ACTE Standard 9 - This element addresses strategies that help students gain career knowledge and engage in education and career planning and decision-making, including career counseling, career assessments, curricula that helps students learn about careers, information about educational opportunities and workforce trends, and job search information and placement services.
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.
Each CTE student in the program of study has a personalized, multi-year education and career plan that reflects exploration of the student’s interests, preferences, and abilities; and informs course selection, planning for further education and a career, and involvement in extended learning.
Career development activities are aligned with relevant national, state, and/or local standards.
Students in the program of study and their parents/guardians (as appropriate) are provided accurate and timely information on extended learning experiences available through the program of study, such as work-based learning, CTSO participation, and articulated credit.
Students in the program of study and their parents/guardians (as appropriate) are provided accurate and timely information on further education and training options, including application procedures, enrollment, financing, and their projected educational, employment, and earnings outcomes.
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.
Students in the program of study have access to job search information and placement services as they near completion of the program of study.
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.
ACTE Standard 10 - This element addresses CTSOs, which are organizations for individuals enrolled in CTE programs that engage in activities as an integral part of the instructional program, including the delivery and availability of CTSO opportunities for student skill and leadership development.
The organization is an integral, intra-curricular part of the program of study, available to every student at some point during the program of study.
The organization is aligned with relevant national, state, and/or local standards.
Organization activities develop and reinforce relevant technical, academic, and employability knowledge and skills.
The organization provides opportunities for students to interact with business professionals.
The organization provides opportunities for students to participate in relevant competitive events.
The organization provides opportunities for students to participate in relevant community and school service activities.
The organization provides opportunities for students to participate in leadership development activities.
The organization is supervised by CTE staff with clearly defined roles.
ACTE Standard 11 - This element addresses the delivery of a continuum of work-based learning involving sustained, meaningful interactions with industry or community professionals that foster in-depth, firsthand engagement with the tasks required in a given career field. Experiences may be delivered in workplaces, in the community, at educational institutions, and/or virtually, as appropriate, and include a range of activities such as workplace tours, job shadowing, school-based enterprises, internships, and apprenticeships.
A full continuum of work-based learning experiences, progressing in intensity, is accessible to every student at some point during the program of study.
Work-based learning experiences are aligned with relevant national, state, and/or local standards.
Work-based learning experiences develop and reinforce relevant technical, academic, and employability knowledge and skills.
Work-based learning experiences are intentionally aligned with each student’s education and career goals.
Work-based learning experiences are provided through delivery methods that maximize meaningful interaction with business professionals.
Requirements and procedures for work-based learning experiences that address access, selection, liability, supervision, rights and 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).
Work-based learning experiences comply with relevant federal, state, and local laws and regulations.
Work-based learning experiences are supervised by CTE staff with clearly defined roles.
Students engage in reflection and document learning resulting from work-based learning experiences, such as through a portfolio or presentation.
ACTE Standard 12 - This element addresses the collection, reporting, and use of data for continuous evaluation and program improvement, as well as appropriate access to relevant data.
All stakeholders understand why data are collected, how they will be used, and their value in supporting student success.
Processes and supports are in place in the program of study to ensure the timely and accurate collection and submission of valid and reliable data for required reporting.
In addition to data required for reporting, data aligned with program of study goals and the elements of ACTE’s Quality CTE Program of Study Framework are collected to aid in program improvement.
Labor market information is used to inform program of study decision-making and support program improvement.
Privacy and security protections that adhere to all federal, state, and local privacy laws are in place for data collection, storage, analysis, and reporting.
Educators have access to relevant, valid, and reliable aggregate data on all students participating in the program of study.
Educators have access to relevant, valid, and reliable data disaggregated by gender, race, ethnicity, and special population status, thus facilitating the comparisons of access and performance among subpopulations and with the general student population and the identification of equity gaps.
Data is shared in an easy-to-understand format with students, parents/guardians (as appropriate), partners, and the public.
There is a formal process in place for the systematic and continuous use of data, including student access and performance data and program evaluation results, for program improvement, including addressing equity gaps.