Housekeeping Review of CTE Plan 2 Reference … · • CTE listserve and blog • CTE Professional Development Conference ‐annual • State association conferences • Joint Meeting

Alaska Career and Technical Education Action Committee – April 26, 2013

Housekeeping Agenda

Participant List

1

Review of CTE Plan Brief History Six Strategies

2

Reference Materials CTE Acronyms

CTE Definitions Certificates, Degrees, Credits

3

CTE Activities Statewide Agency Activities

UA Industry Credentials Secondary CTE

Other CTE Activities

4

Career Readiness Career Readiness Partner Council

Career Ready Practices Employability Standards Draft

5

Funding UA TVEP

DOLWD Grants

6

AWIB CTE Grants FY14 RFP Excerpt

FY12 Grants Summary FY13 Grants Summary

7

Alaska Career & Technical Education (CTE) State Plan ACTION Committee Friday, April 26, 2013

Anchorage Chamber of Commerce Board Room, Suite 304

1016 West Sixth Avenue, Anchorage, AK 99501

Parking: Use any designated DOLWD Visitor parking spot on the south side of the building. You may also use the lot on the west side of the building ‐‐

any spot marked with a blue sign as DOLWD Employee Parking.

Purposes: As representatives of Alaska’s multi‐level CTE community: 1. Review CTE Plan implementation actions and assess results to date; 2. Identify successes and challenges for CTE; 3. Recommend and prioritize action items for future implementation of the Alaska Career and Technical

Education Plan, including metrics for determining success; and 4. Advise on projects and partners.

AGENDA

TIME ACTIVITY

8:00 Registration (coffee/tea provided)

8:30 Welcome, Safety Minute, Logistics, and Introductions

8:45

Alaska CTE Plan: What have we done so far? Highlights of CTE Plan Strategies implementation actions to date

Partnerships

Funding

Initiatives/Programs

9:45 Break

10:00

Alaska CTE Plan: Has it made a difference? o What successes are happening in CTE? o How is CTE different now from in 2010? o Which CTE Plan strategies have made the most difference/impact for you?

11:00

AWIB CTE Grants o Overview of CTE grants for FY 2012, 2013, 2014; successes/challenges o How do/should we evaluate? o Recommend future CTE grant priorities and evaluation criteria

Noon Lunch Provided Onsite

1:00

Alaska CTE Plan: What remains to be done? ‐ recommendations for continuing implementation

o What challenges remain for CTE success? o Which CTE Plan strategies are not yet fully or successfully implemented? o How do we evaluate our successes? o Recommend and prioritize action items, projects, and partners for future CTE Plan

implementation

3:00 Break

3:15 o Review overall recommendations for Alaska CTE Plan Strategies o Final recommendations for Alaska CTE agency representatives‐ DOLWD, UA, EED

4:00 Thank You for Attending!

FirstName LastName Position/Title Agency Email

Shawn Aspelund Training Specialist Organization Capability BP Exploration (Alaska), Inc. [email protected]

Ray DePriest CTE Director Mat Su Borough School District [email protected]

Robin Gilcrist Associate Dean, School of Career Education University of Alaska Southeast [email protected]

Susan McCauley Director, Division of Teaching and Learning Support EED [email protected]

Bonnie Nygard Interim Assistant Provost for Workforce Development UAA [email protected]

Chris Reitan Superintendent Galena City School District [email protected]

Jeff Selvey Executive Director Alaska Workforce Investment Board [email protected]

Joni Simpson School Counselor Ben Eielson High School [email protected]

Pearl Strub Director of Education, Employment and Training Bristol Bay Economic Development Corporation [email protected]

Jason Bluhm Program Coordinator AWIB/DOLWD [email protected]

Greta Goto Projects Manager UA [email protected]

Don Levine CTE Specialist EED [email protected]

Helen Mehrkens CTE Administrator EED [email protected]

Marcia Olson CTE Coordinator AWIB/DOLWD [email protected] Villa Associate Vice President for Workforce Programs UA [email protected]

CTE Action Planning Committee

April 26, 2013

Alaska CTE Plan Action Committee April 26, 2013

1

A Brief History: Alaska's CTE Plan ‐Establishing, Sustaining, and

Implementing Interagency Partnerships

We started as…..

y p

Alaska’s CTE Delivery System: Alaska Department of Education and Early Development

• Alaska Department of Education & Early Development responsibilities –– Support public education system for students, grades P‐12

• 2011‐2012 School Year data:– 276 schools serve grades 9‐12– of those, 215 schools are K‐12– 57 are comprehensive high schools– 3 are magnet CTE high schools– 1 is a state‐run boarding high school– High school enrollment ranges from 2 to 2200

www.eed.alaska.gov/tls/CTE

Alaska’s CTE Delivery System: Alaska Workforce Investment Board


2

Alaska’s CTE Delivery System: University of Alaska

http://www.alaska.edu/research/wp/

The Action Committee and Implementers….

• Business and industry

• Alaska Legislature

• State agencies

• School districts (teachers, counselors, administrators, boards)

• Alaska PTA

• Alaska Native Corporations

• University System

• Regional Training Centers

• Alaska Association for CTE

Alaska CTE Plan: Six Strategies

1. Transitions2. Curriculum3. Delivery Models4. Develop CTE

Professionals5. Facilities6. Funding

http://awib.alaska.gov/forms/AK_CTE_Plan_AUG2010.pdf


3

Supported By

• Alaska State Board of Education & Early Development

• Alaska Workforce Investment Board

• University of Alaska Board of Regents

1. Transitions

• Student level– Personal Learning and Career Plans (PLCPs)

– Alaska Career Information System (AKCIS)

– WorkKeys®

• System level– CTE Programs of Study

– Alignment of credits

– Data sharing for accountability

2. Curriculum Alignment

• Align with academic & technical

standards

• Employer involvement

• Alaska Performance Scholarship

• Technical Skill Assessments

• Employability standards

• National career readiness

standards

• Common Career Technical Core


4

3. Delivery

• Identification of delivery methods used in Alaska

– Expand access for students

– Define and identify best practices

– Centers of Excellence

– Distance delivery,e.g. Alaska’s LearningNetwork (AKLN)

– Intensive models

– Use of technology

4. Develop CTE Professionals

• Professional Development

– UAA/CTC Professional Development Program

– Alaska Association for Career and Technical

Education

– CTE Leadership Institute

– Teacher Industry Externship (TIE)

• University of Alaska Anchorage CTE Certificate

• CTE teaching certificate regulations

5. Facilities

• Facilities inventories completed

– Basic facility & equipment standards?

– Guidelines for safe use?– Interagency facility use?– Routine maintenance strategies?


5

6. Funding

• State funding– TVEP– AWIB CTE grants– “SB84” foundation

funding– Youth First grants

• Federal Funding– Perkins IV

Strengthening the Partnership

• Regular engagement ‐ CTE Staff from EED, AWIB, UA

– Weekly conference calls

– Jointly review EED and AWIB grant applications

– Presentations

• CTE Plan Action Committee

• Challenges continue…

– changes in leadership – how to orient, engage, evolve

CTE Plan to new realities?

– continuing autonomy of each group – state and local

– funding

Coordination, Communication & Measuring Results

• Alaska Workforce Investment Board Newsletter

• CTE listserve and blog

• CTE Professional Development Conference ‐ annual

• State association conferences

• Joint Meeting of the Alaska State Board of Education and University of Alaska Board of Regents

• Emerging ANSWERS project


6

Alaska vis‐à‐vis National Efforts

• New Alaska K‐12 standards informed by Common Core Standards

• Career Clusters– Secondary schools use of Career Clusters for CTE and Personal Learning and Career Planning

– Postsecondary use of Career Clusters for information and data gathering related to student achievement and institutional investments

• Branding initiative:“CTE: Learning that Works for America/Alaska”

The CTE brand logo, brand positioning theme and brand extensions are the property of NASDCTEc and are used with its permission.

(The CTE brand logo, brand positioning theme and brand extensions are the property of NASDCTEc.)

Alaska Career and Technical Education Plan:

A Call To Action

Strategy 1.0

Make transitions planned and accountable for both successful student progress and systemic cooperation.

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.

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.

Ensure Personal Learning and Career Plans

(PLCPs) for all learners.

Create awareness about PLCPs for parents,

students, industry, and job‐seekers.

Coordinate programs to reduce duplication and

need for remediation.

Develop processes to provide information on

student progress from one educational level to

the next, and from school to career.

Identify and publicize program and curricula.

Review employability standards and develop GLEs

for them.

Identify industry standards and incorporate into

aligned CTE curricula.

Disseminate practices and resources for integrating

academic GLEs into CTE and career applications

into academics.

Align CTE Programs of Study that connect

secondary academic and CTE courses with industry

and postsecondary standards and programs.

Inventory and disseminate information about

CTE delivery models at all levels.

Develop criteria to evaluate delivery models.

Identify strategies and models to teach and

assess employability skills.

Institute systems to ensure all students have

access to quality CTE programs.

Develop strategies for using PLCPs.

Promote and celebrate effective CTE programs.


The “Alaska CTE Plan: A Call to Action” was developed in 2010 through a joint effort of the Alaska Departments of Education & Early Development and Labor and Workforce Development and the Alaska University System. The partners worked with a broad cross‐section of policy makers, educators, employers, state agencies, training institutions, and parent representatives in writing the plan. The plan addresses the individual need for career preparedness as well as the broader social need for a training and education system that is efficient, effective, and coordinated with regional and state current and future workforce needs. The three lead agencies are committed to implementing the six strategies in the CTE Plan to create a new, more effective career and technical education system for Alaska.

To read or download the complete plan, please see http://www.eed.alaska.gov/tls/cte/docs/cteplan/CTE_State_Plan.pdf.

Strategy 4.0

Recruit, develop, support, and retain high‐quality CTE teachers and faculty.

Strategy 5.0

Maximize the use of public facilities for training.

Strategy 6.0

Establish and maintain sustainable funding mechanisms for a successful CTE system for youth and adults.

Develop strategies to educate, recruit, and

retain quality CTE staff.

Expand strategies for effective CTE professional

development and mentoring.

Improve and streamline credentialing process

for CTE instructors.

Expand CTE leadership opportunities.

Inventory public facilities and equipment and

disseminate the information.

Establish basic facility and equipment standards.

Identify resources needed to bring public

facilities and equipment up to standards.

Develop public policies and incentives to

maximize and promote partnerships for use of

public facilities.

Establish capital funding strategies to renovate

CTE facilities.

Establish criteria for prioritizing CTE program

requests for state funding.

Encourage CTE providers to take advantage

of State of Alaska corporate tax credit for

contributions to qualified training programs.

Develop strategy for state CTE funding that

leverages local, federal and private

resources.

Alaska Career and Technical Education (CTE) Acronyms

Alaska CTE Acronyms April 26, 2013 Page 1 of 2

CTE Program-related Acronyms CTE - Career and Technical Education CTEPS - CTE Program of Study (Alaskan version of PoS) PoS - Program of Study (emerging national acronym) MOS - Microsoft Office Systems certifications, e.g. MS Word, MS Excel, etc) OE - Occupational Endorsement (from the University of Alaska) PLCP - Personal Learning and Career Plan STEM - Science, Technology, Engineering and Math TIE - Teacher-Industry Externships (supported through DOLWD, APICC or UAA/CTC) TSA - Technical Skills Assessment (third-party student assessment, e.g. MS Word or AWS flat fillet

weld) Organizational Acronyms

ACTE – Association for Career & Technical Education (national) AACTE - Alaska Association for Career and Technical Education (state affiliate of ACTE) APICC - Alaska Process Industry Careers Consortium BEC - Alaska Business Education Compact JEDC - Juneau Economic Development Council NCRC - National Career Ready Certificate (earned through proficiency in three WorkKeys®

assessments) VTE - Voyage to Excellence Program (Chugach School District)

Agencies and agency-related acronyms

DOC- Alaska Department of Corrections

DOLWD - Alaska Department of Labor and Workforce Development ABE - Adult Basic Education AWIB - Alaska Workforce Investment Board ALEXsys - Alaska Labor Exchange System BP – Business Partnerships Division TVEP - Alaska Technical Vocational Education Program WIA - Workforce Investment Act

RTC - Rural Training Centers ATC - Alaska Technical Center (Kotzebue) AVTEC – Alaska’s Technical Institute (Seward) Delta Career Advancement Center (Delta Junction) Fairbanks Pipeline Training Center (Fairbanks) GILA - Galena Interior Learning Academy (Galena) North Slope Training and Education Consortium/Ilisagvik (Barrow) NACTEC - Northwestern Alaska Career and Technical Center (Nome) SAVEC - Southwest Alaska Vocational Education Center (King Salmon) Southeast Career Consortium (Sitka) UA Workforce Programs (statewide) Yuut Elitnaurviat – People’s Learning Center (Bethel)

Alaska Career and Technical Education (CTE) Acronyms

Alaska CTE Acronyms April 26, 2013 Page 2 of 2

EED - Alaska Department of Education & Early Development (aka DEED) ACPE - Alaska Commission on Postsecondary Education AKCIS - Alaska Career Information System APS - Alaska Performance Scholarship SBOE - State Board of Education & Early Development TLS – Teaching and Learning Support Division (organizational home for CTE Team)

UA- University of Alaska

ACEP - Alaska Center for Energy and Power BOR- Board of Regents ISER – Institute of Social and Economic Research

o CAEPR – Center for Alaska Education Policy Research MAU’s – Main Administrative Units (Fairbanks, Anchorage and Southeast) UA Statewide - Workforce Development

o FSMI- Fisheries Seafood Maritime Initiative UAA - University of Alaska Anchorage

o UAA-CTC – UAA Community & Technical College o UAA CRH- UAA- Center for Rural Health (School of Nursing)

UAF - University of Alaska Fairbanks o UAF BBC- UAF-Bristol Bay Campus o UAF CDE- UAF Center for Distance Education o UAF CTC – UAF Community and Technical College o UAF CRCD- UAF College of Rural and Community Development o UAF IAC- UAF-Interior-Aleutians Campus

UAS - University of Alaska Southeast School District Acronyms

ASD- Anchorage School District BBSD- Bristol Bay School District BSSD- Bering Strait School District CRSD- Copper River School District FNSBSD- Fairbanks North Star Borough School District KGBSD- Ketchikan Gateway Borough School District KIBSD- Kodiak Island Borough School District KPBSD- Kenai Peninsula Borough School District LKSD- Lower Kuskokwim School District LYSD- Lower Yukon School District MSBSD- Matanuska-Susitna Borough School District NSBSD- North Slope Borough School District NWABSD- Northwest Arctic Borough School District SWRSD- Southwest Region School District

Alaska Career and Technical Education (CTE) Definitions

Alaska CTE Definitions April 26, 2013 Page 1 of 3

Career and Technical Education - Career and Technical Education (CTE) is an organized education program that offers a sequence of courses, providing individuals with the academic, technical, and personal skills and knowledge needed to prepare for future education and careers.

According to Perkins IV, Sec. 3. Definitions -

CTE means organized educational activities that

A. offer a sequence of courses that

i. provides individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions;

ii. provides technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree; and

iii. may include prerequisite courses (other than a remedial course) that meet the requirements of this subparagraph; and

iv. include competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of an industry, including entrepreneurship, of an individual.”

Career Clusters- The National Career Clusters™ Framework has been developed by The

National Association of State Directors of Career Technical Education Consortium (NASDCTEc). It provides a structure for organizing and delivering quality CTE programs by developing sequences of essential knowledge and skills required in clusters of career pathways. It also functions as a useful guide in developing programs of study bridging secondary and postsecondary curriculum and for creating individual student plans of study for a complete range of career options. In total, there are 16 Career Clusters in the National Career Clusters™ Framework, representing more than 79 Career Pathways to help learners navigate their way to greater success in college and career. (www.careertech.org/career-clusters/glance/)

Carl Perkins (named for a Congressman, as opposed to the Blue Suede Shoes guy) The Carl D. Perkins federal grant program is intended to support CTE programs at the secondary and postsecondary level, i.e. college AND career. Its federal purpose is to enhance and/or improve, build upon or revise CTE programs to develop sequences of CTE courses and Programs of Study that lead from high school through postsecondary education, while incorporating up-to-date academic and technical standards and assessments leading to high skill, high wage, high demand careers in areas that support America’s global competitiveness. Successful completion of a program of study verifies that a learner is ready to enter the workforce in a particular career pathway, through evidence of a credential, certificate, or degree. Traditional federal emphasis on accountability and attention to the needs of special populations are also important components of this program.

CTEPS/Programs of Study (PoS) – A CTE Program of Study (CTEPS) identifies a designed program that includes a 4-year high school program of academic and technical courses and a postsecondary program that, when successfully completed, provide students with the proof (through a degree, certification, license, etc.) that they have developed the knowledge, skills and abilities to successfully enter the workforce in a specific occupational area.

(continued on next page)



Also more frequently referenced as simply “Programs of Study” by the federal USED/OVAE office. The Perkins IV legislation requires programs of study…for career and technical content areas that –

i. Incorporate secondary education and postsecondary education elements; ii. Include coherent and rigorous content aligned with challenging academic standards and

relevant career and technical content in a coordinate, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education;

iii. May include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and

iv. Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree…” (Perkins IV, Section 122(c))

Career Ladders and/or Career Lattices - Career ladders and lattices consist of a group of related jobs that comprise a career. They often include a pictorial representation of job progression in a career as well as detailed descriptions of the jobs and the experiences that facilitate movement between jobs. Career ladder/lattices are not necessarily organization-specific; they frequently span multiple organizations because movement within one organization may not be possible. Career ladders display only vertical movement between jobs. In contrast, career lattices contain both vertical and lateral movement between jobs and may reflect more closely the career paths of today's work environment. (from O*NET Resource Center http://www.onetcenter.org/ladders.html)

Degree and certificate programs

a. Associate degree- Associate degrees are programs of 60 semester credits or more that combine focused coursework in a major field with broad studies in the general education areas of written and oral communication, humanities, math, and natural and social sciences. Associate of Arts (A.A.) degrees are usually considered preparatory to a baccalaureate programs; Associate of Applied Sciences (A.A.S.) degrees are considered terminal degrees leading to pursuit of a career path.

b. Bachelor's degree- Baccalaureate, or bachelor, degrees are organized programs of study that consist of 120 semester credits or more. They provide extensive preparation in specific knowledge areas, and promote in students the abilities to reason, research, and analyze, and to form, support and communicate their ideas and opinions.

c. Occupational Endorsement (OE) - Occupational endorsements are postsecondary certificates requiring 9 - 29 credits to complete. These certificates provide the specialized knowledge and skills needed in specific employment sectors.

d. Industry Certification – Industry Certifications identify qualifications required or recognized by employers for employment in certain positions. Industry may identify the contents, process and/or awarding of this designation or another entity may be responsible, e.g., the state Board of Nursing governs nursing licenses.

Employability skills - Employability skills are the personal and human relations-type, non-technical skills and knowledge necessary for effective participation in the workforce. They can include skills such as communication, self-management, problem solving, and teamwork.



Personal Learning and Career Plan (PLCP) – A Personal Learning and Career Plan (PLCP) is a framework for a student’s or adult learner’s personal transition from one education level to the next, and from education to the workplace. It is developed by the learner and includes the steps to be completed for the learner to acquire the personal, academic, and technical skills and abilities required to successfully complete a chosen Program of Study and be prepared for a successful entry into a career area. As a learner completes each step, the PLCP also serves as a vehicle to contain the body of evidence that shows to parents, education staff, and employers that the learner has acquired the skills and abilities needed to leave the education system and enter into their chosen career area.

Program of Study – see CTEPS

Tech Prep- Alaska Tech Prep is a school-to-careers strategic partnership among secondary education, post-secondary education, regional training centers, and business and industry that prepares Alaska's young people for today's skilled workforce. Alaska Tech Prep uses a Program of Study (PoS)—a sequential course of study that aligns high school to post-secondary education and workforce opportunities as part of a career pathway.

Technical Skills Assessment (TSA) - A TSA is a valid and reliable assessment – developed and/or sponsored by industry or a third-party assessment vendor - that documents a student’s industry-recognized technical knowledge and skills. The process of selecting the appropriate assessment is a component of program development, and documents the technical knowledge and skills related to the instructional standards for the program; i.e. the TSA is based on validated, industry-based skill standards.

WorkKeys® - ACT WorkKeys is a job skills assessment system that is administered to high school students and clients in Alaska DOLWD Job Centers. Its goal is to help employers select, hire, train, develop, and retain a high-performance workforce. Successful completion of ACT WorkKeys assessments in Applied Mathematics, Locating Information, and Reading for Information can lead to earning ACT's National Career Readiness Certificate (NCRC),

Thenumberofcreditsthatmayberequiredbyadegreeorcertificateprogramwillbe,foreachlevel:

OccupationalEndorsement 9credits‐‐29creditsOccupational endorsements are certificates requiring 29 or fewer credits to complete. These certificates provide the specialized knowledge and skills needed in specific employment sectors. Certificate 30credits‐‐60creditsUndergraduate certificates are programs of 30 credits or more that offer focused instruction in a concentrated area. They are particularly useful in scientific or technical areas such as health care, computer systems, transportation or industrial technology. Certificates often provide the knowledge and skills needed for entry-level positions in specific employment sectors.Associatedegree 60credits‐‐75creditsAssociate degrees are programs of 60 credits or more that combine focused coursework in a major field with broad studies in the general education areas of written and oral communication, humanities, math, and natural and social sciences.Bachelor'sdegree 120credits‐‐132creditsBaccalaureate, or bachelor, degrees are organized programs or study that consist of 120 credits or more. They provide extensive preparation in specific knowledge areas, and promote in students the abilities to reason, research, and analyze, and to form, support and communicate their ideas and opinions.Master'sdegree 30credits‐‐45creditsGraduate degrees at the master level require that students complete a program of studies consisting of at least 30 credits beyond the baccalaureate degree. Programs are individualized and approved by a committee of graduate faculty for each student.GraduateCertificate 12credits‐‐29creditsA graduate-level certificate program is a cohesive sequence of related graduate courses. These programs are designed to provide graduate education past the baccalaureate level and/or to enhance the education of students who have already completed a master degree. Students will complete a linked series of courses, which may include a capstone experience or project that focuses their intellectual experience.Post‐BaccalaureateCertificate 24credits‐‐60creditsPost-baccalaureate certificate programs present a cohesive sequence of related courses designed to provide continuing education past the baccalaureate level. Upon completion of a certificate, students will have acquired an area of specialization, interdisciplinary perspective or will have completed requirements for professional certifications awarded by agencies outside the university. Post-baccalaureate certificates are designed with a majority of undergraduate course work.

Non-Degree-Seeking If you are taking classes for any reason other than to obtain a degree (for example, professional development, recreation, or personal interest) you are non-degree-seeking.Sources:Regents’Policy,PartX–AcademicPolicy;Chapter10.04AcademicPrograms(http://www.alaska.edu/bor/policy‐regulations/)http://www.uaa.alaska.edu/admissions/degrees.cfmorhttp://www.uaa.alaska.edu/records/catalogs/index.cfmhttp://www.uaf.edu/catalog/current/index.htmlhttp://www.uas.alaska.edu/academics/index.html

April 26, 2013 Page 1 of 1 (The CTE brand logo, brand positioning theme and brand extensions are the property of NASDCTEc..)

The Alaska CTE Plan 2012-2015 Statewide agency activities in support of the Alaska Career and Technical Education Plan

Strategy 1 - Make transitions planned and accountable PLCP component required in all EED-CTE and AWIB competitive grant proposals Career development and PLCP work required for Perkins grant eligibility Common registration form for postsecondary competitive grants in Health Science and Education to allow

students to be followed from secondary to postsecondary programs UAA-CTC align UA health science classes, tech-prep agreements for 4 foundation health science classes Career clusters and pathways at UA

Strategy 2 - Align CTE curricula at all training institutions with industry standards Industry-recognized Technical Skills Assessments (TSAs) required for Perkins grant eligibility Development of an Education Program of Study including education courses and elevation of Future

Educators of Alaska (FEA) clubs to CTSO status, aligned with UA School of Education programs Health Programs Plans of study

Strategy 3 - Identify and promote effective CTE delivery AKLN (Alaska’s Learning Network) distance delivery AVTEC distance delivery of nautical skills class to high school students UAS distance-delivery of mining class to high school students Health Science Program of Study in rural district students aligned with UAF Health Science pathways KIBSD CTE curriculum revision, expansion to middle school CTE intensives in Construction/North Slope Training Cards NWABSD revise CTE curriculum, develop distance delivery capability Sitka High School design/build program using distance collaboration with three other SE schools UAF-CDE redesign HLTH 122- First Aid/CPR for distance delivery to rural Alaska Future Educators of Alaska

Strategy 4 - Develop and support CTE staff UAA, EED, AACTE leadership cadre CRSD staff training for career development, MOS training UAF-CRCD health science pathways through rural teacher training in Galena and Alaska Gateway UAA CTC reorganization to improve delivery of CTE Master’s program

Strategy 5 - Maximize the use of public facilities for training AWIB CTE Grants

o BBBSD and SAVEC collaboration for CTE programs o CRSD – computer testing and certification for postsecondary and adult students

Strategy 6 - Establish and maintain sustainable funding 1.5% increase of K-12 foundation funding for CTE EED-CTE Grants AWIB CTE Funding - $625,000 in FY12 and FY13 Technical Vocational Education Program (TVEP) funding

o Source of funding are unemployment receipts – ongoing funding as long as people are working o UA TVEP component is strategy for programs to cultivate other funding for long term viability

Program Credential or Exam UA Career Cluster

Allied Health

Dental Hygiene, Dental Assisting, Medical Assisting, Radiologic Technology, Medical Laboratory Science, EMT,

Pharmacy Technology and Diagnositc Medical Sonography Health Sciences

Allied Health Personal Care Attendant, Certified Nursing Assistant Health Sciences

Aviation Technology Division Private Pilot, Instrument Pilot, Commercial Pilot Single and or Multiengine Land Transportation, Distribution & Logistics

BSHS Certified Health Education Specialist (CHES) national exam Health Sciences

Chemical Engineering program i

Seeking ABET Accreditation. Program graduates to take fundamentals of engineering exam, and to take Professional

Engineering Licensure Science, Technology, Engineering, Research

Civil & Environmental Engineeri Professional Development hours for licensure Architecture & Construction

College of Education Industry Certifications; Alaska Teacher Certification: Pre‐K‐3rd Grade, K‐6, Secondary Education, k‐12 Education and Training

Computer Applications

Cisco CCNA Certification, CompTIA A+, Network +, Security+, Microsoft Certified Technology Specialist Certification,

Microsoft Technology Associate Information & Technology

Computer Network Technology A+(PC Repair), NET+(Comp‐TAI), CISCO CCNA and CCENT Certifications, Microsoft MTA, MCTS and CIPT Certifications Information & Technology

Construction Trades TechnologyNational Center for Construction Education Research (NCCER) Architecture & Construction

Culinary Arts, Hospitality DietetiAmerican Dietetic Association/Professional credentisl ‐ Registered Dietitian (RD) Health Sciences

Dental Hygiene Registered Dental Hygienist (RDH) Health Sciences

Early Childhood Education program accepted byNational Association for Education of Young Children ‐ in process of self‐assessment Human Services

Geomatics

NSPS Certified Survey Technician, ASPRS Geospatial Intern Program leading to Remote Sensing Technologies or

GIS/LIS Technologiest Mining, Manufacturing, & Process Technology

Health care Pre‐nursing certification, registered Nures (RN), Registered Health Information Technician Health Sciences

Health Information ManagemenRegistered Health Information Technician Health Sciences

Law Enforcement Alaska Police Standards Council (APSC) Certifications Law & Public Safety

Marine Transportation

United States Coast Guard Certification, International Maritime Organization (IMO) Standards of Training and

Certificaton of Watchkeepers Certification Transportation, Distribution & Logistics

Medical Imaging Sciences (UltraDiagnositc Medical Sonography registry exam for certification Health Sciences

Millwright National Center for Construction Education and Research (NCCER) Millwright Card Architecture & Construction

Mining Federal OMB MSHA 5000‐23 Mining, Manufacturing, & Process Technology

Northwest Campus

State of Alaska Class D‐Off‐Highway Drivers License, State of AK Class D Driver's License, State of AK Off‐Highway

Commercial Drivers License Transportation, Distribution & Logistics

Nursing Registered Nurse Licensure Exam (NCLEX) Health Sciences

Paramedic Program National Registry of EMTs, Paramedic; State of Alaska Paramedic License, National and State EMT Certification Health Sciences

University of Alaska

List of industry credentials from FY14 TVEP applications

Program Credential or Exam UA Career Cluster

Pharmacy Technology Licensed Pharmacist Health Sciences

Physical Therapist Assistant State of AK licensure required for Physical Therapist Asst or Physical Therapist Health Sciences

Power Technology US Coast Guard, International Maritime Organization (IMO) Transportation, Distribution & Logistics

Sea Grant (Shellfish AquacultureADL Workforce Development Aquaculture Apprenticeship Fisheries, Agriculture & Natural Resources

Technology Department (KodiakNational Center for Construction Education and Research (NCCER) multiple module certificates Energy, Environmental Science & Green Jobs

Theatre and Film IATSE Union Local 918 for Union elgibiity for OE grads Arts, AV Technology

Transportation & Power Weldin

SMAW 3F, SMAW 4F, SMAW 3G, SMAW 4G, SMAW 3G 1" Plate, SMAW 4G 1" Plate, SMAW Pipe 6G, SMAW Pipe 6G

6", SMAW Pipe 6G 12", SMAW Pipe 6G 8" Sch 80, SMAW Pipe Saddle 12", GMAW 2G, GMAW 3G, GMAW 4G, GTAW

1G Aluminum, GTW 1G Stainless Steel, FCAW 3G, FCAW 4G, FCAW Dual Shield 3G, FCAW Dual Shield 4G, FCAW Dual

3G 1" Plate, FCAW Dual 4G 1" Plate, FCAW 3G Limited, FCAW 4G Limited Mining, Manufacturing, & Process Technology

Transportation Project ManagemProject Management Professional, Flagger, Traffic Control Transportation, Distribution & Logistics

UAF CTC programs

Occupational Health and Safety Technologist Certification, Entroy Level Instrumentaion Systems & Automation

Society Certificate Exam Mining, Manufacturing, & Process Technology

Veterinary Assisting Veterinary Technician Licensing Exam Health Sciences

Well Control IADC Certification for Well Control Mining, Manufacturing, & Process Technology

Wildland Fire programs

Red Card/Firefighter Type 2, Squad Bos/Firefighter Type 1, Crew Boss Trainee, Helicopter Crewmember Trainee,

Helicopter Management Trainee, Faller Class A, S‐211 Portable Pumps, S‐212 Wildland Chainsaw Use, S‐290

Intermediate Wildland Fire Behavior, S‐270 Basic Air Operations, S‐215 Wildland Urban Fire Interface, I‐240 Basic

Incident Command Systems, I‐300 Intermediate Incident Command Systems, D‐110 Expanded Dispatch Reorder

(EDRC trainee), S‐203 Introduction to Incident Information, S‐234 Ignition Operations (Firing Boss trainee), S‐200

Incident Command Type 4 (ICT4 trainee), P‐101 Fire Prevention Education , FI‐110 Wildland Fire Observation and

Origin Scene Protection, FI‐210 Wildland Fire Origin and Cause Determination, S‐260 Interagency Incident Business

Management, S‐261 Applied Interagency Incident Business Management, S‐390 Introduction to Wildland Fire

Behavior Calculations, S‐336 Tactical Decision making in Wildland Fire, RX‐301 Prescribed Fire Implementation, RX‐

341 Prescribed Fire Plan Preparation, RX‐410 Smoke Management Techniques Fisheries, Agriculture & Natural Resources

Restorative Functions RDH

State of AK licensure required for dental

OSHA 24 HAZWOPER Worksite Response Worker Card

American Red Cross First Aid/CPR Card

Certified Flight Instructor, Certified Flight Instructor Instrument, Multiengine Instructor

Alaska Building Energy Efficiency Standards (BEES) eam prep

North American Board of Certificed Energy Practitioners (NABCEP) Photovoltaic Entry

Level Exam and Solar Heating Entry Level Exam prep.National Registry Paramedic, National A‐EMT, National EMT‐Basic, State of AK EMT 1, 2, and 3

Secondary Career & Technical Education in Alaskan School Districts – 2011-12 School Year Career & Technical Education (CTE) in Alaska’s secondary schools Technological advances and global competition have transformed the nature of work. Tomorrow's jobs will require more knowledge, better skills, and more flexible workers than ever before. Current CTE programs incorporate rigorous academic, technical and employability skills so tomorrow's workers can continually update their knowledge and skills and be prepared to change jobs and careers several times. Career clusters identify educational pathways from secondary school to postsecondary education in apprenticeship, technical schools, two- and four-year colleges, graduate school, and the workplace. Personal Learning Career Plans (PLCP’s) are encouraged for every student to help explore their interests and make plans for their high school courses and future education needs.

EED provides federal Perkins IV grants to local secondary CTE programs in 2011-2012 The Alaska Department of Education & Early Development (DEED) financial support to local school districts is provided through the Federal Carl D Perkins Career & Technical Education Improvement Act of 2006. The $3 million in formula-based grants are available to districts that choose to support CTE programs that meet criteria for programs that are of “sufficient size, scope and quality to be effective”, including connections to employers and postsecondary and apprenticeship programs. Forty-one school districts have participated during the past three years. These grantees report non-duplicated CTE “participants” in grades 9-12 (i.e. enrolled in a CTE course that addresses industry and academic standards) and CTE “concentrators” (earned 2 or more credits in the same career pathway as of the reporting year). Included in these numbers are 2,234 secondary students who took a Tech Prep CTE course that was aligned with postsecondary requirements and earned concurrent postsecondary credits or advance points toward a future apprenticeship program.

In 2011-2012, the following statewide career pathway results were reported:

# non-dup. # CTE pathway participants concentrators Career Clusters (and example programs) 3294 369 Business & Administration (computer applications, business practices) 2995 517 Construction (includes drafting & building projects) 2098 295 Health Services (CNA, ETT, EMT, sports medicine) 1653 461 Manufacturing (i.e. welding boats & trailers, woodworking) 1477 154 Arts, AV Tech. & Communication (media & graphics) 1110 219 Hospitality & Tourism (tourism & food service) 1019 318 Transportation, Distribution & Logistics (auto repair, small engines) 1011 74 Human Services (family & consumer sciences) 614 31 Scientific & Technical Services (STEM, Project Lead the Way) 435 87 Agriculture & Natural Resources (fisheries, horticulture) 252 76 Information Technology (networking, A+ & Cisco) 242 40 Education & Training (child development, CDA, pre-teaching) 138 8 Marketing, Sales & Service (retail sales) 71 18 Law, Public Safety, Corrections & Security (safety & security) 16,145 2667 Total Secondary CTE Students in 2011-12

This represents 41% of the secondary students, representing a slight increase from the previous ten-year decline in the number and percentage of students participating in CTE. CTE program information is not available from the districts that do not participate in the Perkins’ grant program.

What are the next steps for CTE students in AK? One of the Federal program indicators is placement in postsecondary education, employment and/or military service during the 7-12 months following graduation. 1,994 CTE concentrators from the 2010-2011 school year were identified for follow-up during the 2011-2012 reporting year. 73% were placed in further education or employment; 15% were identified in more than one outcome.

Secondary Career & Technical Education in Alaskan School Districts – 2011-12 School Year

Carl D Perkins Career & Technical Education Act of 2006 Grant Program Requirements

Perkins funds are intended to improve or expand existing CTE programs or develop new programs that address high skill, high wage, high demand careers and are of “sufficient size, scope and quality to be effective”.

The district or postsecondary institution must complete a five-year CTE plan that meets the federal requirements, including:

guidance by a CTE advisory committee consisting of local and regional CTE stakeholders, including employers, labor and secondary and postsecondary education,

sequences of approved CTE courses within one or more career pathways that meet industry standards,

at least one sequence of approved CTE courses in which a student may earn a minimum of two credits,

one or more CTE sequences that is planned as a Program of Study, i.e. contains applicable secondary academic and CTE courses leading to a diploma, and identifies one or more postsecondary option(s) leading to a certificate, credential, degree or apprenticeship that demonstrates the holder has achieved the knowledge and skills necessary to enter the workforce,

increased use of applicable third-party technical skill assessments is expected,

attention to the needs of special populations, i.e. students needing additional assistance to overcome barriers to program completion, including economically disadvantaged, individuals with disabilities, students in non-traditional occupation areas, single parents, and/or those with limited English proficiency,

accountability is addressed annually, i.e. capacity to collect and report required data on CTE student performance and adapt plans as indicated.

District CTE programs that meet the requirements are eligible for Perkins IV grant funds that are determined by a formula based on each district’s 15-17 year old census counts, with a weighting that favors low income populations. By statute, districts must generate $15,000 through this formula in order to be eligible for a grant – Alaska uses a special provision of the statute to supplement the formula so all districts may receive for a grant if they meet other qualifying criteria.

Postsecondary institutions may apply for a 2 or 3 year competitive grant; postsecondary grants must be a minimum of $50,000.

Examples of Other Alaska CTE Activities

Other Alaska CTE Activities April 26, 2013 Page 1 of 1

a. AK Health Workforce Coalition- The Alaska Health Workforce Coalition is made up of

health care providers, state government agencies, secondary education, the University of Alaska, and professional and employer membership associations that has been formed to begin to address Alaska’s severe health care workforce challenges

b. APICC Engineering Academies- An engineering academy consists of about four teachers

within a middle or high school that teach engineering courses. Students on an engineering track also take classes in math, English, and science and learn writing and communication skills. http://apicc.org/servlet/content/alaska_engineering_academies.html

c. Business Education Compact (BEC) – Advocacy for CTE d. Career Connections module in AKCIS - allows employers to share profiles of their

organizations, list occupations they hire, and share the expectations they have for their workers.

e. Career Pathways Task Force – The Alaska Tech Prep Consortium has been transitioning

for to expand members and scope. The Career Pathways Task Force is now advancing Career Pathways, Programs of Study, and Employer Engagement throughout Alaska. http://us6.campaign-archive2.com/?u=5b6013d7b7c32eda43aa6958e&id=9697216aff&e=c125b44b8c

f. STEM activities such as

i. Juneau Economic Development Council STEM AK http://www.jedc.org/ ii. Alaska Science Literacy Project iii. Anchorage Museum Outreach Initiative iv. Various school district STEM-related programs

g. TIE Program- The Teacher-Industry Externship program (TIE) partners instructors with

companies like BP, ConocoPhillips, Bristol Bay Native Corporation, Calista Corporation, and Coeur Alaska to get an inside look at Alaska’s largest industries, so that when they return to their classrooms in the fall, they can pass along new ideas and career information to their students.

The ever-changing demands of the global economy and the desire to remain competitive, coupled with mounting frustration over decades of lackluster academic performance, are converging to create an opportunity for change.

Once a powerhouse, the United States now trails many nations in achievement and attainment in secondary and postsecondary learning. And, increasingly, there is evidence of a mismatch between employer needs and the knowledge and skills of the current and future workforce, on display in employment figures and reports from business and industry leaders.

Policymakers and the public alike are embracing “college and career readiness” as the solution, but what does it mean? Much of the policy debate focuses on college entrance and completion, without remediation, as a solution. However, college readiness is only part of the answer. What is needed is a more comprehensive strategy that bridges the gap between education and workforce preparation.

To find that solution, the Career Readiness Partner Council was formed in 2012. The Council unites leaders from national education and workforce organizations with the goal of bringing clarity and focus to what it means to be career ready. This document highlights the outcome of the collaborative efforts of the Council to help inform policy and practice in states and communities.

Achieve

Alliance for Excellent Education

American Association of Community Colleges

American Federation of Teachers

American School Counselor Association

America’s Promise Alliance

ASCD

Asia Society

Association for Career and Technical Education

Business-Higher Education Forum

ConnectEd: The California Center for College and Career

Corporate Voices for Working Families

Council of Chief State School Officers

The Eli and Edythe Broad Foundation

Ford Motor Company Fund

Gallup

James B. Hunt, Jr. Institute for Educational Leadership and Policy

The Manufacturing Institute

National Academy Foundation

Career Readiness Partner Council

National Association of State Boards of Education

National Association of State Directors of Career Technical Education Consortium

National Council of La Raza

National Education Association

National Governors Association

National League of Cities

National Youth Employment Coalition

Skills for America’s Future, The Aspen Institute

Smarter Balanced Assessment Consortium

What is needed is a more comprehensive strategy that bridges the gap between education and workforce preparation.

Building Blocks for change:

What it Means to be Career Ready

These academic and employability knowledge, skills and dispositions are acquired in a range of secondary, postsecondary and workplace settings, and help to address an increasing reality: Today, most career pathways require some form of postsecondary education, whether it’s an entry-level job, a management position for a mid-career professional or perhaps even a shift from practicing a profession to teaching others. A particular job might require a certificate, a two-year degree, a four-year degree, a doctorate or even a handful of courses to hone in on a particular piece of knowledge or a skill. Indeed, the “college and career” tagline that has become part of the education reform rhetoric encompasses all of these postsecondary options. Career readiness also incorporates engaging workplace experiences that allow a person to apply academic and technical learning to real-world projects and problems alongside professionals. This starts with career awareness and exploration and includes job shadowing, internships, apprenticeships and service learning.

Academic and Technical Knowledge and Skills

a career-ready person is proficient in the core academic subjects, as well as in technical topics. This foundational knowledge base includes competence in a broad range of academic subjects grounded in rigorous internationally-benchmarked state standards—such as the common core state standards for english language arts and mathematics. it also includes a level of technical-skill proficiency aligned to a chosen career field and pathway, and the ability to apply both academic and technical learning in the context of a career. Many careers also require deeper learning and mastery in specific academic or technical subjects.

Employability Knowledge, Skills and Dispositions

a career-ready person has a good understanding of their interests, talents and weaknesses and a solid grasp of the skills and dispositions necessary for engaging in today’s fast-paced, global economy. These include, but are not limited to:

• goal setting and planning;• Managing transitions from school to work and

back again, and from one occupation along a career pathway to another;

• clear and effective communication skills;• critical thinking and problem solving; • Working productively in teams and

independently;• effective use of technology; and• ethical decision-making and social responsibility.

There is an often-confusing mix of definitions, frameworks, policies and implementation strategies for career readiness. Some viewpoints center around learning skills for a specific entry-level job, while others define career readiness as a broader understanding of workplace skills. Still other definitions focus on knowledge and skills for a particular industry sector such as health sciences or marketing. Career readiness is a convergence of all of these definitions.

Defining What it Means to be Career Ready

A career-ready person effectively navigates pathways that connect education and employment to achieve a fulfilling, financially-secure and successful career. a career is more than just a job. career readiness has no defined endpoint. To be career ready in our ever-changing global economy requires adaptability and a commitment to lifelong learning, along with mastery of key knowledge, skills and dispositions that vary from one career to another and change over time as a person progresses along a developmental continuum. knowledge, skills and dispositions that are inter-dependent and mutually reinforcing. These include:

Career readiness also requires a comprehensive system of supports that deliver learning when it is needed, where it is needed, how it is needed and by a cadre of experts that includes teachers and career professionals. It includes both classroom and workplace experiences, high-quality standards and instructional materials to support learning, a portfolio of assessments that gauge progress using multiple measures along a continuum from being not at all career ready to fully career ready, and finally a policy and funding structure that is aligned across K-12, higher education and business and industry sectors.

Building a Comprehensive

System That Supports Career

Readiness

No one group or individual can realize change of this magnitude; however, uniting around a common goal is a powerful catalyst for change. Working together there are strategies to ensure our nation’s prosperity and the success of future generations:

Policymakers. Align policy and funding infrastructures that break down long-standing silos between secondary, postsecondary and workforce systems and provide the full spectrum of supports needed to ensure seamless transitions from high school to college and beyond. One step to accomplish this is to clearly define what it means to be career ready in policy and to adopt a set of metrics to measure career readiness that will help to strategically align funding and programs.

High school teachers, leaders and counselors. Engage with business and industry and higher education leaders and faculty to better understand what is expected of high school students and to develop joint goals for college and career readiness. Also, actively engage parents and students in developing long-term goals and strategies around college and career aspirations.

Business and industry. Actively partner with secondary and postsecondary stakeholders to develop shared goals. Also, share expertise and provide engaging opportunities for students and educators to experience hands-on, work-based learning.

Higher education. Engage with secondary educators and business and industry to develop common goals that seek to align systems. Ensure career-readiness knowledge, skills and dispositions are fully integrated into curriculum and instruction, and help students chart a course for career success beyond college.

Parents and students. Expand the goal of “college bound” to include career goals. For students in particular, take responsibility for charting a course that aligns with personal interests and talents. For parents, strive to provide support and guidance in helping students meet education and career goals.

Community. For social service professionals, after school providers, healthcare practitioners, religious leaders and other community leaders, engage with K-12, higher education and business and industry to create common goals that align with the values, beliefs and economic needs of the community. Support the shared goals by aligning community resources and programming.

Career Readiness Partner Council

For too many years, high school graduates throughout the United States faced a fork in the road. One path led to a four-year college, the other to an entry-level job. Some students chose for themselves, while others were tracked based on aptitude and, all too often, on race and income. In today’s 21st century global economy, the choices are much more complex and interconnected, and the fork in the road has been replaced by numerous paths, all of which require a rigorous and rich high school experience that prepares all students—not just some—for college and a career.

The attempt of the Career Readiness Partner Council to bridge diverse viewpoints and develop a joint statement about what it means to be career ready is an important step in leveraging current efforts to transform education and workforce development. But much more is needed.

We hope this definition spurs conversation and action in communities across the nation. The inextricable link between education and the economy has never been more apparent; the urgency for change unparalleled. We have a window of opportunity for bold change, and the future of our nation, and each and every citizen depends on it.

A Call to Action

Please visit us at careerreadynow.org to learn more about the career readiness Partner council.

CCTCCommon Career Technical Core

© 2012 NASDCTEc | 8484 Georgia Avenue, Suite 320, Silver Spring, Maryland 20910 | 301-588-9630 | www.careertech.org

Brought to you by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc)

The Career Ready Practices of the Common Career Technical Core

What are the Career Ready Practices?

The Common Career Technical Core (CCTC) is a state-led initiative to establish a set of rigorous, high-quality standards for Career Technical Education (CTE) that states can adopt voluntarily. The initiative is being coordinated by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), which represents the state and territory heads of secondary, postsecondary and adult CTE across the nation. Forty-two states, the District of Columbia and Palau supported the development stage of the CCTC.

The CCTC includes a set of standards for each of the 16 Career Clusters™ and their corresponding Career Pathways that define what students should know and be able to do after completing instruction in a program of study. The CCTC also in-cludes an overarching set of Career Ready Practices that apply to all programs of study. The Career Ready Practices include 12 statements that address the knowledge, skills and dispositions that are important to becoming career ready.

The Career Ready Practices component of the CCTC provides a framework for the developmental experiences necessary to becoming career ready; experiences that can be “practiced” using many different approaches in a variety of settings. A student refines these practices throughout their full continuum of learning: through their journey in school, college, the workforce and when they return to advance their education. Each Career Ready Practice includes an overarching statement along with a more detailed description. Below are the 12 overarching statements:

• Act as a responsible and contributing citizen and employee.

• Apply appropriate academic and technical skills.

• Attend to personal health and financial well-being.

• Communicate clearly and effectively and with reason.

• Consider the environmental, social and economic impacts of decisions.

• Demonstrate creativity and innovation.

• Employ valid and reliable research strategies.

• Utilize critical thinking to make sense of problems and persevere in solving them.

• Model integrity, ethical leadership and effective management.

• Plan education and career paths aligned to personal goals.

• Use technology to enhance productivity.

• Work productively in teams while using cultural global competence.

The Career Ready Practices are intended to establish goals for CTE programs, yet the practices are relevant for all students. At the high school level, for example, the Career Ready Practices enhance the Common Core State Standards in English language arts and mathematics by more clearly illustrating what it means to be career ready. If a student’s course experience embeds both Career Ready Practices and lessons aligned to Common Core State Standards, they gain a learning experience with the academic rigor and career-context that will prepare them to be college- and career-ready.

© 2012 NASDCTEc | 8484 Georgia Avenue, Suite 320, Silver Spring, Maryland 20910 | 301-588-9630 | www.careertech.org

How were the Career Ready Practices developed?

To learn more about the Common Career Technical Core, please visit the Web site at:www.careertech.org/career-technical-education/cctc/.

Over the course of the next year, NASDCTEc will launch an initiative to coordinate a comprehensive gap analysis to compare each state’s current course-level standards against the CCTC program-level standards to determine alignment. The gap analy-sis will be conducted by a team of third-party experts to ensure quality and consistency across the states. Based on the gap analysis, each state will decide whether or not to adopt the CCTC and identify a plan for aligning current state expectations to the CCTC.

States have the option to adopt some or all of the Career Clusters™ that comprise the CCTC. For example, a state may choose to adopt standards for 10 of the 16 Career Clusters™. States must adopt each set of Career Cluster™ standards in its entirety. States choosing to adopt any of the Career Clusters™ must also adopt the Career Ready Practices.

How were the Career Ready Practices developed?

How will states adopt the Career Ready Practices?

The Career Ready Practices were informed by guidance from business and industry; state policy and practice; and other resources such as SCANS, soft skills and employability skills. NASDCTEc partnered with Vivayic, a learning solutions company, to gather research, write the standards, and facilitate the validation process. The Career Ready Practices were reviewed by educators, business and industry, curriculum specialists and others in the spring of 2012. The NASDCTEc Board of Directors adopted the final Career Ready Practices prior to public release in June of 2012.

Personal Management Employment Foundations

PM1 Self‐Assessment EF1 Acquire the appropriate academic skills to successfully enter the workplace

PM2 Personal Well‐being EF2 Acquire the appropriate technical skills to successfully enter the workplace

PM3 Personal Health EF3 Acquire the appropriateTechnology skills to successfully enter the workplace

PM4 Personal Financial Health EF4 Describe workplace components

PM5 Personal Ethics EF5 Understand Cultural, Social, and Ethnic Diversity in the workplace

PM6 Personal Skills EF6 Demonstrate proper customer service behavior

PM7 Personal Behavior EF7 Understand proper ethical and responsible behavior

PM8 Time Management EF8 Demonstrate appropriate workplace behavior

EF9 Fulfills responsibilities and commitments

Problem Solving EF10 Seeks supervision and consultation

PS1 Critical Thinking EF11 Punctuality & Attendance

PS2 Identifies Problem EF12 Manages time and resources appropriately in workplace activities

PS3 Understands context, Cause and Effect Relationship EF13 Manages conflict resolution

PS4 Evaluates possible solutions using combined information EF14 Supervisor

PS5 Perseveres in finding solutions EF15 Workplace

PS6 Determines solutions by demonstrating creativity and innovation EF16 Customer Service

PS7 Technology and Research EF17 Demonstrates job transitiion skills

PS8 Selects and uses appropriate industry relevant technology to accomplish work EF18 Knowledge and skills required for entry into the workplace

PS9 Employs valid and reliable research strategies EF19 Knowledge and skills required for promotion

PS10 Collects and interprets relevant information, organizes and communicates information accurately. EF20 Knowledge and skills required for transition within the workplace

Communication Career Development

C1 Assess Communication Skills CD1 Use information technology tools to research and establish education and career goals

C2 Develop Communication Skills CD2 Identify personal interests

C3 Personal Communication Skills CD3 Demonstrate career research skills

C4 Interpersonal communication Skills CD4 Use labor market information to identify occupational and economic trends and opportunities

C5 Demonstrate Communication Ethics CD5 Understand the process for developing self‐employment opportunities

C6 Demonstrate effective communication skills CD6 Evaluate career goals and establish long‐term goals

C7 Personal Communication Skills CD7 Research education opportunities

C8 Interpersonal communication Skills CD8 Identify goals, training and education needs, and opportunities for improvement

C9 Use Communication Technology CD9 Identify resources available to support education and training related to career possibilities

C10 Evaluate existing technology CD10 Prepare for employment

C11 Develop Technology Skills CD11 Complete a Resume

C12 Use technology to communicate effectively CD12 Complete a job application

CD13 Demonstrate interviewing skills

CD14 Construct a job search network

Teamwork CD15 Complete a job interview

T1 Understand Teamwork Function and Responsibilities CD16 Participate in a job shadow

T2 Understand team relationships CD17 Serve as a volunteer in the community

T3 Develop skills in working in a team environment CD18 Demonstrate appropriate employment skills

T4 Demonstrate effective teamwork CD19 Develop a Personal Learning and Career Plan (PLCP)

T5 Work effectively as part of a team

T6 Apply effective techniques for managing team conflict

Employment Standards ‐ DRAFT

DRAFT Alaska Employment Standards EED‐CTE Page 1 of 1

Technical and Vocational Education Program (TVEP)

DescriptionCareer and Technical Education, also referred to as Vocational Education, is planned learning that predominantly prepares students to become successful members of the workforce. The Alaska Legislature established the Training and Vocational Education Program (TVEP) in 2000 to provide training for Alaska’s high-demand occupations. The program is supported with 0.15 percent of the employee unemployment insurance tax, paid by Alaska employers. The tax generates approximately $10 million annually and currently has a sunset of 2014. Funding from TVEP is used for immediate workforce program start-up needs, one-time investments in upgrades to technology to keep programs cur-rent, as well as a bridging mechanism to long term program funding.

Funding

Total Annual Funding (in $1,000)FY01-FY13

Aggregated Funding by Campus (in $1,000)

FY01 - FY13

Funding By MAU(in $1,000)

FY01 - FY13

Source: Data Supplied by MAUs via UA Information Systems: UA Decision Support Database (DSD) compiled from Banner SI Closing Extracts FY01-FY12 in conjuction with UA Office Of Workforce Development. Compiled by Statewide Institutional Research & Analysis. iData 2113 and 2114, April 2013.

In FY13, the total annual amount received for the TVEP program was $5.4 million. The UA System Office of Work-force Programs works with representatives from the UA campuses and the Alaska Workforce Investment Board to identify state priority industry sectors and high-demand jobs, including regional priorities for occupational training programs. The campuses submit proposals based on the identified needs, and funding is distributed to the highest priority programs.

1,781

2,869 2,869 2,869 2,869 2,823 2,8823,134

3,841

4,489 4,6734,986

5,449

0

1,000

2,000

3,000

4,000

5,000

6,000

FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13

Statewide 5,960 13%

UAA 22,35649%

UAF 10,20222%

UAS 7,01515%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

FY01-FY13

Aggregated Total: 45,534

11,334Anchorage

3,700UAF CTC

3,217Ketchikan

3,014Juneau

3,368UAA CTC

2,051Mat-Su

2,766UAF

2,071Kenai

1,497Rural College

1,425PWSCC

6,104Other

TVEP

Source: Data Supplied by MAUs via UA Information Systems: UA Decision Support Database (DSD) compiled from Banner SI Closing Extracts FY01-FY12 in conjuction with UA Office Of Workforce Development. Compiled by Statewide Institutional Research & Analysis. iData 2113 and 2114, April 2013.

Top Occupations from Programs Supported by TVEP FY07 and FY12

Graduates from Programs Supported by TVEP by GenderFY07 and FY12

Graduates from Programs Supported by TVEP FY07 and FY12

Top Categories from Programs Supported by TVEP FY07 and FY12

• In FY13, the total amount of TVEP funding for University of Alaska reached $5,449,000. This is over a 9 percent increase from FY12 $4,986,000.• In the past 11 years, UA TVEP funding rose more than 3 fold from $1,781,000 in FY01 to $5,449,000 in FY13.• Between the years of FY01 to FY13, UAA obtained 49 percent of funding in aggregated amounts, while UAF accounted for 22 percent.• Anchorage academic organization (AO) led among AOs in receiving the highest aggregated funding of more than $11 million, followed by UAF CTC (3.7 million) and Ketchikan AO (3.2 million).

• Between FY07 and FY12, the number of TVEP graduates rose from 3,084 to 3,871, showing a 26 percent increase. • In FY12, male students constituted 41 percent (1,579) and female students 59 percent (2,292) of overall TVEP graduates. • In FY12, Education and Training (546), Business, Management and Administration (347), Health Sciences (374), Human Services (325); and Science, Technology, Engineering, and Research (305) were among the top categories supported by TVEP.• UA academic programs that graduated most of TVEP students in FY12 were Master’s of Education (137), Bachelor’s of Nursing Science (112), Bachelor’s of Psychology (95), Associate’s of Nursing (78), and Bachelor’s of Elementary Education (71).

Highlights

All Degrees 3,428

4,174

Supported by TVEP, 3,084 3,871

FY07 FY12

+25%

+21%

Male1,170

1,579

Female1,913

2,292

FY07 FY12

+19%

+33%

Education & Training

546

682+24.9%

Busin.,Mgmt, &Admin

347

497+43.2%

HealthSciences

374

459+22.7%

Science,Tech.,

Engin., &Research

305

372+22.0%

HumanServices

325

323-0.6%

FY07 FY12

Master's of Education

137

143+4.4%

Bachelor's of Nursing Science

112

113+0.9%

Bachelor's of Psychology

95

97+2.1%

Associate's of Nursing

78

91+16.7%

Bachelor's of Elem. Ed.

71

71

FY07 FY12

Grantee Grant Program Amount Brief description

Access Alaska Alaska Youth First $ 15,000.00 Eighteen youth with disabilities in the greater Fairbanks area and

several Interior Villages will receive Career Guide services, youth

employability skills development training and work experiences that

prepare them for placement in high wage/high demand industries.

Access Alaska Workforce Investment Act

(Youth)

$ 150,000.00 Recruit youths, 100% of whom experience disabilities. Assist/tutor for

completion of HS Diploma/GED.

Alaska Apprenticeship &

Training Coordinators

Association

Alaska State Energy Sector

Partnership

$ 151,080.00 The Alaska Apprenticeship & Training Coordinators Association (AATCA)

is utilizing the Alaska State Energy Sector Partnership (ASESP) grant for

providing Energy Efficiency/ Renewable Energy (EE/RE) training to

qualifying Apprentices & Journeymen as members of their federally

registered Joint Apprenticeship Training Committees (JATC) Training

Centers.

Alaska Department of Labor

and Workforce Development‐

ESD

Alaska Youth First $ 650,000.00 The goal of the program is to support the development of a workforce

to meet Alaska's needs in priority industries as defined by the Alaska

Workforce Investment Board. This project will provide career

development and employability activities to promote the objectives of

the Alaska Youth First program.

Alaska Department of Labor

and Workforce Development‐

ESD

Workforce Investment Act

(Youth)

$ 175,000.00 ESD's WIA Youth Program provides all needed services identified by the

State of Alaska in a year‐round program to prepare today's youth with

the skills they need to fill employment openings within high growth job

sectors. ESD's collaborative network of providers include: the Job

Center, local businesses, training providers, and service agencies to

create a comprehensive approach to preparing youth to enter high

wage jobs.

Alaska Department of Public

Safety

Alaska Youth First $ 50,000.00 The LECC (Law Enforcement Cadet Corps) is a career exploration

program for high school youth who are interested in public service

careers.

Alaska Energy Authority Alaska State Energy Sector

Partnership

$ 70,000.00 Provide Power Plant Operater and Advanced Power Plant Operator

training to rural utility employees.

Alaska Ironworkers Training

Program Trust

State Training And

Employment Program

$ 178,918.00 Training will be done in rigging, welding, math, reinforcing, prints, steel

erection, and safety.

DOLWD Division of Business Partnerships FY13 Grants ‐ WIA Youth, Youth First, and STEP Page 1 of 4

Alaska Joint Electrical

Apprenticeship & Training

State Training And

Employment Program

$ 293,660.00 CDL training and related classroom training for Wiremen, Linemen, &

Telecommunication Apprentices

Alaska Laborers' Construction

Industry Training Fund

State Training And

Employment Program

$ 378,000.00 Construction Skills for Laborers

Alaska Operating Engineers‐

Employers Training Trust

Fund and Subsidiary

State Training And

Employment Program

$ 48,350.00 GPS Machine Control and 3D Modeling

Alaska Operating Engineers‐

Employers Training Trust

Fund and Subsidiary

State Training And

Employment Program

$ 468,814.00 Heavy Equipment Training for Operators and Mechanics.

Alaska Regional Council of

Carpenters Apprenticeship &

Training Trust

State Training And

Employment Program

$ 135,000.00 Carpenter Apprentice skills and Journeymen upgrade training

Alaska Vocational Technical

Center


Partnership

$ 89,957.00 AVTEC‐Alaska's Institute of Technology will continue to deliver wind‐

energy technician training to students in its Industrial Electricity (IE)

program and power plant operators from rural Alaska.

Alaska Works Partnership,

Inc.


Partnership

$ 200,000.00 AWP and AHFC will train and certify more than 100 individuals working

on residential and commercial structure energy retrofit projects.

ASRC Energy Services Alaska

Inc.

State Training And

Employment Program

$ 100,000.00 Construction Craft training and Electrical Apprenticeship training

AVCP Regional Housing

Authority

State Training And

Employment Program

$ 87,066.00 BMR Apprentice Training

Carlile Transportation

Systems

State Training And

Employment Program

$ 112,500.00 Professional Truck Driver Finishing Training

Construction Education

Foundation

Alaska Construction

Academy

$ 3,180,000.00

Fairbanks North Star Borough

School District

Alaska Youth First $ 100,000.00 This project will fund two career guides, one serving schools in the

Fairbanks area and one serving schools in the North Pole area.

Fairbanks Pipeline Training

Center Trust

State Training And

Employment Program

$ 156,170.00 Occupational Health and Safety Training


Heat and Frost Insulators and

Abestos Workers

Apprenticeship Training Fund

State Training And

Employment Program

$ 60,000.00 Construction Insulation with Health and Safety Apprenticeship Training

Juneau School District Alaska Youth First $ 80,000.00 The Grant Recipient will provide Career Guide services at Yaakoosge

Daakahidi High School and the Juneau School District.

Kenai Peninsula Borough

School District (KPBSD)

Alaska Youth First $ 85,000.00 The Grant Recipient will provide career planning and exploration

through Career Guides, after school academies, employability skills

training and industry specific training.

Kodiak Island Borough School

District

Alaska Youth First $ 75,000.00 This project will provide career guide activities and support, youth

employability skills, work experience and applied academic training to

youth ages 14‐24 throughout the Learning Cafe. This program will

support youth as they enter the workforce in construction,

maintenance, technology/business, and healthcare fields.

Matanuska‐Susitna Borough

School District

Alaska Youth First $ 15,000.00 Providing Work Based Learning that is relevant to a student's CTE

Program of Study. Students will have a real time experience relevant to

their CTE Program of Study that takes place outside of the traditional

classroom.

Matanuska‐Susitna Borough

School District


(Youth)

$ 90,000.00 The Matanuska Susitna Borough School District WIA Youth Program

grant will provide academic assessment, job readiness, and work place

and technical skills training for high demand, high wage occupations for

youth within the State of Alaska. Targeted youth are low‐income,

disadvantaged youth, both in‐school and out‐of‐school ages 14 to 21.

North Slope Borough School

District

Alaska Youth First $ 74,500.00 The Grant Recipient will provide career guide activities, youth

employment skills training, and work experience in the North Slope

Borough School District.

Northern Industrial Training,

LLC

State Training And

Employment Program

$ 99,996.00 Structural and Advanced Welding Classes

Plumbers and Steamfitters

Local Union No. 375

Apprenticeship and

State Training And

Employment Program

$ 101,075.00 Training will be provided in plumbing and pipefitting industry specific

areas.

Rural Alaska Community

Action Program, Inc.

State Training And

Employment Program

$ 99,978.00 STEP FY13 Child Development Teachers Certifications


Southeast Regional Resource

Center, Inc. (SERRC)

Alaska Youth First $ 85,000.00 The Grant Recipient will provide career guide activities for 65 youth,

employability skills for 45 youth and work experiences for 21 youth

ages 16‐24.

Tanana Chiefs Conference Alaska Youth First $ 70,000.00 The Grant Recipient will provide Career Guide Activites, Youth

Employability Skills services, Applied Academic Skills and Work

Experience to youth ages 14‐24 within the Tanana Chiefs Conference

(TCC) Region.

We will address applied academics needs and trainings by encouraging

youth and young adults to furthur their education.


Anchorage

State Training And

Employment Program

$ 34,562.00 Logistics and Supply Chain Operations


Anchorage ‐ KPC/ Kachemak

Bay Campus


(Youth)

$ 100,000.00 KBC's YJTP will facilitate a variety of educational and job training

opportunities and provide effective support services for 34 in and out‐

of‐school youth ages 16‐21 in the Homer area who are neediest and in

and out of school.


Anchorage ‐ Matanuska‐

Susitna College


Partnership

$ 200,000.00 Project is to develop RE/EE curriculum to the greatest degree possible

for distance delivery to all Alaskans to enable "green technology" jobs

and careers in Alaska.

Yukon Delta Fisheries

Development Association


(Youth)

$ 150,000.00 the youth will be given the opportunity to be introduced to the jobs

that are available in the fishing industry

Yuut Elitnaurviat Inc. Alaska Youth First $ 90,000.00 The Grant Recipient will provide 1 FTE Career Guide to provide career

guide services and youth employability skills training throughout the

Yukon Kuskokwim Delta Region.


ALASKA CAREER AND TECHNICAL EDUCATION

(CTE) PLAN

FY14 IMPLEMENTATION GRANT PROGRAM Grant Period: July 1, 2013 – June 30, 2014

REQUEST FOR PROPOSALS (RFP)

Application Deadline: April 19, 2013 (Email by 4:00 PM)

State of Alaska

Department of Labor and Workforce Development/Alaska Workforce Investment Board

Issued: March 1, 2013


FY14 AWIB CTE Implementation Grant Program Request for Proposals (RFP) - EXCERPT Page 2 of 3

Overview and Purpose The State of Alaska Department of Labor and Workforce Development (DOLWD) Alaska Workforce Investment Board (AWIB) anticipates receipt of FY14 state funding to support participation by local educational entities in the implementation of strategies and actions identified in the Alaska Career and Technical Education (CTE) Plan (http://www.labor.state.ak.us/awib/forms/AK_CTE_Plan_AUG2010.pdf). The plan states in part: “…Alaska must have a career and technical education system that adapts to emerging demands and opportunities, adequately prepares its residents for success in their chosen careers and provides access to training across scattered populations with vast differences in regional needs and capacities.” The AWIB and its CTE Plan partners, the Alaska Department of Education & Early Development and the University of Alaska System, invite eligible applicants to take advantage of this opportunity to enhance CTE opportunities for all Alaskans.

This one-year funding (pending legislative appropriation) focuses on supporting elements needed for new or innovative career and technical education (CTE) programs, including upgrades to CTE equipment or facilities. Successful applications will identify program partners and matching funds that will be used in implementing the project.

Eligible Applicants The following public and non-profit entities who have a CTE program or want to develop a CTE program are eligible to submit an application under this solicitation:

(1) Alaska school districts;

(2) Alaska public postsecondary educational institutions, including Regional Training Centers (RTCs) – (see http://www.labor.state.ak.us/awib/cte_programs.htm); or

(3) Alaska non-profit entities partnering with a public education entity as defined in (1) and/or (2) above.

Funding Funding Available – DOLWD/AWIB anticipates making a total of up to $600,000 available in grant funds under this solicitation. Funding of awards is entirely dependent on legislative appropriation of FY14 funds.

Maximum Individual Award – DOLWD/AWIB may make individual grants under this program in an amount not to exceed $60,000 to any one applicant. For each application:

A maximum of $30,000 may be requested for program development activities. A maximum of $30,000 may be requested for equipment/materials/supplies.

Disallowed Costs – This source of grant funds may not be used for 1) any administrative costs including indirect expenses; 2) regular on-going salaries; 3) maintaining ongoing operations or activities; 4) out-of-state travel; 5) projects that are not aligned with the Alaska CTE Plan.

Matching Requirement – Applications must identify matching funds that support the proposed activity. 1) the source of the match must not be federal in origin; 2) the match must be directly related and integral to completion of the project; 3) the use of the match funds must occur during the grant time period; 4) the project match may be in the form of funds, e.g. the middle/high school vocational education factor

set out in AS14.17.420(a)(3)or the Vocational Technical Education Program (VTEP), or in-kind assignments of:

a. personnel; b. equipment; c. professional or administrative services; and/or d. instructional supplies.

FY14 AWIB CTE Implementation Grant Program Request for Proposals (RFP) - EXCERPT Page 3 of 3

Eligible Activities Proposed projects and activities must be aligned with the strategies outlined in the Alaska CTE Plan (http://www.labor.state.ak.us/awib/forms/AK_CTE_Plan_AUG2010.pdf). Requests for upgrades to CTE facilities and/or purchase of equipment must demonstrate a direct connection to the CTE curriculum and to industry standards.

Required Activities Program activities must

(1) include the implementation of Personal Learning and Career Plans (PLCPs) for program participants;

(2) demonstrate a CTE curriculum that is based on current industry standards;

(3) demonstrate how a local need that is congruent with the needs of the state in implementing the state CTE Plan will be met and may provide a lasting benefit;

(4) be coordinated with partners, including at least one business/industry partner, as evidenced by a letter of intent from each partner that details the specific commitments and responsibilities of that partner;

(5) address one or more of the following FY14 high priority tasks for CTE Plan implementation:

a) expand implementation of Personal Learning and Career Plans (PLCPs) to include parent involvement and/or staff training;

b) implement or expand integration of academics into CTE courses; c) align CTE curriculum from one educational level to the next (i.e., secondary to postsecondary,

secondary to industry, middle school to high school, postsecondary to industry, etc.); d) develop and implement a model for teaching and assessing employability skills within CTE

programs, including documentation of employability skills attainment; e) develop and implement a work-based learning program; f) implement (or expand implementation if already in use) one or more of the following components

of ACT’s WorkKeys® System: WorkKeys® assessments in Locating Information, Reading for Information, and Applied Mathematics; KeyTrain/Career Ready 101 software; the National Career Readiness Certificate; WorkKeys® Job Profiling; or WorkKeys® Targets for Instruction.

End-of-Year Closeout Report October 1, 2012

AWIB FY12 CTE Grants Page 1 of 3


Alaska Workforce Investment Board (AWIB) FY12 Career & Technical Education (CTE) Grant Program

END-OF-YEAR CLOSEOUT REPORT Prepared by Marcia Olson October 1, 2012

Background

The Alaska Career & Technical Education (CTE) Plan, a joint effort of the Department of Labor and Workforce Development (DOLWD), Department of Education & Early Development (EED), and the University of Alaska (UA) system, was finalized in August 2010. The legislature appropriated $625,000 to the Alaska Workforce Investment Board (AWIB) for implementation of the state CTE Plan in FY2012.

Of the total appropriation, approximately $535,000 was distributed in a competitive grant process that was available to school districts, postsecondary institutions, and non-profit educational agencies. The purpose of the grants was to enhance existing CTE programs or develop new ones, and grantees were required to align their projects with the CTE plan. All grantees were required to implement Personal Learning and Career Plans (PLCPs), which is a key component of the CTE plan. Fourteen projects were funded in FY2012.

The remainder of the CTE budget was allotted for

contractual work on development of PLCP resources

support of the CTE Plan Action Committee

education and outreach activities and resources for stakeholder groups

FY12 CTE Grants Fiscal Summary

FY12 Grantee Name Amount

# of

Students

Bering Strait School District 46,892$ 12

Bristol Bay Borough School District 59,642$ 105

Copper River School District 42,317$ 171

Fairbanks North Star Borough School District 31,231$ 4,079

Kenai Peninsula Borough School District 25,562$ 1,000

Ketchikan Gateway Borough School District 36,593$ 535

Kodiak Island Borough School District 22,265$ 9

North Slope Borough School District 34,276$ 35

Northwest Arctic Borough School District 51,724$ 819

Sitka School District 55,425$ 72

University of Alaska Anchorage Community & Technical College 19,920$ 400

University of Alaska Center for Rural Health 18,888$ 8

University of Alaska Fairbanks Center for Distance Education 32,963$ 20

Yukon Koyukuk School District 56,832$ 20

TOTALS 534,530$ 7,285

Amount per participant $73




FY12 CTE Grants Project Summaries

① Bering Strait School District $46,892 12 students

Increase student access to quality CTE program in welding

Provide career guidance and transitioning to postsecondary training opportunities

Purchase CTE equipment – welding simulator - that meets industry standards

② Bristol Bay Borough School District $59,642 105 students

Purchased woodshop equipment and replaced exhaust equipment in welding shop

Developed PLCPs for all middle and high school students

Collaborated with Lake and Peninsula School District and SAVEC (Southwest Alaska Vocational & Education Center) for regional CTE program coordination

③ Copper River School District $42,317 171 students

Developed district-wide K-12 career education and PLCP program

Provided professional development to all district teachers to support students’ college and career-readiness from grades K through 12

Provide Microsoft Office Specialist (MOS) instruction and certification to students

④ Fairbanks North Star Borough School District $31,231 4,079 students

Established agreement with University of Alaska Fairbanks Community & Technical College (UAF CTC) to establish seamless transitions from secondary to postsecondary

Established four school-to-apprenticeship programs (Operating Engineers; Plumbers and Pipefitters; Electrical Trades; and Carpenters’ Union)

Reviewed and updated health pathway and implemented process technology pathway

⑤ Kenai Peninsula Borough School District $25,562 1,000 students

Reviewed and updated district CTE curriculum in all program areas

Developed 5-year district CTE plan

Piloted PLCP implementation and developed plan for district-wide implementation in FY13

⑥ Ketchikan Gateway Borough School District $36,593 535 students

Developed career plan component for inclusion into student management system

Updated equipment in culinary arts, medical terminology, construction, business education, and automotive courses

Expanded automotive course equipment to allow for more students to participate

⑦ Kodiak Island Borough School District $22,265 9 students

Reviewed all CTE curriculum; developed new program for health occupations; expanded CTE to middle school

Added SkillsUSA as a Career Technical Student Organization (CTSO)

Implemented district Construction academy program

⑧ North Slope Borough School District $34,276 35 students

35 students participated in an intensive 2-week construction-related program

Over 75% of the students received Hazardous Waste Operations and Emergency Response (HAZWOPER) and North Slope Training Card (NSTC) certifications




⑨ Northwest Arctic Borough School District $51,724 819 students

Developed district-wide CTE plan and curriculum

Developed process technology program

Set up video conference facility to allow CTE instruction to be delivered to all rural sites

Trained K-12 staff in PLCP implementation

⑩ Sitka School District $55,425 72 students

Developed a new design and fabrication program

Developed procedures for working with remote sites

Partnered with CTE students/programs at four other Alaska high schools and one Oregon high school to complete design and manufacturing projects

Trained instructors and students at all sites in use of computer-aided manufacturing (CAM) and computer-aided design (CAD) software, digital communication, fabrication tools, and design and manufacturing practices and processes

⑪ University of Alaska Anchorage $19,920 400 students Community & Technical College

Aligned four courses for inclusion in statewide allied health occupations training in up to 15 different career pathways

Developed system of streamlining credit transfer for these courses among campuses/programs of the University System

Developed Tech Prep agreements with Regional Training Centers and University of Alaska for allied health programs

⑫ University of Alaska Center for Rural Health $18,888 8 students

Developed CTE health careers curriculum for rural districts

Trained rural educators in Galena and Alaska Gateway School Districts to successfully teach the new curriculum

Completed Tech Prep agreements between the two districts and University of Alaska for health occupations courses

⑬ University of Alaska Fairbanks Center for Distance Education $32,963 20 students

Re-designed existing Health 122 - First Aid/CPR Course - for eLearning (distance-delivery) in rural Alaska

Piloted the eLearning course with Northwest Arctic Borough and Yukon Koyukuk School Districts

Trained personnel at the two districts to be mentors/facilitators for the distance-delivered courses

⑭ Yukon Koyukuk School District $56,832 20 students

Developed and delivered a semester-long course in basic electrical training at two village sites

Provided Occupational Safety and Health Act (OSHA) training and certification to students as part of the electrical course

Provided training to current and new staff to enable them to teach the course

Alaska Workforce Investment Board (AWIB) FY13 Career and Technical Education (CTE) Grant Program

STATUS REPORT Prepared by Marcia Olson January 9, 2013

Background

The Alaska Career and Technical Education (CTE) Plan, a joint effort of the Department of Labor and Workforce Development (DOLWD), Department of Education & Early Development (EED), and the University of Alaska (UA) system, was finalized in August 2010. The legislature appropriated $625,000 to the Alaska Workforce Investment Board (AWIB) for implementation of the state CTE Plan in FY2012 and again in FY2013. The majority of these funds are distributed through a competitive grant process available to public school districts, postsecondary institutions, and non-profit educational agencies. The purpose of the grants is to enhance existing CTE programs or develop new ones, and grantees are required to align their projects with the CTE plan and to implement Personal Learning and Career Plans (PLCPs), which is a key component of the CTE plan. In FY12, fourteen projects were funded, totaling $535,000. In FY13, another fourteen projects have been approved for funding, totaling approximately $612,000. FY13 AWIB CTE Grants

① AVTEC – Alaska’s Institute of Technology - $27K • Upgrade Structural Welding program • Purchase Submerged-Arc Welding (SAW) system and train instructor in its use • Update welding curriculum to include SAW training and certifications

② Copper River School District - $32K • Expand implementation of Personal Learning and Career Planning (PLCP) from grades

6 – 12; emphasis on parent involvement and training for all middle and high school staff • Implement IC3 Program (Internet and Computing Core Certification), an industry-validated,

standards-based training and certification program for computing and Internet knowledge and skills

• Provide IC3 testing and certification for high school, postsecondary, and adults (partnership with Job Center and Prince William Sound Community College)

③ Hiland Mountain Correctional Center - $55K

• Implement new construction-related CTE programs for incarcerated women to prepare them for re-entry into the workforce in high-skill, high-wage, high-demand jobs

• Develop programs in Electrical, Forklift Training, and First Aid/CPR • Participants may earn industry certifications and college credit

Status Report

January 7, 2013 AWIB FY13 CTE Grants

Page 1 of 3 (The CTE brand logo, brand positioning theme and brand extensions are the property of NASDCTEc.)

④ Kodiak College (University of Alaska) - $55K • Develop new scheduling model for construction skills training – 15-week intensive session • Provide training in accelerated timeframe for Basic and Intermediate Carpentry and Building

Energy Efficiency and Weatherization; participants will be eligible to earn industry certifications (NCCER Carpentry and Weatherization)

• Target underserved populations (Alaska Natives, high school dropouts, students with disabilities, service-disabled veterans, and women)

⑤ Lower Yukon School District - $56K • Develop and implement the Community Public Safety and Service Training Program in all

10 village school sites • Provide students with foundational knowledge/skills to pursue further coursework in law

enforcement, firefighting, healthcare, and social services pathways • Partner with public agencies (Alaska State Troopers, Kuskokwim Campus, Tundra Women’s

Coalition, Civil Air Patrol, Rural Fire Protection, Departments of Natural Resources and Fish and Game, and Alaska Highway Safety Office) to provide onsite training at each school

⑥ Northwest Arctic Borough School District - $60K • Develop and implement career pathway training in Process Technology, Arctic Resource

Management, Transportation, and Health Sciences • Implement the district-wide distance-delivery system to provide consistent and equitable

CTE training to all students in all villages, even those without CTE teachers

⑦ University of Alaska Anchorage Center for Rural Health - $52K • Expand Health Sciences Program of Study in Galena and Tok • Implement Health Sciences Program of Study in Nenana and Delta-Greely School Districts • Align the secondary programs to post-secondary programs and credit

⑧ Galena City School District - $60K • Enhance Culinary Arts program to provide industry certifications • Implement local Driver Training program • Work with industry partner, Doyon, Ltd., for possible job placement for culinary students

⑨ Yuut Elitnaurviat - $58K • Purchase vehicle that qualifies for CDL training and testing • Develop CDL training program to meet state and national standards • Train area students in CDL and provide them with the written and road tests for their

certifications

⑩ Juneau Economic Development Council - $46K • Train elementary science teachers in at least four districts in Engineering is Elementary (EiE)

curriculum (an industry-endorsed and research-based national program to bring science, engineering, and technology into the elementary school curriculum)

• Develop a PLCP model suitable for use by elementary school students • Develop a distance-delivery training model with Boston Museum of Science (EiE creators)

Status Report



⑪Matanuska-Susitna College (University of Alaska) - $25K • Purchase equipment to enhance Paramedical Technology Program – First Aid, CPR, ETT,

and EMT courses

⑫ Northwest Alaska Career and Technical Center (NACTEC) - $30K • Develop a Fisheries, Seafood, and Maritime Industry program • Engage a Fisheries, Seafood, Maritime advisory council • Work with AVTEC and other post-secondary partners to establish one or more Programs of

Study

⑬ Southeast Island School District - $30K • Research and develop a plan of study in Plant-Animal Soil Sciences • Partner with University of Alaska Fairbanks (UAF) to develop the high school curriculum,

which can lead into the Bachelor of Science Degree in Plant-Animal Soil Sciences at UAF.

⑭ Bristol Bay Borough School District - $24K • Enhance the construction program with teacher professional development and updated

equipment/supplies • Provide training in PLCP delivery to district staff and partner staff • Enhance students’ career exploration activities with AKCIS, classroom activities, and

individual transition planning conferences • Develop a 5-year district CTE plan

Status Report



Documents

Housekeeping Review of CTE Plan 2 Reference … · • CTE listserve and blog • CTE Professional Development Conference ‐annual • State association conferences • Joint Meeting