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Students blend trades and compassion at Elevate Academy East
When Elevate Academy East construction instructor John Kramer dreamed up a community project for his ninth graders, he didn’t want it to be another shop class assignment. He shared the idea with the ninth-grade teaching team, which includes construction, culinary arts, English language arts, government and math. Together they turned it into Give a Dog a Home and Pasta for Paws—a two-part community event blending construction, culinary arts and compassion.
“Originally, it was just going to be the doghouses,” said Kramer. “But then we thought, why not go bigger? Why not bring culinary in and make it something that brings the whole community together?”
So they did. Kramer’s construction students partnered with the Snake River Animal Shelter, where each student “adopted” a shelter dog for inspiration. The teens visited the shelter, learned about the personalities of their chosen dogs and designed 16 custom doghouses to fit each breed’s size and temperament.
“They had to research architecture styles, draft their plans and then build to fit the dog,” said Kramer. “It was real-world problem-solving at every step.”
These doghouses were then given away to adopters at the Give a Dog a Home shelter adoption event that the students sponsored along with the Snake River Animal Shelter.
Meanwhile, the school’s culinary students whipped up another kind of creativity. They baked gourmet dog treats for the shelter and planned an Italian-themed fundraising dinner complete with student-developed recipes for lasagna, tiramisu and other classics.
“They even had a little competition,” said Kramer. “The best dishes were chosen for the final menu.”
“We don’t want to repeat ourselves, but the goal is always the same: Teach them to build something that matters.”
—John Kramer, construction instructor, Elevate Academy East
The culminating event—Pasta for Paws—sold out. More than a hundred guests filled the cafeteria for the $20-a-plate charity dinner, where students presented their work, shared what they’d learned and auctioned off the top three doghouses. Faculty, community donors and even a few families who adopted shelter dogs attended.
“The kids got up and talked about their challenges, what they’d learned and what they’d do differently next time,” said Kramer. “Seeing them take pride in their work like that was incredible.”
The event raised funds for both the shelter and the school’s hands-on programs, helping replenish supplies and support future projects. But the biggest impact was educational. Elevate Academy’s model blends CTE instruction—construction, culinary, cybersecurity, medical arts, business, public safety and machining—with core academics. Students didn’t just build and cook; they researched dog care, designed shelter pamphlets, studied architecture, applied math and drafting skills and developed and presented recipes.
“We want them to see how everything connects,” he said. “English isn’t just essays; it’s how you communicate with a client.”
The success of Give a Dog a Home and Pasta for Paws even earned Elevate Academy East Project of the Year honors across the Elevate network of schools statewide. The Snake River Animal Shelter has already asked to partner again.
“They were hesitant at first,” said Kramer. “But once they saw what the kids could do, they were blown away.”
Next year, Kramer says the project will change but the spirit will stay the same.
Nursing graduate finds support, success through Center for New Directions
When Caitlyn Keelin walks the halls of Portneuf Medical Center’s progressive care unit, she’s not just a nurse tending to patients—she’s proof of what determination, community and the right support system can achieve.
Keelin’s path to nursing wasn’t a straight line. She became a mother at 15, earned her GED in Wyoming after leaving high school and started pursuing a career in pharmacy before stepping away to raise her growing family. Years later, while working full time in a call center and raising four children, she decided to take a leap she’d long dreamed about.
“It was during COVID, and I saw that nurses were really needed,” Keelin said. “That’s what I’d always wanted to do, so I thought, well, it’s now or never.”
She enrolled at the College of Eastern Idaho (CEI), first earning her associate of science degree in 2022 and later gaining admission to CEI’s nursing program that same year. It was a demanding schedule. She juggled coursework, labs and clinicals while raising her children and continuing to work. That’s when she discovered CEI’s Center for New Directions (CND). Initially, she turned to the center for help with child care.
“They would pay my copayments so I didn’t have to worry,” Keelin said. “As I got to know them, I realized they could help with so much more, including books, scrubs, food and even gas to get to school.”
That support proved life-changing.
“Once I found out they offered help with things like a food pantry, I could work less and focus more on my classes,” she said. “That was a lot of help to be able to graduate.”
With the center’s assistance, Keelin completed both of her degrees without needing student loans.
“Every time we go to the doctor’s office, they tell everyone, ‘My mom’s a nurse,” Keelin said. “They’re proud of me. It’s cool to see that. It shows them that you can do it if you put in the effort.”
Caitlyn Keelin, nursing graduate, CEI
“I don’t think I could have done it without them, especially financially,” she said. “There were times when I thought, ‘I don’t know what I’m going to do,’ and they would always be there to help.”
In December 2024, Keelin graduated from CEI’s nursing program. Today, she works nights at Portneuf Medical Center on the progressive care unit, caring for cardiac patients and others who need close monitoring.
“It’s crazy because now I have free time,” Keelin said with a laugh. “I never thought I would, but now I can actually be a person.”
That shift has transformed her family life, too.
“I can go to my son’s football games and my daughter’s dance classes,” she said. “I don’t have to miss anything.”
Her new schedule has given her more than time—it’s given her children a reason to celebrate.
Looking back, Keelin has simple advice for others walking a similar path.
“There’s light at the end of the tunnel,” she said. “At first, it feels like it’ll never get better, but if you stick with it, eventually it’s done. And it’s definitely worth it.”
Cosmetology class turns heads in Dayton
When Lisa Barnard launched the cosmetology program at West Side High School five years ago, she wasn’t just adding another elective. She was building a career pathway that blends technical skill, creativity and real-world experience.
Barnard brings more than 27 years in the industry—20 as a salon owner—and a family heritage steeped in hairdressing.
“I come from a family of hairdressers,” Barnard said. “It’s in my blood.”
The idea to start the program came when local CTE leaders approached her about teaching. At the time, Barnard was struggling with chemical allergies that made salon work difficult. Teaching, she realized, was a way to stay connected to the field while helping students.
“It was a good opportunity to try something new but still do what I love,” she said.
Demand was immediate. A regional survey of students ranked cosmetology among the most requested programs, and today Barnard has 36 students enrolled across two classes. Interest is so high that she turns away applicants each year.
The program is structured much like a postsecondary cosmetology school. Students attend class daily for two hours and spend full Fridays in a student-run salon that serves the community.
“My students go into school already knowing more than a lot of others, they feel overprepared, which is exactly what I want.”
Lisa Barnard
“They’re so scared the first time they work on a live person,” Barnard said with a laugh. “But within a month, Friday salon day is their favorite.”
The curriculum covers haircutting and coloring, manicures, pedicures, facials and nail enhancements. Students begin with mannequin work before moving into client services. By graduation, they’ve logged about 800 hours toward the 1,600 required for state licensure.
“They’ve learned everything there is to learn,” Barnard said. “They just need more hours and hands-on practice.”
The program’s value is undeniable. The average tuition for cosmetology school ranges from $20,000 to $25,000. By completing half their training in high school, Barnard’s students save an average of $7,000 to $10,000. They also enter postsecondary programs ahead of their peers.
“My students go into school already knowing more than a lot of others,” Barnard said. “They feel overprepared, which is exactly what I want.”
Barnard’s graduates often find work quickly. She currently employs three former students in her own salon, and many others work in the region. Salaries vary, but Barnard said stylists who put in the time to build a clientele can double their starting wages within a few years.
The program also builds confidence. Barnard recalled one student who struggled academically and needed extra help with tests. By the end of the program, that same student was excelling.
“As soon as she realized she had a talent for it, everything fell into place,” Barnard said. “She ended up placing at state SkillsUSA and is now thriving in a salon.”
Looking ahead, Barnard hopes to expand offerings with an introductory course and possibly summer sessions to help students log more hours. For now, she’s proud of the foundation she’s built.
“It’s an amazing opportunity for these kids,” she said. “They love it enough that they don’t mind putting in the work—and that’s what makes it all worth it.”
Experience and passion drive growth in Salmon River’s ag program
When James Boggan returned to Riggins in 2022, he thought he knew what to expect. The Salmon River High School graduate with a degree in rangeland ecology and management from the University of Idaho had worked for Agri Beef Co. and Simplot before stepping into the classroom. But teaching quickly proved to be a different kind of challenge and opportunity.
“I had to learn how to be a teacher and I really had no clue where to start,” said Boggan. “Going through the Inspire Ready program and First Camp helped me a lot. Having support from other educators around the state made a huge difference.”
His vision soon expanded beyond the classroom. With the support of the district, Boggan has added a greenhouse, doubled the number of welding booths and secured a new plasma table. He is also laying the groundwork for an aquaponics program.
“I thought I was just going to be in the classroom and in the shop,” said Boggan. “But opportunities kept opening up and we’ve been able to expand in ways I never expected.”
One of his biggest accomplishments was rechartering the Salmon River FFA chapter in 2023. What started with three students has grown to 10, all eager to take on Career and Leadership Development Events.
“It’s amazing how the FFA program helps students grow into leadership roles,” said Boggan. “I’ve seen them become more accountable, more confident and more driven.”
For Boggan, the impact of FFA is personal. As a student, he was part of the first chartering class in Riggins and credits those early experiences with shaping his own career. Now, he uses CDEs and LDEs not only as competitions but as curriculum guides, helping students tie classroom learning to real-world applications.
“Livestock evaluation has been the event students connect with the most,” said Boggan. “But now I have kids interested in public speaking, horse judging, forestry and parliamentary procedure. That’s exciting.”
He points to individual stories as proof of the program’s value.
“One student was a natural welder and always excited to take on new projects. He showed younger students what he made and now they’re all excited to be in shop class. He’s pursuing a degree in welding,” said Boggan. “Another student loved plant and animal science and took charge of our buck and bull scoring fundraiser. They even bought their own scoring kit and now measure elk and deer for people in the community.”
Looking ahead, Boggan has ambitious goals: strengthen welding and mechanics programs, expand the greenhouse, build aquaponics systems and take students to the FFA National Convention.
“One of our chapter goals is to go to Nationals in the next five years,” said Boggan. “The students are already working hard to make that happen.”
For Boggan, it all comes back to giving students opportunities that prepare them for the future—whether that’s in agriculture, leadership or life.
“I didn’t know if I would enjoy teaching when I started,” he said. “But seeing the look of surprise on a student’s face when they learn something new—that’s what makes it worth it.”
Graphic and Web Design program builds national reputation on real-world success
“Different years, different students, same results.”
That’s the unofficial motto of the Graphic and Web Design program at North Idaho College (NIC). Program Coordinator Philippe Valle has spent more than two decades making sure it holds up in the real world—and NIC students have the awards to prove it.
In 2025, they brought home Best of Show and multiple Gold, Silver and Cobalt awards at the Spokane American Advertising Awards (commonly known as the Addys)—the fifth time an NIC student has claimed the top prize. In 2024, students earned a Cobalt Award for web design. In 2023, they swept the Addys, with one student taking Best of Show plus Gold, Silver and Bronze medals while others collected regional and district honors that advanced to the national stage. Beyond the Addys, students have won the Printing Industry of America poster competition, designed logos and T-shirts for community organizations and even created a Pepsi semi-trailer wrap seen across the Northwest.
Two decades ago, when Valle first stepped in, the picture looked very different. He came to the United States in 1987 after beginning his design career in Europe . After working with Fortune 100 companies, he was asked to take over NIC’s then-struggling program in 2002. At the time, enrollment was just four students.
Today, the program functions like a two-year design agency that feeds talent to local employers and national brands. Students can earn a one-year certificate on the way to an advanced certificate or associate of applied science degree. Coursework covers Adobe applications, social media, UI/UX, video production, web development and portfolio building, with client projects and industry speakers integrated throughout.
“We teach practical and relevant skills to prepare our students for the ever-changing design industry,” Valle said.
Instructor and alumna Lydia Ramus, who worked in the field before returning to teach full time, said the format accelerates growth.
“There are so many opportunities for them,” Ramus said. “By the time they graduate, they’re ready to go out and do everything.” She added that courses are designed to build upon and support one another. “It’s constant reinforcement all around,” she said.
Funded through Gov. Brad Little’s Building Idaho 2.0 one-time grant, the program’s $500,000 lab expansion has transformed its footprint. The space now rivals—and in many cases surpasses—the technology in professional design agencies. Students work on iMac M4 workstations networked across the studio, experiment with 3D printing and packaging design and collaborate in front of a 14-foot interactive touchscreen wall that projects student work, allows real-time annotation and archives feedback for later review. They also train on a computer numerical control machine—industrial-grade equipment used to cut precision shapes from a variety of materials.
Valle said the facility was designed to feel like an agency rather than a classroom. Its central location on campus also gives the program visibility, often drawing in visitors who stop to ask about the work on display.
Those experiences lead directly to jobs. Valle cites a 95% placement rate, with many students landing internships or offers before graduation. Alumni now work at Adobe, Marvel, Carvana, Netflix Animation and high-end print firm Digital Lizard, as well as regional employers such as Buck Knives and Litehouse Foods.
“When you’ve worked in the industry for a long time, you know people,” Valle said. “We bring that network to our students.”
FCS teacher brings real-world skills to rural Idaho
At South Fremont High School, family and consumer sciences (FCS) teacher Kristy Hammond is proving that life skills aren’t “just electives.” They’re stepping stones to careers, confidence, and even small businesses.
“I never imagined I’d become an FCS teacher,” Hammond said. “But when the job opened, I realized all the jobs I’d worked in high school and throughout college—restaurant work, bookkeeping, preschool teaching, even baking for friends and family—actually taught me valuable skills. Each one gave me knowledge and experience that now makes me stronger in my role as an FCS teacher.”
Now in her fourth year teaching, Hammond leads two main career pathways: culinary arts and hospitality. Students begin with introductory food and nutrition courses, then advance to hands-on training. The capstone classes, she says, go far beyond textbooks.
“In our culinary capstone, students partner with Panera Bread in Idaho Falls,” Hammond explained. “They rotate through every station—taking orders, prepping food, even washing dishes. It’s the real deal, and the kids love it.”
Her program also partners with Texas Roadhouse, giving students field trip experiences that highlight customer service in a high-energy environment. Locally, Hammond works with a retirement home chef who calls her when job openings arise and often hires her students on the spot thanks to the food handler certifications earned in class.
One of Hammond’s proudest initiatives is Food Truck Wars, a capstone project where seniors design logos, set menus and run mock food trucks during finals.
“The teachers come in, sample everything, and vote for their favorite,” Hammond said. “It’s amazing to watch the kids apply every skill they’ve learned—cooking, budgeting, marketing—in one project.”
That entrepreneurial spirit carries into FCCLA, the national student organization tied to FCS programs. At South Fremont, Hammond’s students sell decorated sugar cookies for Christmas and Valentine’s Day, raising up to $1,600 each year.
“It started as a school fundraiser, but it grew into community orders,” Hammond said. “Parents wanted cookies delivered to their elementary school and junior high students. Teachers were making large orders for neighbor gifts. My culinary students were baking nonstop for weeks.”
For Hammond, the impact goes well beyond fundraising. One standout graduate took every class she offered, served as a state FCCLA officer, and went on to major in food science—eventually planning to help run her family’s beef jerky company.
“She told me she wasn’t really sure what she wanted to do in her life,” Hammond recalled. “But through our classes, she found her passion.”
Looking ahead, Hammond hopes to add interior design and eventually an early childhood education pathway. She also speaks directly to eighth graders about elective choices, making sure students know the career-technical options available.
“My goal is for students to understand that career technical education gives them real skills,” Hammond said. “Even if they don’t go to a four-year college, they can graduate ready to work, start a business or support themselves through school. That’s powerful.”
Persistence pays off for Idaho’s Adult Education Student of the Year
Each September, Adult Education and Family Literacy Week highlights the importance of programs that help adults build foundational skills, earn credentials and pursue higher education or career goals. The week also raises awareness of the barriers many adult learners face and the life-changing impact education can have on individuals, families and communities.
As part of this recognition, Idaho celebrates outstanding students and educators through the annual Adult Education Student and Teacher of the Year awards. Colleagues, supervisors and administrators from adult education programs across the state nominate individuals who exemplify persistence, growth and leadership. A review committee evaluates the nominations and selects the recipients.
This year’s Student of the Year is Alexandria “Ali” Horner, whose story of perseverance and achievement reflects the very spirit of adult education.
When Alexandria “Ali” Horner walked into her first adult education class, she carried more than textbooks. She carried the weight of anxiety, the sting of past bullying and the echoes of teachers who once told her she would never amount to anything.
Now, after more than 387 hours of dedicated study in a single year, Horner has proven those voices wrong. The Idaho Adult Education program has named her the 2025 Student of the Year, honoring her resilience, determination and academic progress.
“What motivated me the most was my therapist at the time encouraging me to go back for my mental health,” said Horner. “I also wanted it for myself. I had crippling anxiety, but working toward my GED opened up doors for me. I don’t really have anxiety anymore. I’ve learned to open up more, express myself and make friends.”
Alexandria “Ali” Horner
“I have really bad memory, so I applied myself a lot more. I just kept studying more and more until my English got so much better,” said Horner.
Transportation was another hurdle. Without reliable access to a car, Horner pieced together rides using buses, taxis and Ubers—whatever it took to get to class.
“That wasn’t gonna stop me, and it won’t,” she said. “I love going to class. It keeps me focused, and it helps my brain more.”
One teacher in particular made a lasting impact. Horner credits Tami Porter, an adult education teacher at the College of Western Idaho, who helped her break down complex reading and writing concepts. “She taught me how to understand big words, read properly and identify the narrator’s point of view,” said Horner. “She is a wonderful teacher.”
Porter, who was also named Idaho’s 2025 Adult Education Teacher of the Year, said watching Horner grow has been inspiring.
Horner’s journey hasn’t been easy. She lives with multiple disabilities including ADHD, autism and a language impairment. These challenges, especially with memory and focus, made schoolwork daunting. But rather than deterring her, they fueled her determination.
“Ali has shown determination and persistence by showing up to Reading and Language classes as well as studying in the Community Learning Center nearly every weekday. She isn’t afraid to ask questions and seek answers, which has helped her to find the right resources to help her improve her math and language skills,” said Porter. “I was thrilled when she came to me and asked to try the more challenging class, showing me that she has gained confidence in herself and in her reading. She has been a great example to the students around her by showing them that you can succeed through hard work.”
When the workload felt overwhelming, Horner leaned on her mother, mother-in-law and boyfriend. Her mother, she said, was especially instrumental.
“My mom has always had a hard life, and she didn’t want that life for me. She encouraged me, bought my GED books and even paid for my rides,” said Horner. “If it wasn’t for her, I don’t think I would have kept going.”
Her boyfriend also played a big role. “He woke up extremely early every day to take me to the bus or drop me off when I didn’t have a ride. He’s my better half,” said Horner.
Horner also found family in the Community Learning Center. Staff members like Shani Cummins, Vicki Flowers, and David Wheeler made a huge impact on her journey. “Most of the staff at the CLC became a second family to me,” she said.
Along the way, Horner also discovered tools that worked for her, like Khan Academy’s online lessons. She also relied on music to stay calm and focused during class. “International music and learning new languages helps a lot with intellectual and cognitive disabilities; it keeps me focused and helps me not have my ticks in class,” Horner explained. She also finds inspiration in artists like Skitz Kraven, a horrorcore musician who speaks openly about mental health struggles, including paranoid schizophrenia, OCD, and bipolar depression.
Leading with Compassion: Kara Mahannah shapes Idaho’s Oldest CAAHEP-accredited medical assisting program
When Kara Mahannah stepped into the role of program manager at the College of Southern Idaho’s Medical Assisting Program in 2009, she knew she was inheriting a legacy. Now, as the program prepares to admit its 35th cohort, Mahannah continues to drive innovation and inspire the next generation of healthcare professionals.
Medical assistants play a crucial role in outpatient healthcare settings. They are trained to perform both administrative and clinical tasks—everything from scheduling appointments and managing patient records to taking vital signs, assisting with exams, drawing blood and educating patients.
“We train students for a wide range of roles in clinics—from front desk operations to assisting with procedures in family practice, pediatrics, urgent care and specialty settings,” said Mahannah.
Her own journey in healthcare began with a nursing degree from CSI in 1996. “I graduated from the practical nursing program at CSI in 1996,” said Mahannah. “I worked in a hospital and outpatient clinics before joining CSI, and I’ve always loved being part of a team that takes care of others.”
Her connection to CSI began even before her employment, coordinating student clinical rotations at her former clinic. That hands-on experience, combined with her nursing background, positioned her perfectly to lead the state’s longest-standing Commission on Accreditation of Allied Health Education Programs-accredited medical assisting program.
Mahannah has overseen major changes, including adapting the program structure to better serve non-traditional students.
“We adjusted the hours from five days a week to two and a half,” said Mahannah. “That flexibility really helps students who are balancing school with work and family.”
She’s also pushed for technological advancements, replacing heavy textbooks with digital resources and integrating electronic health record systems into the curriculum.
“Everything is accessible from day one,” she said. “And students get real-world practice using tools they’ll encounter on the job.”
The program’s five-year job placement rate of nearly 88 percent and a national credentialing exam pass rate of 91.3 percent speak to its quality. Mahannah credits much of that success to her technical advisory committee, a diverse group of over 30 stakeholders from the community, clinics, education and CSI administration.
I’m constantly reaching out to employers, asking how we can work together,” said Mahannah. “We hold lunch-and-learns, attend health fairs, and ensure our curriculum aligns with industry needs.
Kara Mahannah
But for Mahannah, the heart of her work lies in student transformation. She recalled a woman who joined the program after caring for her terminally ill husband.
“She called and said, ‘I think I’m too old to do this,’” said Mahannah. “But she worked so hard, commuting from Glenns Ferry on a tight budget—and this was before we changed from five days a week to two and a half. I’ll never forget the moment when she walked across that graduation stage, with her kids and grandkids cheering.”
Another student with a physical condition that didn’t allow her to meet some of the physical demands of the clinical track, but Mahannah helped her pivot to an administrative path. “She stayed in the program and is now working in a medical office,” she said. “We found a place where she could thrive.”
Mahannah emphasizes skills beyond the technical, like empathy, communication, and professionalism.
“Human interaction isn’t going away in healthcare,” she said. “Medical assistants are often the ones patients talk to most.”
Looking ahead, Mahannah wants to continue offering a thriving, high-quality program that produced competent medical professionals in an affordable setting.
“I want students to feel like they’re part of a professional team that cares for others,” said Mahannah. “This isn’t just a job—it’s a calling.”
Culinary teacher uses SkillStack® to engage students and build workforce-readiness skills
Brooke Scoville, a culinary instructor at Renaissance High School, combines her years of experience as a pastry chef and catering business owner with a passion for teaching practical skills that directly benefit students in the workforce. She has incorporated SkillStack® into her classroom since 2018, and in 2024, she introduced a new way for students to access their SkillStack information and enhance their ability to build industry-relevant skills.
SkillStack® is a microcredential platform used by Idaho educators to validate student proficiency in key skills. The platform awards digital badges representing competencies learned through rigorous training and assessments. These badges not only serve as motivation but also help employers identify qualified candidates, enhancing the employability of SkillStack® participants.
The platform uses the Open Badges standard, allowing learners to share their achievements across platforms. This makes it easier for employers to view the badges, understand the skills associated with them, and verify when and how the badge was earned. While students can use the badges to earn postsecondary credit, Scoville notes that employers have yet to fully adopt them. However, there are ongoing efforts to raise awareness about the value of SkillStack® badges to employers, helping them recognize the qualified candidates who have earned these industry-relevant credentials.
It gave them a fun, real-time way to track their progress, and they loved seeing their achievements grow.
Brooke Scoville
In Scoville’s hands-on culinary classroom, students learn in a kitchen, so they don’t have access to computers or laptops to track badges online. Instead, each student has their own personal chart where they place stickers as they earn badges.
“It gave them a fun, real-time way to track their progress, and they loved seeing their achievements grow,” said Scoville.
The charts became a central classroom feature, motivating students and inspiring younger ones to envision earning the badges.
“The great thing about having the badges on the wall is that younger students get to see the advanced students’ progress, which helps them understand what they could achieve,” said Scoville.
Scoville emphasizes that the badges represent meaningful skills students will carry into their careers. This approach reinforces that the badges represent real, employable skills.
“It’s about demonstrating competency, not just ticking off a list,” she explained.
The classroom culture encourages students to learn from mistakes rather than penalizing them. If students make errors, they can learn from them and master the skills needed to earn the badges.
Incorporating SkillStack® has greatly boosted student engagement. Earning SkillStack® badges is also a key requirement for the Workforce Readiness and Career Technical Education diploma. To earn this diploma, students must complete graduation requirements, finish a CTE pathway, pass a Technical Skills Assessment and Workplace Readiness Assessment, and demonstrate competency through SkillStack® badges or industry certifications. Local education agencies are encouraged to recognize students who earn the diploma. In the West Ada School District, where Scoville teaches, students who achieve the designation were recognized last year with a special cord at graduation.
“Since we introduced the CTE diploma, students are more motivated to come to class regularly and put in the work,” said Scoville. “It’s not about letter grades anymore; it’s about demonstrating real-world skills.”
At the end of the year, students will be recognized for their achievements in a special ceremony, where their SkillStack® charts will be displayed. This recognition, paired with the skills they’ve mastered, provides a strong incentive for continued dedication.
“Seeing their progress in such a tangible way has really made a difference,” said Scoville.
Fire academy training proves vital in real-world emergency response
New Meadows, Idaho — On March 24, Fire Service Training (FST) Program Director Brad Terry found himself in the right place at the right time while driving back from the Clearwater Fire Academy in Orofino. As he passed through New Meadows, he noticed smoke rising from the valley and quickly turned around after seeing a Meadows volunteer fire truck heading in the opposite direction.
“As I got closer, I could tell this was a bigger fire, likely a structure fire,” said Terry.
By the time he arrived, the two-story brick building was fully engulfed, with the roof collapsing. Terry offered assistance, helping set up water supply lines for the local responders and learned that two of the firefighters battling the blaze had just completed their training at the Clearwater Fire Academy that weekend. One of the volunteer firefighters had taken the Fire Essentials course days earlier.
“He looked at me and said, ‘Hey, weren’t you at Clearwater?’” said Terry. “I said, ‘Yeah, you were too!’ It was amazing to see someone apply what they had just learned in such a real, immediate way.”
“It’s incredible to see how the training is paying off right away,” said Terry. “These volunteers are really committed to their communities, and this training gives them the skills to respond when they’re needed most.”
Brad Terry
Terry also met a Fish and Game officer volunteering with the Meadows Valley Fire Department who had taken the same course.
“It’s incredible to see how the training is paying off right away,” said Terry. “These volunteers are really committed to their communities, and this training gives them the skills to respond when they’re needed most.”
FST offers courses ranging from basic fire essentials to advanced certifications in areas like hazardous materials and rescue operations. After completing training, firefighters can take exams to become certified in specific firefighting skills. These certifications help ensure that both volunteer and professional firefighters are prepared for emergencies.
The Clearwater Fire Academy is one of several FST events held each year, drawing hundreds of participants to gain certifications or renew existing ones. This past weekend’s academy saw 230 attendees who received hands-on training in fire suppression, rescue operations, and hazardous materials management.
“Training isn’t mandatory in Idaho, but it’s strongly recommended,” said Terry. “Having certified firefighters on the frontlines means a more effective response and can even lower insurance ratings for the community.”
The true value of the training was evident during the New Meadows fire.
“In this job, you never know when you’ll be tested,” said Terry. “Seeing these firefighters apply their skills from Clearwater to this fire shows just how important this training is.”