District outlines PACE college-and-career plan, students ask for more trades, internships and life-skills instruction

Huntley Community School District 158 administrators gave the board an update on the state’s PACE framework (Postsecondary and Career Expectations) and the district’s college-and-career programming at the June 12 meeting. The presentation described where the district already aligns with the framework and where it plans to expand programming and student supports.

“What PACE is... Post Secondary and Career Expectations,” a district presenter told the board and said Illinois expects districts to implement the framework by July 1. The presentation laid out how the district’s middle-school exploratory courses expose younger students to career clusters, while high-school programming emphasizes course planning, dual credit and work-based learning. Administrators said the district operates four academies (medical, engineering, fine arts and global) and runs partnerships with McHenry County College for dual credit and occupational pathways.

Key points from the presentation and board discussion: - Current scale: District staff reported high participation in advanced coursework — “over 800 students” took AP exams in the past year and “about 900” students took dual-credit courses; roughly “400 students” took at least one state-endorsed career pathway course. - Special-education transition: The district described expanded transition and vocational programming (vocational center, community-based instruction, paid employment supports) for students with more complex needs, citing external technical-assistance partnerships. - Student feedback: The district surveyed students and found demand for more hands-on career pathways and life-skills training. Administrators summarized student open responses: requests for trades and technical programs (automotive, HVAC, plumbing), sound/technical arts, health/medical, business and entrepreneurship / incubator experiences, and “life skills” including financial literacy and time management. - Next steps: Administrators said they will continue to align middle-school exploratory sequences, expand real-world, project-based learning, ensure staff certification and facilities to support growth, disaggregate participation data by student group, and monitor postsecondary outcomes annually.

Why it matters: The PACE framework moves the emphasis from purely college-readiness to a broader set of post-high-school pathways, including careers and certifications. For districts, the checklist includes course sequencing, credential opportunities, internships, and documented postsecondary plans for students.

Board response: Board members praised the breadth of offerings and encouraged continued expansion of trade and technical programming. Several trustees urged the administration to monitor which students do and do not access the pathways so the district can reduce barriers.

Ending: Administrators will return with more detailed alignment plans for middle-school exploratory work, staff development plans tied to new pathways, and tracked metrics disaggregated by student group during the 2025–26 year.