Standard 2

My Current Program of Study shows I am ready to implement Sequencing and Articulation. Specifically, this artifact shows I am able to provide a clear pathway by organizing courses into a defined sequence—Introductory, Intermediate, and Capstone—across multiple Skilled and Technical Science pathways, including Welding, Construction, and Transportation. Each level builds on the last, guiding students from fundamental technical skills toward advanced, industry-relevant competencies. In addition, it shows I am able to support progressive learning by aligning course content to ensure students first develop core safety and tool usage knowledge, then apply those skills in increasingly complex projects such as mechanical systems and building construction. I will apply these ideas in my STS program by ensuring each course is scaffolded to reduce redundancy, deepen engagement, and prepare students for both employment and further technical education. 

My ideal Program of Study demonstrates my understanding of Sequencing and Articulation in Skilled and Technical Science programs. Following the Nebraska Department of Education's CTE model, I can design a clear pathway with a well-defined sequence of courses that build upon each other, incorporating technical skills, academic knowledge, and employability skills. Collaborating the program development process with Southeast Community College has allowed (insert School) to give students access to postsecondary pathways while still in high school. The program progresses from foundational knowledge to more specialized skills and in-depth learning by starting with an Intro to STS class that branches into the intermediate and capstone courses. While looking at different course levels, the content and standards have been aligned across all levels of the program, minimizing redundancy and ensuring smooth transitions. With so many different courses offered, providing multiple entry and exit points has been crucial, allowing for diverse student needs and career goals.