Strategy 1.0: Make transitions planned and accountable for both successful student progress and systemic cooperation.
1.1 Ensure that every student has a personal learning and career plan (PLCP).
a) Use plain language and simple processes to make personal plans user-friendly.
b) Develop model components of the PLCP that students may use to plan their academic, technical and experiential
learning leading to a career, including utilization of National Career Readiness Certification (WorkKeys™)
information, Registered Apprenticeship, and Alaska Tech Prep.
c) Develop model processes to implement PLCPs for all Alaskan students that can be transferred from one school,
district or training facility to another.
d) Develop accountability measures for PLCPs and measure effectiveness.
e) Provide related professional development for teachers, faculty, advisors and counselors on the preparation and use of
PLCPs.
f) Implement PLCPs at all levels, middle school to adult training.
1.2 Develop an awareness campaign about the use of PLCPs to include parents, industry and adult job-seekers.
a) Work with EED and DOLWD public information personnel to develop an advocacy strategy for Alaska’s students.
b) Involve parents, employers, students, counselors, teachers/faculty and others to ensure results will inspire, engage
and involve.
c) Request the Governor’s assistance in emphasizing the importance of coordination and seamless transitions.
1.3 Coordinate program development and delivery among training programs to reduce duplication of effort and the need for remediation
a) Engage decision-makers in identifying barriers that hinder seamless/efficient student transitions and in exploring
solutions to these barriers.
b) Identify and remove barriers for middle school to high school and high school to postsecondary/advanced training
programs for students and adults to be successful at each level.
c) Develop expectations and recommended practices for ensuring program development processes include CTE and
academic discipline faculty/teachers across institutions and departments within institutions.
d) Develop suggested programs of study sequences that identify middle school, secondary, postsecondary and
apprenticeship program requirements to achieve industry-valued credentials, certificates and degrees.
e) Establish criteria for each course to ensure credit acceptance by the student’s next level of matriculation without the
need for remediation.
f) Maximize Alaska Tech Prep and other dual-credit opportunities between educational and training levels to ease
transition challenges and increase student opportunities.
1.4 Develop data-sharing and other processes that provide information on student progress from one educational level to the next and from school to career.
a) Align existing student and workforce data systems to follow student progress throughout the system from school to
career.
b) Establish agreements to facilitate exchanges of student data that allow evaluation of program results.
c) Analyze and publish data that informs evaluation of CTE programs.
1.1 Ensure that every student has a personal learning and career plan (PLCP).
a) Use plain language and simple processes to make personal plans user-friendly.
b) Develop model components of the PLCP that students may use to plan their academic, technical and experiential
learning leading to a career, including utilization of National Career Readiness Certification (WorkKeys™)
information, Registered Apprenticeship, and Alaska Tech Prep.
c) Develop model processes to implement PLCPs for all Alaskan students that can be transferred from one school,
district or training facility to another.
d) Develop accountability measures for PLCPs and measure effectiveness.
e) Provide related professional development for teachers, faculty, advisors and counselors on the preparation and use of
PLCPs.
f) Implement PLCPs at all levels, middle school to adult training.
1.2 Develop an awareness campaign about the use of PLCPs to include parents, industry and adult job-seekers.
a) Work with EED and DOLWD public information personnel to develop an advocacy strategy for Alaska’s students.
b) Involve parents, employers, students, counselors, teachers/faculty and others to ensure results will inspire, engage
and involve.
c) Request the Governor’s assistance in emphasizing the importance of coordination and seamless transitions.
1.3 Coordinate program development and delivery among training programs to reduce duplication of effort and the need for remediation
a) Engage decision-makers in identifying barriers that hinder seamless/efficient student transitions and in exploring
solutions to these barriers.
b) Identify and remove barriers for middle school to high school and high school to postsecondary/advanced training
programs for students and adults to be successful at each level.
c) Develop expectations and recommended practices for ensuring program development processes include CTE and
academic discipline faculty/teachers across institutions and departments within institutions.
d) Develop suggested programs of study sequences that identify middle school, secondary, postsecondary and
apprenticeship program requirements to achieve industry-valued credentials, certificates and degrees.
e) Establish criteria for each course to ensure credit acceptance by the student’s next level of matriculation without the
need for remediation.
f) Maximize Alaska Tech Prep and other dual-credit opportunities between educational and training levels to ease
transition challenges and increase student opportunities.
1.4 Develop data-sharing and other processes that provide information on student progress from one educational level to the next and from school to career.
a) Align existing student and workforce data systems to follow student progress throughout the system from school to
career.
b) Establish agreements to facilitate exchanges of student data that allow evaluation of program results.
c) Analyze and publish data that informs evaluation of CTE programs.