Vocational Managers, Lori McCarthy and Erika Wynn
Expanding Pathways: Vocational Programs Open New Doors for PEP Students
At PEP, every student’s path is valued, even when it looks different from a traditional academic journey. Through vocational programming in retail and elder care, students at PEP Hopewell and PEP Phoenix are building real-world skills, earning industry credentials, and pursuing alternative routes to graduation. The retail pathway is now established at both schools, while the elder care program—first launched at Hopewell—has expanded to Phoenix this year. Led by vocational managers Erika Wynn, Ed.D., at PEP Hopewell and Lori McCarthy, M.Ed., LSW, at PEP Phoenix, these programs reflect PEP’s commitment to meeting students where they are and helping them move toward meaningful futures.
These programs are intentionally designed to give students a strong foundation for employment while also helping them meet graduation requirements. As Julie Cummins, educational services coordinator explains, “We are diligent in ensuring students meet their graduation requirements. We are always ensuring our students are working toward their district’s unique graduation requirements, which for some students may include an alternative pathway.”
PEP’s Elder Care Vocational Programming
The elder care program, championed by Julie Cummins, was developed in partnership with the Ohio State Innovation Foundation and provides a formal elder care curriculum and certificate. Julie collaborated closely with the curriculum developers to ensure the program reflects the needs and interests of PEP students, particularly those drawn to helping roles or caregiving environments.
In this program, students explore the philosophy and practical skills involved in working with older adults, gaining exposure to potential jobs in areas such as dietary services, activities departments, and long-term care environments. To deepen their understanding, students complete a project where they interview an older adult to gain perspective on aging and better understand the experiences and needs of elderly individuals.
PEP’s Retail Vocational Programming
The second vocational pathway, Rise Up Retail, is a National Retail Federation certification program. Lori and Erika support the instruction at their respective schools, ensuring students receive individualized guidance and the extra help they need to stay engaged and successful.
The first course, Retail Industry Fundamentals, introduces students to the world of retail using professional trainer guides and a curriculum that covers customer service, sales basics, loss prevention, and career fundamentals. Students who pass the final assessment earn a nationally recognized credential they can include on job applications.
The second course, Customer Service and Sales, builds on the foundational course and is more advanced. Success stories have already emerged: one PEP Phoenix student earned both credentials and went on to secure a job in customer service after graduation. Another student earned the Fundamentals credential and recently participated in an Opportunities for Ohioans with Disabilities summer youth experience as he continued to build his job skills.
These experiences don’t just strengthen resumes; they strengthen confidence. Students learn to see themselves as employable, capable, and ready for the world of work.
Creating Futures for Students and Districts
Both the elder care and retail programs reinforce PEP’s mission to support young people to overcome and thrive. As Julie notes, students at PEP Phoenix, who have both mental health challenges and cognitive delays, are “getting the opportunity to earn credentials, have community experiences and work toward maximum independence with the support of all the staff.”
By designing vocational opportunities around students’ interests and needs and by having dedicated vocational managers like Lori and Erika supporting the work, PEP empowers young people to pursue futures that feel achievable and meaningful. And when students earn diplomas – sometimes after being referred to PEP because districts worried graduation might not be possible – everyone benefits.
These programs are more than classes. They are doors opening into adulthood. And for many PEP students, that open door is the beginning of a future they once thought was out of reach.