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Part I - WiCRS

Student Engagement & Wisconsin Future-Focused Career Readiness

March 6, 2025

Gwen Janke

Director of College & Career Readiness

WI Career Readiness Standards

Welcome to the 2024-25 Career Readiness Community of Practice! In this first module, we’re going to dive into the 'why' behind Wisconsin's Career Readiness Standards—exploring the skills that are critical for student success in today’s evolving workforce.

We’ll unpack the bigger picture of systems change and understand how career readiness plays a central role in shaping future-ready students. By the end of this session, you’ll have a clear sense of why these standards matter and how they can transform both student outcomes and the educator experience.

To make the most of this learning experience, we encourage you to engage actively by taking notes and reflecting on how the content applies to your unique context. Pause the video whenever you need to process the information or dive deeper into the provided resources. If you’re able, consider collaborating with colleagues or teams for richer discussions and shared insights. Finally, don’t forget to follow up on activities or supplemental materials and connect with your regional CESA for additional support. Let’s dive in!

As we journey through the Wisconsin Career Readiness Standards modules, you’ll have access to an optional resource: the WCRS Participant Workbook. This digital workbook is designed to help you engage more deeply with the content. It includes guided reflection questions, interactive activities, and space to document your thoughts and ideas as you move through the modules. While entirely optional, the workbook can be a valuable tool for translating what you learn here into actionable insights for your school or district. I’ll refer to specific sections of the workbook at key points, so feel free to use it in the way that works best for you—whether that’s jotting down notes, brainstorming strategies, or reflecting on how this content applies to your unique context. You are also able to print this workbook or use it as a fillable pdf. Let’s get started!

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“What skill do you wish you had learned earlier that you believe will be critical for students in the future?”

Welcoming Activity

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Career Readiness & Student Engagement

Understand the Causes of Gen Z & Gen Alpha Student Disengagement (Modules #1 & #2)
Recognize how WCRS Promote Engagement through Equity and Future Readiness (Modules #1 & #2)
Appreciate the WCRS Focus on Lifelong Learning and Future Readiness (Modules #1 & #2)

Learning Objectives

*CHECK OUT* - CESA 10 College & Career Readiness Website

https://ccr.cesa10.org/wi-career-readiness-standards

Let’s take a moment to review today’s objectives. These will guide our discussions and activities as we move forward.

Our first objective is to understand the causes of Gen Z and Gen Alpha student disengagement. We’ll explore the unique characteristics of these generations, what’s causing their disconnection from traditional schooling, and how the Wisconsin Career Readiness Standards, or WCRS, can help address these challenges. Our goal is to think about how to make learning more relevant and future-focused for our students.

Next, we’ll recognize how the WCRS promote engagement through equity and future readiness. You’ll learn how integrating career readiness skills into all content areas ensures that every student—no matter their background—is engaged now and prepared for the workforce of the future.

Finally, we’ll appreciate how the WCRS focus on lifelong learning and future readiness. We’ll discuss how the WCRS encourage a mindset of continuous improvement, helping students become lifelong learners who can adapt and thrive in an ever-changing job market.

By the end of today, you should feel confident in how the WCRS can directly impact student engagement and help foster future-ready learners.

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CESA 10 College & Career Readiness Website

*CHECK OUT* - CESA 10 College & Career Readiness Website

https://ccr.cesa10.org/wi-career-readiness-standards

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CESA 10 College & Career Readiness Website

*CHECK OUT* - CESA 10 College & Career Readiness Website

https://ccr.cesa10.org/wi-career-readiness-standards

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Gen Z (Born 1997- 2012) �& Gen Alpha (Born Early 2010s to mid 2020s)

Inclusive and Just
Creative and Innovative
Digitally Literate
Safety Conscious
Sleep Deprivation
Fragmented Attention

Socially Isolated
Reduced Social Skills
Emotionally Insecure
Lower Resilience
Heightened Anxiety

(Twenge, 2023)

Definition of Generation Z per Wikipedia

Definition of Generation Alpha per Wikipedia

As educators, we know that the world has changed dramatically over the past two decades—technological advancements, societal shifts, and global interconnectedness have transformed nearly every aspect of our lives. As adults, it can feel challenging to keep pace with the speed of these changes, but we need to consider how these shifts have affected our youngest learners, those in their most formative years.

We’re talking about two generations today: Gen Z, those born between 1997 and 2012, and Gen Alpha, born from 2013 onward. These students have grown up in a time of rapid transformation, and while these changes have equipped them with strengths—like being inclusive, digitally literate, and creative—the same shifts have also presented significant challenges.

For example, students today often face fragmented attention spans, a result of constant digital stimulation and multitasking. Many struggle with social isolation and reduced social skills, as digital interactions often replace face-to-face relationships. Sleep deprivation has become increasingly common, with our tech-driven world disrupting healthy routines. And perhaps most concerning, these students experience heightened anxiety, emotional insecurity, and lower resilience in dealing with adversity.

We see the effects of these challenges everywhere: in academic achievement, student well-being, behavior, and attendance. In many ways, our current education system has failed to fully address or adapt to these realities, and that’s why our work with the Wisconsin Career Readiness Standards is so crucial. We need to rethink how we engage, support, and prepare Gen Z and Gen Alpha to thrive in a world that continues to evolve at a breakneck pace.

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Quote

“The most immediate and persisting issue for students and teachers is not low achievement, but student disengagement.”

-Dr. Jal Mehta, Harvard Graduate School of Education

(Mehta & Fine, 2020)

This quote from Dr. Jal Mehta of Harvard's Graduate School of Education points to one of the most pressing and persistent challenges in our classrooms today: student disengagement.

While we often focus on test scores and academic achievement, the root issue runs deeper. Many students are simply not connecting with the learning experiences we provide. Disengagement is a sign that the system is failing to meet students where they are, and it’s preventing them from reaching their full potential.

Addressing this disengagement is not just about improving test scores. It's about making learning more relevant, creating environments where students feel seen and valued, and equipping them with skills that resonate with their future aspirations.

This is exactly where the Wisconsin Career Readiness Standards come into play. They’re designed to re-engage students by making their education more meaningful, more connected to the real world, and ultimately, more empowering.

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Gen Z Students (Aged 12-17)

41% feel uninterested in their learning at school.

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Gen Z Students (Aged 12-17)

51% do not feel challenged by their current K-12 program.

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Gen Z Students (Aged 12-17)

54% feel that school is not connected to their strengths.

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Youth Voice – Wisconsin YRBS Data

State of Wisconsin

Youth Risk Behavior Survey Results Show Students Self-Reported:

Anxiety - 51.6%

Depression - 35%

Self Harm - 20.9%

Considered Suicide – 18.6%

2023 Youth Risk Behavior Survey

But these small signs of disengagement—like not feeling challenged, uninterested, or disconnected from teachers—are contributing to a much larger issue: the widespread mental health crisis among Wisconsin’s Gen Z students.

According to the 2023 Youth Risk Behavior Survey, 59% of students are experiencing serious mental health challenges, with nearly 52% reporting clinically significant symptoms of anxiety. Depression affects about 35% of students, and unhealthy coping strategies—like non-suicidal self-harm—are alarmingly prevalent, with 21% of students engaging in self-harm behaviors.

Even more heart-wrenching, nearly 19% of students have seriously considered suicide. These are not just statistics; they represent real young lives, struggling to navigate an increasingly complex world.

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2022-2023 Academic Proficiency Scores

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2022-2023 Academic Proficiency Scores

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Absenteeism (Aged 12-17)

20% of students were chronically absent.

149,491

Students Considered Chronically Absent

Over 11 million days missed per year in Wisconsin

Finally, perhaps the clearest indicator of disengagement is the alarming rate of absenteeism in our schools. In Wisconsin, students are collectively missing over 11 million days of school each year. Nearly 150,000 students are considered chronically absent.

This is a stark reminder that disengagement is not just about what happens in the classroom—it’s about whether students are even showing up. When students don’t see the value in being at school, whether due to mental health challenges, lack of connection, or feelings of irrelevance, they simply don’t attend.

These numbers highlight the urgent need for systemic change—one that reimagines how we engage students, support their well-being, and prepare them for a future that looks very different from the one our current system was designed for.

�All of this data in turn demonstrates for us that Wisconsin students are not connected to their education, nor is it a source of engagement and well-being.

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CTE Graduation Rates

As we consider solutions to address the disengagement of students across Wisconsin, it’s important to spotlight career and technical education, or CTE, as a potential game-changer. The data tells a compelling story. In Wisconsin, students who become CTE concentrators—meaning they complete two or more CTE courses—are significantly more likely to graduate from high school. This not only underscores their engagement in coursework but also highlights the value of connecting learning to real-world skills and career pathways.

Career readiness programs, like those offered through CTE, provide students with hands-on, practical experiences that help them see the relevance of their education in shaping their futures. These programs can make learning meaningful and tangible, fostering a sense of purpose and commitment that we know are critical to engagement.

As we review the graph on this slide, we see clear evidence of the impact CTE has on student success. The increased graduation rates among CTE concentrators remind us that career readiness isn’t just about preparing for the workforce—it’s about equipping students to thrive, stay engaged, and achieve their full potential.

This data points us toward a solution—a way to rewrite the narrative of disengagement in Wisconsin schools. By investing in and expanding career readiness opportunities, we can create systemic change that supports our students, their families, and our communities.

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Disengagement Discussion Activity

What signs of disengagement have you seen in your students?

In what ways do you think Career Readiness could help?

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Quote

“For K-12 students, the most important predictor of whether they feel excited about and prepared for their future — even when controlling for demographic differences such as gender, race and household income — is the extent to which they feel engaged at school.”

This quote really highlights a critical point in our work:

“For K-12 students, the most important predictor of whether they feel excited about and prepared for their future — even when controlling for demographic differences such as gender, race, and household income — is the extent to which they feel engaged at school.”

It’s a powerful reminder that engagement isn't just about academic success. It’s about whether students feel connected to their learning, to their future, and ultimately, to the opportunities that lie ahead. Regardless of background, when students feel engaged, they’re more likely to feel hopeful and prepared for what’s next.

And that's why we're here today—because Career Readiness, and the Wisconsin Career Readiness Standards, are tools that can help us reignite that engagement and prepare students for the real-world challenges and opportunities ahead.

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Gen Z Students (Aged 18+)

35% of Wisconsin graduates did not feel that their K-12 education prepared them for the world of work.

Youth Voice in Career Readiness Findings

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Gen Z and College Prep

For students whose primary goal is

career readiness,

we’re missing the mark.

Gallup

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Let’s Take a Closer Look . . .

Gallup

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Let’s Take a Closer Look . . .

Gallup

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Workforce Skills Are Changing

Top 10 Skills on the Rise:

Creative Thinking
Analytical Thinking
Technology Literacy
Curiosity & Lifelong Learning
Resilience, Flexibility and Agility
Systems Thinking
AI and Big Data
Motivation and Self-Awareness
Talent Management
Service Orientation and Customer Service

"The demands of the modern workforce are evolving at an unprecedented pace, and with them, the skills required to succeed. While foundational abilities remain important, they are now joined by a new wave of competencies that emphasize adaptability, innovation, and collaboration.

Take a look at the top 10 skills employers are increasingly prioritizing: creative and analytical thinking, technology literacy, and systems thinking are just the beginning. Traits like curiosity, resilience, and agility help individuals thrive in uncertain environments, while understanding AI and big data ensures readiness for tech-driven roles. Skills in self-awareness, talent management, and service orientation reflect the growing need for emotional intelligence and interpersonal capabilities.

These aren’t just workplace skills—they’re life skills. As educators, it’s critical we align our teaching practices to prepare students for this new reality, equipping them to navigate and excel in a world where change is the only constant."

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Today’s Jobs Are Being Reskilled

According to a survey by the World Economic Forum, 69 million jobs will be created in the next five years, driven by new technologies and the green transition. But, these gains will be offset by 83 million jobs being put at risk by economic pressures and automation.

This means 25% of today’s jobs will be disrupted in the next five years.

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Projected Industry Shifts

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Career Readiness Matters to Students

Most students learn about career readiness activities from teachers.
Students need teachers to be engaged, excited, and encouraging during career readiness activities.
Students want:

Career readiness to start earlier and occur more often
Career readiness activities to be hands-on and interactive and include “real” people from the jobs they are interested in, to understand all their postsecondary education options

From 2022 DPI Youth Voice in Career Readiness Project

As we think about how we can re-engage our students and prepare them for the future, it’s important to consider what students themselves are asking for.

"Career readiness is a journey, and for most students, that journey starts with their teachers. Teachers play a critical role in introducing students to career readiness activities, and their level of engagement, enthusiasm, and encouragement directly impacts how students perceive these opportunities.

What students really want is for career readiness to begin earlier and happen more frequently. They’re looking for activities that are hands-on and interactive, giving them real-world insights. They want to connect with professionals in careers they’re curious about and explore all of their postsecondary education options. Our role as educators is to ensure these experiences are meaningful and accessible."

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Career Readiness Matters to Students

Students need to see how learning is relevant in all their classes.
Students are more engaged in their learning when they have more choice and voice.
High school graduates feel the most important skills to teach in K-12 are communication, critical thinking, and self- or time-management.

From 2022 DPI Youth Voice in Career Readiness Project

"Students need to understand how their learning connects to their future goals, and this relevance needs to be clear in all of their classes. When students see the value of what they’re learning, they’re more engaged and motivated. Providing them with opportunities for choice and voice in their education further enhances this engagement.

Additionally, high school graduates consistently emphasize the importance of teaching key skills like communication, critical thinking, and self- or time-management during their K-12 education. These are foundational skills that not only support academic success but also prepare students for life beyond school."

Ultimately, students are telling us they need to see how what they’re learning in class is relevant to their future careers. When students have more choice and voice in their learning, they are more engaged.

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Youth Voice in Career Readiness Findings (2022)

High school graduates feel the most important skills to teach in K-12 are communication, critical thinking, and self- or time-management.

Other skills that came up were self-confidence, independence, responsibility, growth mindset, diversity and inclusion, financial literacy, technology skills, basic home and auto repair skills.

2022 DPI Youth Voice in Career Readiness Project

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Career Readiness is Our Internal Advocacy Tool

Increases Sense of Belonging
Increases Engagement in Learning
Helps Students Find Relevance and Meaning in Their Education
Increases Academic Motivation
Ensures ALL Students have a Plan for Success after High School
Ensures ALL Students are Equitably and Better Equipped to Succeed

In a time when we are scrambling for answers and solutions, youth voice, community voice, and ongoing research indicates that a powerful tool is right in front of us. Career readiness is not just about skill development—it’s an internal advocacy tool for us as educators. It increases students' sense of belonging, re-engages them in their learning, and helps them find relevance and meaning in their education. Career readiness activities motivate students academically because they can see the connections between what they’re learning in school and their future. What’s most important is that career readiness ensures that ALL students—not just those bound for college—have a plan for success after high school. It’s about equity, making sure every student is equipped and prepared for their future, no matter what path they take. When we spread these messages within our systems, we not only grow knowledge about this powerful option, but we grow the capacity for more educators and educational leaders to center Career Readiness within our systems.

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Career Readiness is Our External Advocacy Tool

Strongly Aligned with Family Priorities
Increases Connections Between the School and Community
Community Support
Facilitates Healthy and Sustainable Local Economies
Bipartisan Legislative Support

Career readiness is also an external advocacy tool that supports us in spreading the message to our communities. It’s strongly aligned with the priorities of families—parents want their children to be prepared for life after high school. Career readiness also strengthens the connection between schools and the broader community. It supports healthy and sustainable local economies by ensuring that students are equipped with the skills that are in demand locally. Additionally, career readiness has broad bipartisan support in the legislature because everyone agrees: students should leave high school ready for the future. Career readiness, when implemented well, fosters community support, builds sustainable connections, and ultimately benefits everyone. Whatever the goals are of your community, career readiness can offer promising outcomes to help your community achieve those goals.

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Elevator Speech Activity:�Advocating for Career Readiness �

Objective: Create a persuasive, 1-minute elevator speech explaining why career readiness is crucial for today’s students. Eventually, we’ll be connected this to the WCRS standards as a tool for change.
Prompt: Imagine you’re in an elevator with a school administrator, district leader, or community stakeholder who is unfamiliar with the importance of career readiness.
Craft a powerful elevator speech that explains:

The Impact of Student Disengagement on Gen Z & Gen Alpha students
How Career Readiness can Support Gen Z & Gen Alpha now by re-engaging them through relevant and meaningful pedagogy shifts
Why Career Readiness is Essential for Gen Z & Gen Alpha’s futures

Now that we've reviewed the importance of career readiness for both students and communities, it’s time for you to practice your advocacy skills. Imagine you're in an elevator with a school administrator, district leader, or community stakeholder who isn't familiar with the importance of career readiness. You have one minute to explain why career readiness is crucial for today’s students and how the Wisconsin Career Readiness Standards (WCRS) can help address these needs. Focus on three key areas: the impact of disengagement on Gen Z and Gen Alpha, how career readiness can re-engage students, and why these skills are essential for their futures. Take a few minutes to craft a persuasive, 1-minute elevator speech. Once you're ready, take the time to practice and share it with someone in your group or your school site.

Thank you all for joining us today! We’re excited to continue this learning when we dive into Module 3, which will enhance our understanding of the development of the new Wisconsin Career Readiness Standards.

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Career Readiness in Wisconsin

Understand the Evolution of Career Readiness in WI (Module #3)

Recognize the Connections between Education for Employment (PI-26) and Academic and Career Planning (Module #3)

Understand the Development of the Wisconsin Career Readiness Standards (Module #4)

Explore Equity as a Core Tenet of the Wisconsin Career Readiness Standards (Module #4)

Revisit the Imperative for Centering Systemic Change (Module #4)

Learning Objectives

*CHECK OUT* - CESA 10 College & Career Readiness Website

https://ccr.cesa10.org/wi-career-readiness-standards

Let’s take a moment to review today’s objectives. These will guide our discussions and activities as we move forward.

Our first objective is to understand the causes of Gen Z and Gen Alpha student disengagement. We’ll explore the unique characteristics of these generations, what’s causing their disconnection from traditional schooling, and how the Wisconsin Career Readiness Standards, or WCRS, can help address these challenges. Our goal is to think about how to make learning more relevant and future-focused for our students.

Next, we’ll recognize how the WCRS promote engagement through equity and future readiness. You’ll learn how integrating career readiness skills into all content areas ensures that every student—no matter their background—is engaged now and prepared for the workforce of the future.

Finally, we’ll appreciate how the WCRS focus on lifelong learning and future readiness. We’ll discuss how the WCRS encourage a mindset of continuous improvement, helping students become lifelong learners who can adapt and thrive in an ever-changing job market.

By the end of today, you should feel confident in how the WCRS can directly impact student engagement and help foster future-ready learners.

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History of Career Readiness in Wisconsin

COLLEGE OR CAREER

Students prepared for one track.
Worked well an era with less job mobility and lower college tuition rates.

COLLEGE AND CAREER

Students prepared for both options so they can choose one by the time they graduate.
Focus on 4-year college only

CAREERS, COMMUNITY & LIFELONG LEARNING

Students prepare for lifelong learning throughout their career.
A career (not college) is the end goal.
Honors all types of postsecondary education and training.

Let’s take a look at the history of career readiness in Wisconsin and how it’s evolved over time. We’ll start on the left and work our way to the right, highlighting these shifts.

In the first column, we have the era of “College or Career.” At this point in time, students were prepared for just one track—either college or the workforce. This approach worked well in an era when job mobility was lower and college tuition rates were much more affordable.

Moving into the middle column, we shift to a “College and Career” model. Here, the goal became preparing students for both options, so they could choose either college or a career by the time they graduated. However, the focus remained heavily on the 4-year college route, often leaving out other viable postsecondary pathways.

Now, in the third column, we see our current approach—“Careers, Community & Lifelong Learning.” The goal here is lifelong learning throughout a student’s career. This shift acknowledges that a career, not necessarily college, is the end goal for many students. It also honors all types of postsecondary education and training, recognizing the diverse paths students may take to achieve success.

This evolution reflects a growing understanding of the need for flexibility, relevance, and a broader definition of career readiness for today’s students.�

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Holding the Floor: The Wisconsin E4E Plan

Hold the Floor:

Our E4E Plan

The Education for Employment, or E4E, plan serves as the solid foundation for career readiness in Wisconsin. This statutory requirement ensures that every student, from kindergarten through 12th grade, has access to academic and career planning activities that prepare them for the future.

E4E establishes the essential groundwork upon which a variety of meaningful activities are built. These include career exploration, work-based learning experiences, and academic integration that connect classroom skills to real-world applications. By emphasizing lifelong learning, technological literacy, and collaboration between schools, businesses, and postsecondary institutions, the E4E foundation provides students with a comprehensive pathway to success.

Everything we do to support students’ career readiness rests on this foundation. It ensures equity and consistency in preparing all students for the challenges and opportunities of tomorrow’s workforce, while also meeting statutory requirements that reflect Wisconsin’s commitment to education and career preparation."

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ACP is a Part of Education for Employment

The Education for Employment (E4E) statute spans elementary, middle and high school grade levels and requires school districts to:

Prepare elementary and secondary pupils for future employment.
Ensure technological literacy; to promote lifelong learning.
Promote good citizenship.
Promote cooperation among business, industry, labor, postsecondary schools, and public education.

DPI Resource: Wisconsin's Guide to Publishing Your District's ACP E4E Plan

"Academic and Career Planning (ACP) is a key component of the Education for Employment (E4E) statute, which spans elementary, middle, and high school grade levels. E4E ensures that students are not only academically prepared but also equipped with the skills and mindset needed for future employment, lifelong learning, and active citizenship.

This statute emphasizes technological literacy, collaboration with businesses and postsecondary institutions, and the importance of connecting classroom learning to real-world experiences. Through ACP, we provide students with opportunities to explore careers, develop essential skills, and understand the wide variety of paths available to them. Our partnerships between education, industry, and postsecondary institutions play a vital role in helping students connect their learning today to their future success."

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Required Academic and Career Planning

WCRS in Academic and Career Planning:

The WCRS provides a roadmap that can help educators build their scope and sequence of ACP activities across grade levels.

"Academic and Career Planning (ACP) is a developmental journey that begins in elementary school and continues through high school, guiding students through three key stages: Know, Explore, and Plan & Go.

In the Know stage, which starts in elementary school, we focus on building awareness. Students are introduced to the wide variety of careers available to them and the skills needed for success. This stage is about planting the seeds of curiosity and helping students understand that their education connects to the world of work.

In middle school, we transition to the Explore stage. This is when students begin connecting their personal interests, strengths, and skills to potential career pathways. Through hands-on activities, project-based learning, and real-world examples, we help them see the relevance of what they’re learning in the classroom to their future aspirations.

By high school, students move into the Plan & Go stage. Here, we provide targeted support as they prepare for their postsecondary journeys. Whether it’s through work-based learning experiences, internships, dual-credit courses, or researching colleges and training programs, this stage empowers students to create actionable plans that align with their goals.

Together, these stages form a cohesive career readiness pathway, ensuring that every student has the knowledge, skills, and confidence to take the next steps toward their future."

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Elementary: Career Awareness “Know”

Elementary Topics/Activities that Should be Provided to ALL Students:

Focus on the “KNOW” element of Academic & Career Planning. Work as an elementary team to discover ways to embed topics into the curriculum with a focus on:

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 relate to expectations in the world of work.

DPI Resource: Wisconsin's Guide to Publishing Your District's ACP E4E Plan

"Elementary school is where we lay the foundation for Academic and Career Planning by focusing on the 'Know' element. This is the stage where students start developing an understanding of the world of work and its connection to their lives.

As an elementary team, it’s important to find ways to embed these topics into the curriculum. Key concepts to explore include why people work, the kinds of conditions under which they work, and the levels of training and education required for different jobs. Students should also begin to understand common workplace expectations and how these mirror the expectations they experience in school.

By linking these ideas to everyday lessons, we can help students draw connections between what they’re learning now and the skills they’ll need in the future. This creates a solid foundation for career awareness and sets the stage for further exploration in middle and high school."

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Middle: Career Exploration “Explore”

Middle Level Topics/Activities that Should be Provided to ALL Students:

Consider the “EXPLORE” element of Academic & Career Planning and discover ways to embed topics into the curriculum with a focus on:

Understanding of the continuum of careers across work environments, duties, and responsibilities and how a student’s personal interests and skills relate to those careers.
Career research identifying personal preferences in relations to occupations and careers students may pursue.
Career exploration may also include career-based learning experiences and career research identifying personal preferences in relation to occupations and careers pupils may pursue.

DPI Resource: Wisconsin's Guide to Publishing Your District's ACP E4E Plan

"In middle school, students enter the 'Explore' phase of Academic and Career Planning. This phase builds on the foundational knowledge from elementary school and encourages students to dive deeper into career possibilities while reflecting on their own interests and skills.

The focus during this phase includes helping students understand the wide continuum of careers. This means exploring various work environments, duties, and responsibilities, and how these align with their personal preferences and abilities. Through career research, students can begin identifying roles and fields that resonate with their interests.

Career exploration at this level may also include career-based learning experiences, such as job shadowing, guest speakers, or hands-on projects that simulate real-world tasks. These activities make learning relevant and help students connect their academic experiences to potential future careers. By embedding these topics into the curriculum, we equip students with the tools to make informed decisions about their career pathways."

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High School: Career Planning & Preparation

“Plan & GO”

High School Level Topics/Activities that Should be Provided to ALL Students:

Consider the “Plan & Go” element of Academic & Career Planning and discover ways to embed topics into the curriculum with a focus on:

Conducting career research to identify personal preferences in relation to specific occupations.
School-supervised, career- and 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.

"In high school, students transition to the 'Plan & Go' stage of Academic and Career Planning. This is the phase where students take all they’ve learned about themselves and the world of work and begin creating actionable plans for their future.

At this level, career research becomes more personalized, allowing students to identify specific occupations that align with their preferences, strengths, and goals. School-supervised career- and work-based learning experiences, such as internships, co-ops, or job shadowing, provide hands-on opportunities to apply what they’ve learned in real-world settings.

Instruction should also focus on critical career decision-making skills, with an emphasis on practical applications of academic concepts. This includes applied technologies, economics, entrepreneurship, and personal financial literacy to prepare students for life beyond high school.

Additionally, students should have access to robust career and technical education (CTE) programs, including opportunities at technical colleges. They need accurate labor market information at the national, regional, and state levels to understand job availability and demand.

Finally, high school students should develop and refine essential skills and behaviors required to obtain and retain employment. This comprehensive approach ensures that every student leaves high school with the tools and confidence to take the next steps in their career journey."

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From Floor to Ceiling: Elevating Rigor

Raise the Ceiling:

The WCRS

Hold the Floor:

Our E4E Plan

"This graphic illustrates how we elevate educational rigor through a balanced approach that goes beyond our statutory requirements to our students. The floor represents the foundational elements of our E4E plan, which ensure a baseline of essential standards and opportunities for all students. It provides the stability necessary for effective programming.

The house symbolizes the rich programming and activities we build on this foundation. These encompass a variety of Academic and Career Planning (ACP) experiences designed to help students explore their interests, develop skills, and connect their learning to future goals. Together, the floor and the house demonstrate the importance of aligning foundational requirements with meaningful, engaging opportunities.

While this combination is a great fit for some of our students, layering a well-intentioned and strong ceiling represents the next level in elevating educational and future-ready rigor for all of our students. The Wisconsin Career Readiness Standards (WCRS) help our systems push beyond the basics, inspiring higher levels of achievement and readiness for the dynamic workforce of the future.

As you prepare to move on to Module 4, consider your current system’s “house”. What power does the E4E plan hold in your district? How does it serve as an equitable foundation for a rich tapestry of strategic and powerful academic and career planning activities for all? Finally, how would the application of a set of statewide standards – the WCRS – help provide rigor, equity, complexity, and intention to create a future-ready lens that could elevate not only your district’s career readiness, but all aspects of the student, staff, and community experience?

Take some time to contemplate these essential questions about your current system’s opportunities and challenges. We look forward to seeing you back for Module 4 of the Wisconsin Department of Public Instruction’s Career Readiness Standards Community of Practice, where we’ll explore the development of the Wisconsin Career Readiness Standards as the future-ready ceiling for Wisconsin’s students.

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Where Should Career Readiness Take Place?

Academic and Career Planning

Process

Career Pathways Programs

CTE Courses

Dual Enrollment

Work-based Learning

Industry-recognized Certifications

CTSOs

ALL COURSES

Math

Science

English

Social Studies

Art/Music

World Languages

Physical Education

and more!

Out of School Time Programs

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Future Readiness Activity

Review the four stages (Know, Explore, Plan, Go) from the graphic and reflect on where your own students (or class) currently fall with activities.

What stage do you feel most confident about?

What stage do you find most challenging to support?

Do all students receive the same experiences?

What does this look like K-12?

District Self-Assessment (ACP Components)

LINK to DPI Table of ACP Components

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From Floor to Ceiling: Elevating Educational Rigor

Hold the Floor:

Our E4E Plan

Raise the Ceiling:

The WCRS

The Features:

Academic & Career Planning
Career & Technical Education
Dual-Enrollment
Career-Based Learning
Work-Based Learning

As we discussed earlier, our baseline standard is the Education for Employment (E4E) plan, which ensures that every district meets the minimum compliance standards set by the state legislature. This guarantees that foundational programming goals are met for every student, ensuring that all students receive career and academic planning that sets the stage for future success.

E4E provides the legislative foundation and ensures that students are introduced to career readiness in a structured way. However, the E4E plan is only the starting point. To truly prepare students for the evolving demands of the workforce, we need to do more than hold the floor. We need to raise the ceiling.

Through enhanced ACP (Academic and Career Planning) and CTE (Career and Technical Education) programs, students can engage in personalized and technical learning that connects directly to their career goals. These programs help students strengthen their career readiness by building practical skills, exploring real-world work opportunities, and linking classroom content to the competencies needed in today’s workforce.

Using the WCRS—Wisconsin Career Readiness Standards—districts are empowered to push beyond compliance. The WCRS provides a guiding vision and serves as the blueprint for elevating our programs to a higher level of rigor. By aligning with the competencies and dispositions outlined in WCRS, we can help students develop leadership, collaboration, and problem-solving skills critical for success not just in post-secondary education but in their future careers.

The WCRS helps us ensure that districts are not just meeting minimum benchmarks but instead raising the ceiling, setting higher goals for optimizing programming, increasing rigor, and maximizing student achievement. This alignment between ACP, CTE, and WCRS allows educators to provide a more comprehensive, future-ready education for all students. Our goal is to create an environment where students are prepared to thrive in a rapidly changing workforce, with both academic and career-readiness skills integrated seamlessly into their learning experience.

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Wisconsin Career Readiness Standards

Life Ready Skills

Learning Ready Skills

Career Ready Skills

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WCRS Priorities

We believe that career readiness skills must reflect what both employers and students need today as well as tomorrow.
We believe in meeting students where they are at in order to provide each individual student with the learning and support they need, when they need it, and how they need it.
We believe that career readiness standards must be rooted in equity.
We believe that words matter and will pay attention to language and will think deeply about our audience as we craft these standards.
We recognize that many of the career readiness skills can be applied to other contexts (life ready skills). However, we believe that the scope for this set of standards needs to stay focused on careers.

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WCRS Writing Team Members

Chair:

Michael Trimberger, Superintendent at the Random Lake School District

DPI Liaisons:

Kevin Anderson, Science Education Consultant
Pam Delfosse, World Language and International Education Consultant
Andrea Donegan, School Counseling Consultant
Alicia Reinhard, Special Education Transition and Graduation Consultant

Committee Members

Leslie Bleskachek, Hudson School District
Joanne Charon, Racine Unified School District
Marisa Dawson, Racine Unified School District
Ellie Hartman, Wisconsin Department of Workforce Development - Division of Vocational Rehabilitation
Clintel Hasan, Milwaukee Succeeds

Committee Members (continued)

Ann Hyra, Wisconsin Economic Development Corporation
Christopher Koeppen, Beloit Turner School District
Mary Maderish, CESA #12
Scott Manley, Wisconsin Manufacturers & Commerce
Dan Mella, Plymouth School District & Governor’s Council on Workforce Investment Representative
Tommie Myles, Wisconsin Department of Workforce Development - Youth Apprenticeship
Quentin Prince, Journey House
Britta Rotering, School District of LaCrosse
Steve Schneider, Sheboygan Area School District
Christine Schultz, Junior Achievement of Wisconsin
Brian Seguin, Menomonie Area School District
Jatinder Sihra, Unytus
Marci Waldron-Kuhn, CESA #7
Aaron Williams, Kenosha Unified School District

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Creating Coherence in Career Readiness

Creating Coherence

Wisconsin	National and International
Wisconsin Redefining Ready Academic and Career Planning Requirements Social Emotional Learning Competencies Four Domains of Global Competence Wisconsin Standards for Information Technology Literacy Personal Financial Literacy Wisconsin Entrepreneurship Education Framework	Common Career Technical Core: Career Ready Practices ASCA Mindsets and Behaviors Asia Society Center for Global Education: Global Leadership Performance Outcomes Fundamental STEM Skills Decision Education Standards

https://ccr.cesa10.org/redefining-ready

The Wisconsin Career Readiness Standards align with several other national and international best practices, ensuring coherence and continuity across all levels of career readiness. By connecting to frameworks such as Wisconsin Redefining Ready, Academic and Career Planning (ACP) requirements, Social Emotional Learning (SEL) Competencies, and the Common Career Technical Core, we’re ensuring that the WCRS are not an isolated set of standards.

Instead, they integrate seamlessly into broader educational goals, connecting academic and career planning with global competence, entrepreneurship, financial literacy, and more. This means that WCRS help prepare students for a wide range of future challenges, equipping them with the skills and knowledge they need to succeed in a rapidly changing world.

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Summary of Changes

Wisconsin Common Career Technical Standards (2013)	Wisconsin Career Readiness Standards (2023)
Only integrated into CTE courses - so not all students had the opportunity to develop these skills. Did not exist as a stand alone set of standards - only found as a section of CTE standards. Therefore, WCCTS was often overlooked. Pre-ACP and Redefining Ready	Designed to be integrated across all curricular areas - so all students can develop these skills. Not every class needs to include every standard. Some standards may show up in ACP activities. Alignment to the ACP process and the Redefining Ready framework Supports a district’s portrait of a graduate/graduate profile Brings together multiple sets of state and national standards, skill sets, and competencies

https://ccr.cesa10.org/redefining-ready

The Wisconsin Career Readiness Standards represent a significant evolution from the older Wisconsin Common Career Technical Standards (WCCTS) from 2013. Previously, career readiness skills were primarily integrated into Career and Technical Education (CTE) courses, limiting access for many students. Not all students had the opportunity to develop these vital skills.

With the new WCRS, however, we’ve designed them to be integrated across all curricular areas, so every student has the opportunity to develop these competencies. Not every class needs to cover every standard, but the goal is to ensure that career readiness is embedded throughout students' educational experiences, even in non-CTE subjects.

These changes align with the ACP process and Redefining Ready framework, making WCRS a tool that can support districts in developing comprehensive student outcomes, such as those outlined in their portrait of a graduate or graduate profiles.

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Ground Your System Change

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Schools provide varying types of supports with differing levels of intensity to proactively and responsibly adjust to the needs of the whole child. These include the knowledge, skills, and habits learners need for success beyond high school, including developmental, academic, behavioral, social, and emotional skills.

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Equity in the EMLSS Framework

EQUITY is at the center of the framework and is embedded into all other key features.

We want to challenge and change inequitable access, opportunity, and outcomes experienced by learners currently underserved in Wisconsin.

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Equity in Career Readiness

Equity means every learner has access to the resources and rigor they need at the right moment in their education, despite race, gender, ethnicity, language, disability, family background, or family income (CCSSO, 2017).

Achieving equity in Wisconsin schools demands a bold commitment to deliberately address these unacceptable outcomes and is the reason equity is situated at the center of this framework.

An intentional focus on equity accounts for and adapts to the diversity of learners and families served by Wisconsin schools. To become equitable, schools and educators engage in a journey of deep and honest examination of who they are, their beliefs and assumptions about the learners and families they serve, as well as what they value and affirm.

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ACP: The Vision

Are We Living Our ACP Vision?

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Elevator Speech Activity: �Advocating for Career Readiness with WCRS

Objective: Create a persuasive, 1-minute elevator speech explaining why career readiness is crucial for today’s students and how the Wisconsin Career Readiness Standards (WCRS) can help address this need.

Prompt: Imagine you’re in an elevator with a school administrator, district leader, or community stakeholder who is unfamiliar with the importance of career readiness.

Add to your elevator speech, using the last two bullet items:

The Impact of Student Disengagement on Gen Z & Gen Alpha students
How Career Readiness can Support Gen Z & Gen Alpha now by re-engaging them through relevant and meaningful pedagogy shifts
Why Career Readiness is Essential for Gen Z & Gen Alpha’s futures
Our Current Reality As a System includes the following activities, features, offerings, and programs that support our students’ access to Career Readiness.
How the WCRS Provides Vision and Purpose to align our current programming to elevate student readiness, community outcomes, and equity within our system.

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Optimistic Closure

“For our students’ sake, to prepare them for the future, we can’t look a world through today’s glasses, we must use our tomorrow glasses.”

Matt Miller (AI for Educators, page 8)

As we bring today’s session to a close, I want to leave you with a powerful reminder:

"For our students’ sake, to prepare them for the future, we can’t look at the world through ‘today’s glasses.’ We must use our ‘tomorrow glasses.’"

The work we’re doing now, the standards we’re implementing, and the changes we’re pushing for are all about preparing our students for a world that doesn’t exist yet—a future where the skills we equip them with today will make all the difference.

Let’s continue to envision that future and remain committed to building a system that truly prepares every student for the careers, communities, and lifelong learning that await them.

Thank you for joining us for Module 4 of the Wisconsin Department of Public Instruction’s Wisconsin Career Readiness Standards Community of Practice. Throughout Modules 1-4, we’ve centered ourselves around the why and the how of the development of the Wisconsin Career Readiness Standards. By now, you and your team should be feeling grounded and confident in the purpose and passion behind the evolution of career readiness in Wisconsin, and fortified in embracing the impact the WCRS can have in your system.

We look forward to having you participate in Module 5, in which we’ll be exploring the “what”, or the specific details of the Wisconsin Career Readiness Standards.