Washington State Skill Center Association

Big things are happening!

Crafting Great Denim: Behind the Scenes with Ariat

AGRICULTURE AND SCIENCE PATHWAY is one of the pathways available to a WA state skills center student!

Students learn the technical knowledge and skills to either gain advanced placement in apprenticeships, technical schools, two- and four-year colleges and universities; or go directly to entry-level employment in their chosen career field.

Agriculture and Science careers include the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources. Career clusters include:

💫Agriculture, Food and Natural Resources
💫Science, Technology, Engineering and Mathematics

Learn more and find a skills center near you!
www.washingtonskillscenters.org
#skillscenters #HandsOnLearning #HandsOnTraining #CTE #CareerReady #CareerFocusedLearning #CareerExploration #ProfessionalDevelopment #Enrollment2025 #OpenEnrollment2025 #agriculture #agricultureworldwide #science #naturalresources #engineering

WHAT TYPES OF OPPORTUNITIES AND PATHWAYS DO SKILLS CENTERS OFFER?

Skills Centers provide an opportunity for students between the ages of 16 and 21 or in grades 11 or 12 to receive advanced career and technical training as part of the public educational system at no cost to the student. This provides students with the opportunity to get a jump-start on a post secondary education and future career opportunities.

Students learn the technical knowledge and skills to either gain advanced placement in apprenticeships, technical schools, two- and four-year colleges and universities; or go directly to entry-level employment in their chosen career field.

Skills Centers success rate is high for students going on to further education and for students gaining employment after graduation. Students learn from teachers that come from industry and are able to guide students effectively for their chosen career path.

Skills Centers programs fall within OSPI’s pathway model and align to the Career Cluster Initiative at the national level. Listed below are the pathways and clusters available:

✅AGRICULTURE AND SCIENCE PATHWAY
✅BUSINESS AND MARKETING PATHWAY
✅HEALTH AND HUMAN SERVICES PATHWAY
✅TECHNOLOGY AND INDUSTRY PATHWAY
✅HEALTH AND HUMAN SERVICES PATHWAY

Learn more and find a skills center near you!
www.washingtonskillscenters.org

#skillscenters #HandsOnLearning #HandsOnTraining #CTE #CareerReady #CareerFocusedLearning #CareerExploration #ProfessionalDevelopment #Enrollment2025 #OpenEnrollment2025

Lake Washington School District:
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Photo Students in Lake Washington School District (LWSD) are participating in the Photo & Video Fusion class as part of the Summer School program. Taught by CTE Media Arts Teacher Tim Kennedy, students learn a wide range of skills—from operating cameras and retouching images to producing videos. Additionally, students develop media literacy—an understanding of how media is created and its influence on society. These skills empower students to become active creators rather than passive consumers of media, fostering creativity, problem-solving and critical thinking. Thanks to this class, students are developing essential technical and creative skills that are highly relevant in today’s digital world.

The Photo & Video Fusion class is offered in partnership with LWSD, Riverview School District (RSD) and WANIC (Washington Network for Innovative Careers) Skill Center. Over three weeks, students engage in an intensive, seven-hours-a-day learning experience. The course provides a comprehensive introduction to digital media, combining hands-on practice with real-world applications.
Kennedy explained that the course is designed to give students a well-rounded understanding of both photography and videography. “On the photography side, students learn how to operate a camera in manual exposure mode, making their photographs more interesting and expressive. They also work with industry-standard tools to process and manipulate their images,” said Kennedy. Starting with toy planes as subjects, students then progress to more complex subjects, such as a pony and a model, expanding their creative horizons.
On the videography front, students acquire skills in camera operation, capturing footage and editing. They practice live production by creating their own 30-second commercials, developing storytelling and technical skills simultaneously. Audio production is also covered, enabling students to add sound effects and music to their projects.

The culminating experience of the course is a live streaming webcast on the final day, where students showcase their newfound skills. Kennedy highlighted the transformative nature of this event, “Students serve as producers, directors and crew members, running the entire show themselves. It’s stressful and chaotic at first, but by the time they go live, they’re confident and in control. Watching students go from overwhelmed beginners to confident broadcasters is truly inspiring.”

He emphasized the educational value of this experience, “Most people are everyday media consumers when they scroll on their phone. When students learn how to create their own media, it empowers them. It increases media literacy and provides a skill set they can carry into their personal lives or future careers.”

“Many students who complete the course pursue careers in media-related fields,” said Kennedy. “This includes photography, video, film, animation or sound design.” However, he noted that even students not aiming for media careers can benefit from these skills. “Media production skills are highly useful across many professions. Understanding how media is made helps students become more critical consumers and effective communicators,” he explained.

Kennedy also shared insights into the intense, sometimes chaotic moments leading up to the live webcast. “When it’s showtime, technology can be cranky, and students realize they’re missing something or need to troubleshoot quickly. It’s bedlam—running around, fixing problems, shouting instructions. But once the show starts, everything flows. It’s all because of them. They create something they once thought impossible, now possible, and the pride and joy are incredible.”

“At the end, students celebrate their success with high-fives and victory walks,” added Kennedy “They realize they’ve accomplished something that once seemed overwhelming—transforming stress into empowerment and creativity.”

The WANIC Photo & Video Fusion class exemplifies how innovative summer programs can inspire students, build essential skills and foster confidence—preparing them for a future where media literacy and production are more important than ever.

SkillsUSA Washington
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Say hello to Hannah Hailoufi, our 2025–2026 Advocacy Director from Pierce County Skills Center!

As a cybersecurity student, Hannah joined SkillsUSA grow as a leader—and now she’s doing just that. From public speaking to teamwork, she’s gained confidence and found her purpose.

“SkillsUSA helped me step outside of my comfort zone and become part of something bigger.”

#SkillsUSAWashington#SkillsUSA#Cybersecurity#WomenInTech#StateOfficerSpotlight

#FunFactFriday #DidYouKnow

Myth or Fact?

MYTH #4:
When a student has a significant cognitive disability, their curriculum is their IEP, meaning they focus exclusively on their annual IEP goals.

FACT:
The Individuals with Disabilities Education Act (IDEA) and the Every Student Succeeds Act (ESSA) require that all students make progress toward grade-level learning standards.

🎉The Truth Is...

✅ All students eligible for special education should have IEPs that are aligned to grade-level learning standards, including students with significant cognitive disabilities whose instruction focuses on functional skills.

✅ Students with IEPs who are placed in special education settings should not have a separate/alternative curriculum with little connection/alignment to the general curriculum.

EVIDENCE TO SUPPORT THE FACTS:

• WAC 392-172A-01175 (2)(c): SDI means adapting the content, methodology, or delivery of instruction to address the unique needs of a student with a disability and ensure access to and progress in the general curriculum.

• TIES Center resources: The General Education Curriculum–Not an Alternate Curriculum! and Academic Standards for Students with Significant

  Cognitive Disabilities in Inclusive Classrooms: Same Content Standards, Alternate Achievement Standards

• U. S. Supreme Court Case Decision Endrew F. v. Douglas County School District: IEPs must be reasonably calculated to ensure reasonable progress in light of a student's unique circumstances.
  
  STRATEGIES FOR DISPELLING THE MYTH:
  💫IEP teams must

  engage in discussions about how and

  when

  IEP goals and specially designed instruction (SDI) can be provided in inclusive settings

  .

  
  💫Ensure

  that general education and special education team members have time to collaborate. This can be achieved through in person meetings, virtual meetings, and use of shared collaborative lesson planning documents. The starting point for collaborative planning is the general education standards and curriculum and the general education context. Refer to the

  5-15-45

  Too

  l for what meaningful collaboration can look like whether teachers have 5 minutes, 15minutes or 45 minutes to meet.

  
  💫Consider how IEPs in the district are written.

  Do the goals support

  : (1) access and progress in the general education grade-level curriculum, (2) what SDI will be integrated across the school day through multiple means, and (3) the direct and indirect service minutes that special educators provide to support student SDI (SDI can be provided either directly by special educators or provided by others if they are designed and supervised by the special education).

OSPI Publication "Myths-Facts-Inclusionary-Practices"
https://ospi.k12.wa.us

Money and Business Students were hard at work this summer!

In preparation for the national Social Innovation Challenge, hosted by Junior Achievement, students created a fictitious company rooted in social change. During the academic year, students will be taking this model to create an actual company that will foster positive change in the community with plans to launch nationally and globally.
In three weeks, these students researched a problem in their community, developed a solution, and pitched their companies in front of a panel of judges.

Brick by Brick took first place in the shark tank-style competition, pitching a non-profit organization that would aid community members seeking employment and connecting them to resources that would help them for future endeavors in the workforce.

A huge congratulations from Sergio (left), Aron (middle), Andres (right), and Kaydin (not featured).

@ncta.skill.center #Marketing #marketingstrategy #entrepreneurship

We’re thrilled to recognize Trico for their incredible support of our Core Plus Construction Program here at NCTA!
Their commitment to real-world learning opportunities is helping our students gain hands-on experience, build career skills, and explore exciting pathways in the construction trades.

🙌 Thank you, Trico, for investing in the future of our students and community!

YouTube Video Link

#CTE #CareerReady #IndustryPartner #StudentSuccess #HandsOnLearning #FutureWorkforce #Trico #constructionskilledtrades #Construction #careerpathways

Core Plus Aerospace
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Meet Isael L., a graduate of Pierce County Skills Center and Washington High School in Franklin Pierce Schools and a Mechanical Alumni Assistant in the 2025 Student Development Program hosted by Boeing in Washington .
What are you proud of accomplishing during the 2025 Student Development Program?
“I feel like I have developed new skills like leadership and public speaking. The most fun thing about the Student Development Program was learning more skills than I would have ever dreamed of.”

#StudentDevelopmentProgram #leadership #publicspeaking #skillsforlife