Sample NTDETAS

State Department of Education (DOE, BOE, ESC)
State Driver Licensing Agency (DMV, BMV, DOL)
State Department of Public Instruction/Safety (DPI, DPS, DOS)
State Office of Highway Safety (OHS)
Department of Professional Licensing and Regulation
Other
Public
Private/Commercial
Public/Private/Commercial and follow the same standards

The standard elements below were based upon the individual components comprising the NTDETAS and is intended to capture the extent to which a State’s teen driver education program(s) are in alignment with the NTDETAS.The self-assessment should be based on your agency’s oversight of driver education. For each of the following items, please indicate the extent to which your State possesses the stated component by selecting: Yes, No, or Planned. The definitions of these responses are provided below.

  • YES
    The State follows the standard element as stated.
  • No
    The State does not follow this standard element and has no plans to implement.
  • Planned
    The standard element is not currently implemented, but is currently being planned for implementation.

1.0 PROGRAM ADMINISTRATION



  Yes No Planned
1.1 Management, Leadership, and Administration
1.1.1 States shall have a single agency, or coordinated agencies, to regulate, administer and oversee all novice driver education programs.
1.1.1 a. This agency shall have authority and responsibility for the implementation, monitoring, evaluation, and enforcement of these and State standards.
1.1.1 b. This agency shall establish and maintain an advisory board of stakeholders to provide input to the State agency/agencies
1.1.1 c. This agency shall undertake all other administrative actions that make available quality driver education programs
1.1.1 d. This agency shall develop and execute communication strategies to inform parents and the public about driver education issues and driving laws.
1.1.1 e. In addition, the agency shall communicate to entities in a timely fashion about changes to laws, regulations, and procedures and other matters relevant to driver education.
What methods are used to communicate and inform providers of law, regulation and procedure changes?
1.1.2 States shall have a full-time, funded State administrator for driver education.
1.1.2 a. The administrator shall be qualified to manage and oversee all aspects of the State’s functions in driver education, and be familiar with the delivery of driver education
1.1.2 b. The administrator shall be an employee of the agency that has oversight of driver education
1.1.2 c. The administrator should meet or exceed the qualifications and training required by the State for a novice driver education instructor and/or school owner or possesses equivalent experience or qualifications.
1.1.3 States shall provide funding to the responsible agency for driver education
1.1.4 States shall ensure that all driver education providers meet applicable Federal and State laws and rules

  Yes No Planned
1.2 Application, Oversight and Recordkeeping
1.2.1 States shall have an application and review process for providers
1.2.1 a. The process shall ensure that only driver education programs that conform to applicable State and national standards are approved
1.2.1 b. The process shall ensure that driver education programs are culturally competent by reflecting multicultural education principles
1.2.1 c. The process shall administer applications for certification and recertification of driver education instructors, including owner/operators of public and private providers
1.2.1 d. The process should list on the appropriate public state website all approved driver education providers
1.2.2 States shall assess and ensure provider compliance
1.2.2 a. The state shall establish and maintain a conflict resolution system for disputes between the State agency and driver education providers
1.2.2 b. The state shall provide remediation opportunities to driver education programs when sanctions are issued
1.2.2 c. The state shall impose financial and/or administrative sanctions for non-compliance with the State requirements
1.2.2 d. The state shall deny or revoke approval of driver education programs that do not conform to applicable State and national standards
1.2.3 States shall have standardized monitoring, evaluation/auditing, and oversight procedures to ensure compliance with these and State standards
1.2.3 a. The procedures shall include a process for providers to undergo review, by the regulating State authority
1.2.3 b. The procedures shall include the right to inspect premises and training records maintained in connection with courses conducted under the program, to interview instructors and students, to inspect vehicles and to inspect classroom and/or behind-the-wheel instruction
1.2.3 c. The procedures shall include the verification that all providers continue to meet State requirements
1.2.4 States shall ensure driver education entities have an identified person to administer day-to-day operations, including responsibility for the maintenance of student records and filing of reports with the State in accordance with State regulations
1.2.5 States shall require driver education providers to maintain program and course records, as established by the State, at a minimum, consisting of
1.2.5 a. instructor information
1.2.5 b. insurance records
1.2.5 c. an individual record sheet for each student including the registration form, attendance, performance results
1.2.5 d. course completion certificates
1.2.6 States shall require providers to follow state and/or federal legal requirements for the transmission of personal and/or confidential information electronically or in hard copy format
1.2.7 States shall require that both successful and unsuccessful completion of the course and results of learners are recorded and kept in a secure file/location as required by the state regulating authority
1.2.8 States shall require providers to obtain parental/guardian authorization for minors to participate in the course; in order to verify that the learner has not secured driver education without parental consent

  Yes No Planned
1.3 Program Evaluation and Data Collection
1.3.1 States shall require driver education providers to collect and report student identification, performance and other data to the designated State agency so that evaluations of the State’s driver education program can be completed and made available to the public
1.3.2 States shall ensure that student information submitted to the agency or used by the agency remains confidential, as required by applicable State and Federal regulations
1.3.3 States shall develop a comprehensive evaluation program to measure progress toward the established goals and objectives of the driver education program and optimize the allocation of resources
1.3.4 States shall track data and utilize the data for the improvement of their driver education program
1.3.5 States shall require the responsible agency for driver education to maintain data elements (e.g. driver license number) on students that can be linked to driver record data

  Yes No Planned
1.4 Communication Program
1.4.1 States shall develop and implement communication strategies directed at supporting policy and program elements. The State Highway Safety Office, in collaboration and cooperation with driver education and training, driver licensing, and highway safety partners, should consider a statewide communications plan and campaign that:
1.4.1 a. Informs the public and parents/guardians about State GDL laws including, but not limited to: the role of supervised driving, underage drinking, and zero tolerance laws
1.4.1 b. Identifies the at-risk target population
1.4.1 c. Provides materials that are culturally competent and reflect multicultural education principles
1.4.1 d. Informs the public on the role of parental monitoring/involvement
1.4.1 e. Informs the public about State guidelines and regulation of driver education

2.0 EDUCATION/TRAINING



  Yes No Planned
2.1 Driver Education Curricula
2.1.1 States shall have driver education that meets or exceeds current nationally recognized content standards such as ADTSEA and DSAA – Attachments A and B. States retains authority in determining what curricula meet its State standards.
Do you meet:
Attachment A - ADTSEA Content Standards
Attachment B - DSAA Content Standards
2.1.2 States shall require driver education providers to use formalized written curricula
2.1.2 a. The curricula shall include written lesson plans for classroom, behind-the-wheel, observation time, simulation and driving ranges that include goals, objectives and outcomes for learning
2.1.2 b. The curricula shall use a variety of multimedia in various combinations to deliver the curriculum. These may include, but are not limited to, videos, written materials, activities, testing, animation, interactive media, or simulations
2.1.2 c. The curricula shall use active learning and incorporate higher-order/critical thinking skills
2.1.2 d. The curricula shall encourage learners to reflect upon what they have learned as a means to improve retention of concepts
2.1.2 e. The curricula shall be culturally competent/responsive and accommodate the multicultural educational needs of learners
2.1.3 States shall require core driver instructional hours that focus on the driving task and safe driving practices sufficient to meet the criteria established by the end-of-course examination
2.1.3 a. States shall require increased minimum instruction hours consisting of:
(Indicate hours currently required in each of the boxes below.)
45 hours of classroom/ theory
10 hours of behind-the-wheel
10 hours of additional flexible, verifiable instruction, consisting of any of the following, as defined in these standards:
Observation
Additional Behind-the-wheel
Range
Simulation
Additional Classroom (face-to-face or online)
Computer-based independent student learning
2.1.3 b. States shall require instructional hours to be delivered across multiple learning stages (e.g. Segment I and Segment II as defined in NHTSA’s GDL Model)
2.1.4 States shall ensure that the instruction of novice drivers is completed using concurrent and integrated classroom and behind-the-wheel time where the bulk of the classroom instruction occurs close in time to the in-vehicle instruction to ensure the maximum transfer of skills
2.1.4 a. States should establish requirements for driver education which, requires full attendance and successful completion of classroom and behind-the-wheel
2.1.4 b. States should establish requirements for driver education which, ensures classroom instruction is spread out over a period of time (distributive learning) and is not completed in fewer than 30 days
2.1.4 c. States should establish requirements for driver education which, consists of classroom instruction periods that should not exceed 120 minutes per day
2.1.4 d. States should establish requirements for driver education which, consists of behind-the-wheel instruction that:
• Has no more than 3 students in the vehicle
• Ensures that each student drives no more than 90 minutes per day
• Is integrated with laboratory driving simulation and/or driving range instruction, if applicable
• May be in addition to classroom instruction provided per day
2.1.5 States shall require each student to receive or obtain an approved driver education textbook or educational materials of equal scope (hardcopy or electronic)
2.1.6 States shall require successful completion of an approved end-of-course knowledge and skill assessment examination based on the stated goals and objectives to graduate from the driver education program
2.1.7 States shall require a course provider to conduct valid post-course evaluations of driver education programs to be completed by the students and/or parent for the purpose of improving the effectiveness of the program

  Yes No Planned
2.2 Student Evaluation
2.2.1 States shall ensure that providers and instructors deliver timely and ongoing feedback to students on their progress made in classroom, behind-the-wheel, and any other laboratory phases including remedial instruction during the driver education course.
2.2.1 a. The evaluation and assessment of each student shall be consistent with the concepts, lessons, and course objectives. The methods for evaluation are clearly stated in the course
2.2.1 b. The evaluation and assessment of each student shall be conducted on an ongoing and varied basis following the teaching of major concepts and at the end of the unit or driving session
2.2.1 c. The evaluation and assessment of each student shall be constructive, informative, and frequently provided
2.2.1 d. The evaluation and assessment of each student shall be graded and tracked by the program and/or the instructor
2.2.2 States shall require on-going classroom, and behind-the-wheel evaluations, at a minimum,through
2.2.2 a. Evaluation of homework assignments
2.2.2 b. Worksheets
2.2.2 c. Reports
2.2.2 d. Verbal feedback
2.2.2 e. Role-playing activities or demonstrations
2.2.2 f. End-of-unit tests

  Yes No Planned
2.3 Delivery Methods
2.3.1 States shall limit the number of students per class based on State student/teacher ratios for the classroom phase of driver education
2.3.2 States shall require providers to make available seating and writing space for each student
2.3.3 States shall stipulate that an instructor can only teach one classroom at a time
2.3.4 States shall require training vehicles for driver education behind-the-wheel and driving range instruction that meets State standards for the safety of students and instructors
2.3.4 a. Shall be in safe mechanical condition and equipped with:
• Dual-control brakes
• Instructor eye-check and rear-view mirrors
• Signage visible from all sides of the vehicle, to provide a means for other roadway users to understand that instruction is taking place and provides a possible warning of unexpected maneuvers by the driver
• Meets all Federal Motor Vehicle Safety Standards (FMVSS) applicable to the vehicles used; and in accordance with the requirements of the State
2.3.4 b. Shall not allow the driver education vehicle to be operated by a student without instructor supervision
2.3.4 c. Should be inspected at least annually by a state-approved inspection facility or qualified mechanic and meet all other State vehicle requirements
2.3.4 d. Should require all providers to keep a log on each training vehicle, covering issues such as safety and maintenance
2.3.4 e. Should require additional equipment for behind-the-wheel and driving range instruction such as:
• Cell phone
• First-aid/body fluid kit
• Fire extinguisher (at least UL rated 5-B:C)
• Safety kit
• Reflective devices
• Flashlight
• Crash reporting kit
• Brake and accelerator pedal extensions, if required
• Appropriate seat cushion(s), if required
2.3.5 States shall establish, if applicable, requirements for maximum substitution hours of simulation or driving range instruction for behind-the-wheel instruction. For courses with ten (10) hours or more of behind-the-wheel instruction, no more than two (2) hours of any combination may be substituted.
States shall establish requirements:
2.3.5 a. Do you allow simulation?
Explain:
• Requires an instructor be trained in the use of simulation to teach the instruction
• Supports the classroom and behind-the-wheel content and follows an approved curriculum
2.3.5 b. Do you allow driving range instruction?
Explain:
• Requires an instructor be trained in the use of the driving range to teach the instruction
• Requires driving range instruction support the classroom and behind-the-wheel content and follow an approved curriculum
2.3.6 Do you allow computer-based independent student learning?
Explain:
2.3.6 States shall establish, if applicable, requirements for maximum substitution hours of computer-based independent student learning for classroom instruction. For courses with forty-five (45) hours or more of classroom instruction, no more than ten (10) hours may be substituted.
States shall establish requirements that:
2.3.6 a. Requires an instructor be trained in the proper use of driver education computer-based independent student learning systems or is assisted by a person trained in the use of computers and computer programs
2.3.6 b. Stipulates computer-based independent student learning:
• Be approved by the state, proceed from simple to complex and supports the goals and objectives of the driver education program
• Not be counted towards behind-the-wheel driver education
• Be user-friendly and accessible to all students
• Includes consequences for making incorrect skill, knowledge or attitudinal decisions or actions.
• Provides remedial practice
2.3.6 c. Ensures computer-based independent student learning is classified as classroom instruction and should not exceed the 120 minute per day maximum

  Yes No Planned
2.4 Online Delivery Methods
Do you have online standards?
Do you allow online driver education?
Explain:
2.4.1 States shall establish requirements for the instructional design of online delivery of driver education, if permitted, that establishes how to organize, standardize, communicate and examine the instructional content/curriculum
2.4.1 a. An online course syllabus is provided that clearly states the learning objectives, expectations of learners, grading policy, privacy and legal policies, and also includes contact information for the online course provider, online instructor, and technical troubleshooting
• Contact information includes hours of availability and expected response time
• Contact information for online instructors and the online instructor’s hours of availability are clearly posted on the course website
2.4.1 b. Course timeline, important dates, and deadlines are clearly described in the syllabus and on the website
2.4.1 c. The syllabus and curriculum both outline any required parent participation and monitoring
2.4.1 d. For parent-taught driver education, the course curriculum has a specific component requiring regular parent participation, in addition to conducting the behind-the-wheel portion of the course
2.4.1 e. The course is organized into units and lessons, each of which follows a knowledge map and, where appropriate, builds upon previous units and/or concepts
2.4.1 f. The curriculum must be up-to-date, accurate, and meet state-established driver education content standards
2.4.1 g. The curriculum uses active learning and incorporates higher-order/critical thinking skills
2.4.1 h. The instructional design encourages learners to reflect upon what they have learned as a means to improve retention of concepts
2.4.1 i. The curriculum is culturally competent and accommodates the multicultural educational needs of learners
2.4.1 j. Content uses appropriate readability levels and language use for learners
2.4.1 k. All content or learning materials respect copyright laws
2.4.1 l. There is no commercial marketing or advertising within the actual course content and lessons other than the course provider’s labeling/ branding
2.4.1 m. A glossary of driver education and any other relevant terms is provided on the site
2.4.1 n. Resources and materials that are supplemental to the course are clearly indicated as such and are supplied through links, downloadable documents, software, an online resource center, or other means that are easily accessible to the learner
2.4.1 o. Courses are facilitated by state-approved online instructors who meet section 3.0 of the Standards as well as the re-certification/re-approval process as outlined in Standard 3.5 in the Standards
2.4.1 p. Online instructors facilitate the course using one of two models
• Instructor-led: the online instructor leads the course through face-to-face or synchronous methods, interacts with learners regularly, actively monitors learner progress, and reviews assignments or tests as necessary
• Instructor-monitored/supported: an online instructor monitors the online course, monitors each learner’s progress, reviews and assesses learner submissions as required, and answers questions or concerns in a reasonable and timely manner
2.4.1 q. Online instructors who facilitate and personnel who manage the online driver education system are trained in the effective use of online-based driver education learning systems and methodologies by means of state-approved training
2.4.2 States shall establish requirements for the structural design of online delivery of driver education, if permitted, that describes how the course will be implemented in order to meet the learning and course requirements
2.4.2 a. The online course uses a variety of multimedia in various combinations to deliver the curriculum. These may include but not limited to videos, written materials, activities, testing, animation, interactive media, and simulations
2.4.2 b. The course structure employs one of three models:
• Hybrid/blended: the course delivery combines online (virtual) and classroom (face-to-face) instruction and meets the relevant delivery standards for both online and classroom settings. The overall course is instructor-led.
• Fully online, instructor-led: the course is delivered online and the majority of learning is synchronous.
• Fully online, instructor-monitored/supported: the course is delivered online and involves asynchronous or synchronous interaction.
2.4.2 c. In online instructor-led synchronous courses, state standards should inform the maximum number of classes per day and learners per session enrolled in a course at any given time. If the state does not have standards the maximum number of classes per day should not exceed five classes per day and 30 learners per course
2.4.2 d. The structure of the course should facilitate learner-learner interaction, which allows learners to benefit from the questions and experiences of others, through either
• Synchronous mode(s) (e.g., webcam, Skype, video conference, phone conversations)
• Asynchronous mode(s) (e.g., blogs, emails, forums, message boards, podcasts, etc.)
2.4.2 e. The curriculum is designed to provide at least the minimum number of hours of instruction as prescribed in the Standards section 2.1.3 and is of sufficient rigor, depth, and breadth to meet the learning outcomes
• This is exclusive of supplemental material or learner time spent online (i.e., time is measured by the length of time it takes to teach an instructional component, not including extra information, or how long it takes learners to complete the component)
2.4.2 f. Online instruction does not exceed time limits as set out by section 2.1.4 of the Standards. The entire online course adheres to the concept of distributive learning, and is completed according to the time requirements set in section 2.1.3
2.4.2 g. The online course presents information in various formats, providing supplemental material and resources, and demonstrating instructor capacity to adapt instruction to learner needs
2.4.2 h. Online providers encourage learners to begin behind-the-wheel training, according to State licensing, after beginning the online course or as soon as possible after completing the online course
2.4.3 States shall establish requirements for the evaluation/testing/assessment of online delivery of driver education, if permitted, that refers to how and what type of evaluation will be carried out for learners, the course, and online instructors
2.4.3 a. Evaluations and assessments of learners are consistent with the concepts, lessons, and course objectives. The methods for evaluation are clearly stated in the course
2.4.3 b. Evaluation and assessment are conducted in a variety of formats (such as quizzes, electronically submitted assignments, questions regarding video segments, responses in blog/online discussions, random questions, or other means)
2.4.3 c. The course contains a pool of quiz and test questions that are randomly selected and distributed across learners and across individual lessons, in order to prevent learners from copying and/or sharing test information
2.4.3 d. Evaluation of learners is conducted on an ongoing and varied basis
• It may occur following the teaching of major concepts
• It shall occur at the end of the unit
2.4.3 e. Feedback on evaluations or assessments is constructive, informative, and frequently provided
2.4.3 f. Course quizzes, activities, and any other assessment techniques are graded and tracked by the program and/or the online instructor
2.4.3 g. Learners are able to see their grades as they progress through the course
2.4.3 h. Where applicable, learner progress and performance are communicated to parents/guardians (e.g., for minors)
2.4.3 i. For the final test, the identity of each learner should be verified as required by the state
2.4.3 j. The online course provider frequently and in various ways assesses the delivery of the course and the curriculum, such as, learners are given the opportunity to provide feedback on the course
2.4.4 States shall establish requirements for the technological design and capabilities of online delivery of driver education, if permitted, that refers to minimum technological tools and/or capabilities required by online driving educators in order to be able to provide online education and requirements needed by learners to take online driver education
2.4.4 a. The technological requirements such as hardware, web browser, software, internet connection speed, and other required components to take the course are clearly described on the website, prior to the opportunity to purchase the course
2.4.4 b. The web pages and components are clearly organized. A site map, contact page, and orientation section that explain how to use the course are provided
• Contact information for technical support is provided and technical support hours of availability are clearly posted on the website
2.4.4 c. The course and the website are user-friendly, easy to navigate, and accessible to learners
2.4.4 d. Courses must require learners to complete all required elements prior to completing the course
2.4.4 e. Learner time in the course is tracked by learner activity and work successfully completed on the course and not just the amount of time the learner is “logged in”. Computer system support, downloading videos, and other non-course related support do not count toward learner time
2.4.4 f. Learners are required to use a username and password to enroll in and to access the course at all times
2.4.4 g. Learners are logged out of the course after a specified amount of inactivity established by the State or the online provider. The learner is required to login again to resume the course
2.4.4 h. The identity of each learner is verified on a random basis throughout the course to ensure the learner who is signed in is the individual completing the course (e.g. the learner is prompted with security questions upon login and at random during the course.)
2.4.4 i. When learners log back into the course, they are able to resume from their last verified activity
2.4.5 State shall establish legal requirements for the delivery of online driver education, if permitted, to ensure that online providers protect learner privacy, verify learner participation and test taking and comply with state/federal requirements for driver education and certification
2.4.5 a. The course and the online provider shall be authorized by the state-regulating authority to operate within the state and to provide online driver education instruction for the purpose of meeting state certification requirements
• If the state requires online providers to re-apply for approval to operate, the online provider shall meet the State requirements
2.4.5 b. In states which regulate online driver education providers, the state authorization to operate and the agency issuing the authorization to operate are clearly communicated on the online provider website. Online providers clearly indicate on their website if they are currently approved by the state regulatory agency
2.4.5 c. The state should list on the appropriate public state website all approved providers, as well as those online providers who previously held state approval but who are no longer approved
2.4.5 d. The online provider’s website describes how the course meets state and/or federal accessibility standards (e.g., conforms to US Sections 504 and 508 of the Rehabilitation Act in connection to information technology) to ensure equal access to all users
• The online provider’s website provides alternative options for users with special needs to access web content
2.4.5 e. Learner information is kept confidential, protected, and securely stored in all electronic or non-electronic formats. The online provider meets all privacy and confidentiality requirements as set out by state laws, by the Family Educational Rights and Privacy Act (FERPA), and by any other federal laws
2.4.5 f. Online providers follow state and/or federal legal requirements for the transmission of personal and/or confidential information electronically or in hard copy format
2.4.5 g. The online provider’s privacy policy is clearly stated on the website
2.4.5 h. Those individuals who have access to personal identification information (PII) within learner files meet state and/or federal legal requirements for working with youth (e.g. background checks or fingerprinting)
2.4.5 i. Online instructors meet professional and legal requirements as set in Section 3.0 of the Standards and/or by the State
2.4.5 j. Identification of learners is verified by random checks and as specified by the state throughout the online course and for the final test
2.4.5 k. Successful or unsuccessful completion of the course and results of learners are recorded and kept in a secure file/location as required by the state regulating authority
2.4.5 l. Results of performance are reported to learners immediately and, if the course is passed successfully, the certificate of completion is issued as specified by the state
2.4.5 m. Course completion certificates are issued in a secure manner to the learner and/or the appropriate state authority
2.4.5 n. All technological hardware and software meets state and/or federal requirements concerning the use of technology for professional or instructional purposes
2.4.5 o. For minors, parental/guardian authorization to participate in the course is required in order to verify that the learner has not enrolled in driver education without parental consent

3.0 Instructor Qualifications



  Yes No Planned
3.1 Prerequisites
3.1.1 States shall require the following prerequisites for instructor candidates receiving training. As recognized or determined by the State, each instructor candidate shall:
3.1.1 a. Possess a valid driver's license (held for at least 5 consecutive years).
3.1.1 b. Have an acceptable driving record.
3.1.1 c. Pass Federal and State criminal background checks.
3.1.1 d. Meet health or physical requirements.
3.1.1 e. Achieve the minimum academic education requirement (high school graduate).
3.1.1 f. Meet the minimum age requirement-(at least 21 years of age).
3.1.2 States shall require instructor candidates to pass entry-level assessments to demonstrate their knowledge, skills, and attitudes for the safe operation of a motor vehicle to gain entry into the driver education instructor preparation program.
3.1.2 a. Instructor candidates must pass a basic driver knowledge test including State specific traffic laws
3.1.2 b. Instructor candidates must pass a basic driving skills assessment
3.1.3 States should require programs to pre-screen an individual to determine if they are an acceptable candidate to enter the instructor preparation program

  Yes No Planned
3.2 Training
3.2.1 States shall require instructor candidates to successfully complete a course detailing classroom content, BTW lessons and State specific information from State approved driver education curricula. The instructor candidate shall demonstrate their knowledge of State approved driver education curricula by achieving/ mastering the competencies. The instructor candidate must:
3.2.1 a. Demonstrate comprehension of the foundations of novice driver education by:
i. applying and/or verbalizing risk management skills to the task of driving either as a driver or passenger;
ii. identifying and demonstrating safe driving techniques; and
iii. demonstrating how to drive in a highly social, strategic, and cooperative manner (environmentally friendly).
3.2.1 b. Demonstrate knowledge of the driver education curriculum content, including:
i. State specific rules (i.e., GDL requirements);
ii. rules of the road (State’s Highway Traffic/ Vehicle Code);
iii. safe driving techniques;
iv. risk management/ risk avoidance practices and procedures; and
v. decision making skills.
3.2.1 c. Recognize and explain the general nature of the foundations of novice driver education within the highway transportation system and the consequences of system failures.
3.2.1 d. Explain and apply the principles of perception to risk management when operating a motor vehicle.
3.2.1 e. Explain and apply the techniques for managing risk when operating a motor vehicle over pre-selected on and off-street activities.
3.2.1 f. Recognize and identify physical, social, and psychological influences that can affect motor vehicle operator performance.
3.2.1 g. Identify current and emerging vehicle technologies (i.e. forward collision warning, electronic stability control, warning mirrors and cameras, etc.).
3.2.1 h. Demonstrate concepts and generalizations that enable one to make objective decisions regarding the:
i. choice to drive unimpaired;
ii. use of occupant restraints and protective devices;
iii. benefits of effective speed management;
iv. strategies to drive without distraction, fatigue, drowsy driving, and road rage;
v. environmental factors that influence the decision-making process;
vi. use of visual skills to obtain appropriate information to make reduced-risk decisions in low, moderate, and high risk driving environments;
vii. management of time, space, and visibility when operating a motor vehicle;
viii. interaction with other roadway users in a positive manner;
ix. expectations of the motor vehicle operator from the other roadway user’s point of view;
x. use of balanced vehicle movement.
3.2.1 i. Identify and support additonal skills practice with parents/ guardians/ mentors.
3.2.1 j. Identify laws, rules, and regulations that govern the smooth movement of traffic.
3.2.1 k. Identify and support rules and regulations governing a State’s GDL program and licensing tests.
3.2.1 l. Demonstrate comprehension of administrative rules, including:
i. school, instructor, and student in-vehicle responsibilities;
ii. dual controls and restraint systems use;
iii. optional in-vehicle instructional equipment use;
iv. appropriate use of driver education textbooks;
v. assessment requirements;
vi. record keeping protocol;
vii. when to offer the program and minimum number of required periods;
viii. computer program(s) use;
ix. requirements for size of classes and facilities.
3.2.2 States shall require instructor candidates to successfully complete a course in teaching and learning theories (e.g., The Teaching Task). See Attachment D for the Model Training Materials as an example of the teaching task. The instructor candidate shall demonstrate the appropriate use of the performance standards that make up the teaching and learning theories. Utilizing a course of instruction designed for teaching and learning theories (e.g., The Teaching Task) the instructor candidate should:
3.2.2 a. Describe the history of driver education.
3.2.2 b. Describe and demonstrate the fundamental concepts of learning.
3.2.2 c. Describe and demonstrate the fundamental concepts of teaching.
3.2.2 d. Demonstrate how to use lesson plans and curricula.
3.2.2 e. Demonstrate how to use effective questioning techniques.
3.2.2 f. Describe and demonstrate professional responsibilities and accountability of the driver education instructor.
3.2.2 g. Describe and abide by sexual harassment policies.
3.2.2 h. Describe the importance of liability protection
3.2.2 i. Describe and demonstrate the process for preparing to teach.
3.2.2 j. Describe and demonstrate techniques for classroom management.
3.2.2 k. Describe and demonstrate techniques for student assessment and evaluation.
3.2.2 l. Describe the process for coordination between classroom and behind-the-wheel instruction.
3.2.2 m. Describe how to and the need for additional training to conduct online and virtual classroom driver education.
3.2.2 n. Describe how to and the need for additional training to address special needs driver education students.
3.2.2 o. Describe and demonstrate how to use lesson plans for in-vehicle instruction.
3.2.2 p. Describe and demonstrate how to manage the mobile classroom.
3.2.2 q. Describe and demonstrate in-vehicle teaching techniques including coaching and correction.
3.2.2 r. Describe and demonstrate how to evaluate and provide feedback to the student driver and observers.
3.2.2 s. Describe and demonstrate techniques for teaching:
i. visual systems and vision control
ii. hazard perception and decision making
iii. speed and space management
iv. steering control and vehicle balance
v. time management
vi. communication
vii. driver responsibility
3.2.2 t. Describe and demonstrate how to manage and take control of the vehicle during in vehicle instruction.
3.2.2 u. Describe what to do in an emergency or collision.
3.2.2 v. Describe the role and use of on-board technologies for in-vehicle instruction.
3.2.2 w. Describe how to and the need for additional training to conduct simulation and driving range instruction.
3.2.2 x. Demonstrate the skills necessary to develop partnerships and communicate with parents/mentors/guardians and state officials.
3.2.2 y. Identify how to locate and describe jurisdictional laws, rules, policies and procedures related to vehicle operation and driver education.
3.2.3 States shall require instructor candidates to successfully deliver a series of practice teaching assignments during the instructor training course, including both classroom and BTW lessons. The instructor candidate must demonstrate:
3.2.3 a. How to utilize and adapt classroom lesson plans and deliver classroom presentations.
3.2.3 b. How to utilize and adapt lesson plans to deliver behind-the-wheel lessons, utilizing coaching techniques for in-vehicle instruction, and
i. demonstrate how to utilize standards of driver performance,
ii. demonstrate a variety coaching techniques for in-vehicle instruction, and deliver BTW lessons.
3.2.3 c. How to influence learning and habit development.
3.2.3 d. How to assess student performance.
3.2.3 e. How to assist the learner to apply concepts from classroom and BTW instruction.
3.2.3 f. Knowledge of risk management principles in all driving situations.
3.2.3 g. Risk assessment procedures and provide timely intervention for in-vehicle instruction.
3.2.3 h. How to conduct computer assisted, online, simulation based and range exercise instruction (if applicable)
3.2.3 i. How to assess the course.
3.2.3 j. How to schedule and grade.

  Yes No Planned
3.3 Student Teaching/Practicum
3.3.1 States shall require instructor candidates to teach with an experienced mentor or complete a student teaching practicum, to deliver course content (both classroom and BTW) during a regularly scheduled driver education course to novice students while being supervised and evaluated

  Yes No Planned
3.4 Exit Assessment
3.4.1 States shall require the driver education instructor candidate to pass exit assessments, beyond the state driver licensing test, to demonstrate their knowledge, skills and attitudes for the operation of a motor vehicle to successfully complete the driver education instructor preparation program.
3.4.1 a. Must pass an advanced exit level, driver knowledge test
3.4.1 b. Must pass an advanced exit level, instructor knowledge test
3.4.1 c. Must pass an advanced exit level, in-vehicle teaching skills assessment

  Yes No Planned
3.5 Ongoing Training and Recertification
3.5.1 States shall require instructors to receive regular continuing education and professional development, as approved by the State
3.5.2 States shall require a regular driving record review for instructors
3.5.3 States shall require instructors to pass periodic Federal and State criminal background checks
3.5.4 State should require instructor candidates to successfully complete other pre or post courses/requirements as prescribed by the State, such as a course in first aid/CPR and automated external defibrillators (AED)

  Yes No Planned
3.6 Instructor Training
3.6.1 Do you meet the specifications in Attachment C Five Stages for Instructor Training?
Explain:
3.6.2 Do you use the ANSTSE model instructor training curriculum for the teaching task?
Explain:
3.6.3 How many hours do you require for instructor training?

4.0 Coordination with Driver Licensing



  Yes No Planned
4.1 Communication Between the State Driver Education Agency/Agencies and the Driver Licensing Authority
4.1.1 States shall have a formal system for communication and collaboration between the State driver education agency/agencies and the State driver licensing authority. This system must share information between these agencies

  Yes No Planned
4.2 GDL System
4.2.1 States shall adopt a comprehensive three-stage Graduated Driver Licensing (GDL) system that contains the recommended GDL components and restrictions as featured in the National Highway Traffic Safety Administration (NHTSA) GDL Model. See Attachment F.
What are the components of your GDL program?
4.2.2 States shall have a GDL system that includes, incorporates, or integrates multi-stage driver education that meets these Novice Teen Driver Education and Training Administrative Standards
4.2.3 States should not reduce the time requirements in the GDL process for successful completion of driver education. Instead, States should consider extending the GDL process for those who do not take driver education

  Yes No Planned
4.3 Coordination and Education of Courts and Law Enforcement
4.3.1 States shall provide information and education on novice driving requirements and restrictions to judges, prosecutors, courts, and law enforcement officials charged with adjudicating or enforcing GDL laws
4.3.2 States shall ensure that sanctions for noncompliance with GDL requirements by novice drivers are developed and enforced uniformly
4.3.3 States should evaluate enforcement efforts to determine effectiveness

  Yes No Planned
4.4 Knowledge and Skills Tests
4.4.1 States shall ensure that State licensing knowledge and skills tests are empirically based and reflect the national standards
4.4.2 States shall develop and implement a valid and reliable driver’s license knowledge and skills test, such as the AAMVA NMDTS, which assesses the novice driver’s understanding of laws and principles of driving and that assesses their ability to operate a motor vehicle

5.0 Parent/Guardian Involvement



  Yes No Planned
5.1 Supervised Driving Practice
5.1.1 States shall require the parent/ guardian of a novice driver to follow the requirements of the GDL program, including:
• supervising an extended learner permit period of at least six (6) months;
• providing weekly supervised practice driving in a wide variety of increasingly
• challenging driving situations;
• conducting a minimum of fifty (50) hours of supervised practice driving.
What is the time period of your State’s supervised extended learner permit?
How many hours of supervised practice driving does your State require?
5.1.2 States shall require the parent of a novice driver to supervise an extended intermediate license period that temporarily restricts driving unsupervised with teen passengers, during nighttime hours and other restrictions until the State’s GDL requirements have been met and the parent determines the teen is ready to drive unsupervised in these high risk conditions

  Yes No Planned
5.2 Parent Seminar
5.2.1 States shall require the parent of a teen driver to complete a parent seminar prior to or at the start of the course
5.2.2 States should ensure that the parent seminar outlines the parent’s responsibility and opportunities to reduce his or her teen’ s risk, and should include, but not be limited to
5.2.2 a. Modeling safe driving behavior
5.2.2 b. Determining the readiness of the teen to begin the learning process
5.2.2 c. Managing the novice driver’s overall learning-to-drive experience
5.2.2 d. Conducting effective supervised practice driving
5.2.2 e. Determining the teen’s readiness to advance to the next licensing stage and assume broader driving privileges
5.2.2 f. Negotiating and adopting a written agreement between the teen and parent that reflects the expectations of both teen and parent and clearly defines the restrictions, privileges, rules, and consequences that will serve as the basis for the teen to learn and for the parent to grant progressively broader driving privileges

  Yes No Planned
5.3 Parent Progress Reports
5.3.1 States shall require the driver education provider to ensure parents are informed about their teen’s progress throughout the driver education course, and receive a post-course final assessment report that informs them of the progress and proficiency of their teen driver

  Yes No Planned
5.4 Parent Resources
5.4.1 States shall provide parents with resources to supervise their teen’s learning-to-drive experience. The resources should include but are not limited to:
5.4.1 a. Rules, regulations and expectations of the State GDL and Driver Education requirements
5.4.1 b. A list of State approved driver education schools
5.4.1 c. Access to a “Parent-Teen Driving Agreement”
5.4.1 d. Access to a tool for logging the required hours of supervised practice