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District proposes new CTE business pathway and Amped On Algebra integration
Summary
The district presented a proposed grades 9–12 CTE business management and administration pathway tied to student-run enterprises and an 'Amped On Algebra' two-period model; staff said classes may offer dual-enrollment credits and align to CTSOs; the board will consider action May 5.
District Career and Technical Education staff presented a proposed grades 9–12 business management and administration pathway at the April 21 board meeting and described how it will connect classroom algebra with student-run business enterprises.
Andrea Wade (Director of Career and Technical Education) explained the pathway responds to local labor-market needs identified in 2022 and 2024 comprehensive local needs assessments. The proposed sequence includes accounting, introduction to business, business communication, business and legal concepts, an AP personal finance option, and a student business enterprise tied to an Amped On Algebra two-period block model.
Staff said some classes will be co-sponsored for university credit and that the pathway aligns with Career and Technical Student Organizations such as Future Business Leaders of America, Business Professionals of America, and DECA. The Amped On Algebra model pairs algebra instruction with a hands-on CTE period during a double block: students learn math concepts in one period and apply them to operating a student-run enterprise during the second.
Board members asked practical questions about staffing and scheduling. Staff said the Amped On Algebra model requires two teachers (typically a math teacher and a CTE teacher) and that shortages of paired-teacher availability have limited prior offerings. Staff recommended phased rollout and emphasized training and co-teaching supports.
No final vote was taken April 21; staff said the curriculum and committee recommendations will appear as action items at the May 5 meeting. If adopted, the pathway would also include supports for university credit articulation and CTSO participation.
Implementation questions remain, including where Amped On Algebra will be offered, which high schools can sustain the two-teacher model, and how the district will staff newly proposed sections. Staff recommended returning with implementation details when the board considers adoption.
