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Janesville pilots ninth-grade academic and career planning conferences; early results positive
Summary
District staff described a fall 2024 pilot of ninth-grade Academic and Career Planning (ACP) conferences at Craig and Parker high schools: 153 conferences at Craig (44% attendance), 78 family survey responses and largely positive feedback; staff trained to guide families using the 117-page ACP guide and Xello career-matching surveys.
The Janesville School District’s Policy & Curriculum Committee heard an update on a pilot program that held one-on-one ninth-grade academic and career planning (ACP) conferences at Craig and Parker high schools in October 2024.
District staff said the conferences were designed to introduce families to the district’s ACP resources early in high school, explain work-based learning options and help families build four‑year course plans. Sean Kane, assistant principal of Craig High School, told the committee students used the Xello career-interest survey in early September; staff then used results to guide conversations at October conferences.
Kane said 153 conferences took place at Craig out of 363 ninth-grade students (44% participation). Across both Craig and Parker, staff ran conferences for about 353 families and 25 staff members were selected to lead sessions. A feedback survey received 78 responses. Kane reported that 92% of respondents said they at least agreed they had a better understanding of the district’s work‑based learning offerings; “over 80%” of respondents said the process was helpful for planning, and responses on capstone opportunities were in the upper 80s to 90s range.
District presenters said they trained staff with a dedicated module so non‑counselor staff could lead ACP conferences and identify resources for families. Staff also provided takeaway materials: a four‑year plan template, a tri‑fold describing work‑based learning developed by Aaron O’Leary (work‑based learning liaison), and highlights from the district’s 117‑page ACP/course guide, which lays out roughly 17 career pathways (manufacturing, agriculture, human services, education, STEM, and others).
Committee members raised questions about reach and scheduling. Staff said Parker’s participation rate was lower than Craig’s; district leaders attributed part of that to late scheduling and said they plan earlier communication (registration packets, back-to-school nights) and additional scheduling refinements. The committee discussed alternatives for families who could not attend in person, such as recorded materials or other channels.
The presenters said the conferences also helped distribute counseling workload across staff and create new family contacts with student services, instructional managers and department heads. No formal action was taken; the item was presented for information.
Questions from committee members and the public identified areas for follow-up: better early communication to families, exploring remote/recorded conference options, and tracking longer-term impacts on course choice and work‑based learning participation.
