7th and 8th Grade: ConnectionJRG Middle School Academic and Career Planning (ACP)

What does ACP look like at our Middle School?

Throughout their time at J.R. Gerritts Middle School, students will have a variety of opportunities to thoughtfully consider who they are as people and how that relates to future career options.

Students will utilize Career Cruising each Tuesday during TLC (homeroom) to engage in career-related exploration. Students will complete interest inventories, career research, set academic and personal goals and do reflections with the support of their TLC teacher.

Students will be exposed to a variety of hands-on experiences to help them begin narrowing the focus of possible career options.

Questions about your child's ACP experiences? Contact your child's TLC teacher or school counselor.

Below you will find the ACP experiences for students in 7th & 8th grade.

Click on each experience to learn more about what students will learn, who will be teaching it and how parents can support their learning at home.

7th Grade

  • Students will learn about the types of information provided in career clusters (career types, academic requirements, what the career involves) and how to use that information in Career Cruising.
  • The school counselors will help make a connection between the students interests and the career clusters that are presented.
  • Parents can ask their child...
    • What kinds of things can you find out in Career Cruising about the career clusters you are interested in?
    • What did you learn about your career clusters?
  • Students will gain experience and exposure to a variety of career clusters.
  • Students will be able to identify two clusters of significant interest, two of no interest, and two they would like to research further.
  • During a counselor led lesson held in Language Arts, students will review career cluster information and reflect on the clusters in which they have interest, have no interest, or would like to learn more about.
  • Parents ask your child:
    • What are your two career clusters?
    • What makes you interested in them?
    • What kinds of things are you good at that would make you good at careers in this cluster?
    • Visit Career Cruising to see the clusters your child has selected.
  • Teachers will:
    • Structure Mini-Courses around student interest and skills to allow exposure and exploration that could lead to future career interests.
    • Guide students through a post-Mini Course reflection relating their experiences to their future career plans.
  • Students will be able to explain and provide evidence showing how their strengths, interests, and skills relate to a specific career cluster.
  • During TLC, teachers will support students as they set academic, personal and/or soft skills goals.
  • During TLC, teachers will monitor student progress on their academic, personal and/or soft skills goals.
  • Language Arts teachers will assist students in the creation of a personal statement that relates to strengths, challenges, interests, and skills.
  • The school counselor will build a foundation on how to set academic, personal and soft skills goals and how their goals will relate to their future.
  • Parents can ask your child…
    • What are your goals and how are you going to reach them?
    • What interests do you have and how can they be connected to a career clusters?
    • What skills do you have that will help you in school as well as a job someday?

8th Grade

  • Students will learn about the types of information provided in career clusters (career types, academic requirements, what the career involves) and how to use that information in Career Cruising.
  • The school counselors will help make a connection between the students interests and the career clusters that are presented.
  • Parents can ask their child...
  • Students will be introduced to the readiness indicators.
  • Students will better understand their academic and future readiness based on self evaluation.
  • The school counselor will facilitate a discussion about readiness indicators to prepare students for their future.  
  • Parents can ask their child…
    • What are the readiness indicators?
    • How do you feel like you are progressing toward your readiness indicators?
    • How might the readiness indicators help you in your future?
  • Teachers will:
    • Structure Mini-Courses around student interest and skills to allow exposure and exploration that could lead to future career interests.
    • Guide students through a post-Mini Course reflection relating their experiences to their future career plans.
  • Parents can ask their child…
    • Did you like your mini-course experience?
    • What did you learn during your mini-course experience?
    • Could you see yourself doing something like that in the future?
  • Students will be introduced to the classes available to them in high school.
  • Students will reflect on their interests to better inform their course selection.
  • The school counselor will introduce classes that are available at the high school.
  • The school counselor will guide course selection based on student interests.
  • Parents can ask their child…
    • What types of courses do you have an interest in?
    • Can you describe a tentative course plan?
  • Students will visit a technical college and 4 year college.
  • Students will understand the differences between a technical college and 4 year college and how that might align with their future career path.    
  • Students will reflect on their experience and how each post-secondary site provides them different options.
  • The school counselor will prepare the students for post-secondary site visits.
  • The parents will ask their child…
    • What are the differences between a technical college and 4-year college?
    • Which site fits you best and why?
    • What did you like and not like about your site visit?
  • Students will be able to explain and provide evidence showing how their strengths, interests, and skills relate to a specific career cluster.
  • During TLC, teachers will support students as they set academic, personal and/or soft skills goals.
  • During TLC, teachers will monitor student progress on their academic, personal and/or soft skills goals.
  • Language Arts teachers will assist students in the creation of a personal statement that relates to strengths, challenges, interests, and skills.
  • The school counselor will build a foundation on how to set academic, personal and soft skills goals and how their goals will relate to their future.
  • Parents can ask your child…
    • What are your goals and how are you going to reach them?
    • What interests do you have and how can they be connected to a career clusters?
    • What skills do you have that will help you in school as well as a job someday?