3. Education

3 A The program offers an education program that strengthens basic skills (reading, writing, math, and computer) and leads to a GED, a high school diploma, college, or advanced technical training. In combination with vocational education, leadership development, life-skills training, and counseling, this education program takes between 50 and 60 percent of the program's time, usually, but not necessarily, in the pattern of alternating one week on the construction site and one week in the classroom.
3 B The minimum teacher-to-student ratio is 1 to 28 students (note that this assumes 14 students on the construction site, and 14 students in the classroom at any given time). Different ratios will be appropriate for different students at various levels. Tutoring and teachers' assistants are available to supplement classroom instruction.
3 C Programs that enroll students under 18 create developmentally appropriate structures and supports to enable them to succeed in the program. Useful skill-building strategies for this age group include refresher reading, writing, and math courses, and learning-to-learn skills. Older youth who need these supports are able to access them as well.

3 D Emphasis is placed on direct instruction that enhances postsecondary and career-preparation skills. Students are exposed to and learn to analyze and synthesize information from a wide range of authors, thinkers, and bodies of knowledge in different disciplines.
3 E Instruction is learner-centered and project-based and uses methods such as collaborative learning and peer-to-peer teaching to address specific student needs, learning styles, strengths, and interests.
3 F The curriculum includes life-skills training that addresses the issues that would prevent students from succeeding if the issues are not handled. These issues are determined locally, but usually include substance abuse, legal problems, AIDS, racism, sexual harassment, intimate relationships, violence, loss of family members, homelessness, gangs, and caring for children and parents. Learning blocks such as lack of concentration and fear of failure might also be included.
3 G The curriculum includes leadership skills, concepts, and attitudes; and links to community service.

3 H The curriculum includes leadership skills, concepts, and attitudes; and links to community service.
3 I The program's initial assessment is used to shape individualized learning plans for all students. The plans address each student's college and career readiness and broader postsecondary and career goals. Good plans are updated every quarter; include active input from the student, advisors, and teachers; and form the basis for instructional decisions made throughout the year.
3 J The program's initial assessment is used to shape individualized learning plans for all students. The plans address each student's college and career readiness and broader postsecondary and career goals. Good plans are updated every quarter; include active input from the student, advisors, and teachers; and form the basis for instructional decisions made throughout the year.
3 K Students are trained on an array of appropriate assessment requirements and standardized tests to prepare them for state exit exams and college and career placement tests such as Accuplacer, SAT, and ACT.

3 L YouthBuild programs establish specific targeted instruction in computer literacy. For example, students learn the current computer applications and how to type, use the Web appropriately, conduct research, access college and career resources, build their résumés, submit school work online, and use e-mail accounts responsibly and effectively.
3 M The program ensures that every student has adequate access to a computer and works toward fully integrating technology into every aspect of a student's education. All faculty and staff are encouraged to become computer literate and use technology in their daily work- for curriculum development, for teaching and learning, and for assessing student progress.

3 N Teachers ensure that students master the material being studied.
3 O The entire program focuses on achievement and continuous improvement.
3 P All teachers are qualified to teach their subject. Supplemental teaching staff, including tutors, are also well qualified.
3 Q Teachers have regular time built into their schedule for designing cross-discipline curriculum development, lesson planning, assessment of individual student progress and challenges, and aligning classroom and work-site-based expectations. Planning time includes individual and group meetings as part of the regular salaried work week.
3 R The program seeks to constantly improve its instructional program through vigilant oversight and leveraging external and internal resources and expertise. Where possible, an instructional leader keeps up with and uses best teaching and curriculum practices to coach, supervise, and evaluate staff members involved in instruction.
3 S Teacher incentives and tenure are linked appropriately to student performance and outcomes as well as students' evaluation of teacher performance.

3 T Program staff follow up with all completers and all enrollees who do not complete and who did not attain their GED or high school diploma during the full-time program until they do achieve it.
3 U The assessment system has a portfolio and demonstration component. The portfolio is a compilation of student work that demonstrates progress over time, accomplishment of state and local standards, reflections on learning, and college and career skill preparation. It also provides students with a forum to demonstrate mastery.
3 V Schools apply for technology-related funding such as e-rate funding, Beaumont Foundation, and Tech Soup grants to enhance their educational-technology resources and capacity so that all teachers and students have consistent access to effective and well-maintained print, visual, and audio tools including computers, calculators, LCD projectors, video, communication systems, and the Internet.
3 W Programs use YouthBuild USA's Blueprint for Democracy, or a comparable curriculum, to focus on civic engagement.

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