Reminder: All District facilities, including playgrounds and other district property, are closed through June 30, 2020 under Safer At Home, EXCEPT for meal distribution and other essential functions.
It is a student-driven, adult-supported process in which students create and cultivate their own unique and information-based visions for post-secondary success, obtained through self-exploration, career exploration, and the development of career management and planning skills.
The McFarland School District utilizes Xello to engage students in their Academic and Career Planning. Xello is an online program that assists students in their college and career planning by transforming their aspirations into personalized, actionable plans for academic and future success. Please reference "Welcome to Xello" if you would like more information on Xello. Students log-in to Xello with their mcfsd.org e-mail and password - Xello Login.
All students enrolled in grades 6 through 12 in a public school district will participate in ACP. This also includes students with disabilities who have Individualized Education Programs (IEP)/Post-secondary Transition Plans (PTP), as well as students with Section 504 Accommodation Plans, English Language Learners, students who are Gifted and or Talented, students who are homeless, and students considered neglected and delinquent.
What role do families have in the ACP process?
Families are an integral part of the ACP process! Families are encouraged to review their child’s plan and discuss all of the component opportunities in order to help them make thoughtful decisions that align with their goals. DPI is developing resources that schools can use to collaborate with parents in these efforts.
What is the community’s role in the ACP process?
From both a financial and staff perspective, it will be important to connect to other providers outside of school to ensure access to expertise and services that cannot be provided by the school alone. From occupational expertise; teacher externship opportunities; job-shadow, work-based learning, service learning and volunteer experiences; dual credit articulations; intensive social interventions; and career development support from workforce development and economic development groups, the district ACP team should leverage common goals and partnerships. Local and regional partnerships provide a means to collaborate and support mutual goals.
