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District reports growth in career-connected learning, Xello rollout and FAFSA progress
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Summary
District staff reported expansion of work-based learning and industry-recognized credentials, full integration of Xello for ICAP documentation K–12, and that about 163 seniors had completed FAFSAs as of February, with a district goal of 60% completion.
Urbandale Community School District staff gave the board an update on the district career and academic plan (DCAP) and related tools on March 23. Brandon Sharp, director of teaching and learning, and Charlene Wagner, Career Connected Learning facilitator, described the district’s emphasis on career exploration (grades 5–12) and work‑based learning (9–12) as required by Iowa code.
Highlights: staff said the district has expanded project-based learning and industry credential offerings. Presenters reported 57 students participated in project-based learning this year (none the prior year), planned participation numbers for next year, and an increase in industry-recognized credentialing opportunities; presenters cited roughly 60 credential earners last year and reported “over 300” credential completions this year in summary materials. The district described internships, apprenticeships and quality pre‑internship experiences and listed credential examples including ServSafe, ProStart, OSHA and a precision measurement credential newly added to working courses.
Xello rollout and ICAPs: staff said this is the first full year of Xello districtwide and that Xello now captures K–12 ICAP work, 4‑year plans and work‑based learning requests. The district noted a lower signed‑guardian rate for eighth‑grade ICAPs and is continuing family outreach to raise that proportion.
FAFSA: presenters reported 163 seniors had completed the FAFSA as of the February data pull, representing roughly half of seniors; district goal is 60% completion and state averages were cited at about 55–58%. Staff said monthly updates will be used to track progress and outreach supports are in place.
Next steps: continue stakeholder engagement for the DCAP, expand elective alignment with high‑school destination areas, and report back to the board on metrics and curriculum approvals for any new high‑school courses that require board signoff.
