A key differentiator is how deeply the district listens to local industry. Pat Culp points to a powerful example in the engineering pathway. Through required advisory board meetings for CTE programs, industry partners provided feedback that the software students were using did not align with what employers needed. The district pivoted mid-year to adopt SolidWorks, a more relevant industry-standard platform, allowing students to earn a credential that carries real value in local employment settings. That willingness to pivot—quickly, based on real feedback—signals a district that treats career preparation as dynamic, not static. WORK-BASED LEARNING AND THE REALITY OF RURAL LOGISTICS Tri-County’s partnerships with local employers are growing, but Haskins notes one practical barrier that affects many rural districts: work-based learning rules and liability structures often assume students are 18, while many seniors do not turn 18 until late in their final year. Local employers have been eager to take students, but insurance and liability constraints can reduce internship timelines to only a few months. TriCounty has begun working with businesses that have adjusted insurance structures to allow 17-yearolds to participate earlier, opening the door to more meaningful work-based learning. One key partner is Chief Industries, which has demonstrated interest in Tri-County welding students and has already hired graduates.The district anticipates expanding internship participation as eligibility and logistics improve. Health care partnerships are also in focus. While travel can be a factor in rural settings, Tri-County is working to expand access to clinical and medical exposure through tours, partnerships, and health career pathways that can lead to certifications such as CNA. DUAL CREDIT AND THE INDIANA COLLEGE CORE ADVANTAGE Tri-County’s approach is not “either career or college.” It is both. The district has strong partnerships with Ivy Tech Community College, giving students access to dual credit opportunities and supporting post-secondary progress while still in high school. Students can pursue Advanced Placement coursework, dual enrollment, and early college planning while also earning technical certifications through CTE. Culp notes that it is not unusual for Tri-County students to graduate with both an Academic Honors Diploma and a Technical Honors Diploma. In a class of about 50, it is common for 20 to 25 students to earn both, reflecting a district culture that refuses to limit students to a single track. 319 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 01 TRI-COUNTY SCHOOL CORPORATION
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