Designing for future-ready students: lessons learned from a fully-integrated CTE high school

At Roosevelt High School in Johnstown, Colorado, students are taking hands-on learning to a new level. They’re able to treat puppies in the animal science lab, sell coffee in a student-run store, and launch drones from an engineering lab—all under the same roof. This is what a fully integrated Career and Technical Education (CTE) model looks like in action.

In our latest episode of Treanor Talks, Treanor PK-12 Education Principal and educational planner Scott Dangel sits down with Rebecca Albert-Vollrath, Director of Career and Innovation for the Weld RE-5J School District, to talk about designing a new kind of high school—one rooted in career pathways, meaningful partnerships, and a strong connection to community.

From community feedback to built reality

Roosevelt High School was not initially born out of success. A failed bond election in 2019 prompted district leaders to go back to the community and ask: What are we missing? The answer came through loud and clear—families wanted a school that better prepared students for real-world careers and life beyond graduation.

Following this critical community input was a collaborative, iterative design process between Treanor and district leaders that led to a facility where CTE isn’t siloed—it’s woven into every hallway, classroom, and shared space.

Providing a pathway for every student

The Roosevelt campus is home to more than a dozen CTE pathways, including construction, culinary arts, behavioral health, sports medicine, and agri-business. These spaces don’t just simulate work—they provide it. Students manage real businesses, participate in internships with local employers, and earn industry certifications before graduation.

The result is a facility that helps students see themselves in multiple futures, supporting communities that feel seen, proud, and invested.

Treanor’s Education team takes a whole-child approach to school design, which includes:

• Creating spaces of awe and wonder from the perspective of students
• Supporting student progress and wellbeing with learning environments that inspire and adapt
• Infusing flexibility for evolving programs and future growth

At Roosevelt, this meant designing open-plan collaboration zones, purpose-built labs, teacher neighborhoods that foster interdisciplinary learning, and tech-integrated culinary classrooms where students learn both kitchen and business operations.

Lessons learned for other districts to consider

As more districts explore how to bring CTE into their buildings, Rebecca offers this advice:

• Start with your community. Ask, listen, and build based on shared values.
• Think holistically. Students benefit when CTE is integrated—not isolated.
• Design for flexibility. Spaces should evolve with programs, interests, and real-world needs.
• Partner beyond the district. Local employers, higher education institutions, and regional industry groups can fuel your vision.