District reports CTE performance, graduation and credential rates; staff outline professional learning and induction work
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Summary
CTE leaders reported meeting seven of eight federal Perkins performance measures for 2024-25; district staff detailed new-employee orientation, professional learning, and early results from the 6—6 ELA rollout.
District CTE and instructional leaders reported results for career and technical education (CTE) and described professional learning activities that launched the school year.
CTE performance: district staff said the CTE concentrator cohort for the class of 2025 achieved a 98.6 percent graduation rate (students who took at least two years of the same CTE program). Staff reported success on industry credentials (88 percent of concentrators earned at least one industry-accepted credential) and a program-end assessment pass rate of 86 percent. Overall, staff said the district met seven of eight Perkins performance measures; math proficiency was the measure not met. Placement (employment, military enlistment or postsecondary enrollment in the months after graduation) was reported near 65 percent. Staff said failure to meet placement historically results from difficulty contacting graduates to complete surveys; they described efforts to improve follow-up.
Professional learning and induction: John Scroggum and other staff described new-employee orientation and launch-week professional learning. The district held a two-day orientation for new certified staff and scheduled quarterly Wednesday professional learning sessions; instructional coaches, specialists and new-employee mentoring were emphasized.
ELA implementation: staff reported HMH materials training, teacher curriculum maps aligned to state standards, and early campus support. Staff noted plans to supplement texts where needed and to use strategies intended to transfer reading skills across content areas.
Why it matters: strong CTE credentialing and graduation rates support students entering the workforce or college; professional learning and induction affect instructional consistency and retention.
Next steps: principals and central staff will continue induction and coaching; staff said they will pursue math collaboration opportunities between CTE and math teachers to address the math-proficiency gap among concentrators and will maintain tracking to meet Perkins measures.
