Strategy 2.0: Align curricula at all training institutions to meet current industry standards – including academic, professional, and technical skills - from elementary through secondary to postsecondary and professional development levels.
This strategy can be implemented by:
2.1 Identifying current CTE programs and curricula and making the information publicly accessible.
a) Inventory current CTE courses and programs of study with respect to standards, curriculum, and sequencing.
b) Identify program gaps based on statewide priority areas.
c) Develop a searchable website to house existing information and related resources.
2.2 Reviewing and updating the state’s employability standards and developing appropriate Grade Level Expectations (GLEs) for achieving these skills.
a) Review Alaska’s employability standards and recommend revisions if necessary.
b) Develop appropriate performance standards for all age levels, including K-12 Grade Level Expectations (GLEs).
c) Review what Alaska districts and training institutions are already doing and research what other states are doing.
d) Identify how students demonstrate mastery of these skills.
2.3 Identifying industry standards for statewide priority industries and incorporating identified knowledge and skills into aligned CTE curricula at elementary, secondary, and postsecondary levels.
a) Identify nationally-recognized standards for state level priorities, where available.
b) Use business/industry/education consortia to develop standards if national models are not available.
c) Utilize National Career Readiness Certification (WorkKeys™) information.
d) Require all state-funded training to be based on
2.4 Cataloging and disseminating practices and supporting materials for integrating academic GLEs into CTE programs and career applications into academic programs.
a) Show CTE alignment with GLEs in core academic content areas using crosswalks.
b) Develop model agreements for Alaska Tech Prep and other academic credit agreements for CTE content courses
with supporting materials.
c) Research other state/organization efforts to find examples of integration strategies, materials and activities for each
core academic area.
d) Work with EED’s new content specialists and State System of Support (SSOS) coaches to understand and
contribute to integration of CTE and academics.
2.5 Aligning CTE Programs of Study that connect secondary academic and CTE courses with recognized industry and postsecondary standards and program content.
a) Convene teachers, faculty and industry advisors to highlight essential components of programs of study, starting
with statewide priority areas.
b) Investigate the viability of regional or state advisory committees at the program or trades level.
c) Identify needed support for promoting effective practices, materials, key resources.
d) Document and publish program content for teachers/faculty.
This strategy can be implemented by:
2.1 Identifying current CTE programs and curricula and making the information publicly accessible.
a) Inventory current CTE courses and programs of study with respect to standards, curriculum, and sequencing.
b) Identify program gaps based on statewide priority areas.
c) Develop a searchable website to house existing information and related resources.
2.2 Reviewing and updating the state’s employability standards and developing appropriate Grade Level Expectations (GLEs) for achieving these skills.
a) Review Alaska’s employability standards and recommend revisions if necessary.
b) Develop appropriate performance standards for all age levels, including K-12 Grade Level Expectations (GLEs).
c) Review what Alaska districts and training institutions are already doing and research what other states are doing.
d) Identify how students demonstrate mastery of these skills.
2.3 Identifying industry standards for statewide priority industries and incorporating identified knowledge and skills into aligned CTE curricula at elementary, secondary, and postsecondary levels.
a) Identify nationally-recognized standards for state level priorities, where available.
b) Use business/industry/education consortia to develop standards if national models are not available.
c) Utilize National Career Readiness Certification (WorkKeys™) information.
d) Require all state-funded training to be based on
- appropriate industry standards
- embedded employability skills in the curriculum, and
- ability of students to attain the appropriate level of employment
2.4 Cataloging and disseminating practices and supporting materials for integrating academic GLEs into CTE programs and career applications into academic programs.
a) Show CTE alignment with GLEs in core academic content areas using crosswalks.
b) Develop model agreements for Alaska Tech Prep and other academic credit agreements for CTE content courses
with supporting materials.
c) Research other state/organization efforts to find examples of integration strategies, materials and activities for each
core academic area.
d) Work with EED’s new content specialists and State System of Support (SSOS) coaches to understand and
contribute to integration of CTE and academics.
2.5 Aligning CTE Programs of Study that connect secondary academic and CTE courses with recognized industry and postsecondary standards and program content.
a) Convene teachers, faculty and industry advisors to highlight essential components of programs of study, starting
with statewide priority areas.
b) Investigate the viability of regional or state advisory committees at the program or trades level.
c) Identify needed support for promoting effective practices, materials, key resources.
d) Document and publish program content for teachers/faculty.