Sumner students, staff spotlight Career and Technical Education’s role in college and career readiness

At a Sumner School District study session, Erin Tomlin, the district’s director of Career and College Readiness, and more than a dozen high‑school students described how Career and Technical Education classes have influenced their post‑secondary plans and workplace skills.

The students – from Sumner High School, Bonney Lake High School and running‑start programs – told the board that CTE classwork and related extracurriculars such as FFA, DECA and robotics gave them hands‑on experience, industry certifications and chances to compete. Tomlin framed CTE as part of the district’s college‑and‑career readiness work: “for those that don’t know all the acronyms, it’s career technical education or career and college readiness,” she told the meeting.

Students recounted earning certifications and direct work skills. One student said the culinary class led to a required food‑handler card needed for a job at Denny’s; another described earning an OSHA certification while managing a greenhouse and running a plant sale. Students also reported competing in state and national contests, including an agriscience entry that placed first at a contest and a manufacturing competition hosted at Boeing.

Several students described how CTE changed their plans: one shifted toward robotics and a vocational program in instrumentation and automation after hands‑on experience; another credited CTE projects for motivating a decision to study marketing at the University of San Diego. “These classes…give a lot more than you can get from the core classes; they help you branch off more and learn more skills that you’re going to use in the real world,” said Mia Cardenas, a running‑start student representing FFA.

Board members praised the students’ presentations and asked about expanding awareness and access. Trustees and staff discussed outreach to middle schools and families so students learn about CTE options earlier. District staff said they are realigning middle‑school advisory to better highlight ninth‑grade course options and pathways and noted that Washington state requires the High School and Beyond plan beginning in seventh grade. Board members and students suggested additional tactics for increasing participation and fit: CTE fairs or marketing assets featuring student testimonials, more field trips to local businesses, stronger links between coursework and extracurricular clubs, and improved ways for students to trial classes before committing.

Students raised practical concerns about enrollment and fit. Several proposed a short “trial” period so students can confirm interest before remaining in a year‑long class; others flagged that some students take CTE only to meet credits and may not engage if the course does not match their interests. Teachers and students said many CTE classes include extracurricular extensions (for example, robotics teams or DECA) that deepen learning for students who opt in.

There were no formal votes or policy adoptions during the session. District staff reported ongoing work to expand outreach, refine curriculum pathways, and create materials (including recorded highlights) the district can use for recruitment. Board members asked administration to return with ideas for earlier family outreach and for ways to make course expectations and pathways clearer to middle‑school students and parents.

The study session concluded with board members and staff commending the students’ presentations and urging continued work on communications and middle‑school alignment to increase equitable access to CTE pathways.