District officials presented an updated vision for Career and Technical Education at a Davenport Community School District board meeting while students and residents challenged recent schedule changes that they say cut vital hands-on time in vocational classes.

The district’s CTE presentation, led by CTE specialist Mike Elliott and executive director of secondary schools John Flynn, described a multi-part strategy: update pathways (including computer science and public safety), strengthen regional planning partnerships (RPPs) and local advisory councils, increase teacher support through content leads and specialists, and standardize course durations for CTE pathways. Elliott said, “This is the CTE vision we’ve got,” and described classroom visits and curriculum work he has begun since joining the district.

The presentation matters, officials said, because CTE pathways connect students to local employers and postsecondary opportunities. Flynn and other staff said the district is using RPP meetings with teachers and industry partners to align curriculum and grow programs. Mike Vukovich summarized the governance steps: a high-school implementation team meets to vet course changes and teachers may submit requests to change course length through Oct. 1; the team will act before the board considers the course guide on Oct. 13.

Discussion and supporting details

• Program structure and staffing: Elliott said he visited 25 classrooms and emphasized curriculum development and teacher support. District staff described three coordinating groups: teacher-led budget committees, content-area RPPs that meet weekly, and a CTE advisory council that includes teachers, parents, industry partners and representatives from Eastern Iowa Community Colleges (EICC). The district reported roughly 28 teachers regularly participating in RPP content meetings.

• Course-length standardization: District staff explained a standard that introductory and intermediate CTE courses remain 45 minutes and advanced/capstone courses move to 90 minutes. Officials said teachers can request exceptions through the established process; three course-change submissions were under review, with one lacking required materials and two pending a decision.

• Apprenticeships and industry partnerships: Presenters said the district is working with Iowa Workforce Development and local employers (including John Deere, named in discussion) to expand apprenticeships beyond welding into other pathways, and staff noted existing barriers the district is studying.

Public comment and controversy

Two speakers during open forum pressed the board sharply over the district’s schedule change, which moved many CTE sections to 45 minutes from longer blocks. Delaney, who identified herself as a student in these classes, said, “45 minutes is not enough” for hands-on learning and asked how district leaders could justify the change. Rob Ewalt, a Davenport resident, said the shortened schedules and elimination of early-bird sections removed “7 and a half weeks, roughly, of instructional time” for some students and said his family left the district because of the changes.

Board members and staff responses

Board members asked for more detail on student input and staffing. Director Beck asked whether staff had solicited student perspectives; Elliott said he hadn’t yet interviewed students in class to avoid interrupting instruction but that he teaches a class and receives daily student feedback. On staffing and budget, Elliott said he needs more time to evaluate resource sufficiency and that district leaders are continuing recruitment efforts, with December mentioned as a time to look for recent graduates for openings.

What the board decided and next steps

There was no board vote on CTE policy or funding during the meeting. Staff outlined a timeline: teacher course-change requests are due Oct. 1; the high-school implementation team will process requests and provide recommendations; the board will consider the course guide on Oct. 13. Staff also said RPPs and advisory councils will continue meeting to shape pathways and apprenticeship opportunities.

Why it matters

CTE programs are a direct link between high school coursework and local labor markets; changes to scheduling and course duration affect hands-on instructional time, course sequencing, and apprenticeship readiness. Community speakers asked the board to reconcile the district’s stated support for CTE with schedule decisions that, they say, reduce lab time for vocational courses.

Ending

District staff asked for more time to gather student and teacher feedback and to report back on course-change outcomes; board members asked that committee meetings produce written updates for the board. Teachers and families who raised concerns said they will continue to press for clarity about instructional minutes and staffing.