Specifications include, but are not limited to: 3.1.1 Toolkit Requirements The Toolkit must be in an easy-to-use format that school staff can use to provide information to parents and students about available options. The Toolkit may be provided in paper, electronic or other format and must include the following: 1. A Summary Sheet o A document that separates programs that offer credit toward a diploma/equivalency and programs that lead directly to a diploma or equivalency and lists the options accordingly.; 2. Fact Sheets for School Staff o Fact Sheets shall be presented in a graphically appealing, easy-to-read, format that can be used by school staff to communication with students and parents on each of the programs listed above.; o Fact Sheets must include eligibility requirements, participation requirements, the process for application/enrollment (as applicable), anticipated outcomes such as the type of diploma/credential awarded and the impact on eligibility for other services such as special education.; 3. Student/Parent Materials o Comprehensive information on available options shall be compiled in an accessible format for students and parents. This may include, but is not limited to: decision making charts, customizable flyers or brochures.; o Templates for public service announcements, social media campaigns and materials for outreach designed to re-engage students for high school completion are highly encouraged.; 3.2.1 CTE After Dark Model Requirements: 1. Contextualized instruction to meet core academic requirements. o For example, required math would be taught in the context of welding.; 2. Essential program elements o May include foundational courses, work-based learning, pre-apprenticeship; 3. Handbook; o A step by step guide for implementation of the model including resources for funding, sample forms, curricula; o A checklist for implementation
