Understanding the National Standards

Understanding the National Standards
2017 Association of National Stakeholders in Traffic Safety Education (ANSTSE) Understanding the National Standards Thank you for the opportunity to be with you today. This presentation will focus on the very important topic of novice teen driver education and will provide an overview of the Novice Teen Driver Education and Training Administrative Standards (NTDETAS) and how they can assist in reducing teen crashes and fatalities.

Presentation Topics Understanding the National Standards
The Stakeholder Association - ANSTSE NHTSA’s Role The Novice Teen Driver Education and Training Administrative Standards Instructor Training Assessment Implementation Technical Assistance Resources The following topics will be discussed during this presentation.

PART 1

The Novice Teen Driver Education and Training Administrative Standards (NTDETAS) Minimum benchmark standard for “novice teen driver education programs”. Serve to guide all programs striving to provide quality, consistent driver education and training. Assists in meeting NHTSA’s Uniform Guidelines for State Highway Safety Programs Guideline No. 4. Driver Education

Traditional driver education programs, developed in the 1930’s are dated and need revisited. Safety experts have questioned 30 hours of classroom, 6 hours of BTW and 6 hours of observation The content and methods of delivery have also been questioned.

Driver Education Studies Recent studies in Manitoba, Oregon and Nebraska have shown promising results for those teens that have completed driver education. Fewer citations and crashes than those teens who do not take driver education.

Past Vs Future Studies Past studies have evaluated what driver education HAS BEEN for over five decades. Need to evaluate what driver education CAN BE – that meets the national standards. Even more promise for what driver education CAN BE – What is BEST for Students…

Specific, strong, and measurable driver education standards are a tool to ensure students receive the level of information and experience necessary to properly prepare them for real world driving situations.

Allows programs greater flexibility in course development and delivery and facilitates growth and improvement in their education system. Establishing the baseline allows organizations to tailor their program to excel in producing safer novice drivers.

The NTDETAS are voluntary and consensus based standards that are available for use by any person or organization, private or government. They may become mandatory as a result of its use, reference or adoption by a regulatory authority (e.g., a State).

It is understood that programs cannot implement all of the standards at once. Encouraged to develop a plan to implement the NTDETAS standards incrementally. Identify quick opportunities for success. Identify opportunities for significant enhancements that benefit teen drivers. Seek ANSTSE Technical Assistance.

Who do the National Standards benefit? State Driver Education Programs Public Driver Education Providers Private / Commercial Driver Education Providers Instructors / Teachers Parents / Guardians Teens Public The NTDETAS provides benefits to all that are invovled and impacted by the quality of driver education. State Driver Education Programs Public Driver Education Providers Private / Commercial Providers Instructors / Teachers Parents / Guardians Teens Public

Novice Teen Driver Education and Training Administrative Standards
Published in 2009. 2010 The Association of National Stakeholder in Traffic Safety Education (ANSTSE) was established in to maintain and enhance the Standards. Assist in making improvements in driver education programs nationally.

Revised and published in February 2017 Ultimate Goal: Ensure that driver education and training is: High quality Consistent Administering education standards and policies are a State’s right To serve as an anchor for State policies on driver education and training States are encouraged to adopt and implement the standards contained in the NTDETAS to assist in their efforts to reduce teen driver crashes and fatalities. The NTDETAS are recommended and intended to be accepted as the minimum standard for “novice driver education programs” within the United States. These are all minimum requirements that State’s should strive to achieve. It is understood that not all States can implement all of the standards at once, but that States should develop a plan to implement these standards incrementally.

ANSTSE Mission Formed as a result of the publishing of the Novice Teen Driver Education and Training Administrative Standards (NTDETAS) Promote adoption of the Standards Maintain and update the Standards Support, encourage and strengthen shared-decision making Identify and make recommendations

ANSTSE Members AAA AAA Foundation for Traffic Safety
The Association for Driver Rehabilitation Specialist (ADED) American Association of Motor Vehicle Administrators (AAMVA) American Driver and Traffic Safety Education Association (ADTSEA) Driver Education and Training Administrators (DETA) Driving School Association of the Americas (DSAA) Governors Highway Safety Association (GHSA) Transportation Research Board (TRB)

NHTSA’s Support for Driver Education
The NTDETAS ANSTSE Activities Strategic Plan Technical Assistance for states NHTSA State DE Assessments Visit and NHTSA has supported driver education since the development of the NTDETAS and continues to provide support and funding for driver education initiatives. These links are valuable resources for improving driver education programs.

NHTSA’s Support for Driver Education
(ANSTSE) NTDETAS Standards & Strategic Plan ANSTSE State Technical Assistance NHTSA State Assessments Information Sharing System In partnership with ANSTSE, NHTSA provides support for a variety of activities designed to enhance driver education programs.

Program Administration Education and Training (including online delivery) Instructor Qualifications (program & materials) Parental Involvement Coordination with Driver Licensing Program Administration provides standards for the administration, oversight, record keeping, program evaluation, data collection and communication of driver education. Education and Training provides standards for curricula, instructional time, student evaluation and delivery methods as well as online delivery of driver education. Instructor Qualifications provides standards for instructor training and qualifications for the training of novice drivers, including prerequisites, course content from State approved driver education curricula, the teaching task, a student teaching practicum, exit assessments and ongoing training and recertification. Two attachments are included for the stages of a driver education instructor preparation program and model training materials for teaching driver education instructors. Parental Involvement provides standards for supervised driving practice, a parent seminar, parent progress reports and parent resources. Coordination with Driver Licensing provides standards for communication between the state driver education agency and the driver license authority; the GDL system; coordination and education with courts and law enforcement; requirements for the knowledge and skills tests.

A few highlights of the revisions include: Content Standards (ADTSEA & DSAA) Delivery Standards Online Delivery Standards Instructor Training Standards The NTDETAS, revised in 2017 by ANSTSE, are a key highway safety countermeasure for states to use in improving teen driver safety. A few highlights of the revisions include: Content Standards (ADTSEA & DSAA) Delivery Standards Online Delivery Standards Instructor Training Standards

The NTDETAS are composed of both: “Normative” or mandatory (shall, bold) and “Informative” or optional components (should, not bold). To be considered in compliance with the NTDETAS, a State must meet all “Normative” components in full. should meet all “Informative” components in full. The NTDETAS are composed of both “Normative” or mandatory and “Informative” or optional components. To be considered in compliance with the NTDETAS, a State must meet all “Normative” components in full. Components of the Standards that are “Informative” and that support the larger overall Standard should be met, if possible, to fully improve the State’s overall driver education program.

Example of “shall” and “should” from the standards.

A. Content Standards Two documents: ADTSEA Curriculum Standards
DSAA Content Standards Model standards for: Curricula, and Other teaching materials. Content standards are incorporated in the NTDETAS by reference. They are comprised of two documents: the ADTSEA Curriculum Standards, and the DSAA Content Standards. The purpose of these documents is to serve as model standards to aid in the development and evaluation of driver education curricula and other teaching materials. These can be found in Attachments A and B.

B. Delivery Standards Minimum guidelines on topics including:
Concurrent and integrated instruction Classroom & BTW time periods Student-instructor ratio Requirements: Classrooms & training vehicles Use of simulation, driving range, and computer-based learning Delivery standards provide minimum guidelines for delivering driver education on a number of important topics, including: Concurrent and integrated time Classroom and BTW time period Student to instructor ratio Classroom requirements Training vehicle requirements The use of simulation, driving range and computer-based learning substitution hours for BTW Delivery standards focus exclusively on the “How” to deliver driver education instruction. They establish the process for “How” driver education is delivered in an effort to improve the overall quality of instructional delivery methods which benefit the novice learning driver. The delivery standards are contained within Section 2 of the NTDETAS.

C. Online Delivery Standards
To improve the quality of online driver education programs nationwide Online delivery standards for driver education will improve the quality of online driver education programs nationwide. Provides consistency in “how” online driver education programs are delivered. The online delivery standards are contained within Section 2 of the NTDETAS.

C. Online Delivery Standards, cont.
Includes guidelines on: Instructional design Structural design The online delivery standards provide minimum guidelines for delivering online driver education on a number of important topics, including: Instructional design – how to organize, standardize, communicate and examine the instructional content of the online course. Structural design – describes how the course will be implemented in order to meet the learning and course requirements.

C. Online Delivery Standards, cont.
Evaluation/testing/ assessment Technological design and capabilities Legal requirements The online delivery standards also address: Evaluation/testing/assessment– how and what type of evaluation will be carried out for learners, the course and online instructors. Technological design and capabilities – minimum technological tools and/or capabilities. Legal requirements – how to protect learner privacy, verify learner participation and test taking and comply with state/federal requirements for driver education and certification.

D. Instructor Qualification Standards
Proper instructor training is paramount Teaching theory and practice- the focal point Ample time for training Proper training of driver education instructors is paramount to the success of every State’s driver education program. Content relating to teaching theory and how to teach driver education must be the focal point of the driver education instructor preparation program. Ample time must be devoted and required for successful completion.

PART 2

Instructor Training Project
System to train instructors nationwide. Model instructor training materials for the Teaching Task. Recommendations for instructor certification and continuing education. The instructor training project developed by ANSTSE and a Teacher Training Working Group established a system for the training of driver education instructors nationwide. Developed model instructor training materials for the teaching task. Provides recommendations for the certification of driver education instructors.

Pilot Studies The curriculum and stages were pilot tested in three states. North Carolina Michigan Oregon To demonstrate the materials would efficiently train new driver education instructors. Instructors felt the students had significant improvements in their ability to teach classroom and BTW.

Stages for Instructor Preparation Program
Pre-Screening/ Assessments Foundations: The Driving Task The Teaching Task Student Teaching Practicum Exit Assessments

Stage I: Pre-Screening/Assessments
Conducted to determine if the instructor candidate has a minimum level of knowledge and skills to enter the instructor preparation program. Consists of an entry-driving assessment and entry-knowledge assessment.

Stage II: Foundations of Novice Driver Education: The Driving Task
The State or program shall deliver the state approved driver education curricula in a formalized foundation class. Established by the State or program. Covering the entire driver education program classroom and BTW course content with instructor candidates.

Stage III: The Teaching Task Designed to provide the necessary knowledge and skills for delivering classroom and BTW instruction. Instructor candidates must be able to effectively deliver the course content covered in Stage II The Driving Task. The state or program is encouraged to utilize the model training materials.

Stage IV: Student Teaching Practicum Student teaching or teaching with an experienced mentor. Conducting an evaluation of the instructor candidate in real-world classroom and BTW instruction.

Stage V: Exit Assessments Conducted upon successful completion of all stages to determine if the instructor candidate has the required level of knowledge and skills to teach the state approved driver education curricula. The exit assessments include in-vehicle and knowledge assessments.

Stages for Instructor Preparation Program
Each Stage is a critical component within the “System.” Altering or omitting a Stage within the “System” will drastically affect the quality of driver education instructors trained. Many of the Stages require course development by the State or program. ANSTSE has developed training resources to assist in conducting Stage III: The Teaching Task. Details on the training system can be found in the revised 2017 Novice Teen Driver Education and Training Administrative Standards (NTDETAS) Attachment C – Stages for Driver Education Instructor Preparation Program.

Estimated Instructional Time
Stage Hours Stage I: Entry Assessments Time determined by the State/Program Stage II: Foundations of Novice DE 35 hours (inclusive of 6 BTW hours) Stage III: The Teaching Task Part I Fundamental Concepts Part II Classroom T&L Theory Part III BTW T&L Theory 70 hours 14 hours (2 days) 21 hours (3 days) 35 hours (5 days) Stage IV: Student Practicum Stage V: Exit Assessments Certification Level Hours Full Certification – Both Classroom and BTW Instructor 105 hours (15 days) + entry and exit assessments and student practicum BTW Instructor Only 84 hours (12 days) + entry and exit assessments and student practicum Classroom Instructor Only 70 hours (10 days) + entry and exit assessments and student practicum

Benefits of the Model Training Curriculum
Will assist all state programs and providers to offer quality driver education instructor training. Providing commercial, public and private schools with a powerful new resource for training driver education instructors. The instructor training program creates an alternative to university-based driver education instructor training.

Stage 3: The Teaching Task
Model curriculum consists of: Part I: Fundamental Concepts of Teaching and Learning Part II: Classroom Teaching and Learning Theories Part III: BTW Teaching and Learning Theories

Parts I, II and III

Train instructors on teaching and learning theories for classroom and behind-the- wheel instructional methodology. Recommended that instructor candidates complete all 3 parts. However, instructors can be trained to conduct classroom (Parts I&II only) or BTW (Parts I&III only).

Includes Instructor’s Guide and Participant Workbook: Lesson Plans with classroom and BTW activities Slides Videos for BTW part Quizzes/Answer Sheets Knowledge Tests/Answer Sheets

Here is a close-up of the lesson plan with the instructor notes on the left side and the participant workbook on the right side.

Part III BTW Activity Purpose Objectives Activities to complete
Checklist for completion Materials needed

Instructor Candidates
Instructor candidates should have a strong understanding of: state law the driver education curriculum they will be teaching exceptional driving ability demonstrated

Master Instructors Should be taught by a qualified master instructor who has received training on how to utilize these materials. States/programs may duplicate the materials for use and distribution to participants. State-specific and program-specific content may be added.

State Specific Information
To enhance the quality and effectiveness of training throughout a State’s instructor training program. Not designed to accomplish all of the training and information a State may wish to provide. Should be supplemented by State material and information. The intent of the curriculum is to enhance the quality and effectiveness of training throughout a State’s instructor training program and ensure a beneficial learning experience for the instructor candidates. This curriculum is not designed to accomplish all of the training and information a State may wish to provide their new driver education instructors. This material should be supplemented by State material and information.

Free Download of Instructor Curriculum
PDF’s of Instructor Guide and Participant Workbook Microsoft Word lesson plan and quiz files Microsoft PowerPoint slide files with embedded videos Video files Answer keys available upon request

PART 3

NHTSA Driver Education Assessments
Maryland (2010) Oregon (2010) Vermont (2011) Delaware (2012) Kansas (2012) Idaho (2013) Michigan (2014) North Dakota (2014) North Carolina (2015) Illinois (2015) Washington (2016)

Top Priority Recommendations from Assessments
4.1.1 Parent Orientation 1.1.1 Advisory Board Communication Between DOE and DMV 4.1.2 End-of-Course Evaluation 2.1.6 Increase BTW Hours 3.1.2 Standardized Instructor Training 2.1.6 Increase Classroom Hours 3.1.2 Adopt Teacher Training Standards 1.1.4 Yearly Audit of DE Programs 2.1.1 and 2.12 Curriculum Content Standards

4.1.1 Parent Orientation Require parents/mentors of novice teen drivers to participate in an orientation session to include the known best practices of GDL and parent involvement. (11)

Implementation of a Parent Orientation
Utilize a current parent seminar, pre-course or a session for the parent of a teen driver to attend outlining the parent’s responsibility and opportunity to reduce his or her teen’s crash risk and discuss best practices of GDL and parent involvement. Inform parents of teen drivers that they are required to attend the seminar, pre-course or session.

Advisory Board Establish an advisory board of stakeholders that has input on the implementation, monitoring, evaluation and enforcement of the driver education program that has membership from the principle associations and regional school representation. (9)

Implementation of an Advisory Board
The State should consider establishing a single agency responsible for the oversight of all driver education programs. The State should choose a single person responsible for the State program. This person should be responsible for reporting to the appropriate State administrator / governor.

Implementation of an Advisory Board
Establish a driver education Interagency Working Group Establish a driver education Advisory Board Invite the appropriate agencies, organizations and individuals to serve on the board Utilize current advocacy stakeholders Establish task team(s) or subgroups

Most common recommendation. Examples of best practice advisory boards.
Guidelines for Establishing and Maintaining State Driver Education Interagency Working Groups and Advisory Boards To assist a state’s understanding of an advisory board and how to develop one. Most common recommendation. Examples of best practice advisory boards. Helps to meet Standard b. This document can assist a State’s understanding of what an advisory board is and how to develop an advisory board. Creating and establishing an advisory board and an interagency working group have been the most common recommendation in both the NHTSA State Driver Education Assessments and ANSTSE State Technical Assistance efforts. Many states continue to have questions on driver education advisory boards and interagency working groups. Standard b. from the NTDETAS specifies “establish and maintain an advisory board of all stakeholders to provide input to the State agency/agencies”. A State driver education and training advisory board brings all stakeholders together to work collaboratively on novice driver education and training initiatives. States should also establish an interagency working group to collaborate on the State’s driver education program. Advisory boards and State interagency working groups allow agencies to share information.

Communication Between State DOE and DMV Create a formal system for communication and collaboration between the State Department of Education and the Department of Motor Vehicles or Licensing Department and create a position that will provide a central point of coordination between the two departments. (6)

Implementing Communication Between State DOE and DMV
Establish a liaison with the State Driver Licensing Agency (SDLA) for the communication and collaboration between driver education and driver licensing. Conduct regular meetings with the SDLA. Establish protocol for sharing of information between the agencies. Ensure participation of the SDLA in the State Driver Education Coalition.

4.1.2 End-of-Course Evaluation Establish a procedure for providing an end-of-course evaluation or progress report to parents. (5) This end-of-course “debriefing” could be a written student progress report which includes areas of successful completion of safe driving practices and any necessary recommendations for continued practice prior to licensing. This final session should include a reminder that it is the parent who must ultimately determine the teen’s readiness to obtain a license with full driving privileges and of the parent's responsibility and important role in helping the teen to become a safe driver.

Implementation of an End-of-Course Evaluation
Schedule a formal time for the parent and driver training instructor to meet and complete a debriefing to inform the parent of the progress and proficiency of the teen driver. Develop and provide competencies and/or guidelines to assist parents in determining their teen’s readiness to obtain a license with full driving privileges. Develop and provide guidelines on how to continue the learning to drive process even after the teen has obtained a full driver’s license.

2.1.6 Increase BTW Hours The agency should: Increase behind-the-wheel instruction to 10 hours. (4)

Increasing BTW Hours Implement additional hours incrementally.
Add one hour of behind-the-wheel time every other year until the recommended ten hours is achieved. Establish a second stage driver education that is a minimum of 10 hours.

3.1.2 Standardized Instructor Training Require instructors to complete approved standardized instructor training that applies to instructors and teachers in all public and private (commercial) driver education and training programs with no less than 120 hours of preparatory time. (4)

Standardizing Instructor Training
Use the materials developed for the teacher training system project to train instructors in your State. Use the teacher training system for course delivery and evaluations.

2.1.6 Increase Classroom Hours The agency should: Increase classroom hours to 45 hours. (3)

Increasing Classroom Hours
Conduct a combination of classroom and online training equal to 45 hours of classroom/theory. For example, conduct 30 hours of classroom with an additional 15 hours of online driver education to meet the 45 hours of classroom/theory. Implement additional hours incrementally. For example, each year add two hours of classroom content time until the recommended 45 hours is achieved. Establish a second stage driver education that is a minimum of 10 hours.

3.1.2 Adopt Teacher Training Standards Adopt State teacher/instructor training standards that meet the rigor defined by the National Novice Driver Education and Traffic Safety Administrative Standards. (3)

Adopting Teacher Training Standards
Use the materials developed for the teacher training system project to train instructors in your State. Use the teacher training system project for course delivery and evaluations.

1.1.4 Yearly Audit of DE Programs Establish a yearly audit of approved driver education programs. (3)

Implementing a Yearly Audit of DE Programs
Develop and execute quality monitoring, evaluation, and auditing procedures to ensure all standards and operating procedures are met. Ensure that every driver education and training program: Meets minimum content, delivery and outcome standards for the delivery of driver education. Uses a curriculum with written goals and objectives. Uses a curriculum with appropriate instructor and curriculum resources. Uses education theories to engage the learner. Reflects multicultural education principles and are free of bias. Ensure that all materials, equipment, and vehicles are safe and in proper condition.

Implementing a Yearly Audit of DE Programs
Have appropriate staffing for monitoring and oversight activities. Ensure that auditors receive appropriate initial training and refresher training in monitoring and reporting.

2.1.1 and Curriculum Content Standards Develop or adopt Curriculum Content Standards, a Process for Curriculum Review and Standards for Curriculum Submission for driver education and training programs seeking approval for use in the State. (3)

Implementing Curriculum Content Standards
Compare your State approved content and delivery standards to nationally accepted content standards and bench marks to ensure quality education and training. Require that the delivery of driver education content uses distributive learning.

PART 4

ANSTSE/NTDETAS Technical Assistance
Delaware (September 2013) New York (May 2014) Idaho (September 2014) North Carolina (August 2014) Michigan (September 2015) North Dakota (December 2015) Illinois (January 2016) Missouri (June 2016) New Jersey (January 2017) The goal of ANSTSE/NTDETAS technical assistance is to assist states with adopting and implementing the standards and to make improvements in driver education. State driver education programs can request technical assistance from ANSTSE, at no cost to the state. The technical assistance can be on-site at your location or off-site through conference calls and s. On-site technical assistance consists of 2 ANSTSE members or driver education experts to meet with state administrators and other entities in regards to driver education. The team members provide recommendations to the state on portions of the driver education program that are the most critical, for instance program administration and instructor qualifications. A report is written and provided to the state detailing the recommendations. To date 9 states have completed technical assistance. For more information visit

ANSTSE/NTDETAS Technical Assistance
Goal: Assist with adopting and implementing the standards and to make improvements in driver education State driver education programs can request technical assistance from ANSTSE No cost to the state For more information visit Project Definition Report The goal of ANSTSE/NTDETAS technical assistance is to assist states with adopting and implementing the standards and to make improvements in driver education. State driver education programs can request technical assistance from ANSTSE, at no cost to the state. The technical assistance can be on-site at your location or off-site through conference calls and s. On-site technical assistance consists of 2 ANSTSE members or driver education experts to meet with state administrators and other entities in regards to driver education. The team members provide recommendations to the state on portions of the driver education program that are the most critical, for instance program administration and instructor qualifications. A report is written and provided to the state detailing the recommendations. To date 9 states have completed technical assistance. For more information visit

Preliminary Analysis May be conducted prior to a NHTSA State Driver Education Assessment / Peer Review. Can provide a preliminary analysis of a State’s driver education program. A State may then utilize highway safety funds, or other funds, to conduct an Assessment.

Preliminary Analysis Analyzing State statutes and rules governing novice driver education standards to understand the State’s current status and where the State meets, exceeds or does not meet the NTDETAS.

Progress of States who have Received Preliminary Technical Assistance
Missouri Hope remains high for the establishment of the Driver Education Coalition and identifying a lead agency that can help ensure a quality driver education for all novice drivers.

Progress of States who have Received Preliminary Technical Assistance
New Jersey Development of a Driver Education Management Team. creation of the New Jersey Driver Education Resource Library (NJDERL) of education resources, “comparative data documents”, and “functional data” to support the State Driver Education program (i.e. compiling licensing numbers, safety fund information, instructor criteria, law documents, teen driver crash statistics, and fact sheets for model guidelines).

Post Analysis To assist with implementing the recommendations provided in the report. Can be provided either onsite or offsite. Facilitated by the ANSTSE Secretariat and conducted by experts in driver education.

Post Analysis Determining how the State may adopt the NTDETAS or implement the NTDETAS without the need to adopt statutes and/or rules. Determining how to establish short-term, mid-term, and long-term goals in implementing the NTDETAS. Assisting with the development of an action plan.

Progress of States who have Received Post Technical Assistance
Michigan Practice driving logs are required to be shown prior to taking Segment II driver education and prior to obtaining a license. Added a requirement for driver education providers to prepare a Driving Skills Report card and issue it to parents after completion of the behind-the-wheel portion of driver education to provide feedback to the parents and explain how 6 hours is not enough.

Michigan Designed a standardized post-course evaluation to be completed by parents and students that gives feedback and measures the effectiveness of the program. A parental involvement proposal has been developed but not implemented yet, that would require parents to attend a parent seminar, a pre-course session, or the initial session of the driver education program. Data was collected on 18-year-old licensed drivers who did not take driver education for traffic convictions, crashes and suspensions and compared the history of driver education students versus non-driver education students.

North Dakota Established a Management Team for Driver Education which includes, NDDOT Safety Division, NDDOT Driver License Division, ND Department of Public Instruction and the ND Education and Standard Practice Board. Made some headway in legislation.

Offsite Technical Assistance
ANSTSE can provide assistance remotely and can refer states to ANSTSE members or other national experts for additional technical assistance. Can be provided through telephone calls, conference calls, webinars and s with ANSTSE Secretariat, ANSTSE members, other experts in the field, and other State contacts. Visit for more information on TA.

Onsite Technical Assistance
The ANSTSE Secretariat may assign one to two experts to travel to State to meet with key State officials. Onsite meetings with key State personnel are generally two-days in length. ANSTSE covers all travel expenses for experts to provide onsite assistance.

Onsite Technical Assistance
Prior to the onsite meeting, web meetings with the State and the TEAM are conducted. Introduce and familiarize TEAM members with key State individuals involved in TA request Gain understanding of what TA the State needs Gather State specific information for TEAM to review Prepare meeting details and draft an agenda. Conduct onsite TA with key State personnel. A report out of the recommendations is provided at the conclusion of the onsite visit. A post report is submitted detailing the visit, recommendations provided and suggested actions to undertake within 30 days.

Requesting Technical Assistance
A formal letter of request for TA from the State to the ANSTSE Secretariat. The letter should explain the goals of the TA and what the State would like to gain from the TA. Identify areas the State would like to focus on (i.e. instructor training, program administration).

Testimonials “We were extremely pleased with the overall on-site technical assistance process and would highly recommend the ANSTSE services to other organizations” - Gary Poeducbicky, New Jersey “The assistance team provided guidance that assisted us in working collaboratively with key state agencies, legislators and driver education stakeholders to improve the quality of our driver education program statewide.” - Reggie Flythe, North Carolina

Top Areas to Review in Technical Assistance
The most common areas to review include: Program Administration Instructor Qualifications

Top Recommendations from Program Administration
Establish an advisory board of stakeholders and interagency working group. (6) Develop and execute monitoring, evaluation and auditing procedures. (3) Assemble data to support the driver education program. (3) Establish a dedicated fund for driver education. (3) Create a resource library. (2)

Top Recommendations from Education/Training
Adopt standardized driver education curriculua or content standards. (3) Require approved end-of-course knowledge and skill exams. (2)

Top Recommendations from Instructor Qualifications
Adopt instructor training standards as identified in the NTDETAS. (3) Establish standards for the training of public and commercial driver education teachers/instructors. (2) Ensure teacher applications meet prerequisites (i.e. driving record). (2) Compare the content of instructor training materials to NTDETAS. (1)

Top Recommendations from Parent/Guardian Involvement
Require parent of teen DE and training student attend parent seminar, pre-course, or initial session of teen's DE and training (3) Provide support and resources to the parent/guardian for supervised practice driving (3) Require a parent debriefing (1) Revise the parent guide (1)

Top Recommendations from Coordination with Driver Licensing
Adopt elements identified in NHTSA’s GDL System Model. (3) Implement formal educational outreach on GDL. (2) Implement formal process for communication and collaboration between stakeholder agencies. (1) Ensure consistency between driver testing requirements and driver education curriculum standards/content. (1)

ANSTSE Website www.anstse.info Revised NTDETAS.
Model teaching task instructor curriculum. ANSTSE Strategic Plan. NHTSA State assessment / ANSTSE technical assistance reports. Driver education reports and research. You can find the following resources on the ANSTSE website: The revised NTDETAS. Model teaching task instructor curriculum. ANSTSE Strategic Plan. NHTSA State assessment / ANSTSE technical assistance reports. Driver education reports and research.

ANSTSE Supporting Documents
Standards Strategic Plan Technical Assisance Process Marketing Plan Communications Plan Implementation Guide (under development) Guidelines for Interagency Working Groups and Advisory Boards (under development) Guidelines for Data Collection (under development) Other Resources and White Papers

Guidelines for the Collection of Novice Teen Drivers and Driver Education Data
To assist agencies and individuals in teen traffic safety to: identify information needed who collects it how it can be used for planning Help to meet Standards and ANSTSE developed this Guideline Document for the Collection of Novice Teen Drivers and Driver Education Data as an introduction to data collection for State teen drivers and driver education safety efforts. This document can be used to help meet Standards and from the 2017 Standards. Standard specifies States shall track data and utilize the data for the improvement of their driver education program. Standard specifies 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. This document will assist agencies and individuals involved in teen traffic safety activities to identify information needed, who collects it and how it can be used for planning; to assist in the allocation of resources and evaluation of teen safety efforts.

Updates to the Information Sharing System
Updated system with revised standards Ability to differentiate between public and private Added new reports to show public and private. New reports: identify agencies identify shall’s and should’s historical annual report

ANSTSE Contact Brett Robinson ANSTSE Secretariat American Driver and Traffic Safety Education Association (ADTSEA) (724)

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