Program Self-evaluation Instrument

ACTE Quality CTE Program of Study Framework™ Program Self-evaluation Instrument

Through its ongoing High-quality CTE Initiative, ACTE has developed the research-based ACTE Quality CTE Program of Study Framework™ to describe the key components of a high-quality CTE program of study. The framework is designed to apply to individual, local CTE programs of study spanning secondary and postsecondary education, although it may be adapted to other units of analysis. The ACTE Quality CTE Program of Study Framework™ program self-evaluation is best conducted as part of a collaborative effort among program stakeholders, and a variety of materials should be consulted in order to demonstrate performance in each of the framework elements. All criteria have equal weight.

Please fill out the following information to help ACTE learn more about the individuals and programs of study using the self-evaluation instrument. This information and your self-evaluation results will remain confidential unless you approve a release of your data to a third party by completing the Data Release section below. ACTE cannot share your data with a third party, such as a CTE administrator, unless you complete the Data Release below.
In addition, your anonymized evaluation results may be used in future research on high-quality CTE programs. Questions? Contact ACTE Research Director Catherine Imperatore at cimperatore@acteonline.org.
Name*
Job title*
School/institution/district/agency*
City*
State*
Email*
Name of program(s) of study that you are evaluating*
Into which Career Cluster(s) would you categorize the program(s) of study you are evaluating?
- Agriculture, Food & Natural Resources
- Architecture & Construction
- Arts, A/V Technology & Communications
- Business Management & Administration
- Education & Training
- Finance
- Government & Public Administration
- Health Science
- Hospitality & Tourism
- Human Services
- Information Technology
- Law, Public Safety, Corrections & Security
- Manufacturing
- Marketing
- Science, Technology, Engineering & Mathematics
- Transportation, Distribution & Logistics
- Other
Other Career Cluster
Are there other school(s)/institution(s) involved in the program(s) of study you are evaluating? If so, please list them below.
Optional Data Release
If you would like to share your results with a third party such as a school, district or college administrator, please read the following information and enter one email address in the "third-party recipient email address" field.
I give permission to ACTE to share any information I submit through the Quality CTE Program of Study Framework Self-evaluation Instrument online tool as well as my self-evaluation results with the following third party. Information and data shared will include:
- Name and contact information of the person submitting the online self-evaluation
- Name of the program(s) of study being evaluated
- Results, including overall score (percentage and numerical); scores for each of the 12 elements (percentage and numerical); and scores on each criterion (numerical)
Third-party recipient email address

1 of 12

Standards-aligned and Integrated Curriculum
This element addresses the development, implementation and revision of the program of study curriculum, including the relevant knowledge and skills taught in the program and the standards on which they are based.
The curriculum is based on industry-validated technical standards and competencies.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The curriculum is aligned with relevant content and standards for core subjects, such as reading, math and science, including federal, state and/or local standards, as appropriate.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The curriculum incorporates employability skill standards that help students succeed in the workplace, such as problem solving, critical thinking, teamwork, communications and workplace etiquette.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The program of study curriculum is developed with employer input to prepare students for both further education and in-demand and emerging careers.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The curriculum allows for student application of integrated knowledge and skills in authentic scenarios.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Program of study standards are publicly available and accessible to students, parents/guardians (as appropriate), partners and the public.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The curriculum is reviewed regularly by all relevant stakeholders and revised as necessary to reflect the latest advances in the industry, evidence-based program models and evaluations of student performance.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved

2 of 12

Sequencing and Articulation
This element addresses the key components of the definition of a program of study and the articulation, coordination and collaboration that support programs of study, career pathways and accelerated learning.
The program of study includes a sequence of courses and/or competencies across secondary and postsecondary education that incorporates technical, academic and employability knowledge and skills.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The program of study starts with broad foundational knowledge and skills and progresses in specificity to build students’ depth of knowledge and skills.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Content and standards within the program of study are non-duplicative and vertically aligned to prepare students to transition seamlessly to the next level of education.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The program of study sequence leads to one or more recognized postsecondary credentials, including industry certifications, licenses, apprenticeship certificates, postsecondary certificates and degrees.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The program of study allows for multiple entry and exit points that incorporate recognized postsecondary credentials.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Students in the program of study have opportunities to earn credit that articulates to the next level of education, such as through dual or concurrent enrollment programs or stackable credentials.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Secondary and postsecondary CTE staff collaborate regularly on course sequencing, vertical alignment and opportunities for credit transfer agreements.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The program of study is coordinated with broader career pathways systems, as defined in the Workforce Innovation and Opportunity Act, as appropriate and available.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved

3 of 12

Student Assessment
This element addresses the types and quality of assessments used in the program of study, including the types of knowledge and skills that should be assessed, and assessments that lead to recognized postsecondary credentials.
Formative and summative assessments are integrated throughout the program of study to validate student learning gains, including both classroom/school-based and standardized, third-party assessments, as appropriate.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Assessments are aligned to program standards and curriculum and appropriate to students’ current level of knowledge and skill attainment.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Assessments are valid, reliable and developed or chosen in accordance with relevant quality standards.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The program of study incorporates multiple forms of assessment, including performance-based assessment where students must demonstrate the application of their knowledge and skills.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Assessments within the program of study provide objective information on student attainment of industry-validated technical knowledge and skills.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Assessments within the program of study provide objective information on student attainment of academic knowledge and skills.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Assessments within the program of study provide objective information on student attainment of employability knowledge and skills.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The program of study prepares students for assessments that lead to recognized postsecondary credentials, as available and appropriate.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved

4 of 12

Prepared and Effective Program Staff
This element addresses the qualifications and professional development of program of study staff, including secondary CTE teachers, postsecondary CTE faculty, administrators and other personnel.
CTE staff supporting the program of study meet appropriate state, district and/or institution certification and licensing requirements.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
CTE educators maintain up-to-date knowledge and skills across all aspects of an industry.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
CTE educators maintain relevant evidence-based pedagogical knowledge and skills.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
CTE staff engage in ongoing, rigorous professional development on a wide range of topics covering all elements of a high-quality program of study, as described in ACTE’s Quality CTE Program of Study Framework, which might include pursuit of advanced educator certification.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
CTE staff demonstrate leadership and commitment to the profession.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
CTE administrators ensure that other program staff have the time, resources and supports to implement each element of a high-quality program of study, as described in ACTE’s Quality CTE Program of Study Framework.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
CTE and academic staff collaborate regularly and frequently to coordinate curriculum, instruction, assessment and extended learning activities and to analyze data for program improvement.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved

5 of 12

Engaging Instruction
This element addresses instructional strategies within a student-centered learning environment that supports student attainment of relevant knowledge and skills.
Program of study instruction is driven by relevant content area standards and learning objectives.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Contextualized instruction results in students applying technical, academic and employability knowledge and skills within authentic scenarios.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Instruction emphasizes the connection between academic and technical knowledge and skills, including through cross-disciplinary collaboration.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Instruction incorporates relevant equipment, technology and materials to support learning.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Instruction is flexible, differentiated and personalized to meet the needs of a diverse student population.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Management of the educational environment builds a culture of learning and respect.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved

6 of 12

Access and Equity
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Students are actively recruited from populations that have been traditionally underrepresented, including by gender, race and ethnicity, and/or special population status.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved

7 of 12

Facilities, Equipment, Technology and Materials
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Facilities, equipment, technology and materials support and align to curriculum standards and program objectives.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Facilities, equipment, technology and materials meet federal, state and local standards for occupational safety and health in the related industry, as appropriate.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Students demonstrate safe and appropriate use and maintenance of facilities, equipment, technology and materials within the program of study.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Processes are defined and resources provided to regularly inspect, update and replace facilities, equipment, technology and materials.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The program of study maximizes student access to relevant facilities, equipment, technology and materials through partnerships and flexible delivery models.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved

8 of 12

Business and Community Partnerships
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The program of study has a formalized, structured approach to coordinating partnerships, such as an advisory board or sector partnership.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Partners support program of study sustainability by advocating for and promoting the program of study.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Partners help to evaluate the effectiveness of the program of study in preparing students for further education and careers.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved

9 of 12

Student Career Development
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Career development activities are aligned with relevant national, state and/or local standards.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Students in the program of study have access to job search information and placement services as they near completion of the program of study.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved

10 of 12

Career and Technical Student Organizations (CTSOs)
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The organization is aligned with relevant national, state and/or local standards.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Organization activities develop and reinforce relevant technical, academic and employability knowledge and skills.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The organization provides opportunities for students to interact with business professionals.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The organization provides opportunities for students to participate in relevant competitive events.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The organization provides opportunities for students to participate in relevant community and school service activities.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The organization provides opportunities for students to participate in leadership development activities.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
The organization is supervised by CTE staff with clearly defined roles.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved

11 of 12

Work-based Learning
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Work-based learning experiences are aligned with relevant national, state and/or local standards.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Work-based learning experiences develop and reinforce relevant technical, academic and employability knowledge and skills.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Work-based learning experiences are intentionally aligned with each student’s education and career goals.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Work-based learning experiences are provided through delivery methods that maximize meaningful interaction with business professionals.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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).*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Work-based learning experiences comply with relevant federal, state and local laws and regulations.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Work-based learning experiences are supervised by CTE staff with clearly defined roles.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Students engage in reflection and document learning resulting from work-based learning experiences, such as through a portfolio or presentation.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved

12 of 12

Data and Program Improvement
This element addresses 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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Labor market information is used to inform program of study decision-making and support program improvement.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Privacy and security protections that adhere to all federal, state and local privacy laws are in place for data collection, storage, analysis and reporting.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Educators have access to relevant, valid and reliable aggregate data on all students participating in the program of study.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Educators have access to relevant, valid and reliable data disaggregated by gender, race and 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.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
Data is shared in an easy-to-understand format with students, parents/guardians (as appropriate), partners and the public.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved
There is a formal process in place for the systematic and continuous use of student access and performance data and program evaluation results for program improvement, including addressing equity gaps.*
0 = Not at all achieved 1 = Minimally achieved 2 = Moderately achieved 3 = Substantially achieved

Program Self-evaluation Instrument

PROGRAM SELF-EVALUATION INSTRUMENT

Optional Data Release

EVALUATION CRITERIA

About

Press Center

Why CTE?

Publications

Advocacy

Contact

Professional Development

Bookmarks