Palm Beach schools outline expansion of career and technical education, propose regional growth and industry partnerships

The School Board of Palm Beach County heard a wide‑ranging briefing Nov. 7 on plans to expand the district’s career, choice and technical education offerings aimed at connecting students to high‑wage local jobs.

Superintendent Michael Burke introduced the session as part of a three‑workshop agenda and turned the presentation over to Deputy Superintendent Jamie Wyatt and Dr. Yolanda Morgan. District staff said the system now offers more than 330 choice and CTE programs, serves roughly 35,000 students in those programs and reported students earned more than 10,000 industry certifications in a recent year.

The board was shown the results of an external review led by ESG Educational Strategy Group plus an internal gap analysis supported by the Education Foundation. Staff said the reviews identified 42 local high‑wage, in‑demand occupations and produced four core recommendations: align pathways to labor‑market needs, strengthen and personalize career advising, scale and standardize industry partnerships and improve student and family engagement.

To act on those recommendations the district proposed clearer ninth‑grade pathway entry points, expanded career dual‑enrollment (where students earn postsecondary credit while in high school), a pilots‑first rollout for a cohort of signature programs and an emphasis on work‑based learning (mentorships, internships and site visits). Staff named a first cohort of enhanced programs that will begin in phases: artificial intelligence at Palm Beach Gardens High School, biomedical engineering at Atlantic High School, quantum computing at Royal Palm Beach High School and construction at Santa Lucia High School, with welding and other trades expanded at regional technical centers.

Board members pressed staff on operational barriers: access for students countywide, transportation, teacher shortages, counselor capacity and how the district will ensure students do not become “tracked” early into narrow paths. Chair Brill asked why the district begins Xello career planning in eighth grade rather than sixth; staff said the platform is being moved earlier and that work to extend career counseling to grades 6–7 is underway. Board member Matthew Lane pressed for clarity on how test results and Xello data will be used to build plans that follow students from middle school through high school; staff said professional development for counselors and teachers and a phased implementation will be used to improve fidelity and follow‑through.

On regional access, board members asked about pairing neighborhood schools — such as Village Academy — with technical centers. Mr. Fred Barge said Historic Carver has a state‑of‑the‑art HVAC lab and the district is already meeting with principals about bringing students over from nearby schools. Staff also said virtual instruction or blended models could be used if staffing limits slow expansion.

District leaders proposed a two‑phase timeline: Phase 1 (FY26) to establish initial signature programs, develop a pathways index and pilot expanded career advising; FY27 to replicate and scale programs and broaden industry partnerships; and FY28 for full scale‑up. Staff said they will return with follow‑up data and recommended next steps in roughly four months.

Board members asked for specific pilots targeted at students currently at risk of dropping out and for better marketing and parent outreach so families know application and transportation options. Staff promised to return with data on program participation, ESE access and the staff plan for career advising and to convene additional follow‑ups before the next major rollouts.

The workshop did not include formal board action; staff described the session as the first in a series of briefings that will inform policy and operational changes over the next three years.