One of the most significant changes in Perkins V (the strengthening Career and Technical Education for the 21st Century Act) is the new requirement for local eligible recipients to conduct a Comprehensive Local Needs Assessment (CLNA) and update it every two years. As a stakeholder in the Kodiak Island Borough School District’s Career and Technical Education Program, please complete this survey to best of your ability to help inform the results of the CLNA. For the questions listed below, please respond by rating each with one of the following answer choices:

0 = Not Met: Evidence of little or no development and implementation; this level shows no discernible impact and is an area in need of improvement.

1 = Developing: Evidence of limited or partial development and implementation; this level shows progress is being made, but there is not a consistent impact. Additional improvement is necessary.

2 = Established: Evidence of an operational level of development and implementation.  This level shows a positive impact that supports continuous improvement and growth.

3 = Distinguished: Evidence of an exemplary level of development and full implementation. This level shows significant impact based on continuous improvement with long term improvement plan goals that are being acted upon in a continual manner.

Thank you for your time.

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* 1. What is your role in relationship to the KIBSD CTE Program?

Size, Scope and Quality

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* 2. CTE enrollment data is analyzed and used to inform program offerings.

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* 3. CTE enrollment data is analyzed and used to inform the number of courses and course sections within the program.

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* 4. All students are able to enroll in the CTE program(s) of their choice and are not denied access due to limited course offerings, lack of advisement, local enrollment restrictions, etc.

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* 5. Course syllabi are used to inform instruction in all CTE courses.

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* 6. Course pacing guides are used to ensure instructional time is maximized in all CTE courses.

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* 7. Both teachers and students have a clear understanding of learning goals.

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* 8. Classroom instruction is aligned to the Standard Course of Study Standards/Objectives and delivered using the appropriate level of rigor.

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* 9. Students are challenged and are engaged in cognitive rigor that leads to demonstration of knowledge and learning.

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* 10. Teachers actively plan for student differences so that all students can learn to the best of their ability.

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* 11. Classroom instruction is planned to foster student engagement.

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* 12. Formative, authentic and summative assessments are aligned to the Standard Course of Study Standards/Objectives and are assessed at the appropriate level of rigor.

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* 13. Facilities, equipment, technology, and materials meet state-level CTE program guidelines.

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* 14. Facilities, equipment and technology reflect current workplace, industry and/or occupational practices and requirements.

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* 15. Equipment and technology to student ratio meets state-level guidelines.

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* 16. Facilities, equipment and technology are in good working order and are used in a safe manner.

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* 17. Adequate classroom and/or workshop space is available.

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* 18. Safety inspection of CTE labs/shop areas are conducted annually (at a minimum).

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* 19. Instructional facilities are clean, well-organized, and conducive to learning.

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* 20. Students demonstrate safe and appropriate use of facilities, equipment, technology and materials within the program of study.

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* 21. Equipment, technology and materials are regularly inspected, updated, and replaced.

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* 22. Career Interest Inventories are administered and used for advisement and registration.

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* 23. Career awareness, exploratory and development information/opportunities are shared verbally (group or individual) with students, parents, staff, and other stakeholders.

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* 24. Career awareness, exploratory and development information/opportunities are shared through other means of non-verbal media (brochures, websites, flyers, social media, etc.).

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* 25. CTE students participate in employer visits, career fairs, industry, and post-secondary tours.

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* 26. Comprehensive career development is coordinated and sequenced to promote and support the career decision-making and planning of all students, including prior to entering the program of study.

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* 27. Each CTE student in the program of study has a personalized, multi-year education and Career Development Plan (CDP) that reflects exploration of the students' interests, preferences and abilities; and informs course selection, planning for further education and a career, and involvement in extended learning (e.g. WBL, CTSOs and credentialing).

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* 28. Students in the program of study and their parents/guardians (as appropriate) are provided accurate and timely information on regional occupational trends and outlooks, high-demand and high-wage career opportunities, and the educational pathways that lead to current and projected career opportunities.

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* 29. Students in the program of study have access to job search information and placement services as they near completion of the program of study.

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* 30. Career development professionals have access to professional development and up-to-date information on extended learning experiences, education and training options, and regional occupational trends to aid students in education and career planning and decision-making.

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* 31. Students are provided credentialing opportunities in CTE courses that offer student credentialing.

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* 32. Students are provided their first credentialing opportunity attempt at no cost for each aligned CTE course that they are enrolled.

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* 33. Student credential data provides evidence of a successful credentialing program.

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* 34. Secondary and post-secondary CTE staff collaborate regularly on course sequencing, vertical alignment and opportunities for credit transfer agreements.

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* 35. The program of study is coordinated with broader career pathway systems, as defined in the Workforce Innovation and Opportunity Act, as appropriate and available.

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* 36. A process is in place to ensure students receive articulated credits upon matriculation.

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* 37. Advisory council members represent employers in local, regional, or state "in-demand" jobs.

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* 38. Advisory council members are engaged and assist in the planning and implementation process of the CTE program.

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* 39. Representatives of the program of study actively conduct outreach activities to develop partnerships to ensure the program of study is informed by employer and community needs.

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* 40. Partnerships are formed with a diverse range of stakeholders who represent differing perspectives, including employers from small, medium, and large businesses; industry representatives; community, workforce and economic development agencies; and other education stakeholders.

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* 41. Partners provide guidance in the selection of Career Pathway Programs of Study that meet current and future workforce demand.

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* 42. Partners provide guidance in the identification of industry recognized credentials aligned to in-demand jobs.

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* 43. Partners support student extended learning by providing opportunities such as work-based learning experiences.

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* 44. Partners support teacher extended learning by providing opportunities such as externships to stay current with industry-relevant knowledge and skills.

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* 45. Partners support program of study sustainability by advocating for and promoting the program of study.

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* 46. CTSOs are offered to all students for each program area offered at the middle school level.

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* 47. CTSOs are offered to all students for each program area offered at the high school level.

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* 48. CTSOs have a calendar of events and hold regular meetings.

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* 49. CTSOs provide opportunities for students to participate in relevant competitive events.

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* 50. CTSOs provide opportunities for students to participate in relevant community and school service activities.

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* 51. CTSOs provide opportunities for students to participate in leadership development activities.

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* 52. CTSOs are supervised by CTE staff with clearly defined roles.

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* 53. CTSOs are aligned with relevant national, state and/or local standards.

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* 54. CTSOs have a formal officer team in place with assigned leadership positions.

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* 55. CTSO advisors attend professional learning opportunities to be prepared to be an effective advisor.

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* 56. A continuum of industry learning, and work-based learning experiences are offered to students.

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* 57. Work-based learning experiences develop and reinforce relevant technical, academic, and employability knowledge and skills.

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* 58. Work-based learning experiences are intentionally aligned with each student's education and career goals.

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* 59. Requirements and procedures for work-based learning experiences that address access, selection, liability, supervision, responsibilities, safety, transportation, learning objectives and evaluations are formalized and shared in advance of work-based learning experiences with employers, students, and parents/guardians (as appropriate).

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* 60. Work-based learning experiences are supervised by CTE staff with clearly defined roles.

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* 61. Students engage in reflection and document learning resulting from work-based learning experiences, such as through a portfolio, journal and/or presentation.

Labor Market Alignment

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* 62. All current Career Pathway Programs of Study align to current industry demand and needs.

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* 63. Projected industry growth has been analyzed and processes are in place to phase in new Career Pathway Programs of Study and phase out those that do not align to industry demand.

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* 64. Emerging occupations have been identified and plans are in place to implement programs and activity offerings to students.

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* 65. Industry stakeholders have identified skills that are lacking, and programs/activities have been implemented to address the deficiencies identified.

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* 66. CTE concentrator graduates are entering post-secondary opportunities (work, college, etc.) aligned to their high school concentration.

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* 67. Opportunities for special populations to participate in the labor market have been identified and programs/activities have been implemented to prepare special population students for post-secondary (work, college, etc.) opportunities.

Recruitment, Retention and Training of CTE Teachers

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* 68. CTE staff supporting the program of study meet appropriate state certification and licensing requirements.

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* 69. CTE staff supporting the program of study hold the industry recognized credential(s) that they offer to students.

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* 70. CTE staff reflect the demographic makeup of the student body.

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* 71. CTE educators maintain up-to-date knowledge and skills across all aspects of an industry.

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* 72. CTE staff attend local, regional, and state professional development opportunities.

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* 73. CTE and academic staff collaborate regularly and frequently to coordinate curriculum, instruction, assessment, and extending learning activities and to analyze data for program improvement.

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* 74. Student data informs the professional learning opportunities provided to teachers.

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* 75. Transparent processes are in place to retain and recognize CTE teachers and support staff.

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* 76. Exit interviews are analyzed for patterns to inform processes and practices.

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* 77. Consistent processes and supports are available for all newly hired CTE teachers and support staff.

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* 78. CTE teachers and support staff participate in structured, data driven, student focused professional learning communities.

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* 79. Teacher recruitment plans are developed based on the analysis of CTE position shortage trends.

Evaluation of Performance

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* 80. The CTE Administration consistently provides school administrators and teachers with CTE Performance Indicator data.

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* 81. The CTE Administration frequently shares data analysis results in an understandable format with all stakeholders in a timely and effective manner.

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* 82. The CTE Administration leads teachers and administrators in processes that monitor students' work to ensure high standards of rigor and relevancy.

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* 83. The CTE Administration has a regular, ongoing process for leading schools through the analysis of their data and for making adjustments to their programs based on data analysis.

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* 84. The CTE Administration has a systemic, ongoing process for monitoring the progress toward achieving the goals of the strategic plan.

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