RioTECH is making waves in getting students ready for the workforce

At RioTECH, a career and technical education school in Rio Rancho, N.M., students can pursue a career in the trades, obtain an industry-recognized certificate or choose to go to college.

At the school, which serves students in grades 10-12, students can pick between eight different pathways-automotive technology, computer information systems (networking), digital media, plumbing and gas fitting, residential carpentry, residential HVAC, residential wiring, and welding-to earn a certification demonstrating that they are prepared to enter the workforce. RioTECH partners with the Central New Mexico Community College to offer a dual-credit program, so students at the high school can take free college-level CTE courses.

The school, which just celebrated its first graduating class of 20 in May, represents the growing interest in career and technical education across the country. After decades of underinvestment in public schools and higher education, rising student debt and working families being squeezed by slow wage growth-plus the artificial intelligence revolution-CTE provides students with essential career skills plus broadly applicable problem-solving and critical thinking skills to enter a changing job market.

Tim Caffee, a math teacher at RioTECH and AFT member, tailors his lesson plans to include math concepts that are applicable to the trades. For example, in Caffee's class, students learn how to use geometry and algebra to build uniquely shaped windows with their hands. In an interview with the AFT, he spoke about the importance of CTE and what RioTECH has to offer students.

How does career and technical education help prepare students for life after high school?

Caffee: One of the biggest challenges I see is that high schools tend to be geared toward college-bound students, particularly getting them prepared for that first year of college. There are a group of students who are not necessarily college bound, and I think they are an underserved part of the student population.

So, what do we do for those who are ready to get out and start their careers?

Caffee: Currently, we have eight different types of certifications. In the last three years of high school, we support students in meeting both their high school diploma requirements and the certifications needed to get a job in their chosen pathway. They can also work with a counselor to get an associate degree if they choose to. Our students accomplish quite a bit in those last three years. They are highly motivated.

What are some misconceptions people have about CTE?

Caffee: One of the biggest misconceptions students have is that trade education is an easier path. I teach a year of material in 18 weeks, so my pace is incredibly fast. About one day in my classroom is anywhere from two to three days of instruction at a regular high school. To teach that fast, I have to engage students with different ways of teaching, and I have to look at the way the students actually learn. I also must understand and help students grasp the math concepts through real-world applications in their trades.

Some of the students have a wake-up call. They come into class thinking this is going to be an easier route for them, and they soon recognize it's the opposite. Not only do they have their high school classes, but they also have their college classes to earn their certificates-and even more college classes if they decide to pursue an associate degree. Of course, the expectations in the college courses are high.

What are some of the projects students at RioTECH work on?

Caffee: One of the projects I have the students do is build rose windows, which are circular and intricate. There are certain criteria that have to be met on their window design. Based on the criteria, they must build something that is unique.

This is a much deeper way of teaching about circles rather than just saying, "Here's a circle, what's a circumference? What's the area?" We were able to talk about the chords, secants and tangents as well as how they all interact with each other.

What do students love about doing these types of projects?

Caffee: These students are hands-on. When I give them something to work with that involves using their hands, they're a lot more engaged versus when they are just listening to concepts and taking notes.

One thing I want to make sure of is that my students are involved and my classes are interesting. Yes, it is a lot of material to do in 18 weeks. But if I can do it in a way that keeps them more attentive, it improves their retention.

What advice do you have for educators interested in creating programs like RioTECH?

Caffee: As I mentioned, students sometimes have the idea that CTE is easier when it's actually harder. So I think it is important for educators to be prepared to support their students. At RioTECH, students have an incredible wealth of support from the teachers, from the administration, and the other students. We are there for them, and we will make sure they can get through this program.

I meet with students before and after school, during lunch and wherever they are in their math understanding. One of the things I added last year was an after-school program because some of the students did not have a strong enough math foundation. To address these challenges with fractions and other crucial concepts, I met with them on Tuesdays and Thursdays, focusing on the foundational work needed to be successful at geometry or algebra II. These after-school programs are free for all of the students. It's just something that we added to help support students to be successful.

[Alvin Buyinza]