ACTE Standard 5 - This element addresses instructional strategies within a student-centered learning environment that support student attainment of relevant knowledge and skills.
Program of study instruction is driven by relevant content area standards and learning objectives.
Project-based learning and related instructional approaches, such as problem-based, inquiry-based, and challenge-based learning, are fully integrated into the program of study.
Contextualized instruction results in students applying technical, academic, and employability knowledge and skills within authentic scenarios.
Instruction emphasizes the connection between academic and technical knowledge and skills, including through cross-disciplinary collaboration.
Instruction incorporates relevant equipment, technology, and materials to support learning.
Instruction is flexible, differentiated, and personalized to meet the needs of a diverse student population.
Management of the educational environment builds a culture of learning and respect.
ATCE Standard 6 - This element addresses program of study promotion, student recruitment, and strategies that support access and equity for various student populations, including by gender, race and ethnicity, and special population status (such as individuals with disabilities, individuals from economically disadvantaged families, and English learners).
The program of study is promoted to all potential participants and their parents/guardians (as appropriate), in a manner that is free from bias, inclusive, and non-discriminatory.
Students are actively recruited from populations that have been traditionally underrepresented, including by gender, race, ethnicity, and/or special population status.
Career guidance is offered to all potential and current program of study participants in a manner that is free from bias, inclusive, and non-discriminatory.
Facilities, equipment, technology, and materials are provided in a way that ensures all students have the opportunity to achieve success in the program of study, including by meeting Title IX, Americans with Disabilities Act, and other accessibility requirements.
Curriculum, instruction, materials, and assessments are free from bias, inclusive and non-discriminatory, and offered in a way that ensures all students have the opportunity to achieve success in the program of study, including through accommodations, as appropriate.
Supportive services, such as tutoring and transportation assistance, are provided to ensure all students have the opportunity to achieve success in the program of study, as appropriate.
Appropriate actions are taken to eliminate barriers to extended learning experiences, such as work-based learning, CTSO participation, and articulated credit, for all students, including special populations.
ATCE Standard 7 - This element addresses the alignment, appropriateness, and safety of the physical/material components of the program of study, including laboratories, classrooms, computers, industry-specific equipment, and tools and supplies that support learning.
Facilities, equipment, technology, and materials used in the program of study reflect current workplace, industry, and/or occupational practices and requirements.
Facilities, equipment, technology, and materials support and align to curriculum standards and program objectives.
Facilities, equipment, technology, and materials meet federal, state, and local standards for occupational safety and health in the related industry, as appropriate.
Students demonstrate safe and appropriate use and maintenance of facilities, equipment, technology, and materials within the program of study.
Processes are defined and resources provided to regularly inspect, update, and replace facilities, equipment, technology, and materials.
The program of study maximizes student access to relevant facilities, equipment, technology, and materials through partnerships and flexible delivery models.
ATCE Standard 8 - This element addresses business and community partner recruitment, partnership structure and the wide variety of activities partners should be engaged in to support the program of study and ensure programs are aligned with workforce needs.
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.
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.
The program of study has a formalized, structured approach to coordinating partnerships, such as an advisory board or sector partnership.
Partners ensure that the program of study meets current and future workforce demand and skill needs by:
identifying, validating and reviewing curriculum
identifying appropriate assessments and recognized postsecondary credentials
evaluating facilities, equipment, technology, and materials to ensure consistency with industry standards
Partners support students’ and teachers’ extended learning by:
identifying, providing, and evaluating work-based learning experiences for students
participating in CTSO activities; for example, by serving as mentors and judges
offering opportunities, such as externships, for educators to stay current with industry-relevant knowledge and skills
Partners support the program of study in tangible ways, such as by investing funds, providing in-kind support, and/or helping raise external funds to meet program of study goals
Partners support program of study sustainability by advocating for and promoting the program of study.
Partners help to evaluate the effectiveness of the program of study in preparing students for further education and careers.