Strategy 3.0: Identify and promote career and technical education delivery models that ensure that all Alaskans have the opportunity to attain the knowledge and skills needed for further training and careers.
This strategy can be implemented by:
3.1 Inventorying and disseminating information about career and technical education delivery models at the K-12, postsecondary, and adult levels.
a) Create and administer a survey to identify the nature and scope of existing CTE programs at all educational levels
b) Identify and analyze how academic GLEs are used in CTE programs.
c) Develop Program of Excellence criteria for components necessary for quality program delivery.
d) Collect and analyze data against the Program of Excellence criteria and create an inventory of delivery models.
e) Disseminate information on identified quality delivery models; for example, partnerships, simulators or networks,
apprenticeships, Alaska Tech Prep, shared facilities, etc.
3.2 Developing criteria to evaluate career and technical education delivery models.
a) Identify and review models used elsewhere to evaluate CTE programs for effectiveness .
b) Develop evaluation criteria for Alaska CTE programs, including student outcomes, industry standards, partnerships,
return on investment and alignment with regional/state current employment conditions and economic development
plans.
c) Review evaluation criteria with Alaska CTE stakeholders.
d) Create standardized templates for Alaska CTE program evaluation.
e) Evaluate models identified in the inventory created in 3.1.
f) Publish the results of CTE program evaluations annually.
3.3 Identifying key strategies and effective delivery models to successfully teach and assess employability skills within schools, postsecondary institutions and other training providers.
a) Draft and share models for effective student practice and demonstration of these essential skills; for example,
variety of student activities.
c) Evaluate and publicize successful models and support schools and institutions in incorporating employability skills
into their CTE programs.
d) Develop a plan for statewide implementation of employability standards in all programs.
3.4 Instituting systems to ensure all students have access to a quality CTE program(s).
a) Identify appropriate strategies and services for all students to master their CTE program standards.
develop integration strategies, materials, instructional kits and packaged lesson plans for district use.
c) Implement effective distance delivery strategies to use with existing delivery systems.
d) Expand the use of skill-building programs and summer exploratory programs, such as the UA ANCEP project,
summer exploratory camps and the construction academies.
e) Develop guidelines for effective work-based learning experiences.
f) Create/expand mechanisms to assist students who must relocate to access training.
g) Expand the availability and use of CTSO programs in all CTE programs.
3.5 Developing strategies for using personal learning and career plans to drive scheduling, curriculum and delivery models.
a) Pilot use of PLCPs within several of the delivery models identified in the CTE inventory.
b) Encourage the use of non-traditional school calendars to deliver CTE courses and programs.
c) Identify successes and challenges in implementing models.
d) Develop and disseminate materials and training on successful models.
3.6 Promoting and celebrating effective CTE programs and practices.
a) Advocate for a CTE Strand in the Alaska performance scholarship program to be recognized at the same level of
support as other programs.
b) Publish data and anecdotes that describe effective CTE programs and practices.
c) Establish recognition programs for CTE student excellence.
d) Establish a CTE honors diploma.
e) Recognize Centers of Excellence for various program areas, based on Program of Excellence criteria.
This strategy can be implemented by:
3.1 Inventorying and disseminating information about career and technical education delivery models at the K-12, postsecondary, and adult levels.
a) Create and administer a survey to identify the nature and scope of existing CTE programs at all educational levels
b) Identify and analyze how academic GLEs are used in CTE programs.
c) Develop Program of Excellence criteria for components necessary for quality program delivery.
d) Collect and analyze data against the Program of Excellence criteria and create an inventory of delivery models.
e) Disseminate information on identified quality delivery models; for example, partnerships, simulators or networks,
apprenticeships, Alaska Tech Prep, shared facilities, etc.
3.2 Developing criteria to evaluate career and technical education delivery models.
a) Identify and review models used elsewhere to evaluate CTE programs for effectiveness .
b) Develop evaluation criteria for Alaska CTE programs, including student outcomes, industry standards, partnerships,
return on investment and alignment with regional/state current employment conditions and economic development
plans.
c) Review evaluation criteria with Alaska CTE stakeholders.
d) Create standardized templates for Alaska CTE program evaluation.
e) Evaluate models identified in the inventory created in 3.1.
f) Publish the results of CTE program evaluations annually.
3.3 Identifying key strategies and effective delivery models to successfully teach and assess employability skills within schools, postsecondary institutions and other training providers.
a) Draft and share models for effective student practice and demonstration of these essential skills; for example,
- Youth Employability Skills (YES) rubric, and other “scoring guides” for coaches, employers, classroom teachers, service learning sponsors.
- Partner with Alaska School Activities Association (ASAA) to address and document employability skills in all student activities.
- Utilize, strengthen and fund the career and technical student organizations (CTSOs) to build and assess employability skills.
- Investigate an online assessment instrument for documenting each student’s attainment of employability skills.
variety of student activities.
c) Evaluate and publicize successful models and support schools and institutions in incorporating employability skills
into their CTE programs.
d) Develop a plan for statewide implementation of employability standards in all programs.
3.4 Instituting systems to ensure all students have access to a quality CTE program(s).
a) Identify appropriate strategies and services for all students to master their CTE program standards.
- Provide assistive technology and accommodations as necessary.
- Incorporate career information into academic courses.
develop integration strategies, materials, instructional kits and packaged lesson plans for district use.
c) Implement effective distance delivery strategies to use with existing delivery systems.
d) Expand the use of skill-building programs and summer exploratory programs, such as the UA ANCEP project,
summer exploratory camps and the construction academies.
e) Develop guidelines for effective work-based learning experiences.
f) Create/expand mechanisms to assist students who must relocate to access training.
g) Expand the availability and use of CTSO programs in all CTE programs.
3.5 Developing strategies for using personal learning and career plans to drive scheduling, curriculum and delivery models.
a) Pilot use of PLCPs within several of the delivery models identified in the CTE inventory.
b) Encourage the use of non-traditional school calendars to deliver CTE courses and programs.
c) Identify successes and challenges in implementing models.
d) Develop and disseminate materials and training on successful models.
3.6 Promoting and celebrating effective CTE programs and practices.
a) Advocate for a CTE Strand in the Alaska performance scholarship program to be recognized at the same level of
support as other programs.
b) Publish data and anecdotes that describe effective CTE programs and practices.
c) Establish recognition programs for CTE student excellence.
d) Establish a CTE honors diploma.
e) Recognize Centers of Excellence for various program areas, based on Program of Excellence criteria.