Category: Success Story
CWI’s Mindy Young leads students to success in network and system administration

Mindy Young, a dedicated educator at College of Western Idaho (CWI), has spent the past 15 years guiding students toward successful careers in network and system administration. Her journey into education began after a successful career in healthcare IT. After earning her degree from Utah State University, Young worked in IT for Intermountain Healthcare for nearly a decade as a system administrator.
“I was excited to land my first system administrator job, but when the program I was working on was shut down, I decided to step back and get into education,” said Young.
With two young children at the time, Young sought a career change that would allow her to be more present at home. She obtained her Microsoft Certified Trainer (MCT) certification and began teaching for local IT education companies before moving to Boise. Before long, a friend suggested she look into teaching at Boise State University’s Selland College of Technology. When CWI opened its doors in 2009, Young joined the institution as one of its founding faculty members. Her move to CWI allowed her to further her passion for education and contribute to shaping the college’s emerging IT program.
The goal of the program is to get students jobs in the industry, starting with roles like help desk support and moving up to system administration.
Mindy Young
The program spans four semesters and leads to an Associate of Applied Science degree in Network and System Administration. Students can also earn industry technical certificates along the way, including certificates in Networking, Security, Database Fundamentals and Cloud Infrastructure. This structured pathway helps students gain foundational skills before advancing to more complex areas of IT.
Young continually evolves her curriculum to reflect the rapidly changing tech landscape, incorporating cloud-based systems alongside traditional on-premises servers.
“I’m an active member in the MCT community, and I attend conferences like the MCT Summit to stay in touch with my peers and learn about emerging technologies,” said Young.
This dedication to professional development allows her to offer a curriculum that’s both relevant and hands-on. Her classes are designed to balance lecture with practical experience, and many of her graduates have gone on to land high-level positions in IT, including cloud architects and system administrators. But Young was recently reminded of her impact when a former student came to her aid during an IT issue at CWI.
“Just a couple of months ago, we lost internet connectivity in our classrooms, and I called the help desk. On the other end was one of my graduates,” said Young. “When he told me his name, I realized it was one of my former students. It was so rewarding to see him now providing support in the very field he trained for, helping to solve a problem at CWI.”
Young’s impact extends beyond the classroom.
“Employers are reaching out to me because they know my students come out of the program with solid skills,” said Young. “Many former students are now in hiring roles themselves, contributing to the ongoing success of the program.”
Balancing a demanding workload can be challenging, but Young finds the work incredibly rewarding.
“I do it because I know I’m making a difference. It’s fulfilling to see my students succeed and change their lives,” said Young.
Looking ahead, she’s excited about upcoming changes to her program, including a shift toward cloud security and the program’s name change to Cloud Security and System Administration next fall.
“We’re adapting to prepare our students for a hybrid IT world, with both on-prem and cloud-based systems,” said Young. “I’m optimistic these changes will attract even more students to the field.”
Health professions programs bridge community and career


Kay Gardner spent three decades at the Pocatello Children’s Clinic, taking on various roles in billing, collections and reception. Though she loved working in healthcare, she knew she didn’t want to remain in clerical work until retirement. What she didn’t know was that her husband, Mike, would be the key to helping her discover her calling.
“Mike was a paramedic who often taught night classes at local colleges, so he was gone all the time. I said, ‘You know, I really don’t like staying home alone, so I’m going to take an emergency medical technician (EMT) class so I can teach with you,’” Gardner recalled. “I took the class, and as part of it, you get to run on the ambulance, and it just stirred my soul.”
After taking the EMT class, Gardner continued her work at the clinic and served in the reserves at the Blackfoot Fire Department. In 2019, an opportunity aligned her career with her newfound passion. When her husband retired, an acquaintance contacted him about taking over her EMT class at Idaho Falls School District No. 91’s Career and Technical Education Center. Eager for a new direction, Gardner jumped at the chance.
“I suggested I take the position and haven’t looked back,” said Gardner.
Gardner used her experience and connections as an EMT to reimagine the year-long program, which includes dual credit through CSI. Classes run for two hours a day, four days a week. The extensive curriculum incorporates allied health, medical terminology and optional modules such as blood glucose monitoring and IV training. The CMA program is also a year-long program. Although students are technically supposed to receive an hour of CMA instruction each day, there’s considerable overlap between the programs.
I took the class, and as part of it, you get to run on the ambulance, and it just stirred my soul.
Kay Gardner, CMA and EMT instructor
“EMTs and CMAs both need to know medical terminology and allied health. They all earn their Assist with Medications, CPR, OSHA and Stop the Bleed Certifications. I just figure the more they know the better prepared they are for the world,” said Gardner. “In addition to clinical skills, CMAs also need to have clerical skills, so that’s the main difference.”
Gardner’s connections have led to a strong technical advisory committee (TAC) that supports her programs by donating equipment and providing guidance on skills and equipment students need. In addition to providing internships and hands-on experience, TAC members also volunteer in the classroom.
“I can’t do skills training with this many kids and have them be safe, so I have people who do this for a job come in to help teach and test,” Gardner explains. “Bonneville County Fire members were here practically as much as I was last year.”
This collaborative effort fosters a sense of community among the emergency medical services (EMS) in Southeast Idaho, with active participation from Central Fire Department in Rigby, Bonneville County Fire District in Idaho Falls, Idaho Falls Fire Department and Ammon Fire Department.
Upon completion of the program, students are prepared to take the National Registry of Emergency Medical Technicians exam.
“Some of my students go straight into industry as EMTs, and most of them go on to do fire services as well,” said Gardner. “I try to make sure that even if EMS isn’t their pathway, they learn something that will help them in their career.”
SkillStack® sees 34% increase in badges issued

The SkillStack® microcredentialing program saw a 34% increase in the number of badges issued between the 2022-2023 and 2023-2024 school years. This growth follows the introduction of the Workforce Readiness and Career Technical Education Diploma in 2021, along with the expanded use of microcredentials in academic and CTE programs at the postsecondary level.
Launched during the 2015-2016 school year as part of Idaho’s effort to enhance workforce readiness, SkillStack® provides students with targeted microcredentials that align with industry needs. The program aims to equip learners with essential skills necessary for today’s job market. Each microcredential represents skills gained through rigorous training and assessment. This clarity allows employers to identify qualified candidates more easily, enhancing the employability of SkillStack® participants. With Board policy changes that went into effect during the 2023-2024 school year, postsecondary institutions can also award prior learning credit for stacked microcredentials.

The SkillStack® program uses the Open Badges standard, the world’s leading format for digital badges, allowing learners to share their achievements across multiple platforms. This interoperability enhances learner mobility and supports their ability to present skills to potential employers, who can identify who issued the badge, when and where it was earned and what criteria were used to earn it.
SkillStack® has quickly become an integral part of Idaho’s educational landscape. It bridges the gap between traditional education and the skills required by employers. By offering credentials that reflect specific competencies, SkillStack® prepares students for immediate entry into the workforce.
Due to its commitment to maintaining high standards, Idaho was one of 20 vendors and educational institutions invited to join the TrustEd Microcredential Coalition from 1EdTech, a global nonprofit community focused on improving the digital learning ecosystem for all learners. This coalition includes leaders from higher education, educational technology suppliers, and K-12 districts. Additionally, representatives from Idaho have been invited to speak at several national conferences and webinars to share best practices.
“With the rise in demand for microcredentials, transparency and quality digital credentials are essential,” said Heather Luchte, IDCTE’s chief performance and accountability officer.
Engagement with local businesses is a critical component of SkillStack’s® strategy. By collaborating with industry partners, the program regularly updates its offerings to reflect current workforce needs. This partnership benefits students and provides employers with a steady pipeline of skilled talent.
To remain at the forefront of workforce readiness, IDCTE accepted nominations for its new Idaho Microcredential Advisory Council, which will focus on developing best practices and building support for microcredentials and digital badging. Representatives from secondary and postsecondary institutions, industry partners, and employers across the state were invited to serve on the council.
“SkillStack’s® growth and recognition reflect the ongoing shift towards skills-based hiring,” said Luchte. “By focusing on microcredentials, the program enhances the employability of its participants and prepares them for the challenges of a rapidly changing job market.”
SkillStack® enhances law enforcement education at Idaho State University


Historically, the Idaho State University (ISU) Law Enforcement Program attracted only three to four students each semester who enrolled at ISU without prior connections to law enforcement agencies. Instead, most of the law enforcement participants had already been hired by a local law enforcement agency but needed to complete their Peace Officer Standards and Training (POST) to continue working, with their agencies covering the costs of their coursework through the WTC. Because of this enrollment process, these students weren’t enrolled as degree-seeking students, so they couldn’t receive ISU credit toward a certificate for their efforts.
To earn a degree, which benefits career advancement, these students previously had to navigate an extensive prior learning assessment process. However, this approach saw little success, with very few applications submitted over the program’s history. The program aimed to find a more effective way to recognize students’ accomplishments while satisfying the requirements for a Basic Technical Certificate (BTC).
The IDCTE SkillStack® microcredentialing program offered a unique solution to this challenge.
I can use the college credits I earned while [I also] obtain my Idaho POST Certification.
Benjamin Avolio, ISU Law Enforcement student
ISU faculty contacted IDCTE to discuss converting existing coursework into a series of stacked badges. After the university provost, registrar and College of Technology dean granted provisional approval for the process to begin as a pilot, the IDCTE team aligned the badges with the law enforcement curriculum, demonstrating how the activities associated with the badges matched the courses’ learning outcomes. A key challenge was ensuring that students could enroll without incurring extra costs. To address this, the ISU team created a zero-credit course, allowing students to pay an application fee to ISU. After completing the coursework, instructors log achievements in SkillStack® and send a memo of completion to the university registrar to award academic credit. This streamlined process integrated practical training with academic recognition, enabling students to apply for graduation.
“SkillStack® is a neat program. I can use the college credits I earned while [I also] obtain my Idaho POST Certification,” said Benjamin Avolio, a current ISU Law Enforcement student.
Since implementing SkillStack®, the number of BTC recipients in the law enforcement program increased dramatically, from 15 over five years to 38 in the first year. More importantly, law enforcement agencies have expressed strong support for the program, encouraging their officers to participate to enhance career prospects.
By sharing this successful model, ISU aims to improve law enforcement training across Idaho and foster cooperation among educational institutions, with the College of Western Idaho and CSI expressing interest in adopting SkillStack® for their programs. Overall, the SkillStack® microcredentialing program at ISU represents a significant shift in law enforcement education, enhancing the educational experience for students and contributing to more effective training in the state. This innovative approach sets a precedent for similar initiatives in other programs and institutions.
Adult Education Student of the Year earns GED, phlebotomy certificate


Maritza Carmona, 47, a mother of four and grandmother of 14, dropped out of school in 1993 in the ninth grade to raise her first son. Though she always intended to finish her education, she realized later that earning her GED was essential to move forward. It wasn’t until her youngest child turned 21 last year that Carmona decided to focus on her own goals.
She enrolled in GED classes at the College of Southern Idaho (CSI) while simultaneously working as a DoorDash driver. Balancing work and study, Carmona turned her car into a mobile classroom.
“I did my homework between deliveries, with books on my lap, working on math or reading while waiting for the next order,” said Carmona. “I worked long hours, sometimes from 7 a.m. until 10 or 11 p.m., but it was worth it to stay in class.”
Throughout this process, Carmona’s teachers and fellow students provided critical support.
“I had two great teachers who encouraged me to keep going,” she said. “They helped me believe in myself, even when I doubted my ability.”
Carmona’s path wasn’t without challenges. She encountered difficulties with some of her classes, particularly math.
“I struggled with the way my teacher explained things. I just couldn’t grasp her method,” said Carmona.
But she wasn’t the only one. Other students had the same issue, so they started helping each other out. Together with her classmates, Carmona advocated for a slower pace and clearer explanations.
“I spoke up for the group, and we were able to ask the teacher to slow down and go over things more thoroughly,” said Carmona. “It helped everyone.”
Getting your GED is not just a piece of paper. It’s a key to everything. It opens doors for me and for anyone who is willing to put in the effort, and no one can take that key away from you.
Maritza Carmona, 2024 Adult Education Student of the Year
Despite feeling overwhelmed at times, Carmona kept pushing forward, motivated by the support of her family.
“My kids kept reminding me that my mom, who had passed away in 2021, was watching over me,” said Carmona. “They told me she would be proud of me.”
After earning her GED, Carmona used funding from Idaho LAUNCH to pursue a phlebotomy certification, which opened more career opportunities. She now works as a Certified Nursing Assistant and phlebotomist at Family Health Services in Jerome, Idaho. Looking ahead, Carmona plans to advance further in the medical field, with aspirations to become a Certified Medical Assistant (CMA) or Licensed Practical Nurse. She credits her GED as the key that unlocked these opportunities. For her tenacity, perseverance, and advocacy for herself and other students, Carmona was named Idaho’s 2024 Adult Education Student of the Year.
“On the day I found out, I was feeling down, doubting myself, wondering if I could keep up with everything,” said Carmona. “When I got the message that I was Student of the Year, it brought me to tears. I realized—wow, people are noticing me, even when I didn’t think anyone was paying attention.”
In recognition of her achievement, Carmona was invited to attend Governor Little’s Adult Education and Family Literacy Week proclamation signing on Sept. 20, 2024, in Boise.
Carmona’s advice to others considering returning to school is simple: Don’t let age or self-doubt hold you back.
“Age shouldn’t be an excuse to not better yourself,” said Carmona. “Getting your GED is not just a piece of paper. It’s a key to everything. It opens doors for me and for anyone who is willing to put in the effort, and no one can take that key away from you.”
Teacher’s vision brews a future filled with opportunity for her students


With just 70 students in grades nine through 12, Council High School (CHS) may be small, but its FCSHS teacher, Jodi Cook, has big ambitions. Since 1992, Cook has been inspiring students with her passion for culinary arts, which took root during her own junior high experience. Her involvement in Future Homemakers of America (now FCCLA) and national culinary competitions in high school further fueled her desire to teach FCSHS.
Three years ago, Cook envisioned a student-run coffee shop to enhance her culinary arts program. This dream became a reality when the school remodeled its library, transforming a small closet into Jack’s Coffee Shop, named after the school’s mascot, the Lumberjacks. A Program Quality Initiative (PQI) grant provided the funding for the necessary commercial equipment, allowing Cook’s initiative to come to life.
The coffee shop offers students the chance to earn valuable certifications for careers in the food service industry. All students earn an online barista certification and the Idaho-specific Ready, Set, Food Safe Certification. Some even earn the ServSafe Manager Certification, which demonstrates advanced knowledge in food safety and sanitation.
“Running the coffee shop helps students develop essential skills,” said Cook. “They build teamwork and a strong work ethic as they manage daily operations, research drink trends, and adapt to customer preferences.”
I check in with them occasionally, but the coffee shop is entirely student-run and self-sustaining.
Jodi Cook, FCSHS teacher
Jack’s Coffee Shop operates on weekdays from 7:30 to 8 a.m. Monday through Thursday, allowing students to manage it independently before classes. Students also run the coffee shop on Wednesdays during lunch. Students take pride in crafting seasonal menus and special drinks, such as the Lumberjack Special for homecoming. Recently, they introduced boba tea and nondairy alternatives based on customer feedback, displaying their ability to research and innovate.
Beyond coffee-making, the initiative teaches crucial skills in entrepreneurship, marketing and customer service. Students create drink menus, conduct surveys to understand customer needs, design promotional materials, manage inventory and handle transactions.
“I check in with them occasionally, but the coffee shop is entirely student-run and self-sustaining,” said Cook.
The practical experience gained from managing the coffee shop has enabled many students to successfully transition into jobs at local restaurants and coffee shops, including positions in nearby McCall. This initiative not only enhances their culinary knowledge but also equips them with essential workplace skills, fostering pride and a sense of community within the school.
“I wanted my students to learn how to be baristas because coffee shops are very popular,” said Cook. “This hands-on training provides them with skills they can use when they graduate. If they go to college, they could easily step right into a coffee shop, earn some money and do something positive and fun.”
CTE programs transform futures for incarcerated youth


Since 2020, LCSC has collaborated with the Idaho Department of Juvenile Corrections (IDJC) to expand access to CTE programs for its residents. This initiative provides hands-on learning opportunities that can lead to real-world skills and better outcomes for incarcerated youth.
“Many of these students previously believed that education was not an option for them,” said Liz Weldy, a transition coordinator at LCSC. “Now, they’re earning dual credit or college credit, which opens doors they didn’t know were possible.”
The program began when IDJC reached out to LCSC to discuss developing more CTE opportunities for its residents. Initial discussions revealed significant barriers. Many academic institutions declined to participate due to these challenges, but LCSC was determined to find a solution.
“Incarcerated students face strict safety protocols; they can’t communicate with anyone outside their facility except for parents during visits,” said Weldy. “That means a traditional online classroom wouldn’t work.”
LCSC developed a secure instance of the online learning platform Canvas, customizing it to lock down certain features to meet safety requirements. This approach allows students to access course materials while adhering to the necessary restrictions.
Education reduces recidivism rates, and we hope to see our efforts reflected in lower incarceration rates in the future.
Liz Weldy, transition coordinator, LCSC
Initially, LCSC offered courses in hospitality, basic electricity and heating, ventilation and air conditioning (HVAC) principles. A key feature of CTE classes is their hands-on nature, and classrooms often contain professional-grade equipment. To ensure students still had access to applied learning, Weldy had to get creative with the resources available at IDJC’s three facilities. For example, at the St. Anthony facility, students gain hands-on experience working in the Canteen, an onsite restaurant for the facility’s staff. They can also earn internship credits, aligning their practical experience with industry standards.
“They’re managing real-world tasks, from food preparation to customer service, which builds essential soft skills,” said Weldy.
The program also emphasizes support during students’ transitions back into society. Each student receives an admission letter upon enrolling, along with a CTE T-shirt to foster pride.
Looking ahead, Weldy envisions further program growth.
“We’re actively seeking grant opportunities to expand offerings like welding and other trades,” said Weldy. “The goal is to align our programs with workforce needs in the community.”
The impact of these programs is already evident.
“We’ve seen students who previously disengaged from education start to thrive,” said Weldy. “One student wrote to his parents, saying, ‘Getting my high school diploma at 16 instead of a GED was a huge accomplishment and before taking these college courses, I had decided that was good enough for me. Now, I want to pursue more! And I’m excited about doing so.’”
Feedback from educators indicates a strong demand for more CTE classes. In response, LCSC is exploring additional course offerings and certifications.
“Educators see how these programs positively influence student behavior and academic performance, and there’s interest in expanding into healthcare and science fields,” said Weldy. “Education reduces recidivism rates, and we hope to see our efforts reflected in lower incarceration rates in the future.”
BPA national champion pursues a career in education

In 2022, Sandpoint High School graduate Colton Moore embarked on an unexpected journey that would reshape his future. As the editor of his yearbook, he learned how to use industry-standard software like the Adobe Creative Suite. Although he had dabbled in photography and graphic design, business education wasn’t initially on his radar. That changed when his school’s CTE teacher and Business Professionals of America (BPA) advisor, Melinda Nieman, encouraged him to join BPA and compete in the statewide Desktop Publishing competition during his senior year.
“As a student, I was always striving for the best and focused on achieving the highest grades, whether in AP classes or yearbook. I think that mindset made me hesitant to join BPA,” said Moore. “I worried I might not meet my own high standards in the competitive setting.”
Despite his initial reservations, Moore quickly discovered that he had nothing to fear. That year, he took first place in the Desktop Publishing competition at the BPA National Leadership Conference (NLC) in Dallas. His experience at the state and national levels opened his eyes to the potential for learning and connecting with like-minded individuals.
“I realized it was about engaging with others, learning together, and sharing experiences, not just competing,” said Moore.

This realization was pivotal in changing his trajectory. Initially aiming to become a creative director in the business world, Moore shifted his focus to pursuing a degree in business teacher education after witnessing the value of collaboration and mentorship.
Following graduation, Moore began his academic journey at North Idaho College (NIC), where he engaged deeply with the campus community as a college ambassador. He appreciated the small class sizes and interactive learning environment, realizing through this experience the unique strengths of community colleges. After earning his associate degree, Moore transferred to the University of Idaho, where he is now a junior completing a bachelor’s degree in business and marketing education. He currently serves as the president of the University of Idaho’s postsecondary BPA chapter and plays an active role in organizing the region’s high school BPA event held on campus.
Students need these skills to succeed in both personal relationships and professional settings, particularly for those aspiring to leadership roles in business and marketing.
Colton Moore,
business and marketing education major, University of Idaho
In addition to his academic pursuits, Moore is already making strides in his professional journey by securing a paid internship with CharacterStrong, a Tacoma-based company that develops character education content for schools.
“In CTE, soft skills, such as conflict resolution and responsibility, are as important as technical skills,” said Moore. “Students need these skills to succeed in both personal relationships and professional settings, particularly for those aspiring to leadership roles in business and marketing.”
Moore credits several mentors for shaping his educational journey. Although he didn’t take a formal class with Nieman, her passion for teaching and encouragement sparked his interest in the field.
“Kevin Hutchins, my yearbook advisor for two years, was also a mentor throughout high school,” said Moore. “We had many great discussions about business, marketing and education, which inspired me to become a business teacher.”
Moore hopes to inspire future students in the same way his mentors inspired him.
“I can’t wait to bring these experiences and teaching methods into my classroom,” said Moore.
Support from Center for New Directions fuels growth in autobody program

In the bustling Autobody and Paint Technology workshop of NIC’s Parker Technical Education Center (PTEC), the sound of tools clanging and paint sprayers humming fills the air. Students work diligently at their stations, some meticulously prepping surfaces while others apply vibrant coats of paint. This dynamic environment reflects a growing trend: Among the 13 students enrolled, seven are female, marking the first time in the program’s history that women make up more than half of the class.

Part of this increase in women enrolling in nontraditional occupations is related to outreach and support for NIC’s Center for New Directions (CND), which offers essential support for single parents and displaced homemakers, as well as students going into fields traditionally held by the opposite gender.
For student Rylea Johnson, enrolling in the Autobody and Paint Technology Program was an easy next step after graduation from high school.
“I’ve always loved working with my hands,” said Johnson. “My favorite part of the program so far is the metal bodywork aspect. It’s cool to see the transformation of a vehicle from really messed up to almost perfect.”
Andy Rogge, the program’s lead instructor, thinks females becoming increasingly interested in the trades is a good thing.
“These students are great at listening to direction and also tend to be pickier on their quality of work, and that is exactly what I want to see with students as they are learning the basics of this industry,” said Rogge.
My favorite part of the program so far is the metal bodywork aspect. It’s cool to see the transformation of a vehicle from really messed up to almost perfect.
Rylea Johnson, student, NIC
To further encourage women to pursue careers in trades, the CND holds a monthly meeting called Women Wednesday, a gathering designed to create a supportive network for female students at PTEC.
“Our first Women Wednesday was so well-attended that we didn’t have enough chairs,” said Louisa Rogers, program coordinator for the CND. “It’s amazing to see so many women come together to support each other.”
Johnson acknowledges her experience is different than the other female students at PTEC.
“At Women Wednesday, they were talking about how some of them are the only female students in their program,” said Johnson. “I think it’s unusual for there to be so many girls in our program. But we all get along so well. And the guys in our program are really great and supportive. We all joke around and help each other out.”
The program shares space with the Kootenai Technical Education Center (KTEC), allowing high school students to witness advanced work firsthand. Three of the seven female students were previously KTEC students. The growing female presence in the program reflects a broader movement towards inclusivity in the trades.
“We want to show women that they belong in these fields,” said Rogers. “It’s about breaking down barriers and building confidence.”
Career technical centers celebrate 25 year milestone anniversary

2024 marks the 25th anniversary of career technical centers (CTCs) in Idaho, highlighting their evolution and significant impact on CTE in the state. Pursuant to Idaho Code § 33-1002G and IDAPA 55.01.03.102, LEAs and cooperative service agencies must meet several criteria to qualify as a CTC. They must operate separately from other schools, have dedicated administration, offer state-of-the-art programs that prepare high school students for in-demand occupations and include opportunities to earn postsecondary credit. CTCs must also adhere to state standards, undergo a year-long planning process before opening and partner with local industries to ensure their programs remain relevant.
When CTCs were established in the 1998-1999 school year, the CTE landscape was quite different. Initially referred to as career technical schools, this framework encouraged educational programs to collaborate and share resources to enhance CTE offerings. Such partnerships facilitated the development of programs aligned with local industry demands, provided professional development for educators and strengthened connections between schools and businesses.
Each CTC has developed unique characteristics based on its location, administration and funding models. For example, the COSSA Regional Technology and Education Center in Wilder serves a regional population, transporting students from various districts to a central facility. In contrast, the Dennis Technical Education Center in Boise operates within a single district, providing local transportation for its students from high schools within the school district.
As CTCs celebrate this milestone, we reflect on their adaptability in response to evolving community needs. These centers have established themselves as vital components of Idaho’s educational landscape, preparing students for careers in a dynamic economy. The success of CTCs is evidenced by their innovation and the expansion of programs that meet the demands of current and emerging occupations.
Looking forward, CTCs will continue to play a pivotal role in providing meaningful pathways for students. Committed to delivering high-quality, state-of-the-art programs and services, these institutions will remain cornerstones of CTE, preparing future generations for success in an ever-evolving job market.

