Central York outlines in-district CTE pathways in partnership with York County School of Technology

Central York School District officials presented a plan to offer Career and Technical Education (CTE) pathways inside district schools in partnership with York County School of Technology, with the goal of starting a pilot program in the 2025–26 school year.

The program, discussed during the administrative report by district staff, would align existing high-school courses with the Bureau of Career and Technical Education’s hour and task requirements so students can earn industry-recognized credentials, articulated college credit and additional pathways to graduation under state rules such as Act 158. "We want to capitalize on the great programs that the high school has already established, and take them to the next level," said Ryan Kaufman, one of the presenters.

District leaders said they will start with business/accounting and a general-education (education pathway) pilot that retools existing courses rather than creating brand-new classes. Accounting was presented as a three-year pathway that already meets the state’s required annual 360 hours; the Family and Consumer Sciences–based education pathway would meet a two-year requirement by combining courses, student organization activities (Future Educators Association) and flex-time internships in elementary schools.

Officials said the partnership is intended to supplement — not compete with — York County School of Technology by using Central York teachers to deliver approved curriculum while leveraging York Tech’s program design and resources. Scott Rogers, director at York Tech, was cited by presenters as a collaborator in the plan. The district also said it has begun conversations to articulate credits with Thaddeus Stevens and HACC and is exploring arrangements with York College.

District staff outlined next steps: submit program proposals to the Bureau of Career and Technical Education during the March–May approval window; hold occupational advisory committee (OAC) meetings (two per year are required); finalize articulation agreements and identify industry partners to proctor required industry assessments (the district said industry partners, not teachers, must proctor those exams). The presentation noted potential state subsidy but stressed exact financial impact depends on the number of students who formally enroll in a CTE pathway and are reported in PIMS.

Presenters described potential long-term expansion — including IT, cybersecurity and health-care pathways — and flagged staffing or equipment needs that could follow program growth. A district example from another local program (Carlisle) was cited to give a per-student subsidy illustration (approximately $1,440 per CTE student in a large program), but presenters said Central York cannot yet project subsidy revenue until students formally opt into pathways. If state approval is received, the district said it plans OAC meetings in spring and fall and additional communications to families to clarify that the pathways are exploratory and not a requirement to choose a career in ninth grade.

Board members responded positively and asked staff to continue providing details; some requested further clarification about timelines, potential staffing needs if the program grows, and how internships and industry partnerships will be structured.