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Part III WiCRS -

Purpose & Mapping

I Can Statements

Implementing & Evaluating

We Will Statements

March 6, 2025

Gwen Janke

Director of College & Career Readiness

WI Career Readiness Standards

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Part III - I Can & We Will Statements

Understand the Role of "I Can" Statements in Supporting Student Learning (Module #9)

Identify Current Practices Using the I Can Mapping Activity (Module #10)

Identify Current Practices Using the “We Will” Mapping Activity (Module #11)

Learning Objectives

*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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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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Why Student “I Can” Statements

Maintain the integrity of the WCRS while focusing on systemic priorities.
Provide clear success criteria and transparent learning objectives for students.
Translate WCRS into student-friendly language that supports engagement and understanding.
Empower students to take ownership of their role in career readiness.

"Before we dive into the 'I Can' statements themselves, let’s take a moment to understand why the Department of Public Instruction developed them. The WCRS were designed to set the foundation for career readiness across the state, and it's important to note that we do not modify or change these standards. However, by creating student-facing 'I Can' statements, we allow districts and schools to focus on their own systemic priorities while still maintaining the fidelity of the WCRS.“

"These 'I Can' statements serve two critical purposes: First, they provide clear success criteria and transparent learning objectives, which are essential in helping students understand what’s expected of them. Second, they translate the WCRS into student-friendly language that is easier for learners to engage with. This helps students take ownership of their journey toward career readiness and understand their role in the process.“

"By using 'I Can' statements, we give students a framework to not only meet academic goals but also contribute to their personal growth and future careers. These statements are adaptable and used across academic subject areas, making them a key tool in helping students connect the dots between classroom learning and their future professional success."

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The Connection

“I Can” statements are directly tied to learning intentions. They state in clear and developmentally appropriate language what students should know and be able to do:

“I can share how I plan to get tasks done, remember things, and get ready for tests.”

“I can participate in an interview or role-play a simulated interview and send a follow up thank you letter.”

"As we focus on Student 'I Can' statements in this module, it's important to understand where these statements originate. 'I Can' statements are directly tied to the learning intentions set by the Wisconsin Career Readiness Standards. These statements express, in clear and developmentally appropriate language, what students should know and be able to do.

To break it down: each 'I Can' statement is the outcome of a process that begins by looking at the standard. Let’s briefly revisit the structure of these standards.

First, we have the discipline, which represents the specific Career and Technical Education (CTE) program area. Next is the strand, identifying an instructional topic within that discipline. Following that, we have the standard itself, which broadly outlines the knowledge or skills students are expected to gain. Finally, the learning priority breaks down the standard into smaller, actionable learning goals.

From this structure, we create 'I Can' statements that students can understand and connect to their learning. For example:

'I can share how I plan to get tasks done, remember things, and get ready for tests.'
'I can participate in an interview or role-play a simulated interview and send a follow-up thank you letter.'

This process ensures that students are equipped with clear, actionable steps aligned with the Career Readiness Standards. Understanding how these 'I Can' statements are formed helps us maintain alignment between the standards and student outcomes."

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Understanding Student “I Can” Statements

Student “I Can” Statements:

Are “student facing” statements.
Provide clear learning goals for students.
Help students track their own progress toward career readiness.
Encourage ownership of learning by breaking down complex skills into actionable steps.

"Now that we understand why the Wisconsin DPI created these 'I Can' statements, let’s take a closer look at how they serve students directly. 'I Can' statements are specifically designed to be 'student-facing,' meaning they are written in language that students can easily understand and engage with.“

"Their primary purpose is to give students clear and actionable learning goals, breaking down larger standards into manageable, digestible steps. Whether students are mastering specific skills or building knowledge toward a long-term career goal, 'I Can' statements help them track their own progress and take ownership of their learning.“�

"These statements act as a roadmap for students, ensuring they know what’s expected of them while also helping educators gauge where extra support might be needed. It’s all about creating a clear, supportive pathway to career readiness, with students fully engaged in the process."

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Learning Progressions and “I Can”

"I Can" statements are designed to build on one another over time.
Learning progresses from surface to deep to transfer across grades.
Skills and knowledge grow in complexity as students develop, ensuring career readiness by graduation.

"To truly prepare students for their careers, it’s essential that we approach learning as a progression. The 'I Can' statements in the WCRS are designed to build on one another over time, from kindergarten through 12th grade. This is a gradual process where students start with foundational knowledge in the earlier grades and continue to build on it, working toward mastery and application of skills as they approach graduation.“

"This ties back to what we discussed earlier about surface, deep, and transfer learning. These types of learning can happen at any stage of a student’s journey, from kindergarten to high school. In early stages, students might engage in surface learning—gaining exposure to new ideas and vocabulary. However, even young students can engage in deep and transfer learning. For example, younger students might demonstrate deep learning by applying career awareness concepts to their understanding of community roles, or transfer learning by taking what they’ve learned in one subject and applying it to another context, like making connections between their science class and career opportunities in environmental work."

"As students progress through the grades, we continue to foster this deeper understanding and ability to transfer knowledge across contexts. At the same time, it’s important to remember that surface, deep, and transfer learning will look different at various stages of development. Deep learning for a kindergartener will naturally be less complex than for a twelfth grader, as child development expands the capabilities of students. The learning progressions in the 'I Can' statements reflect this by growing in complexity over time, matching the developmental stages of youth and ensuring that career readiness skills become more sophisticated as students grow.“

"The goal is to guide students through this learning progression, ensuring that by the time they graduate, they’ve developed the skills and dispositions necessary for success in any career pathway. No matter their age, students can experience deep and transfer learning as they develop the skills to be truly career-ready, with learning becoming more complex and nuanced as they mature."

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Learning Progressions and “I Can”

Example: CAR1B Learning Progression - KNOW how interests, skills, and strengths connect learning to career opportunities in their future.

I can share things I am good at and what I need help with.�I can talk about why good grades will help me now and when I grow up.

K-2

I can share what I like to do and how I would use it in school and a career.

3-5

I can explain the advantages of pursuing a job that really interests me and the challenges of pursuing a job that I do not like.

6-8

I can explain what work values are and why they are important to consider when making career decisions.

9-10

I can describe the interests, skills, and work values that will most impact my career decisions now and describe how they may change over time.

11-12

"To truly prepare students for their careers, it’s essential that we approach learning as a progression. The 'I Can' statements in the WCRS are designed to build on one another over time, from kindergarten through 12th grade. This is a gradual process where students start with foundational knowledge in the earlier grades and continue to build on it, working toward mastery and application of skills as they approach graduation.“

"Let’s take the example of CAR1B—Career Awareness. The 'I Can' statements aligned to this learning intention start with simple awareness in the early grades and build into more complex understandings and applications in the upper grades. By the time students graduate, they’ve developed the full spectrum of skills and knowledge necessary to navigate career options and make informed decisions.“

"This ties back to what we discussed earlier about surface, deep, and transfer learning. These types of learning can happen at any stage of a student’s journey, from kindergarten to high school. In early stages, students might engage in surface learning—gaining exposure to new ideas and vocabulary. However, even young students can engage in deep and transfer learning. For example, younger students might demonstrate deep learning by applying career awareness concepts to their understanding of community roles, or transfer learning by taking what they’ve learned in one subject and applying it to another context, like making connections between their science class and career opportunities in environmental work.“

"As students progress through the grades, we continue to foster this deeper understanding and ability to transfer knowledge across contexts. At the same time, it’s important to remember that surface, deep, and transfer learning will look different at various stages of development. Deep learning for a kindergartener will naturally be less complex than for a twelfth grader, as child development expands the capabilities of students. The learning progressions in the 'I Can' statements reflect this by growing in complexity over time, matching the developmental stages of youth and ensuring that career readiness skills become more sophisticated as students grow.“

"The goal is to guide students through this learning progression, ensuring that by the time they graduate, they’ve developed the skills and dispositions necessary for success in any career pathway. No matter their age, students can experience deep and transfer learning as they develop the skills to be truly career-ready, with learning becoming more complex and nuanced as they mature."

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Measuring “I Can” Statements

Be aware of bias and inequities.
Use data-driven tools to measure student progress.
Best practices include using locally-developed tools, like proficiency scales.
Focus on measuring whether students can actually demonstrate proficiency in the skills, not just that learning experiences occurred.
Adjust instruction and support based on data.
Help students set personal career goals using their personal data
Can support high-leverage goals on IEPs

Now that we’ve discussed the creation of 'I Can' statements, let's talk about how we measure student progress toward these outcomes. Measuring student success on 'I Can' statements requires a careful and intentional approach.

First, it’s crucial to be mindful of bias and inequities. Not all students have the same starting points, resources, or experiences, and that can affect how we assess their progress. We need to ensure that the tools and methods we use are fair and equitable for all students.

When measuring student outcomes, we should use data-driven tools—these might include assessments, feedback, or observation. Best practices would suggest using proficiency scales to gauge whether students are actually demonstrating the skills or knowledge outlined in the 'I Can' statement, not simply whether the learning experience occurred.

This means we need to shift from focusing on whether students participated in an activity to assessing their true proficiency. Can they independently demonstrate the skills or knowledge defined in the 'I Can' statement? To do this authentically, we should rely on performance-based assessments, real-world tasks, or other authentic measures that allow students to demonstrate their learning.

It’s also important to reflect on the potential for bias in measurement. Career readiness skills, like those reflected in 'I Can' statements, are often subject to personal interpretation. As educators, we need to be cautious and ensure that we are not inadvertently letting our own biases influence the assessment.

Finally, measuring proficiency doesn’t mean we stop there. Based on the data we collect, we should be ready to adjust our instruction and support to help students reach their goals. A key part of this process is also helping students set personal career goals that align with their progress, so they have ownership over their learning and future paths.

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Aligns with the Wisconsin EMLSS Key Features:

High-Quality Instruction
Collaboration
Equitable Access
Balanced Assessment
Data-Based Decision Making
Strong Universal Systems

Continuous improvement ensures practices evolve to meet student needs.

Using Results to Drive System Improvement

Now that we’ve discussed the creation of 'I Can' statements, let's talk about how we measure student progress toward these outcomes. Measuring student success on 'I Can' statements requires a careful and intentional approach.

First, it’s crucial to be mindful of bias and inequities. Not all students have the same starting points, resources, or experiences, and that can affect how we assess their progress. We need to ensure that the tools and methods we use are fair and equitable for all students.

When measuring student outcomes, we should use data-driven tools—these might include assessments, feedback, or observation. Best practices would suggest using proficiency scales to gauge whether students are actually demonstrating the skills or knowledge outlined in the 'I Can' statement, not simply whether the learning experience occurred.

This means we need to shift from focusing on whether students participated in an activity to assessing their true proficiency. Can they independently demonstrate the skills or knowledge defined in the 'I Can' statement? To do this authentically, we should rely on performance-based assessments, real-world tasks, or other authentic measures that allow students to demonstrate their learning.

It’s also important to reflect on the potential for bias in measurement. Career readiness skills, like those reflected in 'I Can' statements, are often subject to personal interpretation. As educators, we need to be cautious and ensure that we are not inadvertently letting our own biases influence the assessment.

Finally, measuring proficiency doesn’t mean we stop there. Based on the data we collect, we should be ready to adjust our instruction and support to help students reach their goals. A key part of this process is also helping students set personal career goals that align with their progress, so they have ownership over their learning and future paths.

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DPI Tool to Map “I Can” Statements

"As you work through the 'I Can' statements using the WCRS Mapping file, you will focus on your selected grade band to consider where the I Can statement skills and concepts are already being addressed in your comprehensive curriculum. Start by selecting a grade band that you want to focus on—this could be K-2, 3-5, 6-8, 9-10, or 11-12.“ Find that grade band within the provided file within the google sheets program.

This image represents a snapshot of one portion of this file focused on student I Can statements in grades K-2. On the left, you’ll see one I Can statement per row. Starting in the middle of your screen to the right, you’ll note a variety of contexts or subject areas that students in those grades are exposed to during their daily lives as students. The available drop-down options under each subject area or context allows you to reflect upon, analyze, and then record whether the offerings connect to each of the I Can statements. The drop-down options allow you to leave the cell untouched if that I Can statement is not present within your current offerings, select Opt In if that I Can statement is addressed for some students, or select Universal if that I Can statement is addressed for all students within that subject area or context. While this activity, when done well, will require a substantial commitment in time and energy, it is a vital step in recognizing the ways in which your system is serving students well, and the ways in which your system may require some growth and development. You can choose to work independently or with teammates from your educational system.

At this point, we recommend you pause your WCRS Module 10, and focus on creating the space and time to complete this mapping activity. For some systems, this may take 15-20 minutes, while in other more complex systems or situations, it could take multiple work times and require interviewing or connecting with individuals who have expertise in one subject area or context within your system, for example, the Physical education or music teacher.

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Diving into DPI Resources . . .

DPI Wisconsin Career Readiness Standards Website:

https://dpi.wi.gov/cte/resources/common-career

DPI WI Career Readiness Standards Spreadsheet Version (CTRL + “F” to Find):

(User-friendly spreadsheet version) Section III

DPI WI Career Readiness Standards “I Can” and “We Will” Statements:

https://docs.google.com/spreadsheets/d/e/2PACX-1vQ6Przd8CkGd_bqt2wq5MNTCGxJ05oyEKqsIL_LL5WMh05SwgRj_-MNdHQwXhFvwbTfbuPmIm8vwSi1/pubhtml

DPI District Tool for “I Can” Statements (Note - Forced to COPY):

https://docs.google.com/spreadsheets/d/1tjsQzMJfA6GiIe0sjt4ynbh60mb7KgeUsLuv1EU-5mw/copy

DPI District Tool for “We Will” Statements (Note – Forced to COPY):

https://docs.google.com/spreadsheets/d/1Imk5ZE-1G_akH1YWdWdNzE0SNsDCOR0jh7kzsCCmchM/copy

DPI Website PDF of WI Career Readiness Standards:

https://dpi.wi.gov/sites/default/files/imce/cte/pdf/WCR_standards_FINAL4.pdf

Now that we’ve discussed the creation of 'I Can' statements, let's talk about how we measure student progress toward these outcomes. Measuring student success on 'I Can' statements requires a careful and intentional approach.

First, it’s crucial to be mindful of bias and inequities. Not all students have the same starting points, resources, or experiences, and that can affect how we assess their progress. We need to ensure that the tools and methods we use are fair and equitable for all students.

When measuring student outcomes, we should use data-driven tools—these might include assessments, feedback, or observation. Best practices would suggest using proficiency scales to gauge whether students are actually demonstrating the skills or knowledge outlined in the 'I Can' statement, not simply whether the learning experience occurred.

This means we need to shift from focusing on whether students participated in an activity to assessing their true proficiency. Can they independently demonstrate the skills or knowledge defined in the 'I Can' statement? To do this authentically, we should rely on performance-based assessments, real-world tasks, or other authentic measures that allow students to demonstrate their learning.

It’s also important to reflect on the potential for bias in measurement. Career readiness skills, like those reflected in 'I Can' statements, are often subject to personal interpretation. As educators, we need to be cautious and ensure that we are not inadvertently letting our own biases influence the assessment.

Finally, measuring proficiency doesn’t mean we stop there. Based on the data we collect, we should be ready to adjust our instruction and support to help students reach their goals. A key part of this process is also helping students set personal career goals that align with their progress, so they have ownership over their learning and future paths.

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“I Can” Mapping Activity

We’re going to create a current reality “I Can” map for your system
Identify where “I Can” statements are already integrated into your curriculum and/or Career and Technical Student Organizations.
Identify gaps and opportunities for deeper integration.
Due to time, we’re going to target just one grade band today

"Now that you and your team understands the basics of the WCRS’s I Can Statements, Module 10 will allow us the time and space to connect this learning to what is actually occurring within your system. Module 10 is centered around one activity, called the “I Can” Mapping Activity. The goal of this activity is to reflect on the strengths of your current programming, as well as identify any observable gaps in career readiness. This reflection will help you see where there might be opportunities for improvement or deeper integration of these skills into your curriculum.“

"As you work through the mapping, you may identify gaps in your current programming, and areas where these statements could be integrated more deeply. This activity and subsequent reflection will help guide future planning in a later module, and ensure that career readiness skills are an equitable and guaranteed part of your students’ journey."

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Customizing “I Can” For Local Priorities

“I can share how I plan to get tasks done, remember things, and get ready for tests.”

Do Not Edit

Can Edit

As we move forward with implementing the Wisconsin Career Readiness Standards, it’s important to understand what can and cannot be modified within the framework.

The standards themselves, including the discipline, strands, and learning priorities, are set at the state level and cannot be changed. These elements ensure consistency across districts and provide a clear structure for career readiness. (Click for Animation)

However, when it comes to 'I Can' statements, districts have the flexibility to adjust them. (Click for Animation) While the standards and learning priorities must remain the same, districts can tailor 'I Can' statements to better align with their local learning priorities and the unique needs of their students. This flexibility allows you to make the 'I Can' statements more relevant and meaningful for your students, while still staying true to the overarching goals of the Wisconsin Career Readiness Standards.

This balance between consistency in standards and flexibility in student-facing language is key to ensuring that all students are prepared for career readiness in a way that makes sense within your specific context.

In our mapping activity, we are going to start with a set of Student “I Can” statements that were created by DPI. However, when we’re going through this map, keep in mind that you will have an opportunity to revise these statements over time to better meet the priorities of your local system.

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“I Can” Mapping Activity Work Time

Work independently or with teammates

Select a grade band that you want to work with for this activity

(K-2, 3-5, 6-8, 9-10, or 11-12)

Record where "I Can" statements are being used in your curriculum using THIS FILE and the drop-down options

Select if the Offering is Universal or Opt-In

Use your work to reflect on the strengths of your current programming, as well as the observable gaps in career readiness

"In this activity, you’ll have the opportunity to map the 'I Can' student statements to your own curriculum. To complete this activity, you’ll choose a grade band and review the 'I Can' statements from the Wisconsin Career Readiness Standards. Your task is to map out where these statements are already being applied in your curriculum. This will give you a clear sense of where your students are building career readiness skills.”

You will also need some resources to complete this activity. The Wisconsin Career Readiness Standards “I Can” statements can be found on the Wisconsin Department of Public Instruction’s WCRS webpage under the Resources section. The WCRS Module 5 Mapping Activity google sheets file is also available under the Resources section. When you access the file, it will require you to do a forced copy, which will provide you with your own file to customize with your own reflections for your system or context, and then keep to guide your continued work on the implementation of the WCRS. These resources and activity will support you and your team in reflecting upon the strengths or your current programing, as well as the observable gaps in career readiness from kindergarten through twelfth grade.

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Discussion - Reflect and Prepare

Review: “I Can” statements provided in this Module and reflect upon how they connect to your district’s current practices
Consider: How might these statements support student growth in your system?
Prepare: Engage in an analysis activity to apply and assess “I Can” statements directly to your system

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Key Takeaways: �Debriefing the Mapping Activity

Strengths:

Where were “I Can” statements well integrated?

Areas for Improvement:

What gaps did you identify across subject areas and grades?
Which “I Can” statements would you edit to better fit your system?
Using the Opt In/Universal options, what inequities did you uncover?

Next Steps:

What additional information do you need to complete this map?
What feels the most urgent to address within your system?

Welcome back to Module 10!

Now that you’ve had time to map out the 'I Can' statements, let’s take a few minutes to consider some of your gained insights. What patterns did you notice? Were there certain subject areas where the 'I Can' statements were particularly well integrated? Or were there gaps where more focus could be placed?“

When we review our responses to the Opt In and Universal options, it can open our eyes to the ways in which some great experiences or opportunities are offered within your system, but only to certain groups of students. Maybe it is because one teacher in a grade naturally does more career-connected learning compared to their grade-level peers, or maybe you have great options for students opting in to certain electives. Offering career-connected learning in this way leads to inequities where some students end up receiving great programming, and others end up receiving very little deep career connected learning. How did this feature of the mapping tool enhance your understanding of your systemic implementation and potential inequities?

Whether you worked individually or as a team to complete this activity, we recommend sharing about your process and key takeaways with others in your system. Your results can help your key stakeholders learn from one another and identify common areas for growth across the board."

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The Big Question

When it comes to career readiness, how much “is enough” exposure over time and across courses to ensure that students have the opportunities to embody these “I Can” statements prior to graduation?

Now that you’ve completed some group reflection and discussion, you may have run into a big question that each system needs to consider: When it comes to career readiness, how much 'is enough' exposure over time and across courses to ensure that students have the opportunities to embody these 'I Can' statements prior to graduation?

This is a question that doesn’t have one definitive answer, but it's an important one to grapple with as we think about how we’re preparing students for their future careers. Is hitting one 'I Can' statement once in K-12 enough? Or should we be revisiting these statements more frequently—perhaps once per year, or even every year for every 'I Can' statement?

There’s no set rule, and this is where local control becomes a powerful factor. As educators and leaders in your district, you’ll need to come to a decision on what makes sense within your own context. It’s a philosophical question, but it’s also a practical one that will guide how we ensure students are not just exposed to these career readiness skills, but have the opportunity to practice and master them.

Before you begin Module 11, we recommend taking some time to consider this question as a team to gain consensus and common understanding on the rigor that your system feels morally and professionally called to provide to your students.

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Optimistic Summary

"I Can" statements are not only best practice, but a tool that adds in collaboration with students, families, and educators within the system

Career readiness is built over time, across subjects.

The work you did today will help later in this Community of Practice as you take action to address goals for career readiness improvement.

As we wrap up today, remember that 'I Can' statements are more than just a best practice—they are a collaborative tool that connects students, families, and educators. These statements give students a clear path toward achieving career readiness, and they also allow educators to focus instruction on meaningful, student-centered outcomes.

Career readiness is not something that happens in just one moment or one course. It’s built over time, across grade levels, and through various subjects. The 'I Can' statements you’ve explored today help ensure that students have the opportunity to practice and refine these skills throughout their K-12 experience. As a reminder, although the WCRS standards cannot be changed, the I Can statements should reflect the key priorities and interpretations of your system as your work to make the standards a reality. While you can use the prepared I Can statements, authentic investment also allows for the tweaking of these statements as you work to ensure that all students in your system receive the practices, policies, and opportunities necessary to grow slowly toward proficiency with the standards over time. Think of them as an ongoing starting point, ready for your expertise and vision.

Looking ahead, the work you’ve done today will be foundational as you continue in this Community of Practice. You’ll use this foundation to take concrete steps toward addressing and improving career readiness goals for your students. Thank you for your participation today, and we’ll see you next time for Module 11!

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Why Educator “We Will” Statements

Provide a framework for focusing on adult practices aligned with WCRS.
Foster a culture of shared responsibility for career readiness.
Ensure that adult commitments support student learning.
Align professional development and school-wide goals.

As we think about adult practices, it's clear that this encompasses a wide range of actions—from teaching strategies to leadership approaches. The challenge is knowing where to start and how to organize our efforts. That’s where "We Will" statements come in. These statements provide us with a structured way to reflect on, discuss, and take action toward the changes we want to see.

By defining specific commitments, "We Will" statements give us a starting point to guide our progress and ensure accountability as we work toward building a culture of career readiness. Just like "I Can" statements give students a clear path to follow, "We Will" statements are designed to guide the adults in the system.

The Department of Public Instruction created "We Will" statements to provide a framework for aligning educator practices with the Wisconsin Career Readiness Standards. These statements ensure that our commitments, as educators, directly support student learning and help us build an environment where career readiness thrives.

"At their core, 'We Will' statements help us align professional development, school-wide goals, and instructional strategies with the needs of our students. By focusing on what we, as educators and schools, commit to doing, 'We Will' statements foster a culture of shared responsibility for student career readiness. It's about ensuring that everyone in the educational ecosystem is working together to meet the career readiness goals we’ve set for students."

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Understanding Educator “We Will” Statements

Educator “We Will” Statements:

Align adult practices to support student learning.
Reflect educator commitments to instructional strategies.
Guide professional development and school-wide goals.

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The Connections

“We Will” statements are directly tied to learning intentions. They state in clear and developmentally appropriate language what educators and systems will guarantee to facilitate career readiness for all students:

“We will require student participation in at least one career-based learning experience (CBLE) each year in grades 6-12.”

“We will develop a scope and sequence of career readiness activities for all students at each grade level that are inclusive, interactive, and aligned with students interests.”

Now, let’s explore how "We Will" statements fit into the larger framework of career readiness, just like we connected the standards, learning priorities, and "I Can" statements in Module 5.

In this case, we start with the Wisconsin Career Readiness Standards, which outline the broad goals for preparing students for their future careers. These standards then lead to specific learning priorities or intentions—the focused objectives that help educators and students target key areas of development.

From there, "We Will" statements guide the actions and commitments of educators and leaders. They provide a concrete way for us to align our efforts with those standards and learning priorities. For example, "We will require student participation in at least one career-based learning experience (CBLE) each year in grades 6-12" ensures that students are consistently engaging in real-world career exploration throughout their education.

Another example, "We will develop a scope and sequence of career readiness activities for all students at each grade level that are inclusive, interactive, and aligned with students' interests," ensures that career readiness activities are both structured and relevant to the diverse interests of our students.

By making these connections, we create a clear path for ensuring that our adult practices are aligned with the standards and priorities that ultimately support student success in career readiness.

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Measuring “We Will” Statements

Measuring Adult Practices with “We Will” Statements:

Reflect on teacher practices and how they align with student outcomes
Assess if adult practices are contributing to student career readiness, and set short- and long-term improvement goals
Adapt practices, instruction, offerings, and actions to fit well with identified student strengths and needs

Measuring student progress with "I Can" statements goes hand in hand with measuring adult practices through "We Will" statements. This ensures accountability by defining, measuring, and reflecting on our commitments as educators.

The process starts with reflection: Are our practices and professional development efforts truly supporting student career readiness? Are we seeing the desired outcomes from our "We Will" commitments?

Next, we assess the impact. Do we have evidence that our actions are driving student success? If not, we must adjust to better align with student needs.

Adapting practices based on data is key. Continuous reflection and improvement help us fine-tune instruction and support systems to meet evolving needs.

Finally, setting goals based on this data ensures our efforts stay on track and contribute directly to student success and career readiness.

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Using Results to Drive System Improvement

Aligns with the Wisconsin EMLSS Key Features:

High-Quality Instruction
Collaboration
Equitable Access
Balanced Assessment
Data-Based Decision Making
Strong Universal Systems

Continuous improvement ensures practices evolve to meet student needs.

When it comes to using data on adult practices to drive system improvement, we can align our approach with Wisconsin’s EMLSS framework. The EMLSS framework is grounded in continuous improvement, which directly supports how we reflect on and measure the effectiveness of our adult practices in fostering career readiness.

By focusing on key features of the framework—such as high-quality instruction, equitable access, collaboration, and data-based decision making—we ensure that "We Will" statements aren’t just static commitments. Instead, they become part of a dynamic, evolving process that adapts to meet the needs of both students and staff.

Reflecting on these adult practices as part of our continuous improvement process allows us to assess how well our instructional strategies, professional development efforts, and overall systems are supporting career readiness. This approach helps us fine-tune our practices, making sure that we are consistently providing the best possible learning environment and that our system evolves to meet the needs of all students.

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“We Will” Mapping Activity

We’re going to create a current reality “We Will” map for your system
Identify where “We Will” statements are already guaranteed in your system.
Identify gaps and opportunities for equitable and guaranteed access to the adult practices identified in “We Will”

Now, we’re going to shift into an important activity where we’ll create a "We Will" map for your system. This is your opportunity to reflect on the current state of adult practices in your school or district and identify where "We Will" statements are already guaranteed.

The first step is to map out where these commitments are being fulfilled. Which "We Will" statements are already part of your system? Are there certain grade levels, programs, or teams where these practices are already embedded?

Next, we’ll focus on identifying any gaps. Are there areas where "We Will" statements are not yet implemented or are inconsistently applied? This will help us uncover opportunities for ensuring equitable and guaranteed access to the adult practices identified in "We Will" statements.

By creating this map, you’ll be able to see the bigger picture of how your system supports career readiness and where there’s room for growth. Let’s take the time to thoughtfully assess your current reality and explore potential next steps.

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Customizing “We Will” For Local Priorities

“We will work with technology integration specialists to expose students to new technologies, processes, and problem-solving approaches that spur innovation.

Do Not Edit

Can Edit

As we move forward with implementing the Wisconsin Career Readiness Standards, just as we noted with the student “I Can” statements, it’s important to understand what can and cannot be modified within the framework.

The standards themselves, including the discipline, strands, and learning priorities, are set at the state level and cannot be changed. These elements ensure consistency across districts and provide a clear structure for career readiness. (Click for Animation)

However, when it comes to 'We Will’ statements, districts have the flexibility to adjust them. (Click for Animation) While the standards and learning priorities must remain the same, districts can tailor 'We Will’ statements to better align with their local learning priorities and the unique promises they choose to make to their students and communities. This flexibility allows you to make the 'We Will’ statements more relevant and meaningful for your systems, educators, administrators, and communities, while still staying true to the overarching goals of the Wisconsin Career Readiness Standards.

This balance between consistency in standards and flexibility in staff and community-facing language is key to ensuring that your system has clear and accessible expectations that guide your conversations, analyses, and plans for system improvement in reference to career readiness.

In our mapping activity, we are going to start with a set of educator “We Will” statements that were created by DPI. However, when we’re going through this map, keep in mind that you will have an opportunity to revise these statements over time to better meet the priorities of your local system and the guarantees you are going to choose to make.

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“We Will” Mapping Activity Work Time

Review the "We Will" statements provided in THIS FILE , with one tab for Educator Statements, and one for Educational Leader Statements
Map out the extent with which these practices currently exist in your system.
Identify gaps or areas lacking implementation.
Start to reflect upon potential strategies to address these gaps.

Here's how the mapping activity will work:

You will find a link to a google sheets file, just like in Module 10, to support your ability to complete this activity. The link to this file an be found on the Wisconsin Department of Public Instruction’s WCRS webpage under Resources. Just like with the file you used in Module 10 to complete the I Can mapping activity, the link will do a forced copy so you have your own set that you can edit for your own system.
Begin by reviewing the "We Will" statements provided. These statements outline key adult practices that support career readiness. Note that the statements are separated into two tabs, one that focuses on educator commitments, and one that focuses on systemic and leadership commitments. For this exercise, you can choose to focus on one or another, or look at both sets of statements.
Next, map out where these practices currently exist within your school or district. Consider specific programs, initiatives, or routines where these commitments are being fulfilled.
Identify any gaps or areas where implementation is lacking. Where are opportunities being missed?
In your groups, discuss potential strategies to address these gaps. What actions can you take to integrate these practices more fully?
Finally, note any resources or support needed to implement these strategies. This might include professional development, partnerships, or administrative support.

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“We Will” Mapping Activity

Assessment Rubric Criteria:

Not Yet Guaranteed: The "We Will" statement is not currently being fulfilled within the system.

Partially Guaranteed: Some actions or efforts are in place but not universally applied.

Fully Guaranteed: The "We Will" statement is fully implemented across the district/system and we are certain every student is guaranteed these adult practices.

As you begin the mapping activity, it’s important to understand the criteria we’ll be using to assess where your system stands in relation to the "We Will" statements. You’ll be selecting one of the following three categories for each statement:

The first option is Not Yet Guaranteed. This means that the "We Will" statement is not currently being fulfilled or guaranteed within your system. There may be no actions or efforts in place to meet this commitment.
The second option is Partially Guaranteed. This is for situations where some actions or efforts are in place, but they aren’t guaranteed universally across the district or system. It could mean that certain schools or departments are implementing the practice, but it hasn’t been rolled out more broadly.
Finally, we have Fully Guaranteed. This indicates that the "We Will" statement is fully implemented and guaranteed across the district or system. In other words, all staff or schools are engaged in this practice consistently.

As you work through each "We Will" statement, reflect on your system’s current reality and select the most appropriate category. This will help us identify areas of strength, as well as opportunities for growth.

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“We Will” Mapping Activity

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“We Will” Mapping Activity

This image helps you get a feel for what you will encounter during this activity if you are an educational leader. You can see that this image is taken from Tab 2, which provides the We Will statements for K-12 leadership positions. For each statement, you will be asked to consider and assess if that individual We Will statements is fully guaranteed, partially guaranteed, or not yet guaranteed. There is also a column where you are encouraged to take notes for later team discussion.

Use the tab that makes the most sense for you in your role.

At this point, we recommend you pause your WCRS Module 11, and focus on creating the space and time to complete this mapping activity. For some systems, this may take 15-20 minutes, while in other more complex systems or situations, it could take multiple work times and require interviewing or connecting with other key individuals within your system.

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Debriefing the Mapping Activity

What strengths did you identify in your current practices?
What gaps or challenges emerged?
What strategies will you pursue to enhance adult practices?
Who may you need to enlist as an ally in this advocacy work?
What support or resources will you need?

Welcome back! Thank you for creating the time and space to complete the Module 11 activity.

Let’s consider the key insights you’ve gained as a result of this activity.

What strengths did you identify in your current practices related to "We Will" statements and supporting career readiness?
What gaps or challenges emerged during your mapping?
What strategies are you considering to enhance adult practices in your system?
What support or resources will you need to implement these strategies?

Don’t underestimate the power of giving voice to your reflections and analysis. Whether you worked individually or as a team to complete this activity, we recommend sharing about your process and key takeaways with others in your system. Your results can help your key stakeholders learn from one another and identify common areas for growth across the board.“ This debrief represents an excellent opportunity to learn from one another and perhaps find collaborative solutions to common challenges. Feel free to pause Module 11 here to complete this valuable discussion and connection with others, or make a plan to complete this work prior to Module 12.

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Key Takeaways

CBE and CCL together create powerful learning environments.
Adult practices are crucial in fostering career readiness.
Collective commitment to our guarantees enhances student outcomes.
Incremental changes in adult practices can lead to significant progress.

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Optimistic Summary

"We Will" statements are tools for systemic growth.
Your mapping today lays the groundwork for action.
Together, we are building a culture of career readiness. Thank you for your commitment to our students' success!

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Learning Objectives

Part IV: Competency-Based Education & Action Plan for Systems Change

Understand the Power of Competency-Based Education and Career-Connected Learning (Module #12)
Understand How Continuous Improvement Supports Career Readiness (Module #13)
Identify Engagement Intentions for System Change (Module #13)
Use Your Engagement Intentions to Complete an Actionable Plan for Systems Change (Module #14)

*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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Thank you!

Thank you all for your thoughtful participation throughout the Wisconsin Department of Public Instruction’s Career Readiness Standards Community of Practice! Remember, continuous improvement is a journey, and the work you’ve done in this asynchronous Community of Practice is just the beginning. As you move forward, keep refining your plans, testing your changes, and always thinking about how you can improve your system to better serve your students. Return to this set of Modules time and again as you revisit key ideas, activities, and reflections that are pivotal for this journey. Access resources on the Wisconsin Department of Public Instruction’s WCRS webpage, but most importantly, continue to access your most valuable resource of all: the people in your context, region, and state that are devoted to this transformative calling. Individuals within your school system, community, local CESA, and Department of Public Instruction believe in you, your team, and this work, and we’re ready to assist one another in making this vision a reality in our great state. Thank you!