Spring Lake Park board hears update on career pathways; students describe Epic Game Design and mechatronics

Spring Lake Park Public Schools staff and students briefed the school board on the district's career pathways and recent course developments, including Epic Game Design and a mechatronics class, during a board meeting. Melissa (district staff) provided an overview of the district operational plan project; mechatronics teacher Zach Humphrey and several students described classroom projects and industry partnerships.

The presentation explained the district's three established pathways'business and entrepreneurship; health and human services; and technology, engineering and design (TED)'and described efforts to keep programming aligned with workforce trends. Melissa said the pathways originally launched in 2018 and that the current operational plan work uses the district's three-stage design process of discover, design and deliver to update courses and college-credit opportunities. She said the district is forming a design team later this year that will include students, teachers and industry partners to develop an implementation plan.

Melissa reported participation and credit metrics for recent graduates, noting high student uptake of pathway offerings. She said one figure was that 92 percent of recent graduates took at least one pathways course and 85 percent took more than one. The presentation also included two different counts for courses offering college credit: Melissa said at one point that 14 of the pathway'specific courses offer college credit, and later the presentation materials and remarks referenced that 51 courses at the high school carry some form of college-credit opportunity. The district presentation did not reconcile the two figures during the meeting.

Zach Humphrey, who teaches mechatronics, described the course's hands-on curriculum and industry connections. He told the board students learn circuitry, sensors, logic systems, pneumatics, hydraulics and robot operation, and that a trimester assignment asks teams to design a system to flip a pancake using those elements. Humphrey said the class has moved from online modules to more authentic, hands-on learning and that employers have expressed interest in mentoring and proctoring industry-recognition tests for students.

Students who took Epic Game Design and mechatronics spoke to the board. Hendrick (student) said Epic Game Design was self-paced and involved programming, art and music; he described a Flappy Bird remake he built with a classmate. Bennett Planting (student) said the course's open-ended project work and cross-disciplinary elements drew him to it. Isaac (student), who took mechatronics after Intro to Engineering, said the class helped him apply measurement and mechanical concepts to his school robotics work.

Board members asked procedural and course-structure questions, including class sizes and how pathway courses can be embedded to meet core requirements. Zach Humphrey said his classes range from about 14 students in a year-long, college-credit principles of engineering course to roughly 30 students in entry-level 'how to make' classes; he said the mechatronics class had about 22 students at the time of the meeting. Melissa and board members discussed ongoing work to create co-taught or cross-listed courses so pathway courses can also satisfy core credits in subjects such as geometry or health.

The presentation emphasized the district's intent to continue current pathway offerings while the design process proceeds. Melissa said design-team work will include reviewing other districts'programs, analyzing student course-taking patterns and addressing demographic gaps in enrollment. She also identified Westwood (a district site) as a place where the district has expanded earlier pathway exposure to middle-grade students, which staff said helps build interest ahead of high-school course registration.

Board members and presenters described industry partnerships as a goal for scaling the mechatronics program, with local employers potentially paying staff to mentor students in the classroom and proctor industry assessments. Humphrey said industry partners have signaled workforce demand and an aging technician population and that the district hopes to develop credentialing opportunities in coming years.

Board President and other members thanked students and staff for the presentation. No formal board action on pathways was taken; the item was presented for information and will move into the district's design phase later in the year.