Consolidated Report

Carson City School District

Consolidated Work-based Learning Report

School Year 2021-2022


Work-based Learning Coordinator, Marc Rodina

Work-based Learning Committee:
Tasha Fuson
Cheryl Macy
Amy Freismidl
Candi (Ruf) Robles
Susan Roman
Bridget Gordon-Johnson 

Report Submitted by: Candi (Ruf) Robles

PRINTABLE PDF VERSION HERE


The Carson City School District follows the Guide to Work-based Learning, Policy and Practice for Secondary Schools published by the Nevada Department of Education, Office of Career Readiness, Adult Learning & Education Options (2020). Marc Rodina, Work-based Learning Coordinator, facilitated all work-based learning opportunities with the support of the Work-Based Learning Committee, which included the following members: Tasha Fuson, Associate Superintendent of Educational Services; Cheryl Macy, Director of Equity in Curriculum & Instruction; Amy Freismidl, CTE Vice Principal; Candi (Ruf) Robles, CTE Coordinator; Susan Roman, Career Center Specialist; and Bridget Gordon-Johnson, Carson High School CTE Lead Counselor. In addition, work-based learning activities and efforts were supported by administration on the various district sites, District Curriculum Coordinators, and support staff.

According to the published guide, “Work-based learning is an educational strategy that offers students the opportunity to connect classroom learning to authentic business/industry experiences. Work-based learning in Nevada is described as a continuum of experiences that help prepare students for postsecondary education and careers. The goal of work-based learning is to assist students to be college and career ready through authentic connections to business and industry related to the student’s career interest.” The Work-based Learning Coordinator attended monthly Work-based Learning virtual meetings hosted by the Office of Career Readiness, Adult Learning, and Education Opportunities (CRALEO) and collaborated with regional work-based learning coordinators on data collection and best practices. Finally, the Work-based Learning Coordinator attended the Nevada Association of Career and Technical Education (NACTE) Summer Conference in July 2022 to learn more about work-based learning across Nevada and ACTE Region V.

The guide provides the following governance guidance: “The authority governing work-based learning is NRS 389.167 as amended in Senate Bill No. 66, Statutes of Nevada 2017, on page 4334 and NAC 389.825 and NAC 389.562-389.566. The statute covering registered apprenticeships is found in NRS 610 as created in Senate Bill 516 and NAC 610 as well as 29 CRF Parts 29 and 30.”

The guide provides the following information describing the relationship between work-based learning and Career and Technical Education: “Nevada’s plan for the Strengthening CTE for the 21st Century Act (aka Perkins V) outlines the increase in work-based learning opportunities as one of the seven strategic goals for career and technical education (CTE). High-quality CTE work-based learning programs incorporate four critical components: academic alignment, employer engagement, preparation or support of industry-recognized credentials, and connection to employment.” Data gathered throughout SY2021-2022 is shared in the Carson City School District Perkins V Comprehensive Local Needs Assessment (CLNA) by Career Cluster and the CTE Perkins Consolidated Annual Report (CAR).  

 

Nevada’s Work-based Learning Continuum

*Figure 1 Continuum for Work-based Learning

Career Exploration

 

Career Preparation

Career Training

Suggested for Grades 4-9

Suggested for Grades 9-11

Suggested for Grades 11-12

  • Career Fairs
  • Guest Speakers from Industry
  • Industry Tours
  • Job Shadowing
  • School-based Enterprises
  • Supervised Agricultural Experiences (SAE): Research
  • Apprenticeship Ready Programs
  • Clinical Experiences
  • CTE Work Experience
  • Internships
  • SAE: Entrepreneurship/Ownership
  • SAE: Placement/Internship


The Work-based Learning Report for high school students was submitted in June 2022, following Nevada Department of Education guidelines. Figure 2 is a disaggregation of the data submitted. Data and narrative for each measured component will follow in the Career Exploration, Career Preparation, and Career Training sections.

*Figure 2 Work-based Learning Data Disaggregation

Carson City School District

Work-based Learning Participant Count (All High School Opportunities)

SY21-22

Number

Percentage

*Totals

370

100%

Male

187

50.5%

Female

183

49.5%

Ethnicity

American Indian/Alaskan Native

4

1%

Black/African American

3

≥1%

Hispanic/Latino

122

33%

Native Hawaiian/Pacific Islander

2

≥1%

White

182

49.2

Two or More

7

1.9%

**Populations

Disabled (IEP)

38

10.1%

Low SES (FRL)

96

25.9%

Nontraditional

202

54.6%

ELL

21

5.7%

Homeless (McKinney-Vento)

2

≥1%

Foster Care

 

 

Military Family

 

 

Concentrator

214

57.8%

GATE

65

17.6%

**Career Clusters

Agriculture, Food & Natural Resources

126

34%

Arts, AV Technology, & Communication

22

5.9%

Government & Public Administration

4

1.1%

Health Science

16

4.3%

Hospitality & Tourism

58

15.7%

Information Technology

2

≥1%

Manufacturing

4

1.1%

Marketing

2

≥1%

Science, Technology, Engineering and Mathematics

88

23.8%

NON-CTE (EDU110)

7

1.9%

NON-CTE (Fine Arts)

3

≥1%

NON-CTE (GNCU Banking Internship)

8

2.2%

*Totals in this section are unduplicated and reflect only high school students as reported to Nevada Department of Education, June 2022.

**Totals in this section may be duplicated, i.e., students may have completed more than one work-based learning experience.

 

Career Exploration

Career Exploration activities may begin as early as elementary school land continue through ninth grade. These activities include career fairs, guest speakers from business/industry, and industry tours in order to explore careers and the workplace environment.

 

The Work-based Learning Coordinator worked with each elementary, middle school, and high school campus to provide contact information for business and industry representatives from all sectors as requested. The Work-based Learning Coordinator updated the list of industry representatives throughout the year to ensure contact information was up to date for ease in access. In addition, the Work-based Learning Coordinator made connections with local and regional business who contacted him. Notable contacts included CGI in Carson City and The Public Restroom Company in Minden.

 

In collaboration with the K-12 Science Coordinator, the Work-based Learning Coordinator accompanied 71 middle school girls on a STEM field trip to Tesla. Students toured the facility, participated in hands-on STEM activities, and received a snack. Tesla continues to be a strong partner in providing opportunities for women in STEM.

 

Nevada Department of Education provides funding for Nepris, now Pathful Connect, which brings virtual work-based learning opportunities into the classroom. The Work-based Learning Coordinator attended Nepris trainings and facilitated trainings with district staff.

 

Carson High School Career Fair held Tuesday, October 19, 2021 through Friday, October 22, 2021 in Freshman Seminar Classes. Students were choice grouped by presenter for live stream or recorded career presentations and aligned with the Career Exploration Unit. Live Stream participants included representatives from the Nevada Department of Transportation; the Carson City Sheriff’s Office; Vineburg Manufacturing; Honey Beekeeping LLC; Lofty Expressions, Interior Design; Theilen Photography; Southwest Gas; The Greenhouse Project; and Carson Tahoe Hospital. Recorded videos available for all Freshman Seminar students and classes interested in the prerecorded presentations included representatives from Carson City Pediatric Dentistry; Kate McCaffrey, Athletic Trainer; Paul Mitchell Cosmetology School; Western Nevada College CTE Credit (Gregory Sly); Bureau of Land Management; Nevada Productions; and Eagle Valley Children’s Home.

 

Carson High School Job Fair was held Wednesday, April 6, 2022 in the Carson High School Big Gym. Pioneer Academy student were invited to attend. Representatives from nine industry business/industry groups staffed 79 booths, shared hiring and on-boarding processes, and took applications from students attending the Job Fair scheduled from 9:00am-11:00am. Business/Industry Groups included: Retail (2); Food/Hospitality (12); Healthcare (7); Military/Public Safety (7); Information Technology (2); Manufacturing/Skilled Labor (26); Education/Human Services (13); and Job Training/Staffing/Post-Secondary (9).

 

Career Preparation

Career Preparation activities are for high school students. They provide a more direct experience in a certain field or industry through job shadowing, school based enterprises, simulated workplaces, or similar experiences. Students begin to practice employability skills and technical skills in a limited way through school- or employer-based activities.

 

Job Shadow

A job shadow is short term work-based learning experience tailored to the specific employee, industry and student or small group. Job shadow experiences typically include an introduction and welcome, an overview of the industry and organization, a workplace tour, individual or small group shadowing time, and a wrap-up and reflection.

 

Number

Percentage

Totals

14

100%

Male

1

7.1%

Female

13

92.9%

Ethnicity

American Indian/Alaskan Native

 

 

Asian

 

 

Black/African American

 

 

Hispanic/Latino

6

42.9%

Native Hawaiian/Pacific Islander

 

 

White

7

50%

Two or More

1

7.1%

Populations

Disabled (IEP)

 

 

Low SES (FRL)

6

42.9%

Nontraditional

2

14.3%

ELL

 

 

Homeless (McKinney-Vento)

 

 

Foster Care

 

 

Military Family

 

 

Concentrator

7

50%

GATE

2

14.3%

Career Clusters

Arts, A/V Technology & Communication

1

7.1%

Government & Public Safety

1

7.1%

Health Science

1

7.1%

Hospitality & Tourism

1

7.1%

Information Technology

1

7.1%

Science, Technology, Engineering & Mathematics

1

7.1%

Non-CTE (EDU110)

7

50%

 

Students enrolled in the EDU110 course, a dual credit Educator training course in partnership with Western Nevada College, job shadowed elementary, middle school and high school teachers as a part of their instruction. Students interacted with teachers, provided support to learners, and got first-hand experience working with students in the instructional setting. 

 

School-based Enterprise

A school-based enterprise is an ongoing, student-managed, entrepreneurial operation within the school setting. It provides goods or services that meet the needs of the school’s target markets (i.e., students, teachers, administrators, parents/guardians, community members, community organizations/businesses) over a period of time, not a short-term fundraiser or concession. School-based enterprises replicate the workplace to provide career insights and relevant experiences for the student.

 

Number

Percentage

Totals

169

100%

Male

89

53%

Female

70

47%

Ethnicity

American Indian/Alaskan Native

5

3%

Asian

3

1.8%

Black/African American

1

≥1%

Hispanic/Latino

79

46.7%

Native Hawaiian/Pacific Islander

2

1.2%

White

78

46%

Two or More

1

≥1%

Populations

Disabled (IEP)

10

6%

Low SES (FRL)

44

26%

Nontraditional

54

32%

ELL

7

4%

Homeless (McKinney-Vento)

2

1%

Foster Care

 

 

Military Family

 

 

Concentrator

82

48.5%

GATE

21

12.4%

Career Clusters

Arts, AV Communication & Technology

21

12.4

Government & Public Administration

1

≥1%

Hospitality & Tourism

55

80%

Information Technology

1

≥1%

Manufacturing

4

2.3%

Science, Technology, Engineering & Mathematics

87

51.5%

 

Several School-based Enterprises provided career preparation experiences for Career and Technical Education (CTE) students. Students in the Culinary Arts Program of Study hosted a Sandwich Shop throughout the school year. Students provided menu options for staff members; prepared sandwiches, salads, and desserts; assembled, packaged, delivered orders, and collected fees. Proceeds from the Culinary Arts Sandwich Shop were used to support consumable purchases such as food and classroom culinary lab supplies. The Photography Program of Study provided opportunities for students and families to have their professional photographs taken at the following events: Carson High School Craft Fair, Winterfest Dance, Prom, and the Father-Daughter Dance. Proceeds from the various photo booth events were used to purchase consumable supplies such as mat board and portfolios for the classroom, and camera/lens replacements. Students enrolled in PLTW Introduction to Engineering Design, the Level 1 class of the Architecture & Civil Engineering and Mechanical Engineering Programs of Study, took orders for and produced over 50 corn hole sets for sale to staff and the community. Students applied their safety training, design/build skills, and design skills to manufacture and sell these items. 

 

Simulated Workplace

Simulated Workplace is a work-based learning opportunity that documents student knowledge within an authentic work setting, while replicating proper business and industry processes and procedures.

 

 

Number

Percentage

Totals

33

100%

Male

14

42.4%

Female

19

57.6%

Ethnicity

American Indian/Alaskan Native

 

 

Asian

 

 

Black/African American

 

 

Hispanic/Latino

18

54.5%

Native Hawaiian/Pacific Islander

 

 

White

14

42.4%

Populations

Two or More

1

3%

Disabled (IEP)

2

6%

Low SES (FRL)

11

15.4%

Nontraditional

 

 

ELL

4

12%

Homeless (McKinney-Vento)

 

 

Foster Care

 

 

Military Family

 

 

Concentrator

33

100%

GATE

3

9%

Career Clusters

Arts, A/V Technology & Communication

33

100%

Military Science (Dual Enrollment)

1

3%

 

Students in the Photography Program of Study were asked to take portraits of Nevada Department of Education (NDE) staff and Nevada State Board of Education members for state publication. In both photo sessions, students met with NDE staff to determine needs, set up the portrait studio based on the NDE request, and took the portraits. In the fall, students created a portrait studio at the Nevada Department of Education. In the spring, photographs were taken in the Photography studio at Carson High School.

Students in the Graphic Design programs of study followed the design process, met and collaborated with district, site, and community members to create logos for rebranding and art for the following: Carson High School Library (rebranding logo); The Raven and the Crow Book Cover #2 (Three Ravens Publishing); Carson High School Yearbook Cover Art celebrating Carson High School sesquicentennial; Eagle Valley Middle School partnership for a new logo and branding for the Digital Designers Class; Carson High School GSA Club partnership logo; Carson City Public Works logo for beautification of Highway 50; Bordewich Bray Elementary School logo and rebranding art for campus; Rucking Patches design  for the Sierra Nevada Rucking Club; Eagle Valley Middle School and Carson Middle School CTE logos; and new “C” logo for Principal Chambers used for Carson High School staff shirts.


Career Training

Career Training activities require the advanced high school student to apply technical and employability skills in a work setting through internships, clinical experiences, paid work experience, and similar activities in a career field of interest at an employer’s workplace.

 

Clinical Experience

Clinical Experience allows health science students to integrate knowledge acquired in the classroom with clinical practice. Students are placed in a variety of healthcare settings and observe patients at different stages of medical practice so students may better understand the scope of the healthcare profession and meet state occupational licensing board requirements where applicable.

 

Number

Percentage

Totals

10

100%

Male

2

20%

Female

8

80%

Ethnicity

American Indian/Alaskan Native

 

 

Asian

 

 

Black/African American

1

10%

Hispanic/Latino

5

50%

Native Hawaiian/Pacific Islander

 

 

White

4

40%

Two or More

 

 

Populations

Disabled (IEP)

 

 

Low SES (FRL)

5

50%

Nontraditional

 

 

ELL

 

 

Homeless (McKinney-Vento)

 

 

Foster Care

 

 

Military Family

 

 

Concentrator

10

100%

GATE

1

10%

Career Clusters

Health Science

10

100%

 

Traditionally, students enrolled in the Emergency Medical Technician (EMT) Program of Study participate in a clinical experience at Carson Tahoe Hospital. Because of the increasing number of students from Western Nevada College who are scheduled for clinical rotations at the hospital and COVID protocols, Carson High School EMT students were not able to participate in the clinical experiences in the Carson Tahoe Hospital ER. The Health Sciences CTE instructors worked with the district and Sheila Story, Chief Nurse/School Nurse at Carson High School to provide students with this clinical experience. 

 

CTE Work Experience

CTE Work Experience is a work-based learning experience that connects CTE classroom instruction with paid workplace experience directly related to the student’s interests, abilities, and goals in cooperation with employers. It combines a rigorous and relevant curriculum with an occupational specialty.

Number

Percentage

Totals

3

100%

Male

1

33.3%

Female

2

66.7%

Ethnicity

American Indian/Alaskan Native

 

 

Black/African American

 

 

Hispanic/Latino

2

66.7%

Native Hawaiian/Pacific Islander

 

 

White

 

 

Two or More

1

33.3%

Populations

Disabled (IEP)

1

33.3%

Low SES (FRL)

 

 

Nontraditional

1

33.3%

ELL

1

33.3%

Homeless (McKinney-Vento)

 

 

Foster Care

 

 

Military Family

 

 

Concentrator

2

66.7%

GATE

 

 

Career Clusters

Marketing

2

66.7%

Health Science

1

33.7%

 

Two students in the Marketing Career Cluster completed CTE Work Experiences. One student worked at JC Penney and earned one credit in SY21-22. The second student in the Marketing Career Cluster earned ½ credit and worked at Walmart.

One student in the Health Science Career Cluster completed CTE Work Experience and earned ½ credit in SY21-22. This student worked at The Carson City Aquatic Facility.

Participation in CTE Work Experience is one of the qualifying criteria for students to earn the Career Ready Diploma Endorsement.

 

Internship (Paid)

Internship is a work-based learning experience that places the student in a real workplace environment to develop and practice career-related knowledge and skills for a specific field related to the student’s career interests, abilities, and goals. Internships may be paid or unpaid and are 15 hours or more in duration. They connect to classroom learning and include a structured reflection activity.

 

Number

Percentage

Totals

2

100%

Male

 

 

Female

2

100%

Ethnicity

American Indian/Alaskan Native

 

 

Asian

 

 

Black/African American

 

 

Hispanic/Latino

 

 

Native Hawaiian/Pacific Islander

 

 

White

2

100%

Two or More

 

 

Populations

Disabled (IEP)

 

 

Low SES (FRL)

1

50%

Nontraditional

2

100%

ELL

 

 

Homeless (McKinney-Vento)

 

 

Foster Care

 

 

Military Family

 

 

Concentrator

2

100%

GATE

 

 

Career Clusters

Agriculture, Food & Natural Resources

2

100%

 

Two students participated in paid internships in Agriculture, Food, and Natural Resources. One student worked as a Veterinary Tech at a local Veterinary office. The second worked as a school custodian at a local elementary school. Both students used the skills and knowledge gained from content and OSHA 10 training in these paid positions.

 

Internship (Unpaid)

Internship is a work-based learning experience that places the student in a real workplace environment to develop and practice career-related knowledge and skills for a specific field related to the student’s career interests, abilities, and goals. Internships may be paid or unpaid and are 15 hours or more in duration. They connect to classroom learning and include a structured reflection activity.

 

Number

Percentage

Totals

36

100%

Male

9

30.6%

Female

25

69.4%

Ethnicity

American Indian/Alaskan Native

 

 

Asian

 

 

Black/African American

 

 

Hispanic/Latino

20

55.6%

Native Hawaiian/Pacific Islander

 

 

White

15

41.7%

Two or More

1

2.8%

Populations

Disabled (IEP)

 

 

Low SES (FRL)

8

22.2%

Nontraditional

4

11.1%

ELL

2

5.6%

Homeless (McKinney-Vento)

 

 

Foster Care

 

 

Military Family

 

 

Concentrator

18

50%

GATE

11

30.6%

Career Clusters

Agriculture, Food & Natural Resources

 

 

Arts, A/V Technology & Communication

1

2.8%

Health Science

5

13.9%

Hospitality & Tourism

1

2.8%

Government and Public Administration

3

8.3%

Information Technology

1

2.8%

Marketing

1

2.8%

Science, Technology, Engineering & Mathematics

1

2.8%

Non-CTE (Fine Arts)

3

8.3%

Non-CTE (EDU110)

7

19.4%

Non-CTE (GNCU Banking)

8

22.2%

 

Students in every Career Cluster participated in Internships across the community. Sports Medicine Advanced Studies worked with the Carson High School Athletic Trainer as Sports Medicine Interns during the football season, completing 55 hours of internship. Greater Nevada Credit Union hosted eight banking interns. Carson City School District elementary, middle and high schools hosted EDU110 (Education) Interns on their campuses for 15-20 hours. The Carson City Symphony hosted three Fine Arts Interns.

 

Supervised Agricultural Experience (Entrepreneurship/Ownership)

A Supervised Agricultural Experience (SAE) is a structured experiential and work-based learning opportunity in school-based agriculture, food, and natural recourses program to extend beyond the classroom that takes place in a setting outside of regular school hours in order to develop an individual student’s industry knowledge. SAE programs are teacher-supervised, individualized, hands-on, student developed activities that give students real-world experience directly applicable to careers in the broad fields of agriculture. In this SAE category, students own the enterprise, equipment and supplies, make the management decisions and assume the financial risks to produce a product or provide a service.

 

Number

Percentage

Totals

13

100%

Male

6

46.2%

Female

7

53.8%

Ethnicity<