Editor’s note: This is the third in a series of articles about CareerPrep 2030, a Kent ISD initiative to expand offerings and boost student enrollment in career and technical education over the next five years.
Part 1: Initiative aims to double enrollment in career & technical education by 2030
Part 2: Partnership expands CTE programs to local districts
All districts — Having completed a majority of her required courses for graduation, Godwin Heights senior Brianna Botello admitted she struggled to fill her schedule for the 2024-25 school year.
“I told my counselor, (Kristi) Bontelli, that I really wished I could just work during those hours,” Brianna said. “It was then that she told me about the option of work-based learning.”
Godwin Heights is one of about 16 local school districts working with Kent ISD to expand work-based learning offerings. The partnerships are part of the Kent ISD’s CareerPrep 2030.
“We make an educated choice when we shop for cars,” said Ryan Graham, Kent ISD’s director of workforce development. “We make an educated choice when we shop for houses. A career is probably one of the biggest things you will ever do in an endeavor.
“We want students, as much as possible, to have an informed career plan, and I just think that’s important for schools, students (and) parents to try and tackle. And work-based learning could be a mechanism to do that.”
What is Work-Based Learning?
When discussing work-based learning, Graham said there are three types:
- CTE work-based learning, which is students with technical skills training in a specific vocation such as construction or teaching.
- Non-CTE work-based learning, which is any work experience or learning that helps students develop transferable skills such as communication, problem-solving, teamwork and professionalism.
- Special education work-based learning, which helps students with special needs develop job skills and prepare for the workforce.
Graham’s team is primarily focused on non-CTE work-based learning, which has several stages.
Awareness is the first, and is the biggest component of work-based learning, Graham said. This is when companies visit schools for a variety of reasons such as career day or to discuss career opportunities in different fields, connecting with a large number of students at any grade level from K-12. Examples are a career fair at Thornapple Kellogg and a visit by health professionals to Grand Rapids’ Stocking Elementary.
Exploration is when students participate in field trips to local businesses to learn more about a company or a career path such as engineering or medical, Ryan said. Job shadow opportunities offered by Kent ISD fall under this stage.
Preparation is the next stage, with a company or organization coming to a school to collaborate on a project, Graham said, as when John Ball Zoo and Byron Center High School students teamed up to explore how the zoo could increase accessibility and foster belonging in the communities it serves.
Training is the last stage, Graham said. Students who have met academic and attendance criteria can apply their academic knowledge and technical skills in a workplace setting and develop employability skills such as Kelloggsville Public Schools has done with its training agreements at Mark-Maker Inc. and Lumbermen’s Inc.
‘(Students) want to try out careers before they graduate, or they want to be in the careers before they graduate, and that’s what workplace learning can offer.’
— Ryan Graham, Kent ISD Workforce Development director
The last stage, training, usually has the fewest number of students, because it is a one-on-one engagement between a student and a business organization, Graham said. Seniors are the focus for these work-based internships, as they typically have transportation, room in their schedule and some turn 18 during their senior year, which opens up a lot of work opportunities, he said.
More Than Just Selling Jewelry
“I had entered retail because I like to help people, and I like to talk a lot,” Brianna said, adding that she had already been working at Wyoming’s Blue Sapphire Jewelers when she entered the Godwin Heights work-based learning program. “What surprised me was that there was so much more (to it) than just selling jewelry, but it is also helping people fix problems and figuring out financing.
“There have been a lot of advantages to working here, because there is a lot more hands-on with computers and working with technology.”
Chris Pulliams, Godwin Heights work-based learning coordinator, said Brianna worked with her counselor in the fall to assure she had met all the school’s requirements of grades, attendance and course completion to participate in the program.
From there, he met with Blue Sapphire Jewelers Manager Annet Esquivel to go over paperwork, including a timecard that Brianna has to turn in every week, and completed a site visit.
“I wished that I had this in school,” Esquivel said, adding she was unaware of the work-based learning program until Brianna approached her about it. “It’s a great opportunity, because the business benefits from being able to bring in a younger perspective and it helps the community by giving students experience in the workplace.”
At Godwin Heights, students enrolled in work-based learning have one hour in their schedule designated to the program, Pulliams said. But students aren’t required to work during that designated hour; some work after school or on weekends. Pulliams said students must work at least five hours per week to be eligible for the program, though many work more than that.
Brianna documents her work schedule on a timecard. Esquivel also completes a portion of the timecard, indicating how Brianna is doing and then signing it. Every week, Pulliams meets with students and reviews how things are going. He visits job sites about every nine weeks to do the same with the employers, he said.
Growing the Opportunities
Graham said Kent ISD’s Workforce Development team “walks alongside” districts to provide information on compliance, guidelines, structure of the program and best practices, such as having an on-site coordinator and having requirements such as grades and attendance for students to participate.
The team also helps identify potential business and community partners, he said, adding that district coordinators establish those relationships.
The program has been growing. In 2023, there were 369 students in non-CTE work-based learning training programs throughout the intermediate district, Graham said, and almost doubled to 601 in 2024 with little effort, he said. Districts with training agreements range from a few students to Northview Public Schools, which has nearly 100 students in its program.
A factor in the growth has been CareerPrep 2030, which has generated conversations with districts about how to develop the programs, Graham said. To help provide consistent support, the team has expanded and has been building work-based learning connections with neighboring counties Ottawa, Muskegon and Allegan, and with the state through the Michigan Career Placement Association.
The goal is for the program to have about 1,000 students participating in non-CTE work-based learning by 2030, he said, quickly adding that it is not about having high numbers, it’s about the quality of the learning experience to help set up students for success.
“I think work-based learning is continuing to grow, and we’re seeing that,” Graham said. “I think it’s because students and parents want relevancy. They want to try out careers before they graduate, or they want to be in the careers before they graduate, and that’s what workplace learning can offer.”
Read more:
• Tech Center heats up students’ interest in skilled trades
• A career in auto repair? For some students, it starts in high school
