Career Technical Education » Career Technical Education

Career Technical Education


Every year, Snowline participates in a variety of advisory committee meetings with industry partners to ensure that we are adequately preparing our Snowline students for meaningful careers once they leave our doors. Sometimes this means students are prepared to enter right into the workforce upon graduation. Other times, this means students are prepared to enter some form of post-secondary education or training to complete their next steps on the path to that target career. In any situation, the voice of industry keeping us informed on industry trends, demands, and changes empowers us to better assist our students towards endless possibilities.

Most recently, Snowline hosted a local CTE Advisory Meeting on April 20th and participated in a regional CTE Advisory Meeting alongside high desert partner districts on April 26th.

Below, you'll find a copy of the presentation we discussed at our local advisory meeting as well as a copy of the Industry and Career Trends and Forecast 1st Quarter 2017 Executive Summary that our guest speaker, Sandy Harmsen, Director of San Bernardino's Workforce Development Board brought to discuss.

Minutes from the meeting are still currently being drafted, but check back soon for a copy of what was discussed both locally and regionally. Also, if you would like to get involved and assist Snowline as an Industry Representative, please take this brief survey so we can capture your information and invite you to participate in our future conversations:


Annually, as part of the Carl Perkins Career Technical Education Grant, we submit two reports. The first is known as E1, due annually around October 15th. In short, this report includes the enrollment, completion, and graduation data for students in Perkins-fundable CTE classes the previous year. The second report is known as E2, due annually around March 15th. For this report, we reach out to our former capstone students to see if they are employed, in post-secondary education, or active military. If the students are employed or in education, we inquire if the work or education is related to the CTE sequence they were studying with us. Between these two reports, there are outcome targets known as the Core Indicators. Attached are the results of our reporting this year on last year's students as well as the 2014-15 data. The first page includes the specific definitions of the Core Indicators and how they are calculated. For the 2017-18 Perkins application, we are drafting strategies on how to improve our nontraditional participation (6S1) and our nontraditional completion (6S2). Please note that while the data indicates that we missed the targets on 1S1 and 1S2 for academic attainment in ELA and Math, prior year data was calculated using CAHSEE results while this past report was calculated using CAASSP results. Because of the data source change by the state and that the data doesn't align well for comparison, this is not considered a missed target. Also, please note that due to a revision regarding how 2-year sequences were tagged per CDE guidance, the concentrator calculations in the 2014-15 report appear falsely high. Overall between the two years, enrollment in Perkins-fundable CTE sequences has increased.