Whitnall staff outline annual Education for Employability and career‑planning updates

Adam, a district staff member leading the Education for Employability presentation, told the board the annual update is a statutory requirement and summarized the district’s approach to preparing students for postsecondary education and the workforce. “This is really our preparation for students for future employment,” Adam said, explaining the E4E work is paired with the ACP (Academic and Career Plan) process to help students and families plan postsecondary steps.

Adam described how the E4E/ACP program is being aligned with the district strategic plan (notably pillars 1 and 4) and reviewed measurable indicators the district tracks on its public scorecard: AP exam completions at a score of 3 or higher, Algebra II completion by 11th grade with a C or better, average daily attendance, CTE coursework and enrollment, and participation in work‑based learning such as youth apprenticeships, co‑ops and dual enrollment. He said the district updates those markers annually and uses them as a general “health of the system” metric.

Staff called out recent operational work: Stephanie Hower, the district’s new high‑school counselor, is focusing on the eighth‑to‑ninth grade transition and on rebranding and standardizing the high‑school course guide so students and families can more easily see available pathways and course sequences. The presentation noted ongoing outreach to local postsecondary partners including MATC and WCTC, and interest from community businesses in internships and co‑op placements.

Board members pressed staff on pathway flexibility and counseling supports. When asked whether a student who chose a middle‑school pathway (for example a CNA track) would be locked in, Adam responded that pathways are not a declaration of a major and can be changed: “No, they’re definitely not locked in,” he said, adding that the district lays out recommended middle‑ and high‑school courses so students can try early experiences without being forced into a single path.

Adam said the district uses scheduled touchpoints to support students: an eighth‑grade transition meeting, a junior‑year “Falcon Summit” and the ability for families to meet counselors as needed. He also described plans to build a Whitnall profile of a graduate and a college‑and‑career readiness scorecard to spell out milestone experiences (college campus visits, ASVAB testing, dual enrollment, technical college exposure) so juniors and seniors can track completion of markers that indicate readiness.

Why it matters: the presentation lays out how the district is attempting to connect classroom and applied experiences to measurable outcomes and to make course options and career pathways more transparent for students and families. Board members asked for continuing emphasis on outreach and family engagement, and staff said they will continue to refine the scorecard and publish the E4E/ACP materials on the district website and in annual notifications.

Next steps: staff will continue the annual audit process with the state reviewer and incorporate feedback; the board did not take an action vote on the E4E update—the presentation was informational and will be used to guide curriculum and counseling work for the coming year.