Syllabus is appropriate 

Program is using CADOE curriculum, prerequisites, and sequences 

Students can complete pathway in 3 years

• Provide a syllabus for each course

o Class rules, class policy, grading policy

o State your written policy for re-testing upon failure of written or performance tests.

• The program is using the CADOE curriculum and a scope and sequence is provided for each course 

Program implements a clear and intentional literacy plan

o A minimum of one teacher-created unit plan per course including developmentally appropriate practices and experiences supported by at least three examples of assessed student work relating to the unit plans. Unit plans should detail instructions and match standards. 

o For programs with multiple instructors, both instructors must submit showcase materials.

• Individual, differentiated materials/activities/projects are used to accommodate needs of high school students. (ex. Alternate materials, modified instructional strategies, modified plans, etc.)

• Evidence indicates the instructor is aware of different learning styles and utilizes them in the instruction. The high school teacher provides instruction using different modalities including lecturing, demonstration, simulation etc.

• The instructor utilizes a variety of curriculum materials and activities to encourage the acceptance of diversity as it relates gender, age, language, ability, race, religion, family structure, background, or culture. No evidence of bias was found in materials, displays, lesson plans etc

• Academic Integration

• The instructor provides learning experiences, group work, and projects that require higher-order academic skills beyond acquiring knowledge and understanding, such as application, analysis, synthesis, and evaluation. Include a lesson plan with assessed student work for each of the domains: application, analysis, synthesis, and evaluation

• Are multi-media and/or web-based materials used in the training process to meet individual learning styles?

• Do performance and knowledge-based tests contain, in writing, the following:

o Objectives of the test

o Step-by-step instructions

o Realistic time limit for completion

o Indication of quality/exactness standard

o Rating or grading scale

• Updated assorted specialized workbooks, manuals, textbooks and/or resource books (hardcopy or digital) are available to support the program goals.

a lesson per course per teacher 

Adequately matches standards

Developmentally appropriate 

Evidence of differentiation 

Evidence of addressing different learning styles

Multiple modalities 

Bias free instruction and materials 

Academic integration 

Higher order assessment elements 

Multi-media and or technology-based elements 

Use of clear and easy to understand rubrics 

Clear instructions

Content is updated to industry standards 

Appropriate materials 

Assessments meet educational standards 

Evidence assessment is used to drive instruction 

Lesson plan is organized, well thought out, and clear