ELEVATE

Achieving and sustaining meaningful educational transformation requires

that we elevate our collective efforts.

The multi-colored bands of the balloon signify both the individual roles
and the interdependence of Ford NGL network members. Unity of purpose,
collaborative relationships, and mutual support capture the energy
required to create impactful community connected learning opportunities
and lift the students we serve to new heights.

FORD NGL TEAM

Allie Bateman, Community Relations Manager, Ford NGL, Charlottesville, VA
Cheryl Carrier, Executive Director, Ford NGL, Dearborn, MI
Paula Chaon, Advocate and Coach, Ford NGL, Ponte Vedra, FL
Rick Delano, National Advocate, Ford NGL, Bridgehampton, NY
Jessica Delgado, Marketing Architect, Ford NGL, Chicago, IL
Jenn Edge, Ford NGL University Director, Ford NGL, Pensacola, FL
Jessica Juliuson, Senior Professional Learning Specialist, EDC, Waltham, MA
Ilene Kantrov, Director of Pathways to College and Careers, EDC, Waltham, MA
Rebeca Maxon, Operations Specialist, Ford NGL, Chicago, IL
Millie Mitchell, Administrative Manager, Ford NGL, Dearborn, MI
Janet Padilla, COO, Ford NGL, Chicago, IL
Scott Palmer, Coach, Ford NGL, Romeo, MI
Patrice Washington, Student Relations and STEAM Coordinator, Ford NGL, Dearborn, MI
 FORD NGL NEWS AND VIEWS
2016 ANNUAL REPORT EDITION
TAKING OUR MISSION TO THE NEXT LEVEL
5 11
WHY FORD NGL
A Ford Fund and Community
Services Perspective
by Jim Vella
Ford NGL is Making a
Real Difference
Students and Educators Agree
22
STUDENTS FIRST
First and Foremost
by Janet Padilla
Agriculture Biotechnology Rules
Finding the Right Career Path
A Refugee from Uganda
Finds His Calling
From Homeless to Work-Based
Learning Specialist
Triple the Challenge but
Triple the Benefits
When Life Is Not Fair
41
THE JOURNEY
CONTINUES
Educational Equity and Justice
by Ilene Kantrov
Updates from Communities
Currently Completing the Master
Planning Process
FORD MOTOR COMPANY FUND 2017
All rights reserved.
4
BY CHERYL CARRIER
ACHIEVING
CRITICAL MASS
How the Ford NGL Family
Has Grown! by Rick Delano
Californias Second
Ford NGL Community Coachella Valley, California Hosts Ford
It Wont Be Long Now!
Progress is Big
29
COMMON VALUES
A Set of Common Values
Guides Our Communities
BUSINESS PARTNERSHIPS
by Scott Palmer
Driven by a Shared Vision
Master Plan Reflects Ford NGL
Network Common Values
Students Make a Difference
Wall-to-Wall Academies Offer The Importance of a Strong Workforce
Career Pathways for
All Students
49
POWERED BY FORD
PbF STEAM Academies
and the Ford STEAM
Community Challenge
by Patrice Washington
PbF Reports from the Field
Progress and Measures Performance
16
A YEAR TO
REMEMBER
The Next Level: Highlights from the
2016 Ford NGL National Conference
by Jenn Edge
NGL Conference
2016 Events and Milestones
35
MISSION CRITICAL
Business Partnerships are Key to
Success and Sustainability
by Paula Chaon
Externships Bring Authentic
Learning to the Classroom
People Helping People
Ramp Up! Taking Partnerships
to the Next Level
57
DATA AND COMMUNITY
FEEDBACK
What the Numbers are Saying
by Allie Bateman
The Trend is Up
Self-Assessment Rubric Guides
The Numbers and the
Students Tell the Story
FORD NGL 2016 ANNUAL REPORT 3
INTRODUCTION
Taking Our Mission
to the Next Level
CHERYL CARRIER
Executive Director, Ford NGL
Study Visits
See
the Ford NGL model for
transformation in action,
including key tactics,
structures, and roles.
4 FORD NGL 2016 ANNUAL REPORT
Each new year serves as an opportuni-
ty for reflection and resolve. For the Ford
NGL Network, 2016 was a year of growth,
unification, sharing, and renewal. It was a
year of connecting, facilitation, and inno-
vation. Driven by our goals and values, we
shook things up, challenged the status quo,
and pushed the boundaries of what is pos-
sible. We clearly dared to go further in our
mission to prepare students for success in
life and the 21st century economy.
One of the true benefits of approaching
learning with real world problems is that
it nurtures a reflective mindset. It is from
this mindset that students gain under-
standing, knowledge, and a vision for what
is possible. In a similar way, this report is
our opportunity for reflection. It contains
information, experiences, thoughts, and
stories about your community that you felt
important to share. Your input is not only
appreciated, but it is another chance for us
to learn from each other. It is a way to share
with one another what we do as communi-
tiesindividually, collectively, and why. It is
also a way to promote awareness and inter-
est in cities throughout the country which
can benefit and learn from your leadership.
Whether inspired by the leadership and
achievements of our students, the dedica-
tion and caring of our educators, or the col-
laboration and commitment of community
stakeholders, we should enter 2017 with
optimism and energy. We will need both
MEET LEARN
people from about how to
across the take your
country. community to
the next level.
I bleed Ford blue and always will.
Not only because my family all
worked for Ford and it was a given
I was going to do the same, but
honestly because of the incredible
heart of Ford Motor Company. They
and the Ford family have always
been amazing corporate citizens,
and they do it without fanfare. They
do it because it is the right thing
to do. Further, the Ford employees
are just good people who want to
give back. Ford is my hero when it
comes to a business partnership.
They have allowed us to do this
work and to go deep, and for that I
am grateful. Cheryl Carrier
as we strive to meet the high expectations
of Ford NGL students, the Ford NGL
framework, and your own master plan. We
must keep equity and educational justice
at the forefront of our work as we navigate
each strand of the transformational process.
Together we can resolve to take student ed-
ucation to the next level, always keeping in
mind that these are our children and they
are the future.
WHY FORD NGL
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FORD NGL 2016 ANNUAL REPORT 5

WHY FORD NGL

A Ford Fund and Community

Services Perspective
JIM VELLA
President, Ford Motor Company
Fund and Community Services
Innovation in education is one of
the most important ways Ford Motor
Company Fund is building stronger com-
munities. Henry Ford believed that learn-
ing by doing was the best way to connect
classroom knowledge with workplace
skills. Its a proven strategy for econom-
ic success that is embraced by Ford Next
Generation Learning (Ford NGL) and
advanced through our nationwide net-
work of Ford NGL communities and ca-
reer academies.
Ford NGLa signature program of
Ford Fundis transforming high school
education by putting students in the drivers
seat of their own future. Ford NGL pro-
vides students with hands-on opportunities
to work side-by-side with professionals in
their chosen field, experiencing the day-to-
day challenges of a job in a manufacturing
plant, design studio, or hospital.
As our country faces a looming short-
age of skilled workers in the fields of sci-
ence, technology, engineering, and math,
Ford NGLs ability to mobilize educators,
employers and community leaders to work
together is especially important.
After all, education is the foundation
of individual and community prosperity. It
was true in Henry Fords day, and its still
true today.

Community Connected Learning

Imagine schools in your community where students are enthused about what they are doing in class and
can see the relationship between what they are learning and the real world where they have a vision for
what they would like to do with their life and how to get there. Imagine teachers who are connecting with
students and business and community leaders like never before. Imagine employers finding new employees
right in their own communities who come to them with knowledge of their business and certifications
needed to go to work. Now see yourself living in a community in which unemployment rates are falling,
economic health is improving and the quality of life is better and more desirable as time goes by.

Students need:

Why do your an education that prepares them for life after high school;
opportunities in a safe environment to experience and
practice real world problem solving;
students need CCL? help finding their passion and making a plan;
and deserve a path to success.

6 FORD NGL 2016 ANNUAL REPORT

A well-educated and well-skilled
workforce is essential for our
democracy and our countrys
continued growth. Career academies
allow teachers to be creative around
specialized themes, addressing
many of the educational concerns
that exist today. These are the kinds
of transformational experiences our
students and schools need for the
21st century.
Dr. Willis Walter
Career Connection Cadre, Chair
Dean, School of Education/Associate Professor, Education
Bethune Cookman University

FORD NGL 2016 ANNUAL REPORT 7

WHY FORD NGL
Ford NGL is Making a
Real Difference
Five educators share their stories of school and classroom
transformation in Independence, Missouri
Student Ambassadors, Independence, MO
1.
1
DR. PAM BOATRIGHT
Truman High School Principal
As an educator of 20 years and a mom,
Ford NGL has transformed my perspec-
tive on the way education should be struc-
tured for 21st century learners. The struc-
tures and leadership Ford NGL provides
assist me with guiding my own staff with
professional development, which directly
impacts the way students learn and receive
information. Bringing the world-of-work
to my staff through externships and job
shadows has provided an experience I
could not recreate in the building. These
experiences have bridged the world-of-
work to the classroom, allowing students
and staff to see the relevance in our efforts
as educators.
In the past, students pursued careers
after their high school experience instead
of during their high school years. The idea
that these experiences are threaded through-
out academy course work has changed not
only how I believe students should learn, but
also how teachers should learn. I have tried
8 FORD NGL 2016 ANNUAL REPORT
to apply the same principles of learning to
my staff during professional development as
a way to model the importance of relevance,
rigor and real world connections. As we con-
tinue our journey with Ford NGL, my staff
and I are changing our own behaviors and
beliefs on instruction, ultimately transform-
ing the high school experience altogether.
2.
2
LORRIE LOOK
Ott Elementary 3rd Grade Teacher
This program has the potential to
change so many lives. In the early stages
of implementation, it has already impact-
ed a tremendous amount of people. It is
wonderful to know that my student teach-
er, Miss Moss, who is still in high school,
is building her schema of classroom man-
agement, planning and implementation
of lessons even before taking classes in
college. Engaging in these activities al-
lows for authentic learning. The benefits
of having a high school student present in
my classroom have been appreciated, wel-
comed, and enjoyed.
The student teacher has been an awe-
some asset and role model for my fourth
grade students. Her presence is known, and
her absence is felt when she has meetings
and or other school obligations. She has
actively participated from day one. She is
involved at a whole class, small group and
individual level, thus impacting all of my
students every day.
Sharing my experience with other staff
members and the community is effortless
and a pleasure. I hope that I may have the
opportunity to share this experience with
others and continue to be part of this pro-
gram for years to come. As a cooperating
teacher in the K-12 Academy Capstone,
I have found the program to be extremely
valuable in my classroom and our school.
3.
ALLISON COOK
3
Van Horn High School Freshman
Academy Teacher
As educators, we are always seeking to
find ways to improve the educational ex-
perience for our students. Most of these
endeavors are noble and effective, but I
have found none to be so rewarding or
impactful as the Ford NGL communi-
ty-driven model. In just three years, my
experience as an educator has changed
completely, and the high school experi-
ence for my students has been entirely
transformed.
My academy assignment is Freshmen
Academy. The biggest impact of acade-
mies on my students is that high school
Academy student in class, Independence, MO

I have been able to implement
projects in my classroom that
focus on a theme from each
upperclassmen academy and
engage students in more authentic
development of Algebra I concepts.
Being able to tie these projects
to an academy engages students
and gives the content validity to
their future. This is a powerful
experience for a core teacher
whose course is not directly tied to
a career.
becomes immediately purposeful. In the
past, freshmen have had the impression
that they should start to think about GPA,
internships, careers, and college when they
become juniors or seniors. With the im-
plementation of academies, freshmen now
realize that the time to focus on the future
is now. Freshmen are having thoughtful,
purposeful conversations about graduation
requirements, GPA, credits, elective cours-
es, and college entrance requirements.
My content area is mathematics, spe-
cifically Algebra I. A frequent question in
all math classes is, When will I ever use
this? The academy model has helped an-
swer this question for my students through
its component of project-based learning.
In Freshman Academy, there is not a ca-
reer theme. Our theme is Freshmen!
However, I have been able to implement
projects in my classroom that focus on a
theme from each upperclassmen academy
and engage students in more authentic
development of Algebra I concepts. So far
this year I have included four projects. Each
project has focused on a different academy
theme, from building a handicap ramp to
writing a childrens book for a local elemen-
tary school. Being able to tie these projects
to an academy engages students and gives
the content validity to their future. This is
a powerful experience for a core teacher
whose course is not directly tied to a career.
4.
MARY BETH RICH
4
Freshman Academy Team Lead,
Van Horn High School
This is my third year being involved in
the Ford NGL model. During my three
years, I have served as Freshman Academy
Team Lead, and I have one year experi-
ence teaching Freshman Academya
class designed to help all freshman decide
on a career that he or she would like to
pursue in the future.
During these three years, I have seen
what a difference Freshman Academy
can have on students. In the beginning
of the year, most freshmen enter high
school with one goal: graduate in four
years. However, many of the students
are unaware of the career path he or she
would like to participate in. But through
Freshman Academy, students are intro-
duced to many different careers.
In their exploration of potential careers,
students are able to attend a career fair and
meet with various business partners. During
the career fair, students are able to have
a one-on-one conversation with various
businesses and then see if he or she would
like to enter that specific career. Freshman
Academy has brought in guest speakers and
programs that help students navigate high
school. Throughout the year, teachers col-
laborate to create various projects that help
students decide on his or her career path;
help students pass classes and be at school;
and finally, help students possess knowledge
to successfully solve conflicts.
Many students have expressed how
Academy student in
Culinary Arts class,
Independence, MO
Pathways in Education
student teacher,
Independence, MO
Freshman Academy class was one of their
most beneficial classes. They said that with-
out the class, they wouldnt have passed
other classes and probably wouldnt know
what they wanted to do when they grad-
uated. This class has been vital in building
a firm foundation for their high school en-
deavors. Students wish they could take this
class every year. As a teacher, I am grateful
to be a part of the Ford NGL model and
can testify that it does make a huge differ-
ence for students.
5.
D. NEGAARD
5
Pathways in Education II Instructor,
Van Horn High School
Focused-teamwork in any area is pow-
erful. Its most powerful in education. Ive
taught for many years and have watched
students play through ideas that, for some,
direct their future. Others head for college
or delay attending college, because there
is limited direction about their choice for
their future. Ford NGL is addressing this
uncertainty in a pragmatic way.
My students spend their afternoons
coached by expert practitioners/teachers
and working in elementary and middle
school classrooms with children. By watch-
ing the best and engaging with students and
teachers, relationships are created, responsi-
bility is honed, and confidence is built. One
very practical point is that the high school
students attendance is near perfect. The
pressure theyve put on themselves to not
disappoint their young students and co-
operating teachers is impressive.
Were growing our next community
of teacher-leaders. These young adults are
now focusing on that timein the fu-
turewhen they might be colleagues with
the very same teachers they now work with,
or at least move confidently into their own
classrooms, wherever they are.
FORD NGL 2016 ANNUAL REPORT 9
WHY FORD NGL
Students and Educators in
Newton County, Georgia Agree
Students working with media, Newton County, GA
My major takeaway from my Ford
NGL experience as a whole is hope. I
have hope that people are working to
change education to be more effective and
beneficial for every student. The 2016
Ford NGL Conference was filled with
educators who were dedicated to taking
the knowledge they gained there back
to transform their school systems. I was
blessed to work at the conference with a
team of high school and college students
from around the United States. I was also
given an opportunity to speak on how to
address challenges and make changes to
the student learning environment.
At the Newton College and Career
Academy, my favorite class is my engi-
neering pathway. I have access to a lab
full of equipment that I can use to design,
prototype, and build projects. I find this
level of hands-on collaborative learning
to be inspiring and fun. Many students
take these skills and work in internships
and jobs using what they learned. College
alumni have come back and shared with
us how they benefited from learning these
real-world skills and processes that made
them even more prepared for their future.
I can see that students are more en-
gaged and focused with this style of
10 FORD NGL 2016 ANNUAL REPORT
learning. Due to block schedules, teachers
can spend more time on topics, so stu-
dents gain a better understanding of the
content. The entire school is a support
system with students connecting with and
helping each other. That is why I would
tell other students who have not had my
experiences that they should definitely ap-
ply to NCCA. They will have better help
and focus in class, and the things they will
learn are applicable and fun. Overall, the
academy model promoted by Ford NGL
is beneficial for better learning, and I can
say it has truly benefited me.
Alexander Lowe, Student
Student in welding class,
Newton County, GA
Through my experience as an educa-
tor at a Ford NGL academy, Ive come to
understand and appreciate the benefits
that come from education and business
working together to prepare students for
college and career. Just as it takes a village
to raise a child, it also takes a communi-
tya Ford NGL Communityto edu-
cate the whole child. Students who leave
our school have strong and more refined
soft skills and critical thinking skills when
compared to their peers who have not had
a similar educational experience.
By partnering with local business and
industry, schools can provide more oppor-
tunities for relevant, real-world learning
experiences. Since students become more
aware of and prepared for postsecondary
and career opportunities in the local area,
there is tremendous potential to strength-
en the local economy and prevent brain
drain in the community. If a communi-
ty is looking to produce well-rounded,
meaningfully educated graduates and a
stronger local workforce and economy, I
would definitely encourage them to par-
ticipate in the Ford NGL Network.
Gina Clark, Instructional Coach,
Newton College & Career Academy
Ford NGL has allowed our education-
al doors to open at Newton College &
Career Academy (NCCA). The NCCA
Way has built a culture that encourages
our associates to embrace a more engaging
level of instruction. The partnerships that
are being created allows our associates to
identify their strengths and make a true
connection with the needs of the indus-
tries in the community. I look forward to
focusing on the Ford NGL strands and
transforming our learning environment to
enhance our associate experiences.
Dr. Allison Woodard, Ed. D.,
Coordinator of Business Engagement,
Assistant Principal
ACHIEVING
CRITICAL
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FORD NGL 2016 ANNUAL REPORT 11

ACHIEVING CRITICAL MASS
How the Ford NGL Family
Has Grown!
From 2006 when the first communities
joined what is now known as Ford NGL,
our network of community-based agents
of change has gained momentum. This
year alone, Ford NGL is guiding and sup-
porting 15 new communities as they em-
bark on the Ford NGL Roadmap. This ho-
listic approach to transformation includes
a three-year master plan, implementation,
evaluation, continuous improvement pro-
cesses and much more. During the course
of 2017, at least nine new communities are
expected to achieve designation status.
Overall, Ford NGL is supporting 36
communities and 10 Powered By Ford
STEAM Academies, all driven by a desire
to give their students a thirst for lifelong
learning. Critical mass has been attained as
we benefit from communities who are now
able to mentor other communities. This
drives future growth and accelerates the ex-
pansion and achievement process.
In support of network growth, the Ford
NGL team has added more full time staff,
new coaches and interns, as well as experi-
enced and caring professionals at the local
level. Workshops on transforming business
15
NEW COMMUNITIES ARE
9
NEW COMMUNITIES ARE EXPECTED
EMBARKING ON THE TO ACHIEVE DESIGNATION STATUS
FORD NGL ROADMAP DURING 2017
12 FORD NGL 2016 ANNUAL REPORT
and civic engagement are being offered.
We are building the Ford NGL University,
which will become a one-stop-shop for
community learning opportunities, re-
sources, and tools.
Ford NGL is committed to helping
communities in all phases of the transfor-
mation process. Whether exploring a vision,
preparing the community-driven master
plan, implementing the master plan, or go-
ing further with continuous improvements
and mentoring, we are there to help com-
munities be successful. We are enthused
about transforming the high school experi- RICK DELANO
ence to make it more engaging and exciting National Advocate, Ford NGL
for the students while providing the kind of
authentic learning that will prepare them
for college, career and life. Our three latest
designated communities, Elk Grove, Racine,
and the Academies of the Rio Grande Valley
are on track to do just that!
36
COMMUNITIES SUPPORTED
10
POWERED BY FORD
BY FORD NGL STEAM ACADEMIES
Elk Grove Unified Named Californias
Second Ford NGL Community
Academies and pathways have been
a longstanding practice in the Elk Grove
Unified School District (Elk Grove
USD), and the partnership that began a
decade ago with Ford NGL helped bring
programs further into focus. That part-
nership started with Ford Partnership for
Advanced Studies (Ford PAS) with Elk
Grove as one of the training hubs. As Ford
PAS developed into Ford NGL and fo-
cused on the three strands, it was a natural
fit for the relationship to continue and for
Elk Grove to become a Ford NGL Hub.
On January 14, 2016, Elk Grove Unified
School District was designated as the
second Ford Next Generation Learning
Community in California.
Elk Groves learning vision is every stu-
dent learning in every classroom, in every
subject every day to prepare students to be-
come graduate college- and career-ready.
This is accomplished through
high quality teaching and
learning, transforming the
secondary experience and
engaging businesses and
our community. Ford
NGL and Elk Grove
share a visionary approach
to education with the goal
to develop healthy, produc-
tive graduates who become
support for a sustainable
workforce.
Many school districts talk
about business engagement,
but this past year, Elk Grove
piloted Ford NGL Community
Connected Learning (Ford NGL
CCL). Through the pilot, the Elk
Grove USD developed a rich working re-
lationship with two of their business part-
ners that transcended the traditional roles
and involvement. Through the relationship,
there was a contribution to an increase in
teacher and student engagement, and the
businesses observed increased employee
morale among the business partners.
A Subject Matter Expert (SME)
Elk Grove Unified School District Building Trades Internship, Elk Grove, CA
and local employer from the Sacramento
Metropolitan Utility District reported, I
see a more-engaged student who is bet-
ter-prepared for the workforce. That prepa-
ration is beyond just academics. Students
gain an appreciation for what it
means to work in a corporation,
something beyond a typical high
school experience. While jobs in
fast food and retail are also very
valuable experiences, they often
dont expose students to corporate
culture or give them the opportu-
nity to work across departments.
The SME continued, The Ford
NGL framework lets teachers
see that we are available and
interested in helping them
and their students suc-
ceed.
Through their
Community
Master Plan in
c o l labo r at i on
with a commu-
nity stakeholder
group, Elk Grove
USD identified ar-
eas of growth. The community stakehold-
er group is comprised of more than 100
business leaders, educators, and community
partners. Through the needs assessment
Ford NGL has allowed me to not only
think about what I want to change in
teaching but has given me the tools
to actually transform school culture.
process, they narrowed in on desired out-
comes. With the community stakeholder
group guiding the work, great awareness
was raised regarding the value of a career
academy/pathway approach in preparing
students for college and career success.
Teachers find they are able to grow
personally and professionally as well. One
teacher noted, Because of Ford NGLs
STEM Community Challenge contest,
it has given me the opportunity to learn
CAD at a level needed for implementation
for our academy program. It has enabled me
to think broader in terms of partnerships,
student options beyond high school, and
collaboration and articulation with other
community instructors. Another observed,
Being part of the robust CTE/Pathways
challenges me as a Broadcast Production
educator to seek out professional develop-
ment and keep up to date with best prac-
tices. An engineering program instructor
feels empowered and says, Ford NGL has
allowed me to not only think about what I
want to change in teaching, but has given
continued on page 14
FORD NGL 2016 ANNUAL REPORT 13
ACHIEVING CRITICAL MASS
continued from page 13
me the tools to actually transform school
culture.
Students see and experience real bene-
fits, too. One student said, Before I entered
the academy, I wanted to be a police officer,
but after I began the academy I changed
my plans to be a civil engineer. Another
who was considering the academys indus-
try-sector focus, now is planning to be a
music therapist. Without an academy pro-
gram, the student would not have visited a
number of universities or have been intro-
duced to such a wide variety of majors and
programs. The student realized that she had
a desire to help people and shared, With
the new knowledge that I gained from the
academy, the people in it, the teachers, and
from my experiences, I found a direction
and the path to get there. Still, another
student is thriving in the Digital Broadcast/
CTE program pathway. With access to
broadcast production equipment, he is able
to express his creativity and create videos
that have a positive and significant impact
on the school culture. Now he also creates
content for local cable stations.
Student,
Elk Grove, CA
In his remarks at the Ford NGL
Community Designation Ceremony, John
Shook, the President Elk Grove Regional
Scholarship Foundation summed it up well
when he said, We all need to be involved.
FDR said we cant always prepare the fu-
ture for our youth, but we can prepare our
youth for the future. And thats what these
academies are doingthey are preparing
our youth for the future.
14 FORD NGL 2016 ANNUAL REPORT
It Wont Be Long Now!
Academies of Racine students, Racine, WI
First students to graduate from the Academies of
Racine, Wisconsin in 2020
The planning and work to transform
Case, Horlick and Park High Schools into
the Academies of Racine is a collaborative
effort between Racine Unified School
District (RUSD) and many partners. For
almost two years, Racines teachers, prin-
cipals, businesses, post-secondary institu-
tions, families, and other community part-
ners worked to research, plan, and begin
implementation of the RUSD Academy
model. It took a village, but everyone was
focused on the same goal.
I think back to when my own daugh-
ter was in high school and they thought
about these career choices but they never
experienced it, said Julie Hueller, Director
of Mission Integration and Community
Relations at Wheaton Franciscan
Healthcare. Thats what really excites me
about the Academies of Racine. We are
giving our students a flavor of what all the
different opportunities are for them after
high school.
For Destiny Klinkhammer, a freshman
at Case High School, it opens up a whole
new world of possibilities. Not long ago she
was sitting in Keith Kohlmans classroom
at Mitchell Middle School. Destiny and
other members of the AfterZones STEM
class were showing off their award-winning
fluid power model. For six of seven years,
Mitchell Middle School had taken home
the Grand Champion award for their work
in engineering design, engineering port-
folio, teamwork, and machine operation
at Milwaukee School of Engineerings
National Fluid Power Challenge.
We outscored 30 other teams in all
areas of the competition, says Destiny. It
was a team effort and definitely a lot of
fun. While her hobby list is long, science
and experimentation are right at the top. I
like building things and figuring out what
makes them work. Now as she begins
her high school years at Case, she has her
eye on the Academy of Arts, Science and
Health/Public Services.
Im excited because Ive really been in-
terested in science and a lot of other sub-
jects. I do like to learn, but I would rather
focus on one key thing to improve upon,
says Destiny. Most of the time you learn
from seeing how its done. You cant just
learn from sitting in front of a computer
doing nothing.
In 2020, Destiny Klinkhamer and her
classmates will be among the first to turn
their tassels, ready to thrive and excel in
life and the work force. Thanks to the de-
termination of the collaborative Racine
community, students graduating from their
academies will be well-prepared for job
opportunities, careers and postsecondary
education.

Progress is
In the southernmost tip of South
Texas, the Rio Grande Valley (RGV)
stretches across the northern bank of the
Rio Grande River. It is one of the fastest
growing areas in the United States. This
vast region covers approximately 4,300
square miles and is home to over 1.3 mil-
lion people. While the region has a rich
history of agriculture and manufacturing,
the economy is changing. Jobs in a vari-
ety of fields including health, education,
retail, and others do offer careers but only
for those young people who are prepared.
Preparing youth for these emerging paths
is especially critical, since the populations
median age is 29 years old, and many of its
youth live in economically disadvantaged
or impoverished households.
College 1st Expo, La Joya
Independent School District,
Rio Grande Valley, TX
The Rio Grande Valley community rec-
ognizes the challenge. They have stepped up
and are making a difference for their stu-
dents. What is most exciting is that, through
Ford NGL, thousands of minority, at-risk
students are preparing to complete a post-
secondary credential in a career they are re-
ally passionate about. The Ford NGL model
in Rio
Grande
Valley,
Texas
Students, La Joya
Independent
School District, Rio
Grande Valley, TX
brings relevance to learning in the classroom,
allows students to explore different career
paths at an early age, and prepares them
with the essential skills necessary for college,
career and life success.
Rio Grande Valley Linking Economic
& Academic Development (RGV LEAD)
serves as the community convening orga-
nization and led the community to create
a five-year master plan for the Rio Grande
Valley. During the designation ceremony in
December 2016, eight school districts were
recognized: Brownsville ISD, Harlingen
CISD, Hidalgo ISD, La Joya ISD, Los
Fresnos CISD, Mission CISD, Point Isabel
ISD, and Pharr-San Juan-Alamo ISD.
In 2016, RGV LEAD offered all the
school districts in the Rio Grande Valley
the opportunity to participate in year-round
Ford NGL Business and Community
Engagement Training. This is the first Ford
NGL Training of its kind, bringing togeth-
er best practices from Nashville, Tennessee;
Coachella Valley, California; and Pinellas
County, Florida.
See more at:
https://vimeo.com/182168993.
OTHER RGV HIGHLIGHTS INCLUDE:
The first five academies of the La Joya
Independent School District are up
and running. Academy directors are
preparing for their third cohort of 9th
grade students, and they are experi-
encing increased demand, especially
for the Academy of Health Sciences
Professions.
In the Pharr-San Juan-Alamo District
(PSJA), their new Academy of Health
Professions boasts high-tech medi-
cal procedure simulators, including a
$100,000 computerized surgery simu-
lator. Students from all four high schools
in PSJA are getting certified in CPR and
CTE courses. During the 2017-2018 year,
a collegiate campus will be launched
where all academies will be located.
Harlingen CISD is developing their
business and community engagement
platform and brainstorming how they
can create a Business and Community
Engagement Department to support
their academies. The Academy of Health
Sciences is the most advanced when it
comes to having an Advisory Board and
business engagement activities in the
medical field. Starting with the Academy
of Communications, in partnership
with the Public Relations Office, they
are transforming their traditional high
schools into academies.
In the Brownsville Independent School
District, with ongoing support from the
Brownsville Economic Development
Council, the Science, Technology,
Architecture, and Medical Professions
(STAMP) Academies have expanded to
all six high schools and greeted a class
of 360 students for 2016-17.
Mission, Hidalgo, Los Fresnos and Point
Isabel Districts are part of the first Ford
NGL cohort of designated districts and
continue their work on Ford NGL devel-
opment with business and industry.
In 2017 development and consolidation
of existing academies will continue with
sights set on one day becoming a Ford
NGL model community. Efforts will be
made to develop new academies within
the first cohort of school districts desig-
nated as Ford NGL partners and explore
the possibility of expanding the Ford
NGL model to other school districts as a
possible second cohort.
FORD NGL 2016 ANNUAL REPORT 15
A YEAR TO
REMEMBER
SECTION Ford N
GL
IS 2016
IN TH ht s fro m the
ence
l : Hi ghlig enn Edge G L Confer
eve yJ rd N
ext L nce b ts Fo
The N al Confere rnia Hos
Natio
n
ll ey , Califo
hella
Va nes
Coac d Milesto
ts a n
Even
2016
Undoubtedly, Ford NGL has shaped my
high school experience for the better.
Ive witnessed the amazing influence that
the Ford NGL Network has on reforming
education nationwide. This years
conference sessions were informative and
engaging and allowed each participant
and session host to take advantage of
varying perspectives. It was an amazing
experience.
Heather Mischle, Student Ambassador
Academy of Communication and Multimedia Design, Mainland High School
Daytona Beach, Florida

FORD NGL 2016 ANNUAL REPORT 17

 THE NEXT LEVEL
HIGHLIGHTS FROM THE 2016 FORD NGL NATIONAL CONFERENCE
The Ford NGL National Conference is
always a time of affirmation and inspi-
ration. Its a time to connect with others
who share a bond of common values when
it comes to educating our youth. Its a
time to network, to share ideas and meth-
ods, and a time to discuss and debate what
works and what doesnt.
There was a lot on the agenda this year
from October 1821, from dawn to dusk
in Coachella Valley, California. As always,
there was a bit of fun along the way to
help keep participants relaxed and ener-
gized, from the 6 a.m. Zumba workout
to shed a pound or two, to the ice cream
socials during community Huddle Time
where we found those lost calories. Most
of all the national conference was a time
to learn from others and reenergize for the
challenging but vital work ahead. This year
there was unanimous agreement that the
FORD NGL
2016
NATIONAL
CONFERENCE
THE NEXT LEVEL
18 FORD NGL 2016 ANNUAL REPORT
inspiration came from our students.
Students were selected to participate
in the conference based on short videos
they created in which they described their
Ford NGL experience. At the event, it
was the students who time and again stole
the show. They shared passionate, moving
stories about what Ford NGL means to
them, wowed the audiences with amazing
EdTalks, prepared songs, skits and anima-
tions to enliven the experience, and actively
participated in session design and pre-
sentation. As one participant put it, Our
students demonstrated the impact and the
difference a community-driven approach
to transform the student experience has!
They are the source of our motivation and JENNIFER EDGE
inspiration for our network. Director, Ford NGL University
Top left to right: Iveliz Garcia, Philadelphia, PA, Hannah White, Pasco County, FL, Donielle Gerrell, Coachella
Valley, CA, Heather Mischle, Volusia County, FL, Anna Perkins, St. Johns, FL, Alexander Lowe, Newton
County, GA, Desiree Cole, Louisville, KY, Alex Torres, Harlingen, TX, Alex Beebe, Louisville, KY
Bottom left to right: Kevin Martin, Nashville, TN, Austin Perkins, St. Johns, FL, Mikie Bowman, Coachella
Valley, CA, Steffany Zuniga, La Joya, TX, Shakarah Nelson, Nashville, TN, Jebari Wooten, Coachella Valley, CA
 Superintendents Council In Action, Ford
NGL National Conference: The Next
Level, Palm Springs, CA

Superintendents Council, Rod Thompson, Andrew Melin and

Steven Ladd, Ford NGL National Conference: The Next Level,
Palm Springs, CA

Superintendents Council Group Photo, Ford NGL National Conference: The Next SUPERINTENDENTS COUNCIL
Level, Palm Springs, CA

Talk Show Time!, Alex Beebe, Mikie Bowman,

City Mayor, and Kim McKnulty

TALK SHOW
Heather Mischle

Mike Schmidt receiving

his Ford NGL Jersey

Hannah White

Steffany Zuniga
STUDENT PRESENTATIONS

EDTALK
BREAKOUT SESSIONS
Alexander Lowe, Newton County, GA

Shakarah Nelson, Nashville,

TN

Dr. Andrew
Melin,
Greater Clark
County, IN

Desiree Cole, Louisville, KY

Alexander Beebe,
Austin Perkins, St. Johns, FL Louisville, KY

FORD NGL 2016 ANNUAL REPORT 19

A YEAR TO REMEMBER
Coachella Valley, California
Hosts Ford NGL Conference
A students perspective: access and opportunity
2016 was an exciting year in the
Coachella Valley! Partners did outstand-
ing work to advance the goals of the
Regional Plan, and the capstone came in
October when the Ford NGL National
Conference was held in the Coachella
Valley desert. Over 35 local partners had
an opportunity to experience the confer-
ence and host the Ford NGL network
for special tours of our program. Three
local students participated on the student
leadership team for the conference. Mikie
Bowman, a junior at Cathedral City High
School and member of the Digital Arts
Technology Academy was one of those
students. Mikie reflected on the value of
Ford NGL:
Ford Next Generation Learning set the
model for career pathway and academy pro-
grams that have impacted me in many ways.
Im lucky, because I had access to opportunities,
which were made possible because our busi-
nesses and schools work together to make the
Coachella Valley a place where kids can learn
and apply the 21st century skills needed to pur-
sue their career dreams.
When I was 9 years old, I didnt really
know what I wanted to do in life, but I had
access to a hands-on robotics program. It made
it possible for me to learn how to learn, think
critically, and realize that I had to fail and
get things wrong to learn what was need-
ed to get things right. This was all part of the
Coachella Valley Economic Partnership and
the Workforce Excellence Initiative. Together
with Ford NGL, they have been crafting a re-
gional plan for College and Career Readiness
that puts all students on a path for career and
skill exploration starting in elementary school.
One of the career pathways created is the
Digital Arts and Technology Academy. The
program teaches graphic communication, an-
imation, advertising, and photography and
then pairs students with industry leaders and
companies to work on those skills in real life.
This is where I come back to how I benefited
from access. I loved robotics but knew I didnt
20 FORD NGL 2016 ANNUAL REPORT
Mikie
Bowman
want to do it for the rest of my life. I discovered
that I loved filming my team and telling their
stories. Its because I attended Industry Council
meetings that I knew the valley had a career
pathway for students interested in film.
The access that I had from 9 years old,
learning hands on programming in robotics, to
my junior year where Ive already submitted
and won two film festival awardsthis was
all possible because of the access I had to these
unique opportunities. Opportunities created
when educational institutes, businesses, and
economic leaders came together to invest in my
future. Our community rallied together to not
only teach us about what we want to do, but
gave us the hands on experience and the skills
to actually go out and do it!
Across the board, Coachella Valley
Regional Plan Progress Indicators increased
during 2016, and several Alignment teams
piloted innovative and effective projects.
After four years of deep, collaborative work,
the Alignment Data Team created a data
scorecard for the Regional Plan. The data
shows that many indicators are improving
for local students. Specifically:
Free Application for Federal Student
Aid (FAFSA) completers are almost
four times more likely to enroll in col-
lege than students who do not complete
the FAFSA.
The number of career academies and
pathways increased to 38 (up from 5
in 2005) with 4,371 students (up from
500 in 2005), and their performance is
excellent.
Graduation rates have increased over-
all, with academy seniors graduating at
98% and non-academy seniors at 80%.
Pathway students are much more likely
to attend college, with 52% enrolling the
fall immediately following high school
graduation vs. 39% for non-pathway
students.
The Postsecondary Completion Team
piloted a wildly successful Regional
College Fair called Next? Think BIG!
More than 2,000 local students connected
with over 100 college, university, and other
postsecondary providers at the fair planned
by counselors, administrators and students
from all three K-12 districts. It was so suc-
cessful that planning for a 2017 fair is al-
ready underway.
Using GIS technology, the Business
Engagement team created a Story Map
depicting where local career academies
are located, information about individu-
al programs, and short stories about some
of the business partners who support
Coachella Valley students. The team is us-
ing this technology to map the location of
business partnersby business sector and
drive-timeto individual school campus-
es. Ultimately, this tool will help target and
recruit additional work-based learning sites
for area students.
In September, 75 stakeholders, includ-
ing chairs of all six Alignment Teams,
gathered to share updates and celebrate
progress. Each of six students who came up
through the pipeline introduced one of the
team reports. Their stories and the results
of a 12-year focus on student success was
gratifying and inspiring to all attendees.
 2016 Events and Milestones
January
14 - Elk Grove Community
Designation Ceremony

February
17-19 First Ford NGL Winter Conference in Pinellas
Including A Powerful System of Change Learning Lab

March
1-3 Leadership Council Meeting
1-3 Superintendents Council Meeting
7-9 Academies of Nashville Study Visit
April
18 Racine Community Designation Ceremony
Kickoff of Community Connected Learning in
Elk Grove, CA

June
1-3 Ford NGL STEAM Coaches Retreat
20-22 Nashville Learning Institute

July
25 7th Annual Ford NGL Florida Gathering

September
7-8 Ford NGL Strand 3: Transforming Business and Civic
Engagement Workshop in the Rio Grande Valley
26-28 Academies of Nashville Study Visit
28-29 Ford NGL Community Connected Learning Session at October
the ACTE Conference
2-5 National Dropout Prevention Conference in Detroit
29 Ford NGL hosted a booth at the Rockford Academy Expo
18-19 Ford NGL Superintendents Council
19-21 Ford NGL National Conference: The Next Level

December
1 Rio Grande Valley Community Designation Ceremony

FORD NGL 2016 ANNUAL REPORT 21

 STUDENTS
FIRST

N la
O dil
I tP
a
ECT a ne ules ialis
t
SS y J R in g ec
I t b logy th all g Sp
TH os o a is
rem echn eer P ds H earn efits
C
in
IN Fo
ot r in L n
d i a F Be
t an re B h t C nda sed e
s u ig a B a th
Fir cult eR Ug ork- riple
ri th m W T
Ag ing fro s to ut
d ee s b
Fin fug ele leng r
e
Re m l i
A Ho Cha t Fa
m e No
Fro le th is
p ife
Tri nL
e
Wh

22 FORD NGL 2016 ANNUAL REPORT

First and Foremost
First and foremost, students are at
the center of everything we do. They are
the scientists and inventors, the engineers
and the architects, the doctors and med-
ical technicians, the educators and public
servants, and the builders and the entre-
preneurs of tomorrow. Lest we forget, they
are also the parents of the next generation.
Whether a student chooses to follow their
academy career path or another, we share
an opportunity and an obligation to pro-
vide them with learning experiences that
fully prepare them for success in college,
career and life. Its exciting to partner with
employers, educators and community
leaders committed to this movement to
transform the secondary school experi-
ence for our youth while promoting com-
munity growth and prosperity throughout
the process.
Walking the talk is the challenge.
Building the collaborative structures and
implementing the solutions required is a
difficult and demanding process. Yet, for
me, time and again it is the students and
their stories that remind us of our focus
and inspire us to pursue our shared mission.
DEVELOP AN INNOVATIVE SOLUTION TO A CHALLENGE
IN YOUR COMMUNITY USING A STEAM APPROACH.
Win up to $20,000
FROM FORD MOTOR COMPANY TO SUPPORT IMPLEMENTATION OF YOUR SOLUTION!
Its exciting to partner with
employers, educators and
community leaders committed to
this movement to transform the
secondary school experience for our
youth while promoting community
growth and prosperity throughout
the process.
That really hit home again at this years na-
tional conference where students articulat-
ed the significance of their real-world, rel-
evant high school learning experiences and
demonstrated their confidence and lead- JANET PADILLA
ership skills. The stories contained in this COO, Ford NGL
annual report do the same, and they un-
derscore the unique and individual poten-
tial each and every student holds. Working
with the students is always a personal high-
light for me, and continues to remind me
that students are the leaders of today and
the future!
STEAM CHALLENGE
FORD NGL 2016 ANNUAL REPORT 23
STUDENTS FIRST

Agriculture Biotechnology Rules

in Bay County, Florida
equipped with skills and knowledge to help
them be successful, whether they want to
enter the workforce immediately after high
school or continue their education at a col-
lege or university.
One student who decided to go di-
rectly to work, Amanda McCreight (class
of 2016), stated, Because of my certi-
fications, I was able to secure a job as a
plant botanist at $2.00 more an hour than
my co-workers. I was also exempt from
pre-training before beginning the job. This
year, students will also be taking certifica-
Shoreline Restoration Project, Bay County, FL tion exams in Animal Science and Florida
Veterinary Medical Association Certified
Vet Assisting. McKenzie Galbreath (class
Students gain knowledge and skills needed to be of 2017) shared, I was interning at a vets
successful after high school
There are 47 schools serving nearly (plants and animals) while respecting the
28,000 students that comprise the Bay environment and its natural resources. The
County School District. The entire department is run as an
Deane Bozeman School agribusiness to give students
is located in a rural area of experience in production, pro-
Bay County, Florida. The cessing, and marketing. In the
campus is on 33 acres, locat- Biotechnology classes, students
ed about 12 miles north of learn to operate lab equipment
Lynn Haven. There are ap- such as autoclaves, electropho-
proximately 1,300 students
in grades Pre-K through 12.
60,000 resis machines, centrifuges,
and micropipettes to perform
Deane Bozeman is a Title I AGRICULTURE-RELATED experiments with cloning, re-
school with a high percentage JOBS WILL BE OPENING IN striction enzymes, and gene
THE NEXT FEW YEARS
of students receiv- transfer/identification.
ing free/reduced Last year, the
meal services. program had a
The Agricul-
ture Biotechnol-
ogy program at
94% 75% 94% pass rate on
the Agritechnolo-
gy Industry Certi-
Showcasing Goats!
Bay County, FL

Deane Bozeman fication Exam and

School current- PASS RATE ON THE
a 75% pass rate on office this summer and knew everything
PASS RATE ON THE
ly has 160 high AGRITECHNOLOGY BIOTECHNOLOGY the Biotechnology she was talking about. When a vet tech
school students INDUSTRY INDUSTRY Industry Certifi- went on maternity leave, the veterinarian
enrolled in Agri- CERTIFICATION EXAM CERTIFICATION EXAM cation Exam. It hired me to take her place.while Im still
science Foun- has been projected working on my certification because of the
dations, Agriculture Biotechnology 2, that 60,000 agriculture-related jobs will be knowledge and skills I had from my class-
Animal Biotechnology, and Agriculture opening in the next few years. Because of es. McKenzie plans to go to college after
Biotechnology 3. The Agriculture classes the diversity, only 20% of those jobs will re- her high school graduation and work to-
teach students to be more self-sustaining. quire a college degree. Students in the Ag- wards becoming a veterinarian.
Students learn how to grow their own food riculture Biotechnology program are being

24 FORD NGL 2016 ANNUAL REPORT


Finding the Right
Career Path
Automotive Pathway Collision Repair, Golden Isles, GA
In Golden Isles, Georgia, alternate career pathways
combined with support from the business community
helps students identify their passion
Its normal for teens to worry. They wor-
ry about schoolwork, stress, and social is-
sues. Many worry about body image and
bullying. Another big worry is choosing a
future career. Teens are so often asked by
family and friends, What are you going
to do when you finish school? Teenagers
often have to make early decisions about
school subjects, study, careers and work. It
can be a lot of pressure, and its not always
easy. Walker was a typical teen in that re-
spect, but found help and direction at the
Golden Isles Career Academy.
Walker started at the academy in ninth
grade. He first thought he wanted to be a
veterinarian and completed the vet science
pathway. The experience helped him realize
that he wasnt passionate about becoming
a vet. As a sophomore, he explored the
HVAC pathway with the Academys tech-
nical college partner. He soon learned that
the HVAC field wasnt for him either. The
internal pressure had to be building. The
great news was that Walker had a great
work ethic and the all the teachers enjoyed
working with him.
Another pathway in automotive was
available, and he gave it a try. He applied
himself and as a junior excelled in the
automotive field. He was completing his
pathway when his instructor called. He
asked Walker if he was interested in be-
ing nominated for an interview for a
Gulfstream apprenticeship.
Excited about the opportunity, Walker
applied for the two year apprenticeship. He
interviewed, was selected by Gulfstream,
began his apprenticeship as a senior, and
completed it the following year. Since then
he has decided to follow his new found
passion and enroll to be an aircraft me-
chanic. His goal is to earn his Airframe &
Powerplant (A&E) license.
Because Golden Isles maintains strong
working relationships with the local busi-
ness community and offers a multi-facet-
ed work based learning program, students
like Walker can find and follow their pas-
sion while in high school. He developed a
strong work ethic at the Career Academy
and was given the support required to ex-
plore, reflect and plan his future. Now
Walker is well on his way to a successful
career. Golden Isles Career Academy puts
students first, so young people like Walker
and many other deserving students can
benefit from the rigor and relevance a Ford
NGL Community provides.
A Refugee From Uganda
Finds His Calling in Nashville,
Tennessee
The Eric Balire story
Before arriving in the United States
from a refugee camp in Uganda in 2013,
Eric Balire had never seen a computer.
Speaking only Swahili and a few words
of English, he enrolled in the Academy
of Information Technology at Overton
High School where he discovered his
love of technology. Over the next three
years, Eric simultaneously began to learn
English and the mysterious language of
computer programming. In other types
of schools, Eric would have only been en-
rolled in English language learner classes.
He would not have had the opportunity to
start working on real world IT projects.
Overton High School Student, Eric Balire with Host
Parents on Graduation Day, Nashville, TN
At an academy event, Eric heard a
speaker talk about hacking and cyber
security. Eric was immediately hooked.
When Overton started a Cyber Patriot
Club, Eric was the first to join. Through
this club, Eric was exposed to a deeper
level of learning by networking with local
experts in the cybersecurity field. When
Erics family chose to move to a differ-
ent school zone, one of Erics teachers
opened his home to Eric and allowed him
to complete his education at Overton
High School and pursue his passion in
information technology. Without the re-
lationships developed through his acad-
emy, this might not have been possible.
At a luncheon sponsored by an FBI
affiliate, a professor from Nashville State
Community College sought Eric out to
inform him that a cybercrime program
that was offered at the school. Using
funds from the Tennessee Promise
Scholarship, Eric is now a student at
Nashville State pursuing a degree in cy-
bercrime. His future plans include being
a white hat hacker and working on na-
tional security issues.
FORD NGL 2016 ANNUAL REPORT 25
STUDENTS FIRST

From
Homeless
to Work-
Based
Learning
Specialist
With self-determination
and support from the
Philadelphia, Pennsylvania
Academies, Janette
achieves success
Born to a single mother who worked two
jobs to keep a roof over their heads, life for
Janette and her five siblings was challeng-
ing and unpredictable. With her father
in and out of prison, the family moved
to Massachusetts to live with an aunt.
Unfortunately, her mother struggled with
mental health issues, and it wasnt long be-
fore Janette and her siblings found them-
selves homeless. With options exhausted,
they moved back to Philadelphia to live
with their grandmother.
Early on, books became Janettes ref- Dorothy had her interests at heart. At the She was awarded the internship and ended
uge. Books were the one thing that could Academy, Janette developed her network- up working with the company for two years
transport her from the chaos that was her ing and communication skills. She learned during 11th and 12th grade. She attended
day-to-day reality to a safe place of learn- how to use social media, and she learned her classes during the day and then, after
ing, hope and possibilities. Instead of giving how to look, act and convey the image of school, traveled to her job. Through her in-
up, Janette drew strength from her life ex- someone destined for success. Even though ternship, Janette met with many executives.
perience. She knew firsthand the negative her home life hadnt changed much, Janette But perhaps her most memorable execu-
impact and consequences of a mother who didnt let that stop her. She continued on tive moment came when she had the op-
did not have a good education and a father her path to success. In Dorothy she found portunity to introduce former President
who was incarcerated. Janette decided she an ally in her quest, and found another Bill Clinton during a policy convention.
wanted more, and she was going to be dif- family in the academy. Janette now works for the Philadelphia
ferent. She was going to college. She was Janette participated in academy com- Academies, Inc. as a Work-Based Learning
going to be a success. petitions including a speech competition. Specialist. She provides the same kind of
When it was time for her to start high It was during this event that Janette was support, resources and opportunities for
school, Janette was excited to take that next noticed by an HR manager. The manag- students that she herself once received.
step in her journey. It was there she met er offered her an opportunity to apply for Janette truly knows what can be accom-
Dorothy Lemanski from the Philadelphia an internship working with the CEO of plished when students come first, and in
Academies, Inc. Janette soon learned that Independence Blue Cross of Philadelphia. that calling, she has found success.

26 FORD NGL 2016 ANNUAL REPORT

Triple the Challenge, but Triple
the Benefits in St. Johns, Florida
Creekside High School students,
St. Johns County, FL
For a high school student, finding an area
of career interest that you are passionate
about can be stressful and worrisome. For
a parent, you too worry that your son or
daughter finds something they love, that
their high school supports that path, and
that there are viable employment and
postsecondary options available. Now,
take that situation and those concerns and
multiply them by three!
Thats exactly what happened to one
family in the St. Johns County School
District of Florida when their triplets started
high school. Fortunately, the district is part
of Ford NGL and offers 17 career acade-
mies. We asked a parent of the triplets, who
serves on three of the Academy Advisory
boards, about their familys experience.
All three of our triplets are in different
career academies.They are now juniors. One
changed his academy after the first year, but
Guess what...our family is growing!
We expect to have 9 Ford NGL Designation Ceremonies in 2017!
St. Johns Technical High
School student, St. Johns
County, FL
all are now benefiting from being in pro-
grams that are tied to their career interests.
They all liked the project-based learning,
field trips and speakers. My daughter es-
pecially loved competing against the other
All three of our triplets are in
different career academies. They
are now juniors. One changed his
academy after the first year, but
all are now benefiting from being
in programs that are tied to their
career interests. They all liked
the project-based learning, field
trips and speakers. My daughter
especially loved competing against
the other schools in subject related
contests. All three have earned
multiple industry certifications. One
has had an internship.
St. Johns Technical High
School students in culinary
class, St. Johns County, FL
schools in subject related contests. All three
have earned multiple industry certifica-
tions. One has had an internship.
We are now visiting colleges. From
class, they know which ones have the best
majors that fit their individual interests.
They are confident in their future plans. As
a parent, thats a blessingwell, at least un-
til the bills come times three!
Ford NGL is a great resource for dis-
tricts needing closer guidance as they de-
velop career academies for the first time.
They are also a good resource for districts
wanting to fine-tune an area of the nation-
al standards of practice needing improve-
ment. Ford NGL can help districts col-
laborate with districts in other parts of the
country. This collaboration can help devel-
op new academies quicker and without the
pitfalls that sometime occur when starting
new programs.
FORD NGL 2016 ANNUAL REPORT 27
STUDENTS FIRST
When Life Is Not Fair
A South Texas student finds new direction
The days when our lives change always
catch us by surprise. I guess thats what
makes them so important. I will never for-
get that day: May 8, 2015. I didnt think
anything could ruin the way I was feeling
that day. That was precisely when life de-
cided to prove that I was very wrong.
My mom and grandmother had traveled
into Mexico to visit family. They often did
this, even though it was eight hours away
and a dangerous trip because of the risks
that exist in Mexico. We were accustomed
to this, and when she returned Friday as
promised, we would spend Mothers Day
weekend with her, being lazy and laughing.
That Friday was different. I remem-
ber that sick feeling of worry when it
was 7 p.m. and she still wasnt here. Then
my brother John called and told us to eat
something and pack clothes for the week-
end. His usual calm but firm voice was now
trembling almost frantic. I started to feel
afraid. When my brother arrived, he was in
a near state of panic. Mom and Grandma
had been in a car accident! He called my
other brother to say we were on our way.
Then we heard John cry and shout, No,
Please! No Mommy! I knew what had
happened. Sobbing and whimpering reso-
nated throughout the house. That day I felt
like the light in my life was extinguished.
I was in a state of denial, but at the
funeral home, everything became real. I
wanted things to be right again. I wanted
to apologize for all the times I disappointed
my mother and the times I was ungrate-
ful and stupid. I felt as if all the joy in my
life had been lost and I would never smile
again. The saying, You do not really appre-
ciate what you have until its gone,well,
that still leaves a bitter taste in my mouth.
I live with a pain that never goes away and
never will.
The rest of the school year was un-
comfortable. My father tried to be more
involved in our lives. My friends at school
tried to help, but I just wanted to be alone.
28 FORD NGL 2016 ANNUAL REPORT
Ignacio Andrade
I tried harder in my classes because of my
mother. I tried to make jokes as usual, but I
was not as happy as I seemed to be. I didnt
want anyones pity. I just wanted to feel
happy again.
The rest of the school year was
uncomfortable. My father tried to
be more involved in our lives. My
friends at school tried to help, but I
just wanted to be alone.
What really helped me was the com-
pany of my family and my friends and
school starting again after the summer.
My Principal Ms. Aguilar introduced
me to the Student Ambassador Program.
RGV LEAD (Rio Grande Valley Linking
Economic and Academic Development)
and Student Ambassadors offered me a
different kind of shelter where I am gen-
tly forced to meet people and become in-
volved outside my comfort zone. I have met
people from other high schools, learned to
approach and greet people I do not know,
and discovered that I have leadership skills.
These skills have led me to a summer
leadership program at the University of
Texas at Austin and a $20,000 University
Leadership Network scholarship. Its fun-
ny that a program that I had no idea exist-
ed prior to my sophomore year has made
such an impact on my life. If Ms. Aguilar
had not led Lopez Early College High
School to join the Ford Next Generation
Learning initiative, and if Ford NGL and
RGV LEAD had not introduced her to
the Student Ambassador program, I might
have never moved beyond high school.
Its funny that a program that I
had no idea existed prior to my
sophomore year has made such
an impact on my life. If Ms. Aguilar
had not led Lopez Early College
High School to join the Ford Next
Generation Learning initiative, and
if Ford NGL and RGV LEAD had
not introduced her to the Student
Ambassador program, I might have
never moved beyond high school.
Ive tried to tell myself that my moth-
ers death did not affect my way of doing
things, but in fact, it did. Ive learned to
open up and talk to people when I need
someone. I have taken on challenges that
I knew might be too much for me. Now,
considering all that has happened, I have
achieved some pretty great things. Best of
all, I have a special and comforting feeling
of satisfaction knowing my mother is still
smiling towards me.
Ignacio Andrade, Student,
Lopez Early College High School
COMMON
VALUES
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FORD NGL 2016 ANNUAL REPORT 29

COMMON VALUES

A Set of Common Values Guides

Our Communities
Ford NGL and our communities share a
set of common values. These values guide
our collaborative quest to deliver authen-
tic educational experiences and elevate
student achievement while improving the
workforce, economic development and
community prosperity. Our values and
guiding principles include igniting pas-
sion, cultivating trust, demonstrating
leadership, and encouraging innovation.
Ford NGL Communities are commit-
ted to preparing all students for success in
college, career and life and helping them
ignite their passion in lifelong learning.
Communities foster a culture of collab-
oration in which everyonestudents,
teachers, administrators, families, employ-
ers, postsecondary educators, and non-
SCOTT PALMER profit and civic leaderswork together to
Community Coach, Ford NGL build a climate of trust that welcomes all
perspectives. There is an understanding that
all stakeholders must be part of all phases of
the process to achieve the desired outcomes
and assure sustainability.
Ford NGL Communities are commit-
ted to modeling the practices necessary to
transform classrooms. They understand the
importance of cultivating student success
and their obligation to demonstrate quality
leadership. Throughout the process, com-
munities are always learning and adapting,
demonstrating flexibility, and promoting
innovation. Our shared values and guiding
principles are core to our motivation and
essential to achieving our mission.

Ford NGL Communities around the world will achieve

the following long-term outcomes:

Young people prepared Community prosperity Strengthened

for college, careers, lifelong shared by all talent pipeline
learning, and leadership

Educational equity Capacity to contribute

and justice for all and go further

Ford NGL will achieve the following organizational outcomes:

Increased number of communities Increased capacity of communities

achieving the above five outcomes to sustain and improve

30 FORD NGL 2016 ANNUAL REPORT

Driven By a Shared Vision
In Effingham County, Georgia, the community unites
behind a mission to serve their students
Effingham College and Career
Academy (ECCA) is a charter program
high school. ECCA proudly serves as
the model for Effingham County School
Systems commitment to develop and
sustain partnerships with local employers
and postsecondary education providers in
order to meet current and future demand
for skilled labor in the workforce. To meet
the demand and further high school stu-
dent education and career opportunities,
ECCA offers dynamic and interdisciplin-
ary learning opportunities supported with
state of the art classrooms and labs.
The mission of ECCA is to create a high-
tech career focus to better serve the needs of
students entering the workforce from high
school and for those planning further post-
secondary options. In pursuit of this mission,
ECCA strives to increase the level of student
motivation, aspiration, commitment, and ac-
ademic achievement. Enrollment is open to
all students attending both base high schools
in Effingham County.
The governing Board of Directors of
ECCA is comprised of members from lo-
cal and major industries representative of
the career classes offered: the Effingham
Industrial Development Authority;
the Effingham County Chamber of
Commerce; the Effingham County System
CTAE Coordinator; the Vice President of
Academic Affairs of Savannah Technical
Nasa Challenges
STEM in Dr. M.
Thompsons
Scientific Research
Class, Effingham
County, GA
College; the Effingham Board of Education;
the ECCA CEO; parents and students;
and the Director of the STEM Institute of
Georgia Southern University.
The CEO of ECCA is responsible for
overall operations, participates in numerous
community boards and advisory commit-
tees, and meets regularly with executives
and managers from local industries and
government entities. The CEO delivers
presentations to civic and professional orga-
nizations and works closely with technical
and academic representatives from post-
secondary institutions, ECCAs Director
of High School Programs, and the system
CTAE Coordinator. ECCAs CEOs focus
is to promote the career programs offered at
ECCA to business and community stake-
holders; to create ongoing job learning and
work opportunities for students; and to sup-
port postsecondary education options for all
students.
A STEM program was added to ECCA
in August 2016 in response to employers
increased need for STEM skills in their in-
dustries. The citizens of Effingham County
overwhelmingly voted for a $7 million
ESPLOST plan in support of a building
addition to address workforce demand.
Sixteen additional classrooms and labs were
added as a two story addition to ECCA.
The new facilities also support the growth
Effingham College
and Career
Academy, STEM
Math Teacher Jessie
Gardner
of the Move on When Ready (MOWR)
college classes. This program allows students
to earn college credits for free while still in
high school.
The partnerships formed within
the community strengthen the
sustainability of ECCA programs
and help provide viable workforce
opportunities for students.
The partnerships formed within the
community strengthen the sustainability
of ECCA programs and help provide via-
ble workforce opportunities for students.
Students earn technical college certificates
and industry certifications and credentials.
Supporting the process are over 40 part-
nerships with educational boards; colleges
and universities; community organizations
and authorities; and businesses of all sizes.
Together, these partners plan, council, coop-
erate and collaborate. All are driven by the
shared values and goals necessary to pre-
pare students for successful careers and lives.
Effingham College and Career Academy
demonstrates the level of transformation
and opportunity that can be achieved when
a community unites behind a mission for its
students.
FORD NGL 2016 ANNUAL REPORT 31
COMMON VALUES
Master
Plan
Reflects
Ford NGL
Network
Common
Values
Preparing students to
transition successfully
from school to life in Floyd
County, Georgia
The Floyd County Schools College and
Career Academy serves students from
four high schools within the county and
offers 16 career pathways. Dual enroll-
ment programs are in place with Georgia
Northwestern Technical College and
Georgia Highlands College. Before the
end of the 2017 school year, the Career
Academy expects to serve approximately
840 students. Seniors attending earned
170 industry recognized certifications,
and 99% of academy students complete
a Career, Technical, and Agricultural
Education (CTAE) Pathway compared
to 90% of students in the Floyd County
School System.
The primary purpose of the Career,
Technical, and Agricultural Education
(CTAE)/Ford Next Generation Learning
(NGL) Community Master Plan is to pro-
vide students with the skills and abilities to
make a successful transition from school
to a college and/or a career, whenever
that transition might occur. The Districts
CTAE/Ford NGL Master Plan reflects
the following key goals for the District.
32 FORD NGL 2016 ANNUAL REPORT
Floyd County Schools, Robotics and Engineering students fine tune a robotic arm
Internal Factors:
Increase graduation rate and maintain
at 90% or higher
Increase student enrollment in CTAE
courses
Increase dual enrollment opportunities
Increase student success in End of
Pathway Industry Certifications
Increase STEM collaborative opportu-
nities
Strengthen and increase CTAE/
Academic teacher development, sup-
port and retention
External Factors:
Strengthen and increase partnership
base
Improve and increase CTAE Program
awareness throughout the District and
the Community
The Floyd County School Systems
CTAE/Ford NGL Community Master
Plan incorporates the Districts regional
economy and employment by industry sec-
tor and occupation, and describes an align-
ment of the Districts CTAE programs
with the state standards and the Districts
CTAE program structures. Floyd College
and Career Academy serves as a dynamic
resource in the Floyd County school sys-
tems overall CTAE program.
Current initiatives within the frame-
work of Ford NGL Master Plan include:
Industry credentialing
Rigorous assessment of student learn-
ing in career programs
Universal student access to pathway op-
portunities
Professional development for CTAE
teachers, counselors and administrators
Consistent with the values shared by
the Ford NGL network, the Floyd County
School System is committed to preparing
students to transition successfully from
school to life. A significant part of that
transition is the realization that ultimately
every person needs to earn a living. A stu-
dent that is prepared for work is prepared
for life.
In the past, CTAE has catered to those
students whose primary goal was to tran-
sition directly from school to work. While
the education and training provided met
the needs at that time, the focus on very
specific jobs was narrow. Today, with the
help of the Ford NGL Community, the
Floyd County Schools College & Career
Academy provides broader education and
training to career pathways as opposed to
specific jobs. Students are provided the
skills they need for success in any number
of jobs within broad career pathways.
The Floyd County Schools College
& Career Academy continuously evolves
to meet the needs of potential employers.
Employers view skills such as communi-
cation, critical thinking, problem solving,
and teamwork as essential prerequisites
for work. The knowledge and experience
gained provide students with the solid
foundation and transferrable core employ-
ability skills that serve them for a lifetime of
success in a chosen field.
Rockford, Illinois Students
Make a Difference
Rockford Public High School Students, Guilford High School Rockford, IL
Its not just how the community supports education but
how students learn while they give back
Latara Webb and her three children got
the keys to a homeand a dreamthat
Guilford High School students helped
build. The home at 229 Pearl Avenue in
Loves Park was donated by the Rockford
Area Habitat for Humanity. All the interi-
or and exterior walls were built by students
in teacher Mark Andersons construction
classes at Guilford High School.
Keri Nelson, Habitats executive direc-
tor, mentioned Anderson and the Rockford
Public Schools students during the ded-
ication. In my world, she said, we call
Rockford Public High
School Students,
Manufacturing Day,
Rockford, IL
Mark Anderson a hero. He dreamed of a
day where students had the opportuni-
ty.where they could learn how to build a
house. And that dream is becoming a real-
ity. Last spring, students in the Orientation
to Construction class assembled 44 panels
for the home in the Guilford High School
field house and attached the panels to one
another. A semi-truck hauled the prefab-
ricated structure in segments to the Pearl
Avenue site.
The partnership between Guilford
students and Habitat was envisioned
more than two years ago, when Anderson
and Nelson were both members of an
Alignment Rockford Academy Support
Team at Guilford. The teams are made up
of local business and nonprofit volunteers
who support career academies and assist in
project-based learning.
Anderson said the home-building proj-
ect has sparked a lot of interest among
students at Guilford. There are now 16
classes associated with the career pathway
Architecture and Construction, which is
part of the Engineering, Manufacturing,
Industrial and Trades Technology
(EMITT) academy at Guilford. EMITT
has gone from the smallest academy at
Guilford to the second-largest in two
years. Its been amazing for Guilford High
School, he said. As soon as the kids see it,
they swarm to it.
Guildford Shop
Creation for
Valentines Day,
Rockford, IL
Senior student Manuel Ceniceros was
raised around family who worked in con-
struction, so he wanted to take the opportu-
nity to learn more. This is the career I actu-
ally wanted to do, he said. I like building
and working with my hands. Likewise,
Senior student Manuel Ceniceros
was raised around family who
worked in construction, so he
wanted to take the opportunity to
learn more. This is the career I
actually wanted to do, he said. I
like building and working with my
hands.
fellow senior Quantel Blaylock said he
hadnt previously considered working with
a volunteer organization, but now its on his
mind. This is what I actually enjoy doing,
he said. I plan to build stuff here and help
with the Habitat for Humanity. Later on as
I finish school, I might come back to work
with them.
FORD NGL 2016 ANNUAL REPORT 33
COMMON VALUES
Wall-to-Wall Academies Offer Career
Pathways for All Students
Volusia County Public High School Students, Mainland Academy of Hospitality and Culinary Arts Team
Volusia County, Florida The Volusia County School District
continues to move forward with expand-
opens its first of two ing career academy opportunities for all
wall-to-wall academies students. With 35 career academies across
ten comprehensive high schools, Volusia
has many exciting options for students.
2015-16 was the planning year for the
first wall-to-wall career academy mod-
el at Mainland High School, set to open
in 2016-17. In addition, Atlantic High
School is also planning for the transi-
tion to a wall-to-wall approach where all
students will be part of a career academy
pathway. The wall-to-wall models at both
Volusia high schools will boost the overall acade-
County Public my offerings to 40 at the start of the 2017-
High School
Students, 18 school year. This exciting growth began
Academy through extensive planning and collabora-
of Law and
Government tion with all stakeholders during 2015-16.
students The Ford NGL Network is tremen-
learning
how to make dously important as a large scale commu-
footprint casts nity of practice for districts around the
country who are implementing the career
academy model, says Kelly Amy, Volusia
Countys Coordinator of Career and
Technical Education. It connects you with
educators, district administrators, students,
and business partners who share the same
excitement and dedication to the work of
Ford NGL as it translates down to their
specific community.
34 FORD NGL 2016 ANNUAL REPORT
Kelly continued, Ford NGL provides
a framework to organize and shape the
work. Professional learning opportunities,
collaboration tools, and advocacy are all
important parts of the Ford NGL experi-
ence. Volusia is very fortunate to be part of
this vibrant educational movement that is
transforming educationone academy at a
time and one student at a time.
From the viewpoint of economic
development, the preparation of
our youth for needed-now jobs
and future career opportunities is
of utmost importance.
Jerry Mayes is the Economic
Development Manager for Volusia
Countys largest city, Deltona. He believes
the Career and Technical Educations acad-
emies, programs and labs are extremely
valuable to the city and the regional work-
force. From the viewpoint of economic de-
velopment, the preparation of our youth for
needed-now jobs and future career oppor-
tunities is of utmost importance, observes
Jerry. The work and support Ford NGL
and the staff of the Career and Technical
Education Department dedicate to this
program pays benefits now and will for
years to come.
MISSION
CRITICAL
BUSINESS
PARTNERSHIPS
on
Cha
la
Pau
by
ility
b
ta ina
us
n d S sroom
a s
cess Cla
c he
N Su to
t
T IO y to
n g
EC Ke arni
S a re e
I S ip s ticL ve
l
TH er sh
th en rce t Le
IN artn g Au o rkfo e Nex
P in h
n ess s Br o ple ong W to t
si ip P e tr ip s
Bu rn sh ing f a S ersh
te lp
Ex
e eo rtn
ple H rtanc g Pa
o
Pe Impo Takin
e !
Th p Up
m
Ra

FORD NGL 2016 ANNUAL REPORT 35

MISSION CRITICAL BUSINESS PARTNERSHIPS

Business Partnerships are Key to

Success and Sustainability
The Ford NGL roadmap outlines a pro-
cess that involves all stakeholders in the
school transformation journey. It requires
community-wide understanding and
consensus. It requires the capacity to de-
velop, roll out and continuously improve
the master plan. The ability to implement,
deepen and broaden the transformation
requires robust, sustainable community
involvement. All stakeholders are vital, yet
in many ways, business partnerships can
be considered a linchpin of the process.
Business is motivated to foster a com-
munity with a healthy economy and an
PAULA CHAON
employable and educated workforce. It has
National Advocate and
every reason to build a community that is a
Community Coach, Ford NGL
desirable place to live, work and raise a family.
Business leaders want these things for their
employees, their customers and certainly for
opportunities for teachers and students to
gain contextual knowledge and experience
in a real-world environment. They provide
services internal to the classroom and often
serve as ambassadors for the academy mod-
el. They engage students with real business
problems making learning relevant and
bringing clarity to work, career and pathway
alternatives. Business partnerships also pro-
vide consistency, advocacy, and support over
time, even in the face of changing school
and district leadership and governmental
policies.
Our business partners are indeed a
lynchpin of Ford NGL Network. We, and
the students whose lives are being changed
for the better every day, are truly grateful for
the time, resources and commitment busi-
ness brings to transforming the educational

STEAM Challenge
their own families and business interests. process.
Employers have the perspectives, re-
sources and social capital needed to identify
and facilitate real-world learning experienc-
es. They identify candidate requirements
for jobs today and tomorrow. They provide

Hey Ford NGL High School Seniors!

Are you interested in
pursuing an engineering
or technology-related degree?
Apply for the SAE
International Scholarship!

$5,000
Look for the application each winter,
with a deadline in the early spring.

36 FORD NGL 2016 ANNUAL REPORT

Externships Bring Authentic
Learning to the Classroom
Jefferson County Public
School Students taking
apart a computer,
Louisville, KY
A local business partner offers a professional
development opportunity in Louisville, Kentucky
As a Ford NGL community, one of
the first steps Jefferson County Public
Schools took to help launch project-based
learning and foster school business part-
nerships was to begin a teacher externship
program. The following is one teachers
description of the power of the externship:
HS English and IT careers.
Can you see the connection? I can.
Because I was privileged this year to be
part of an externship team of teachers.
For the externship, we were partnered
with Strategic Communications, a locally
operated/founded, women- and minori-
ty-owned IT company. They hosted three
teachers for three days, sharing and mod-
eling the roles and responsibilities within
their industry, along with skills and applica-
tions needed to be successful in those roles.
We became extern teachers and spoke
during our three-day visit with a represen-
tative of every department within Strategic
Communications. Experienced profes-
sionals presented their job roles and dis-
cussed needed employee abilities. Using
on-the-job experience, we crafted a Project
Based Learning experience for our students
that mirrored a real world industry chal-
lenge for Strategic Communications. This
school-business partnership brought re-
al-world, authentic learning to my students
in my classroom. Students were motivated
and engaged in practicing their real-world
job roles. Strategic Communications went
Jefferson County Public
Schools Externship
Experience, Louisville, KY
Jefferson County Public School Students
practicing their medical skills, Louisville, KY
above and beyond the call of duty in offering
a summer internship and cash rewards for
the best student presentations and projects.
Without the guidance of Ford NGL
and the support from district administra-
tors, my students would not have had this
rich, authentic experience. I am proud to
teach in a district and school that works
with our local industry leaders to inform
and inspire the education of our future
community leaders. Thank you for this in-
credible experience!
SK Draewell, English Teacher,
Eastern High School
FORD NGL 2016 ANNUAL REPORT 37
MISSION CRITICAL BUSINESS PARTNERSHIPS

People Helping People

Vystar Credit Union combines business focus and
philosophy in Clay County, FL
Since 1952, VyStar Credit Union has
been focused on providing members with
financial services and budgeting life skills
in order to help them make more informed
decisions for their future. Developing our
amazing high school branch program
with local school districts was one of the
most effective ways for VyStar to continue
achieving this objective while living out
the credit union philosophy of people
helping people.
Through our VyStar Academy of
Business-Career Academy partnerships,
weve been able to provide highly desirable
business and financial literacy training to
thousands of high schoolers throughout
northeast Florida. Currently, three of our
eleven high school credit union branches
are proudly located within the Clay County
School District of Florida. Our partner-
ship with Clay County School District
began in 2008 with the opening of our
VyStar Academy of Business and Finance
at Fleming Island High School. We then
went on to establish two more high school
branch programs: our VyStar Academy
of Business and Leadership at Orange
Park High School in 2013 and our VyStar
Academy of Business and Entrepreneurship
at Middleburg High School in 2016.
VyStar
Academy
of Business
Students,
Clay
County, FL
Over the years, as a dedicated business
partner of Clay County School District, we
have been honored to help the students of
Clay County become college, career and life
ready by: investing over $480,000 in capital
outlay, offering our paid internship oppor-
tunity to 168 students, awarding $11,000
in scholarship money, providing either full
or part-time employment to 10 students
upon graduation and delivering financial
literacy training to over 5,500 students! We
truly appreciate our partnership with Clay
County School District. Their hospitality,
commitment to their staff and students
and support of their business partnerships
makes Clay County School District fertile
soil for businesses to plant their operations
and sow their seed. Were looking forward
to the continued success of our highly valu-
able partnership!
Michael Rathjen
High School Program Manager
Vystar Credit Union

Are you a student planning

to major in a STEM field in college?
Apply for the
Ford STEM
Blue Oval
Scholarship.

$2,500
Contact pwashington@fordngl.com for more information.

38 FORD NGL 2016 ANNUAL REPORT

Mohawk Industries: The importance
of a strong workforce in
Gordon County, Georgia
Mohawk Industries, the worlds larg-
est flooring manufacturer and Gordon
Countys largest employer, knows the im-
portance of developing a strong workforce
in the communities where they do busi-
ness. The Fortune 500 Company is shar-
ing its resources with the Gordon County
College and Career Academy (GCCCA),
as well as Calhoun CCA and Northwest
Georgia CCA, to ensure that current and
future students have the skills necessary
to thrive in the workplace. Furthermore,
Mohawk Industries utilizes its partner-
ship with Gordon County College and
Career Academy as a national model for
educational partnership best practices.
In 2015, Mohawk Industries and
GCCCA were recognized by Georgias
Lt. Governor Casey Cagle for their unique
partnership that was designed to ensure
students in the GCCCA mechatronics
program will receive quality, real-world
training while in high school. This was
done in part by Mohawk providing a ded-
icated full-time employee to GCCCA to
serve as the mechatronics instructor and
an adjunct for Georgia Northwestern
Technical College.
Since that time, the support that
Mohawk Industries has continued to pro-
vide has multiplied exponentially. They
have seen to fruition the pledge they made
to GCCCA students to equip the indus-
trial maintenance lab with new and do-
nated equipment. GCCCAs mechatronics
lab has been given additional equipment
and supplies as well, including an indus-
trial robot for students to utilize in the
classroom. Additionally, they have placed
several GCCCA students in paid appren-
ticeship programs throughout their plants
in Gordon and Whitfield Counties, and
high-level executives serve as members of
the Boards of Directors at GCCCA and on
Local School Governance Teams through-
out the district.
Mohawk Externship for Teachers, Gordon County College and Career Academy, Gordon County, GA
During the 2015-16 school year,
Mohawk began a professional development
series on soft skills for students. Multiple
volunteers visit GCCCA quarterly to run
these interactive seminars for students in all
levels. Additionally, they provided profes-
sional development for teachers in Gordon
County Schools in the form of externships
and tours, career awareness activities at all
levels, and monetary donations for multiple
school and system events. This illustrates
the commitment Mohawk Industries has
placed on furthering the district Ford NGL
Master Plan, designed to focus on work-
force education in PreK-12. Each time one
of these events occurs, Mohawk sends in a
team to debrief with school officials on how
the event could be improved as they pledge
their commitment to continue and expand
the efforts. The results of these debriefings
have resulted in expanded and improved
efforts in 2016-17. To kick off the cur-
rent school year, executives from Mohawk
have spearheaded an endeavor to expand
their support of all areas of instruction at
GCCCA, with curriculum enhancements
through project based learning and cap-
stone projects leading to paid apprentice-
ships in all areas.
At the GCCCA Academy Awards
night in May 2016, Mohawk provided
a full tuition scholarship to a GCCCA
graduating senior that included a paid
apprenticeship for that student while in
school, as well as a promise of a contract
for full-time employment upon successful
completion of his studies. This is slated to
become an annual scholarship for students
pursuing industrial fields. Much press was
generated about this award, which in and
of itself was a life-changing opportunity
for the recipient. However, what is often
missed is the commitment of Mohawk
employees to go above and beyond this
responsibilitythe offer to purchase stu-
dents clothes for interviews, provide ac-
commodations in the form of transpor-
tation and apartment rental for students
who may not be able to make it to work/
school, and offer flexible schedules for stu-
dents with home or school commitments.
This level of commitment is a testament
to Mohawks overall commitment to this
strategic partnership as an organizational
promise, not a top-down directive.
FORD NGL 2016 ANNUAL REPORT 39
MISSION CRITICAL BUSINESS PARTNERSHIPS

Ramp Up! Taking Partnerships

to the Next Level
RGV LEAD, in partnership with Ford
NGL, kicked off a year-long train the
trainer program around maximizing busi-
ness/education partnerships. The series
began with a workshop on September 7-8,
2016, that was hosted by the Ford NGL
National Team and leaders from across
the Ford NGL Network. Through this
workshop, participants had a chance to
understand what meaningful partnerships
can look like in their communities, explore
the best models for engaging business and
community partners in education, build
collaborative relationships with others in
their region, and gain practical skills and
knowledge to help them build powerful
partnerships in their communities.

Participants had a chance to

understand what meaningful
partnerships can look like in their
communities, explore the best
models for engaging business and
community partners in education,
build collaborative relationships
with others in their region, and gain
practical skills and knowledge
to help them build powerful
partnerships in their communities.

The series continued with a session at

the Ford NGL National Conference: The
Next Level in October, meetings during
the RGV LEAD Regional Conference and
Workforce and Education Summit hosted
by Workforce Solutions in December, and
will continue with in-person and virtual
sessions in 2017.
This train-the-trainer session was de-
signed to provide a continuum of experi-
ences for local participants to learn and
Ford NGL and RGV LEAD Business & Community Engagement Train the Trainer Series, Rio Grande Valley, TX apply. We hope that multiple communities
in the area will begin to share best practices
and learn from each other!
Paula Chaon
Ford NGL Advocate and Coach

40 FORD NGL 2016 ANNUAL REPORT

THE JOURNEY
CONTINUES
ss
Proce
ning
r Plan
tro v Maste
an the
C T ION Ile ne K let ing
H IS SE s tice
by
t ly C
omp
IN T d Ju re n
u ity an e s Cur
iti
l Eq mun
a tiona C o m
c
Edu s fr
om
a t e
Upd

FORD NGL 2016 ANNUAL REPORT 41

THE JOURNEY CONTINUES
Educational Equity and Justice in
Career Academies
ILENE KANTROV
Director, Pathways to College
and Careers, EDC
42 FORD NGL 2016 ANNUAL REPORT
Career academies were originally in-
vented as a strategy to achieve more equi-
table education for students who had not
been well served by their schools. Research
by MDRC, a nonprofit and nonpartisan
education and social policy research or-
ganization, and others shows that career
academies indeed have great potential to
reduce achievement gaps for underserved
students.
Key features of academies that contrib-
ute to their effectiveness include teachers
working on teams; teachers forging strong
relationships with students and one anoth-
er; integrating curriculum around central
career themes; and providing work-based
learning experiences through partnerships
with employers. The combination of aca-
demic rigor and career relevance that is the
hallmark of quality career academies makes
high school more meaningful and coher-
ent, increasing students motivation and
achievement.
Students who live in Ford NGL com-
munities that are implementing academies
have the potential to benefit from these
academy features. However, these commu-
nities are dealing on the ground with some
challenges to fully achieving the vision of
educational equity and justice in academies.
As a Ford NGL team member I have writ-
ten a white paper that provides an overview
of both the potential and the challenges to
achieving educational equity and justice in
academies. The paper draws on a discus-
sion at the Ford NGL Leadership Council
meeting in March 2016 and input from
nine individuals in six Ford NGL com-
munities. Also drawn upon was a review of
current research on equity in academies and
in career and technical education (CTE)
more broadly, as well as selected research
on equity in schools in general.
Titled Achieving Educational Equity and
Justice in Career Academies: Challenges and
Promising Strategies, the paper identifies
two broad, interrelated categories of chal-
lenges:
Access: Ensuring that all students have
equitable opportunities to enroll in ca-
reer academies and to pursue career
pathways of their choice that lead to
high-skill, high-wage jobs.
School culture: Ensuring that the
academy is a welcoming and supportive
place for students of all demographic
groups and their families, and that ed-
ucators are culturally proficient and able
to help students capitalize on their di-
verse strengths.
The paper also identifies a number of
strategies, grounded in Ford NGL com-
munities experience and in the research,
that have the potential to help districts ad-
dress these challenges.
Ford NGL has specified educational
equity and justice as a core desired outcome
of our work. We are becoming better in-
formed, sharing relevant publications, initi-
ating meaningful dialogue, and promoting
awareness. To better understand the chal-
lenge and the opportunity please read the
white paper which is currently available at
http://ltd.edc.org/career-academies-equi-
ty-white-paper and will be made available
on the Ford NGL website.
UPDATES FROM
COMMUNITIES
CURRENTLY
COMPLETING
THE MASTER
PLANNING
PROCESS

AKRON, OHIO
Akron will complete its master plan by the late win-
ter of 2017. The steering committee meets regularly,
and an operating committee meets weekly. The con-
vening organization, ConxusNEO, hired a full time
Community Coordinator who works collaboratively
with the District Lead of the academy initiative.
The goal is to move from the current, small num-
ber of pathways to wall-to-wall academies in all high
schools by Fall 2019. To date, a pilot implementation of
a Freshman Academy has been launched in one loca-
tion and will expand to all high schools in Fall 2018. A
comprehensive communications plan that addresses
all community audiences is being developed in order
to build a shared and current understanding of the
school transformational process.

FORD NGL 2016 ANNUAL REPORT 43


Barrow County Public Schools, Students building Go-Kart, Barrow County, GA
BARROW COUNTY,
GEORGIA
Barrow County Schools, employer partners, and postsecond-
ary partners have been engaged in the Ford Next Generation
Learning Master Planning Process since early 2016. The goal is to
begin final plan implementation in the 2017-18 school year.
The Sims Academy of Innovation and Technology, which is
part of that process, opened in Fall 2014. The Sims Academy fo-
cuses on developing workforce-ready students in the robotics,
culinary arts, broadcast video and marketing industries while
building an entrepreneurial foundation.
Through a partnership with the University of Georgia and the
South Korean-based Roborobo Company, teachers participate in
workshops and receive training on how to best integrate robot-
ics education into classrooms beginning as early as elementary
school. Sims Academy students learn about robotics, showcase
their own robotics creations, and participate in competitions at
the Robotics Education Center.
Barrow County Public Schools, Student driving Go-Kart, Barrow County, GA
44 FORD NGL 2016 ANNUAL REPORT
Bartow County Schools, School Board, Bartow County, GA
BARTOW
COUNTY,
GEORGIA
The Bartow County School system is committed to
preparing students to transition successfully from
school to life. Significant to that transition is the re-
alization that ultimately every person needs to earn
a living, and that a student prepared for work is pre-
pared for life.
In the past, career education catered to students
whose primary goal was to go directly from school to
work. While addressing some needs of that time, the fo-
cus was too narrow. Today, the focus of Bartow County
Schools is on a much broader scope of education, train-
ing and career pathways that includes multiple disci-
plines and career goals. The Bartow school systems
Ford NGL Community Master Plan incorporates the
Districts regional economy and employment by indus-
try sector and occupation. It describes an alignment of
the Districts programs with state standards and the
Districts career focused program structures.
Bartow County College and Career Academy
serves as a dynamic resource in the Bartow County
school systems overall career-focused program. The
goal of the College and Career Academy is to continu-
ously evolve to meet the needs of potential employers.
Employers view skills such as communication, critical
thinking, problem solving and teamwork as essential
prerequisites for work. Teachers strive to ensure these
skills are inherent in all graduates.
Bartow County College and Career Academy students practicing
cosmetology, Bartow County, GA
BOWLING GREEN,
KENTUCKY
Bowling Green is currently in Phase 3 of the Ford NGL roadmap and is focusing on
SCK LAUNCH: Career Immersion, a collaborative community approach focused on
supporting students in launching their careers. Using this approach and a tactical
planning process supported by Ford NGL and Alignment Nashville, Bowling Green
hopes to create powerful partnerships between education and business that will
close the skills gap, increase talent development, and ensure that all students
graduate high school with a career-related experience. Bowling Green is currently
focusing on the following tactics:

COMMUNICATION
TEACHER EXTERNSHIPS
Grady County Public Schools, Cairo High School
student checking his schedule,
Grady County, GA
CLEVELAND,
MARKETING PARENT ENGAGEMENT OHIO
While adjusting to major 2016 personnel
changes within the district, the com-
munity remains close to completing a
CAREER SHADOWING STUDENT-LED LEADERSHIP
Ford NGL master plan. It awaits a re-
newed commitment from the district
to approve and implement. The Greater
Cleveland Partnership remains com-
mitted to supporting the process and
continues to oversee a strong middle
school program within the district.
During 2016, future ambassa-
dors from Cleveland schools visited
their counterparts in the Academies
Grady County Public Schools, Cairo High
School students, Grady County, GA
of Nashville, Tennessee, for mentor-
ing and training. This represents a best

GRADY COUNTY,
practice within the Ford NGL Network.
According to Devin Long, student at
Max Haynes High School in Cleveland,

GEORGIA The time we spent at the Academies

of Nashville opened my eyes to a new
In the summer of 2011, Grady County joined the University of Georgia Archway world. Im going to take my experienc-
Partnership. The Archway Partnership process launched with key leaders from es back to Cleveland and try to repli-
13 community institutions, businesses and industry. It expanded to a collab- cate some of the same great things.
orative working group including stakeholders from the public school system, For more information, please see
higher education, business and industry, media, local government, state agen- https://vimeo.com/173901515.
cies, the public library, and health care providers.
Over the last three years, the Archway Partnerships Education for a Quality
Workforce has achieved two major goals. It established a College and Career
Academy at Cairo High School and assembled a local business and industry
advisory board. The board identifies workforce trends, promotes opportunities
for student learning in the workplace, assists college and career pathway im-
plementation, and seeks additional funding for educational efforts.
To further this work and to ensure that all students graduate and are fully
prepared for postsecondary education and/or careers, Grady County is work-
ing with Ford NGL coaches to create a holistic approach to educational trans-
formation including a community-driven master plan. The community expects
this plan to be completed in early 2017.

FORD NGL 2016 ANNUAL REPORT 45

 Greater Clark County Schools, GCCS
Students in class, Greater Clark County, IN
GREATER CLARK
COUNTY, INDIANA
Greater Clark County (Jeffersonville) has embraced the Ford NGL
community-driven transformational model by assembling a di-
verse group of business, community and district people to help
vision and plan for transitioning to wall-to-wall academies in their
three high schools. During the 2016-17 school year, all three high
schools began implementation of freshman academies. Due to
highly effective teaming training, visioning and scheduling help
from the Nashville Hub, the culture and ownership of the teach-
ers in each Freshman Academy has exhibited a positive shift in
culture and ownership of the model. With an already exempla-
ry work ethics program, the district could have easily decided
they were doing enough, but through the process that Ford NGL
brought to the district, they realized their students needed more
to be prepared for the world after high school.
Greater Clark County Schools, GCCS
Student color run, Greater Clark County, IN
46 FORD NGL 2016 ANNUAL REPORT
HAMPTON,
VIRGINIA
At the end of 2016, Hampton was in the process
of completing its master plan. The Steering and
Operating Committees are in place and reviewing
several tactical plans in development. The goal is
to move from a small number of current pathways
to wall-to-wall academies in all high schools by Fall
2018. Currently, the freshman experience is being re-
designed and began a staged implementation in the
2016-17 school year.
A number of significant actions have also been
taken. Professional development initiatives are being
implemented, with major attention given to teacher
training and problem-based case learning. A full-
time Director of Academies has been appointed,
who is working collaboratively with the Community
Organizer from the Peninsula Council for Workforce
Development. The Council serves as the community
convening organization. In addition, Hampton has de-
veloped a comprehensive communications plan. The
plan aims to achieve a community-wide understand-
ing of the school transformation process and of the
linkages that need to be established with the busi-
ness community, postsecondary learning institutions,
and other community partners.
 LEXINGTON,
KENTUCKY
Lexington is home to the 2016 Chamber of the YearCommerce Lexington,
Inc.! The Fayette County School District partners with Commerce
Lexingtons Business and Education Network to engage business and the
community in efforts to further educational excellence for all students. As
the Lexington community continues master planning efforts, Freshman
Academies are being implemented at Bryan Station High School. This
pilot effort will expand to the new Frederick Douglass High School next
year with anticipated expansion to additional high schools. Partners are
working on the communitys master plan to define and implement Career
Academies that align with high-skill, high-wage industries.
PASCO COUNTY,
FLORIDA
Pasco County benefits from a highly energetic group of partners com-
mitted to educational transformation efforts. With the Pasco Education
Foundation as the convening organization, this group provides tours of
their excellent Career and Technical Education (CTE) programs to help
jumpstart transformation and engagement efforts. Taking CTE programs
to fully-transformed Career Academies involves strategic direction from
partners such as the Economic Development Council. Key leadership has
begun visiting model communities to gain insight into transforming aca-
demic instruction through integrated academics.
Pasco County Public Schools, Pasco
County students on an industry tour,
Pasco County, FL
Romeo Public Schools, Students
attending a Career expo, Romeo, MI
ROMEO,
MICHIGAN
Romeo Community Schools (RCS) has com-
pleted Ford NGL Phase 1: Explore activi-
ties and is moving forward with Phase 2:
Envision. The Macomb County Department
of Planning and Economic Development has
committed to serve as the convening orga-
nization and has designated co-communi-
ty coordinators from their staff to support
this initiative. The leadership from the dis-
trict and convening organization has begun
structuring the steering committee in antici-
pation of kickoff meetings scheduled for the
end of January 2017.
A team of both district and steering com-
mittee members will attend the Academies
of Nashville study visit in March 2017. June
2017 is shaping up to be a very important
month with an externship for RCS admin-
istrators and a visioning/framing work-
shop scheduled for representatives from all
stakeholder groups.
The district is preparing to break ground
on a new Romeo High School. The facility is
designed with transformation in mind. The
plan is to implement a freshman academy in
the existing high school building in Fall 2018,
with the wall-to-wall academies opening in
conjunction with the new facility in Fall 2019.
Over the next two years, this significant goal
serves as a beacon and point of focus as the
master plan is created and tactics are imple-
mented.
Even more great things are happening
in Romeo, Michigan. See Powered by Ford
STEAM, Reports from the Field section for
the latest update.
FORD NGL 2016 ANNUAL REPORT 47
 RICHMOND, VIRGINIA
Both the Chamber and the Richmond District are enthusiastic in their pursuit
of school transformation using the Ford NGL model. In October 2015, a team
completed their Phase 1 visit, and discussions regarding the readiness and mo-
bilization of key stakeholders is ongoing. Several project leaders have transi-
tioned in the past twelve months making progress more challenging, but the
commitment is strong and the work continues. The need to build the process
and infrastructure necessary to effectively support the transformation model is
vital to next steps. Ford NGL continues to work with the leaders of Richmond, in-
cluding the Richmond Public Schools Education Foundation, to move the effort
forward and achieve significant progress in 2017.

Shakopee Public Schools, Shakopee workshop, Shakopee, MN
VICKSBURG,
MISSISSIPPI
The Vicksburg-Warren School District (VWSD), un-
der the dynamic leadership of superintendent Chad
Shealy, has embarked on transforming education

SHAKOPEE, while engaging key business leaders and postsec-

ondary partners. As they enter Phase 3 of the Ford

MINNESOTA
Shakopee has masterfully planned their high school transfor-
mation by following the Ford NGL roadmap. Key to their prog-
ress was assembling a committed and collaborative group of
district and community representatives. Together they envi-
sion their plan and determine accountability and data mea-
sures in order to track results and performance. In the midst
of writing their master plan, they benefited from insights and
expertise drawn from their newly formed industry councils
to align their pathway courses, equipment, and work spaces
with regional workforce data.
Shakopee is in a unique position to plan for two years.
When the new addition to the high school opens in 2018-
19, they will be ready to implement wall-to-wall academies.
Academies will be branded with unique logos and a structure
within the high school that uses a hub design. Academies,
the Shakopee way, are transformative and innovative.
NGL Roadmap, the community has been energized
by strong leadership from the Chamber, key com-
munity members, and the school district. Planning
sessions averaging 75 attendees from various sec-
tors have led to shaping the structures necessary
to be successful. They have helped create a vision
of the ideal graduate and what students, parents,
teachers and employers will experience under the
Academies of Vicksburg Master Plan.
The community has embraced the philosophy
of preparing all children to learn and succeed while
simultaneously enhancing community prosperity
through workforce preparation. VWSD has invest-
ed in highly-engaged teacher training to transform
how students learn. This community is poised to be
a model for the State of Mississippi.

48 FORD NGL 2016 ANNUAL REPORT

POWERED
BY FORD
nity
mmu
o
EAMC
CTION e Fo
rd ST
SE th
HIS
d n
T ies an hingto
IN em d as eld
Fi
M Aca trice W the
A a m
STE by P ts f
ro
PbF llenge epo r
Cha E AMR
ST
PbF
POWERED BY FORD
Powered by Ford
PbF STEAM Academies and the
Ford STEAM Community Challenge
Ford Motor Company continues its
efforts to train future engineering, man-
ufacturing and IT professionals through
the nationally-expanding Powered by
Ford (PbF) STEAM Academy Network.
According to Felicia Fields, Group Vice
President, Human Resources, Ford Motor
Company, These academies are an inno-
vative way to invest in our future work-
force. Not only do they help students
make the connection between the class-
room learning and a career, they address
our need for workers with strong technical
backgrounds.
This past year, weeklong professional
PATRICE WASHINGTON
development workshops were held for PbF
Student Relations and
STEAM Academies. During the work-
STEAM Coordinator, Ford NGL
shops, Detroit area STEAM Academy
teams and business partners from Ford
Motor Company came together to explore
Community Connected Learning (CCL).
Facilitated by Ford NGL Leadership
Council Member Jessica Juliuson,
participants collaborated on needs
analysis,strategic planning,and instructional
development.
When students can make tangible
connections between the classroom and
the community, real innovation is often
the result. Because Ford Motor Company
believes that education is the engine that
drives the kind of innovation that brings
individual and community success, it
launched the Ford High School STEAM
Community Challenge in 2016. The
Community Challenge empowers high
school students to put their knowledge of
science, technology, engineering and math
to work creating positive change in their
communities.
Winning projects for the inaugural high
school STEAM Community Challenge
were selected by a panel of Ford Motor
Company reviewers. The winning propos-
als addressed an unmet, real-life need in the
community and incorporated community
partners, diversity, and student leadership.
50 FORD NGL 2016 ANNUAL REPORT
Students were challenged to think broadly
about projects that would have a significant
impact and explore fields such as alternative
energy, community health and student well-
ness. Representing their schools, winning
teams of students were selected to lead the
following initiatives:
Van Horn High School, STEM
Academy in Independence, Missouri
was awarded a $10,000 grant for their
Community Assistance through the
Service of Technology (CAST) pro-
gram in which students repair and re-
store donated computers, while acting
as a Registered Microsoft Refurbisher.
The first of these computers has already
been distributed to families in need, and
the effort continues in 2017.
Whites Creek High School, Academy
of Alternative Energy in Nashville,
Tennessee was awarded a $10,000
grant for Fueling Future Innovators of
Tomorrow. Traveling across the USA
using a Ford diesel truck as a mobile
educational laboratory, students taught
thousands about the types and sustain-
ability of alternative energy.
Case High School, Health and
Biomedical Sciences Academy and Park
High School, Construction Academy
both of Racine, Wisconsin were
awarded a $5000 grant for the design,
build and promotion of a Community
Walking Path on the grounds of
Wheaton Franciscan Healthcare. The
path serves the entire community as
well as employees, patients, their fami-
lies and caregivers.
Jefferson High School, Health and
Sciences Academy of Rockford, Illinois
was awarded a $5000 grant for a Fitness
Trail. The installation is designed with
four activity stations which can be used
 for a circuit workout, high intensity in-
terval training or single focus applica-
tions. It is available to students, staff and
the community.
Laguna Creek High School, Green
Energy Technology Academy of
Elk Grove, California was awarded a
$5,000 grant for Bicycle Trailers for the
Homeless. The initiative is a high school
and community college collaboration
which uses the design and fabrication
of mini-RVs as a way to address the
needs of the homeless.
Lakewood High School, Center
for Advanced Technology of St.
Petersburg, Florida was awarded $5000
for FLASTEM Outreach. This project
enables high school students of Pinellas
County to mentor elementary students
who lack previous exposure to STEM
fields such as robotics and computer
technology. It is an opportunity to edu-
cate young, often underserved students
on the importance of being technolo-
gy-savvy in the 21st century.
Rockford East High School, of
Rockford, Illinois was awarded a grant
of $5000 for One Plant at a Time.
Students, in collaboration with com-
munity organizations, benefited other
students and the local community by
expanding the schools garden, donat-
ing crops and sponsoring a horticulture
reading series.
William Chrisman, STEM Academy
of Independence, Missouri was awarded
a $5000 grant for Automated Compost
Tumblers. Easy to use, elevated, so-
lar-powered tumblers were designed and
built for the Independence Community
Gardens, reducing the need for chem-
ical fertilizers. Workshops promoting
the practical and environmental benefits,
along with operation and maintenance
procedures, were offered.
Creative initiatives such as the PbF
STEAM Academy Network and the Ford
STEAM Community Challenge encourage
students to pursue an education and career
path in science, technology, engineering or
mathematics. This fosters a lifelong learning
mindset and expands career choice opportu-
nities for the individual. Over time, this leads
to a robust workforce pipeline responsive to
the 21st century needs of the community
and its employers.

Now available!
Challenges associated with access and school culture
can often hinder equitable outcomes for students.

How do your academies measure up?

For concrete strategies and tips, check out this inspiring white paper by
Ilene Kantrov at http://ltd.edc.org/career-academies-equity-white-paper.

FORD NGL 2016 ANNUAL REPORT 51

 Ford NGL U

Ford NGL U will be

chock-full of how-tos,
tools, resources, and
plenty of eLearning
fun for the whole
community!

52 FORD NGL 2016 ANNUAL REPORT

 REPORTS
FROM THE FIELD

THE INDUSTRY, TECHNOLOGY, AND INNOVATION Students are working with greater frequency on proj-
ACADEMY AT CENTERLINE HIGH SCHOOL ect-based learning activities. These experiences help them see
CENTERLINE, MICHIGAN the links their teachers are making between the core curriculum
and career based courses. As the school year continues, the ITI
The Industry, Technology and Innovation (ITI) Academy Academy looks forward to working with our Ford NGL Coach,
opened at the beginning of the school year. We are up and run- focusing on multiple parts of our strategic plan, and developing
ning, but the full execution of the academy is still in process. units using design thinking.
The basic infrastructure is in place, and enthused students have
chosen to be a part of the academy. Core content teachers are
in the beginning stages of developing the curriculum to align THE DETROIT INSTITUTE OF TECHNOLOGY
and relate to the career-based classes in each pathway. COLLEGE PREP HIGH SCHOOL AT CODY
Established pathway courses are fully developed, and stu-
dents began their DETROIT, MICHIGAN
journey in one of
the following areas: Detroit Public As the coun-
engineering technol- School students selor of Cody
from the Detroit
ogy; innovative art Institute of Detroit Institute of
and design; business; Technology at Technology (DIT),
Cody High School
commerce and en- exploring STEAM I have noticed a shift
trepreneurship; or careers in attitudes with-
digital design and in the student body
communication. The now that we have
students have had 30 under 30 employer partners with STEAM team begun to implement
opportunities to visit the Ford STEAM
industry businesses, and two students will begin their first job Academy model. The
shadowing assignments soon. Entrepreneurs have been in our students are more
classrooms, sharing their experiences with the students. continued on page 54

FORD NGL 2016 ANNUAL REPORT 53

POWERED BY FORD

continued from page 53

engaged in their classes. More project-based learning activi- partners tell us they
ties are being used in class, and students are being exposed to need. This gives me a
career pathways that make the curriculum in school relevant great context within
to their lives. which to present the
Moving to a block schedule makes it possible for our com- lessons that make it
munity partners to come to the school during the day. They are real-world based for
able to work with the teachers and team teach the class. This my students. In turn,
has allowed for more interactive learning opportunities for the student engagement
students and greater connections between the classroom and the Henry Ford Early college students during Fridays
increases because they
world of work. with Ford, Dearborn, MI see the WHY when
Overall, becoming a Ford STEAM Academy has been very it comes to lessons.
beneficial to Cody DIT students, staff, parents and the com- I am most im-
munity at large. We are in the process of changing not only the pressed with Design Thinking and am excited that our students
academic and social culture within the school, but more impor- are in on the ground floor with this new practice. The hab-
tantly, changing the perceptions and attitudes about Cody DIT its of the mind associated with this process are beneficial to all
within the surrounding community. studentsregardless of future goals. What makes it even more
exciting is that it is something business and industry are looking
for. To me that is a win-win. Though we are only beginning year
FREDERICK DOUGLASS ACADEMY two of our school, I can already see the start of great things. I am
FOR YOUNG MEN eager to see what sprouts as a result of seeds planted today.

DETROIT, MICHIGAN
JEFFERSONTOWN HIGH SCHOOL
The teaching and learning experience at Frederick Douglass
is guided by three principles. We care for all students. We cus- LOUISVILLE, KY
tomize academically, socially and emotionally. We challenge
with academic rigor. Through this unique model we engage I would encourage other schools and communities to par-
the learner to be successful beyond the secondary level and ticipate in the Ford NGL network. Becoming a Powered by
ready for the various institutions of higher learning. Ford STEAM academy has transformed the way students in
We are in the beginning stages of launching a Powered our building learn. In order for students to learn they need
by Ford STEAM academy program. In October 2016, Ford to be engaged. With the Ford NGL Community Connected
NGL sponsored our principal and one of the teachers, who will Learning (CCL) model our students are not only engaged
work within our proposed academy, to the Ford NGL National mentally, but are physically interacting and collaborating with
Conference in the Coachella Valley. There they gained a better other students and Industry mentors on exciting real world
understanding of how such a program can be best utilized to projects and manufacturing processes. Being a Powered by
benefit our students and the community. Ford STEAM Academy has allowed our school to implement
CCL on a school
wide scale. Teachers
HENRY FORD EARLY COLLEGE in all content areas
challenge students
DEARBORN, MICHIGAN with CCL projects
in their classes each
As a teacher at the Henry Ford Early College -Advanced year. Since being rec-
Manufacturing Academy, I am excited about all of the unique ognized as a Powered
opportunities that partnering with Ford Next Generation by Ford STEAM
Learning offers. We academy with Ford
get a window into NGL three years
what types of skills ago, we have seen
employers are inter- a steady increase in
ested in for our stu- graduation rates, col-
dents. I am pleasantly lege and career read-
surprised about how iness, and Industry
much overlap there certifications.
is between what and Jason Stepp, CAD
how we teach and Ford employee Scott Georges teaching Henry Ford Early Jefferson County Public Schools, JTown student Instructor
what our employer college students during Fridays with Ford, Dearborn, MI working on industry certification, Louisville, KY

54 FORD NGL 2016 ANNUAL REPORT

This years focus on
alternative energy and
the Solar Car Challenge
has captivated, motivated,
and inspired our faculty
and students. The whole
school is highly engaged
in hands-on projects re-
lated to alternative energy
sources, especially with Jefferson County Public Schools, Alex Britt
solar energy. Students are working on industry certification,
learning by doing as they Louisville, KY
re-engineer and convert
gas powered go-karts to solar vehicles. Engineers from Ford,
UAW, and the University of Kentucky Solar Race Car team
are mentoring students as they learn valuable skills that will
prepare them for the 21st century workforce.
Don Reid, Assistant Principal
The Powered by Ford STEAM Academy has really
changed the direction my life was headed. Originally when I
came to this school I was lost and had no idea what I wanted
to do. After being in the program for four years I know that I
want to do something that relates to engineering. The program
has really helped me see the power of math and applying it to
the real world. When I talk to my friends about the program I
am shocked that they do not get to do the fun and interesting
things we get to do. Every year its something new and excit-
ing. Freshmen year we got to design, build, and ride our very
own cardboard boats. Sophomore year we built robots to carry
out our commands. Last year we fabricated circuit boards to
think for us, and now in our senior year we are working on so-
lar powered go-karts! I feel like I have won the lottery by com-
ing to this school. Its fully equipped with electronics, CAD,
and robotics labs, as well as welding and machine tool shops.
Ross Hartmans, Senior Student
OSBORN COLLEGIATE ACADEMY OF
MATHEMATICS, SCIENCE AND TECHNOLOGY
DETROIT, MICHIGAN
Osborn Collegiate Academy of Mathematics, Science and
Technology is a unique school-of-choice where students re-
ceive real-world experiences through a challenging, cross-cur-
ricular, and work-based approach to education. College and
career readiness is promoted through Science, Technology,
Engineering, Art, and Mathematics (STEAM). The imple-
mentation of academic support services, centered on a strong
foundation of cross-curricular literacy, is enhanced by profes-
sional partnerships within the community. This includes job
shadowing and internship experiences. These experiences give
students an opportunity to grow academically while pursuing
and achieving their collegiate and career goals.
ROMEO ENGINEERING AND
TECHNOLOGY CENTER
ROMEO, MI
RCS opened a Powered by Ford STEAM Academy at its
Romeo Engineering & Technology Center (RETC) this fall
after completing a planning year in 2015-2016 to serve as a
model in preparation for wall-to-wall pathway academies. This
small but mighty group of 35 students is being guided by a
dynamic team of teachers. These teachers completed a sum-
mer externship in advanced manufacturing at PTI Engineered
Plastics as well as extensive professional learning with John
McCarthy from Opening Paths around project-based learning
and creating authentic learning experiences in the classroom.
The students have had several industry related learning expe-
riences and are working on a project researching applications
for, designing, and building a UAV (drone).
The 2016-17 school year is our inaugural year working with
Ford NGL. Our STEAM Academy has just begun its maiden
voyage. While there is much to improve upon, we have already
seen benefits for students and staff using the academy model.
One of those benefits is the ability to compare notes on stu-
dents with other cohort teachers, because we share the same stu-
dents. It is empowering to encourage a students hidden talent
in my class, because it had already been discovered by another
teacher in their class.
For example, one of my students was struggling to connect
with the literature we were studying. Because of the academy
model, and the conversation I had with the students science
teacher, I was able to encourage the student to employ his tal-
ent from science as it applied to a literature assignment in my
English class. The students confidence and level of success have
improved as a direct result of academy collaboration.
A second benefit of the academy model that we had not
anticipated is the immediate impact on teaching and learning
fostered by teacher collaboration. Our design challenges, lesson
planning, and classroom instruction have taken on new dimen-
sions, because the different subjects are connected in a meaning-
ful way. Projects have new elements that did not exist prior to
our STEAM Academy.
Jason Frieling, Teacher with STEAM Team
Within the first few months of my STEAM academy expe-
rience, I witnessed a different way of learning that makes class
more valuable and fun. With the projects I have worked on
and things that I have learned, I feel I can apply that knowl-
edge now and after high school. I have learned things that can
be applied to future jobs and situations regardless of my career
path. It has opened the door to a different way of thinking and
approaching a project or problem.
I like the academy because its more of a hands-on or do-
it-yourself type of learning instead of just memorizing things
continued on page 56
FORD NGL 2016 ANNUAL REPORT 55
POWERED BY FORD
continued from page 55
to pass a test. The type of learning in the STEAM academy
gives you the kind of knowledge that will stick with you longer
than the class itself. So far in my experience with the STEAM
academy, I have gone on two field trips, redesigned the shopping
cart to make it more efficient and eliminate bugs in the current
design, and modified a current piece of technology.
I really enjoy being part of the STEAM academy and want
to finish my high school career in it. For me the STEAM acad-
emy classes are far more efficient, interesting and beneficial.
Sarah Bart, STEAM Academy student
SPRUCE CREEK ACADEMY OF IT AND ROBOTICS
VOLUSIA, FLORIDA
Ford NGL has had an impact on my academy and high
school experience by using the NGL pillars to create the best
learning environment possible. From applying knowledge
to actual projects to teamwork and communication, Spruce
Creek Academy of IT and Robotics (AITR) strives to instill
the attributes of the NGL pillars in all students.
This is achieved through a number of methods, but prin-
cipally using a project based learning approach. Instead of just
exams, we are graded on the successful completion of six week
long, group projects. By applying the pillars of Ford NGL to
everyday curriculum, AITR makes our students so impressive
that many are getting internships even before graduating from
high school!
Gavin St. John, 12th grade AITR Student Ambassador
Leadership for Principals: A Ford NGL Community of Practice
56 FORD NGL 2016 ANNUAL REPORT
UTICA CENTER FOR SCIENCE AND INDUSTRY
STERLING HEIGHTS, MICHIGAN
Through our PbF STEAM partnership, four members of the
Center for Science and Industry (CSI) teaching staff were able
to attend professional development in Design Thinking. Teacher
Megan Berry describes how this has impacted her classroom.
Since I attended the design thinking workshop at the Henry
Ford Learning Institute in the summer of 2015, I have embed-
ded the design thinking process in the CSI design principles
curriculum. Empathy, ideation, defining, feedback, prototyping,
testing, and reflection are all crucial steps in designing and cre-
ating. For example, the ninth grade students initially learned
the steps of the design thinking process in early September by
designing a product or a system to improve the morning rou-
tine of a classmate. Instead of jumping into the creation of the
final product, they went through a series of interviews, ideations,
receiving of feedback, and prototypes to figure out the best
possible solution for their partner. Soon after this project, they
worked in teams of four and used the design thinking process
to design, construct, and fly a kite. Upon completion, they pre-
sented to the class what they experienced during each step of the
kites creation. Reflection of the process becomes just as import-
ant as the project itself.
Design thinking has become the framework for most proj-
ects in the class, whether working individually or with a team.
Each time students use design thinking, the process looks a bit
different. They learn how to modify the steps and best use design
thinking for the task at hand. Students learn how to reach the
best possible solution to a project and know that their first idea
isnt always the best idea. They also learn that the design think-
ing process often repeats as they sometimes have to go back to
the drawing board. They come to terms with the fact that going
back to the beginning isnt failure. Reflection and revisiting steps
is simply part of the process.
New for the
2017-2018
school year!
Through e-learning and virtual meetings,
10 Ford NGL principals from communities
in Phase 4 or 5 will collaboratively
explore topics of mutual concern, such
as: leading through change, collaborative
leadership, and equity.
DATA AND
COMMUNITY
FEEDBACK
e
tem
an manc
N rfor
TIO Ba
E C Allie es Pe
IS S g b y sur
TH Sayin n d Mea
IN s ar
e
ess
a
u m ber Progr ory
t the N Gu ides
l the St
Wha Up ic Tel
e n d is t R ubr ents
T r n tud
The me he S
ss ess d t
-A sa n
Self m ber
N u
The

FORD NGL 2016 ANNUAL REPORT 57

DATA AND COMMUNITY FEEDBACK

What the Numbers Are Saying

Data helps us measure and evaluate re-
sults. It helps us consider actions and al-
ternatives and make informed decisions.
Our data-rich society requires us to pre-
pare our students with skills to describe
data, develop and apply statistical models,
and formulate and evaluate decisions and
their consequences. These are skills our
young people will use in future learning
and work experiences and throughout life.
Data also shows that career academies
have a positive impact on high school stu-
dents motivation, graduation rates, and
career outcomes. Based on information
ALLIE BATEMAN provided by Ford NGL communities, the
Community Relations Manager, following summarizes some of the overall
Ford NGL Ford NGL Network statistics and compar-
isons. What it tells us about growth and the
results of our efforts is significant.
Also critical to our reflection and plan-
ning is the gathering and analysis of data at
the local level. Its important to evaluate that
data in context with the feedback from stu-
dents, educators, local businesses and com-
munity leaders. Examples from Lee, Pinellas
and Polk Counties in Florida are included.
Their reports are encouraging and challenge
us to stay the course, maintain our collabo-
rative, continuous improvement efforts and,
most importantly, our shared commitment
to go further.

Ford NGL Lunch & Learn

Grab your lunch and join our 45 minute
Lunch and Learn sessionsdesigned to
help you take partnerships to the next level!

Join us in April as we discuss the ins and outs of

launching an internship or in July with a session that
reveals the best practices for onboarding business
partners to the work happening in and out of school.

In only 45 minutes you can begin taking

your community to the next level.

58 FORD NGL 2016 ANNUAL REPORT

 21
Designated
Ford NGL
15
Pre-designation
Ford NGL
10 Powered by
Ford STEAM Academies
Communities Communities

44
School Districts
258 376
High Schools Academies
Involved in Ford NGL in Ford NGL Communities in Ford NGL Communities
Community Work & PbF STEAM Communities & PbF STEAM Communities

148,379
Academy Students
in Ford NGL Communities & PbF STEAM

92.4 %
249,528 91.5%
Attendance Rate
Attendance Rate for Non-Academy
Non-Academy Students for Academy Students Students in Ford
in Ford NGL Communities & PbF STEAM in Ford NGL Communities NGL Communities
(many will become academy students)

19,721 Industry Certifications Earned by Academy

Students in Ford NGL Communities &
88.9%
Graduation Rate
for Academy Students in
Ford NGL Communities

84.8%
PbF STEAM Communities in 2016
Graduation Rate
for NON-Academy Students in
Ford NGL Communities
*All data is self-reported by communities or sourced from publicly available data.

FORD NGL 2016 ANNUAL REPORT 59

DATA AND COMMUNITY FEEDBACK
The Trend is Up in
Lee County, Florida
Lee County Public Schools, Lee County
Public School STEM students, Lee
County, Florida
CTE enrollment and certifications grow since joining Ford
NGL Network
Lee County Public Schools is the
ninth-largest district in Florida and the
33rd-largest school district in the United
States. Its stated mission is to ensure that
each student achieves his/her highest po-
tential and its vision is to be a world-class
system. To that end, Lee County believes
active membership in Ford NGL is a key
to making that vision a reality, but it is
more than just a belief. The numbers show
that student enrollment in Career and
Technical Education (CTE) programs
and student certifications have continued
to grow since Lee County joined the Ford
NGL Network.
Recent highlights include:
Middle and high school students earned
over 3,600 industry certifications during
the 2015-16 school year.
60 FORD NGL 2016 ANNUAL REPORT
Over 55% of Lee Countys high school
students are enrolled in at least one
CTE course.
In 2016-17, middle schools began of-
fering the CIW Internet Business
Associate certification.
The Success Academy, a revolutionary
alternative school, opened its doors and
offers certification opportunities via a
Digital Design program.
The CTE Department partners with
The Foundation for Lee County Public
Schools to coordinate the STEM@
Work program as well as an annu-
al STEMtastic event. STEM@Work
provides students with opportunities to
visit and interact with STEM business-
es throughout Southwest Florida. Over
2,000 high school students applied to
participate in 2016-17.
Digital Lee provides an opportunity
for students to compete in digital de-
sign. Local businesses and communi-
ty members judge entries and provide
sponsorships to sustain the program
During the 2015-16 school year, all 13
high schools, 3 middle schools, and 2
technical colleges participated in the
showcase, representing approximately
300 students.
Throughout the school year, 15 evening
workshops are available to all students
from the 13 Lee District high schools
offering sessions on resume writing, in-
terviewing skills, ACT test preparation,
scholarship search, financial literacy, ca-
reer and military exploration, and more.
A four-module program called Success
After High School was developed in
partnership with the business commu-
nity. The program is delivered in High
School Advancement Via Individual
Determination (AVID) classes.
Modules cover options after high
school; strengths, interests and passion
assessment; and financial literacy. Each
student receives a certificate upon full
participation and successful completion
of the program.
By being a part of the Ford NGL net-
work, the Lee County CTE programs have
accomplished more for its students than it
would independently. The Ford NGL net-
work provides valuable guidance and sup-
port to Lee Countys CTE programs and
that results in better experiences for stu-
dents. Lee County also actively seeks and
benefits from the guidance and consultation
of other Ford NGL Communities. Sharing
best practices, methods and experiences with
communities of the Ford NGL Network
from across the country has proven a major
plus for its members.
Self-Assessment Rubric
Guides Progress and
Measures Progress
Academies of Pinellas, Pinellas
student in class, Pinellas, FL
Academies of Pinellas, Second Annual
BBQ Sauce Competition, Pinellas, FL
Rubric is critical to school performance and conducting
audit site visits in Pinellas County, Florida
During the 2012-2013 academic year,
the Academies of Pinellas Five-Year
Strategic Plan was formally adopted by the
School Board. It will expire at the end of
the 2016-2017 academic year. Still a work
in progress, Pinellas County high schools
meet or exceed every performance metric
established by the State Department of
Education.
At the Academies of Pinellas, the Ford
NGL model provides ample opportunities
for students to experience relevant learn-
ing. Individual achievement is the goal, es-
pecially as it pertains to preparing students
for post-secondary options. Students are
prepared for choices including progression
to institutions of higher learning, a military
career, private sector apprenticeships, other
skilled training, or white collar entry-lev-
el positions which promise functional ad-
vancement. Using State of Florida CAPE
certifications as a benchmark, students are
Ford NGL
Webinars
Academies of Pinellas, Pinellas
students collaborate, Pinellas, FL Dive into the Ford Next
Generation Learning
webinars. Maximize
transformation in your
community by taking
advantage of the
Tactics series.
Academies of Pinellas, Pinellas
student in class, Pinellas, FL
Join our network experts as
they reveal their tips, tools,
demonstrating the ability to make postsec- resources, and best
ondary choices that complement their inter-
practices on:
ests and intellectual capacity.
Progress is formally audited twice each Scheduling for Career
academic year. One audit is conducted at the Academies.
beginning and again at years end, during site
visits conducted by the Pinellas Education Critical Implementation
Foundation Career Education Board. Their Decisions. Wall to Wall
members represent private sector business- Academies or Pocket
es, public sector representatives, and parents. Academies?
Advisory Boards from the same cohort meet
at regular intervals to offer advice and coun- Work-based learning.
sel to principals and faculty members.
To ensure district-wide consistency, the
Strategic Plan features a self-assessment ru-
bric which is used by each school to guide
progress and measure performance through-
out the academic year. The rubric is critical to
school performance and conducting of the
audit site visits. It invites the participation
and contribution of all stakeholders.
FORD NGL 2016 ANNUAL REPORT 61
DATA AND COMMUNITY FEEDBACK

In Polk County, Florida, the Numbers

and the Students Tell the Story
By the Numbers According to the Students
In 2016, a total of 24,740 high school students were en-
rolled in the 15 public high schools across Polk County, of My academy helped me realize a love
which 9,674 (39%) were enrolled in career academies. for agriculture and the outdoors that I
didnt know I had. Ive learned so much
and I plan on continuing to learn more.
Nolan Gilmore, 10th grade,
Agritechnologies Academy,
Auburndale High

Polk County Public Schools, RCHS

Medical pathway students in class,
Polk County, FL

The average grade point average (GPA) of academy stu-

dents is 3.05 compared to the 2.72 grade point average of
other high school students. That means academy students Polk County Public
Schools, RCHS Medical
consistently earn a higher grade point than their non-acad- pathway students in
action, Polk County, FL
emy peers.

Polk County Public Schools,

LRHS IMAG Academy
Student in design class, The Medical Academy at Winter
Polk County, FL Haven High has allowed me to
be introduced into so many new
opportunities that I doubt would
have ever happened before. The
Academy has allowed me to become
a leader over many school clubs, gain
knowledge, and most importantly,
gain a new understanding of true
friendship.
Michael Spiker, 11th grade, Winter Haven
Medical Academy, Winter Haven High
1,922 academy seniors graduated at the conclusion of the
2015-16 school year. The contrast in academy performance
is illustrated by the fact that 93% of the 2,062 academy se-
niors graduated, while only 83% of the 2,979 non-academy
seniors did the same.

62 FORD NGL 2016 ANNUAL REPORT

In 2016, 40% of academy seniors earned at least one in-
Finance is something you see and use every
dustry certification compared to only 8% of non-academy day. Its one of the key elements in life. Youre
seniors. dealing with money every day so why not
be knowledgeable in doing so. My Finance
Academy has led me on the path I want to be on
Polk County Public Schools, Polk County student in in life.
Agriscience class, Polk County, FL Susan Bunce, 11th grade, Academy of Finance,
Lake Gibson High

I went from not wanting to come to school and

not knowing anything about cooking, and now I
cant wait to come to school. I want to cook for my
life long job now. Culinary truly changed my life.
William Jones, 11th grade, Bartow Culinary
Academy, Bartow High
Academy enrollment reflects an even blend of demograph-
ic data including race, age and gender.

IMAG is a student-run business with a

Polk County Public Schools,
Aerospace Academy students
practicing their aviation skills,
Polk County, FL
curriculum that revolves around graphic design,
marketing, and entrepreneurship. Because of
IMAG, I am certified in various Adobe programs.
Ive also had the opportunity to collaborate with
business professionals in my community.
Christina Fail, 12th grade, Imagination Inc., Lake
Region High

In 2016, 38% (775) of academy seniors in Polk County

earned dual enrollment credit prior to high school gradu-
ation.
Academy students demonstrate a consistently positive at-
tendance record with only 23% of academy students being
absent from school at least 5% of days enrolled compared
to 32% of non-academy students.
As a member of the WHHS Academy of
Hospitality & Tourism, I have the opportunity to
earn certifications that will set me apart from
job applicants. Not only my Microsoft Office, but
hotel front desk certified as well. I also am able to
connect and network with partners from various
businesses such as Sea World, Walt Disney World
Resorts, and Legoland. Overall, this academy
gives me insight to my future career.
Brooke Dawson, 11th grade, Academy of
Hospitality and Tourism, Winter Haven High

FORD NGL 2016 ANNUAL REPORT 63

 FEATURING
Taking Educational Common Values and
Transformation to the Critical Partnerships
Next Level
The Journey Continues
Ford NGL Growth and
2016 Highlights Plus Personal Stories,
Updates From Around
Putting Students First the Country, Trends
and More