonging, and facilitate dialogue on challenging topics. Scroll down to the bottom of the webpage for more information.
High-Leverage Practices
High-leverage practices are the fundamentals of teaching. These practices are used constantly and are critical to helping students learn important content. The high-leverage practices are also central to supporting students’ social and emotional development. These high-leverage practices are used across subject areas, grade levels, and contexts. They are “high-leverage” not only because they matter to student learning but because they are basic for advancing skill in teaching.
Education for Employment Law Is More Than ACP and Includes Elementary Career Awareness
Were you aware that Wisconsin Academic and Career Planning is required under the Education for Employment law (PI 26.03)? Notably, we focus on ACP for 6th-12th grade, however, the law includes more than ACP such as career development for elementary through high school students, connecting with parents and partnering with business, industry and the community. As many schools are rebuilding their ACP post Covid, counselors at all levels are encouraged to understand the legal requirements of career development in Wisconsin. Looking for professional development to meet these requirements? Check out the “College Counseling Institute” and “It’s Never Too Early! Academic and Career Planning in Elementary” Preconference workshops!
PI 26.03 Education for employment program.
(1) An education for employment program shall include a long-range plan approved by the school board and developed by a team of school district staff and community stakeholders, which may include businesses, postsecondary education institutions, and workforce development organizations. The long-range plan shall include all of the following:
(a) An analysis of local, regional, and state labor market needs and the educational and training requirements for occupations that will fill those needs.
(b) A process used to engage parents in academic and career planning. The process shall do all of the following:
- Inform parents in each school year about what academic and career planning services their child receives.
- Provide parents with multiple opportunities during each school year to participate in their child’s academic and career planning.
- Update parents throughout the school year on the progress of their child’s academic and career planning.
(c) A description of all of the following:
- How, in each year of the plan, the school district will support pupils in academic and career planning, including meeting the requirements under subs. (2) and (3).
- The career and technical education provided in the school district.
- The professional development provided to staff to assist staff with delivering academic and career planning services to pupils in grades 6 to 12.
- How the education for employment program will meet the requirements of s. 121.02 (1) (m), Stats.
(d) A strategy to engage businesses, postsecondary education institutions, and workforce development organizations in implementing the education for employment program.
(2) An education for employment program shall provide pupils with information and opportunities that lead to all of the following:
(a) Career awareness at the elementary grade levels, including developing an understanding of the following:
- Why people work.
- The kinds of conditions under which people work.
- The levels of training and education needed for work.
- Common expectations for employees in the workplace.
- How expectations at school are related to expectations in the world of work.
(b) Career exploration at the middle school grade levels, including developing an understanding of the continuum of careers across work environments, duties, and responsibilities and how a pupil’s personal interests and skills relate to those careers. Career exploration may also include work-based learning experiences and career research identifying personal preferences in relation to occupations and careers pupils may pursue.
(c) Career planning and preparation at the high school grade levels, which shall include the following:
- Conducting career research to identify personal preferences in relation to specific occupations.
- School-supervised, work-based learning experiences.
- Instruction in career decision making.
- Instruction that provides for the practical application of academic skills, applied technologies, economics, including entrepreneurship education and personal financial literacy.
- Pupil access to career and technical education programs, including programs at technical colleges.
- Pupil access to accurate national, regional, and state labor market information, including labor market supply and demand.
- Instruction and experience in developing and refining the skills and behaviors needed by pupils to obtain and retain employment.
(3) Beginning in the 2017-18 school year, an education for employment program shall provide pupils in grades 6 to 12 with academic and career planning services, including providing each pupil with all of the following:
(a) Individualized support, appropriate to the pupil’s needs, from school district staff to assist with completing and annually updating an academic career plan.
(b) If a pupil is a child with a disability, the pupil’s academic and career plan shall be made available to the pupil’s individual education program team. The pupil’s individualized education program team may, if appropriate, take the pupil’s academic and career plan into account when developing the pupil’s transition services under s. 115.787 (2) (g), Stats. PI 26.03(3)(c)(c) Access to an academic and career planning software tool that allows pupils to engage in career exploration and career planning and preparation.
(d) Access to a formal process for connecting pupils to teachers and other school staff for assistance with the development and implementation of each pupil’s academic and career plan.
Legislative Updates
Free ASCA Toolkit
Election Conversations: The School Counselor’s Role. An election year brings the potential for charged conversations. All students have the right to attend a safe school environment where views can be discussed with dignity and respect in a manner that is free from abuse and harassment.
2024-2025 Professional Development
Conference Information & Updates
Counselor Connections
Members Corner
