**U. S. Department of Education**

**Office of Vocational and Adult Education**

> **\* \* \* \* \* \* \* \* \* \* \***

**The Carl D. Perkins**

**Career and Technical Education Act of 2006**

**STATE PLAN COVER PAGE**

**State Name:
[\_\_\_\_\_\_INDIANA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Eligible Agency Submitting Plan on Behalf of State:**

> [Indiana Department of Workforce Development]{.underline}

**Person at, or representing, the eligible agency responsible for
answering questions on this plan:**

![](media/image1.png){width="1.2513888888888889in" height="0.375in"}

> Signature:
>
> Name: [Michael R. Young]{.underline}

Position: [State Director, Career and Technical Education]{.underline}

Telephone: [\_\_\_\_(317) 234-3914\_\_]{.underline}

Email: [myoung@dwd.in.gov]{.underline}

**Type of State Plan Submission (check *all* that apply):**

> \_\_\_ 6-Year
>
> \_X 1-Year Transition

\_\_\_ Unified - Secondary and Postsecondary

\_\_\_ Unified - Postsecondary Only

> \_\_\_ Title I only (*All Title II funds have been consolidated under
> Title I*)
>
> \_\_\_ Title I and Title II

1.  TABLE OF CONTENTS

INTRODUCTION 3

PART A: STATE PLAN NARRATIVE 4

I. PLANNING, COORDINATION, AND COLLABORATION PRIOR

TO PLAN SUBMISSION 5

II\. PROGRAM ADMINISTRATION 5

III\. PROVISION OF SERVICES FOR SPECIAL POPULATIONS 20

IV\. ACCOUNTABILITY AND EVALUATION 22

V. TECH PREP PROGRAMS 27

VI\. FINANCIAL REQUIREMENTS 29

VII\. EDGAR CERTIFICATIONS AND OTHER ASSURANCES 33

PART B: BUDGET FORMS 34

PART C: ACCOUNTABILITY FORMS 38

PART D: STATE GOVERNANCE STRUCTURE 46

PART E: CERTIFICATIONS AND ASSURANCES 47

PART F: LOCAL PLAN APPLICATIONS 56

**INTRODUCTION**

**This Plan is to meet the requirements for the one-year transition
period outlined in the State Plan Guide to develop the five-year State
Plan. This Plan covers the period from July 1, 2007 through June 30,
2008.**

**The plan follows the outline found in the Office of Vocational and
Adult Education State Plan Guide for developing the transition plan. If
there are questions about this document, please contact Michael Young,
State Director, Career and Technical Education, Indiana Department of
Workforce Development by email: <myoung@dwd.in.gov>, or phone
317-234-3914.**

**As allowed under the Carl D. Perkins Act of 2006, Indiana will use the
transition year of 2007-2008 to create a comprehensive Five-Year State
Plan for career-technical education.**

**Michael Young, State Director**

**Career and Technical Education**

**Indiana Department of Workforce Development**

OMB Control Number 1830-0029

**PART A: STATE PLAN NARRATIVE**

**I. PLANNING, COORDINATION, AND COLLABORATION PRIOR TO PLAN
SUBMISSION**

Indiana is submitting a one-year transition plan for July 1, 2007
through June 30, 2008. In accordance with the State Plan Guidelines,
this section will be completed and submitted with the final Five-Year
Plan.

**II. PROGRAM ADMINISTRATION**

A.  **Statutory Requirements**

    1.  The eligible agency may prepare and submit a transition plan for
        the first year of operation of programs under the Act. \[Sec.
        122(a)(1)\]

Indiana is submitting a Transition Plan for the first year of the Carl
D. Perkins Career and Technical Education Improvement Act of 2006,
Public Law 109-270. The Transition Plan Covers Fiscal Year 2008 (July 1,
2007 through June 30, 2008).

2.  Describe the career and technical education activities to be
    assisted that are designed to meet or exceed the State adjusted
    levels of performance, including a description of---

> \(a\) The career and technical education Programs of Study, that may
> be adopted by local educational agencies and postsecondary
> institutions to be offered as an option to students (and their parents
> as appropriate) when planning for and completing future coursework,
> for career and technical content areas that---
>
> i\. Incorporate secondary education and postsecondary education
> elements;
>
> ii\. Include coherent and rigorous content, aligned with challenging
> academic standards, and relevant career and technical content in a
> coordinated, non-duplicative progression of courses that align
> secondary education with postsecondary education to adequately prepare
> students to succeed in postsecondary education;
>
> iii\. May include the opportunity for secondary education students to
> participate in dual or concurrent enrollment programs or other ways to
> acquire postsecondary education credits; and
>
> iv\. Lead to an industry-recognized credential or certificate at the
> postsecondary level, or an associate or baccalaureate degree;

At the state level, Programs of Study are a new concept however similar
concepts have been implemented at the local level. Since Indiana
operates as a local control state the programs which may be adopted by
local education agencies and postsecondary institutions are only those
programs which have been developed and implemented locally. Some locals
have done this well via adoption of successful programs which are
similar to Programs of Study, things like Tech Prep, Career Clusters,
Career Majors, etc. Other eligible recipients have not placed focus on
creating Programs of Study. Thus, Indiana has a large challenge in
getting Programs of Study adopted throughout the state.

Perkins IV provides the state with an opportunity to operate with more
credibility and authority in getting eligible recipients to adopt and
offer Programs of Study. However, the ultimate decision on which, how
many, and how well Programs of Study are offered will remain with the
local eligible recipients.

Since Indiana is a local control state, the state agents have decided to
do the following in regard to offering Programs of Study for adoption by
local education agencies: set a common definition for Programs of Study,
provide a checklist to evaluate if a CTE sequence is a program of study,
and allow the eligible recipient to determine whether or not its
offerings meet the definition. Thus the local eligible recipients will
have final responsibility for determining if a program of study is in
place, however the state will obtain some universal characteristics
throughout the state via implementing the general definition of a
program of study and monitoring and providing technical assistance in
regards to the general definition. It is fully expected that via this
process of state definition and assistance, and local evaluation and
implementation, that Indiana will comply with the expectation that each
eligible recipient will offer at least one program of study by the
conclusion of the first year of the five year full plan.

As for the specific sub-questions (i-iv), the state has thoroughly and
specifically included Federal phrasing within the definition for a
Program of Study which it has created for use in the local plan
application. The state has expanded upon these four points within the
definition it has created and is providing to locals for them to more
thoroughly complete a survey of their current CTE program offerings. The
state's definition for a Program of Study as taken from the local plan
application:

> **A Career and Technical Program of Study** is a CTE program area
> that:

-   *[incorporates secondary and postsecondary education
    elements;]{.underline}*

-   *[includes challenging academic and CTE content;]{.underline}*

-   *[has a coordinated, non-duplicative progression of courses from
    secondary to post secondary;]{.underline}*

-   *[may include an opportunity for secondary students to participate
    in dual enrollment courses or somehow acquire postsecondary credits
    while in high school;]{.underline}*

-   *[leads to an industry-recognized credential or certificate at the
    postsecondary level, or an associate or baccalaureate
    degree;]{.underline}*

-   *[includes a technical assessment, end of course assessment, or
    third party assessment at the end of the program (within secondary
    and within post secondary).]{.underline}*

-   *[preferably leads to a current or emerging occupation which is high
    wage and in high demand (at least within the local region) and/or is
    associated with steM discipline areas.]{.underline}*

> \(b\) How the eligible agency, in consultation with eligible
> recipients, will develop and implement the career and technical
> Programs of Study described in (a) above;

For Indiana the concept of CTE Programs of Study is still very much in
its early stages. Therefore the focus of the state for the transition
year will be to develop a broader and more thorough understanding of
Program of Study by eligible recipients. While the specifics of this
process are still being developed, the process starts with the
transition year local plan application. In that application the state
will explain a definition of Programs of Study so that the eligible
recipients will have a common understanding. Further, the application
will then ask each eligible recipient to complete a survey of their
current CTE program offerings which will help them to evaluate if their
current offerings meet the definition of a Programs of Study.

Undoubtedly success in obtaining a common understanding of Programs of
Study and the local plan application will require significant amounts of
technical assistance from the state. Thus the state will offer four
technical assistance sessions (two in person and two conference calls)
while the application is being completed by the eligible recipients.
Upon completion of the local plan application process additional
technical assistance will be provided however the specifics of that
assistance will be determined during the transition year. Ideas for this
assistance include creation of a team of CTE stakeholders to discuss and
develop a strategy to more thoroughly develop and implement Programs of
Study. Also, the state may conduct site visits to locals to provide
one-on-one assistance in understanding and providing ideas on how to
implement Programs of Study.

The focus of those efforts after the local plan process will be on
figuring out how to best and most efficiently develop and implement
Programs of Study. It is expected that the results from the survey will
highlight areas of common weakness throughout the state which will allow
the state to more readily target the technical assistance efforts to the
areas of greatest need.

c.  How the eligible agency will support eligible recipients in
    developing and implementing articulation agreements between
    secondary education and postsecondary education institutions;

The state believes that local secondary schools and post secondary
institutions have done a

good job of independently developing articulation agreements amongst
themselves. Most of

the secondary eligible recipients have developed multiple articulation
agreements and all

eligible recipients recognize this issue as one of importance because of
national, state, and

local emphasis. However, the state desires ongoing focus on this effort
and improvement in

quality of the agreements. The state believes this can be done as
follows: a) create more

agreements between an individual secondary school course and multiple
post secondary

institutions, b) create agreements for more courses within an individual
secondary school,

and c) focus on creating agreements which are structured to provide
credit on a transcript

rather than credit available upon articulation to the institution (i.e.
focus on value of, not just

creating agreements).

With these goals defined, the state will offer support and encouragement
to meet the goals

via a variety of mechanisms. These will include: a) setting dual credit
agreements as a point

of emphasis within the overall CTE mission for Indiana, b) set emphasis
within the local plan

application, c) oversight via site visits and an evaluation comparison
to best practices,

technical assistance in general and specifically for Programs of Study,
d) creation and

distribution of a "tool" to help eligible recipients track their
performance in regards to

success within the dual credit initiative, e) creating better linkages
between the state and post

secondary institutions and between secondary and post secondary
institutions, and f)

spending time during the transition year studying and obtaining
feedback, potentially via a

team of CTE stakeholders, on the needs of eligible recipients and
creating programs to solve

those needs. The state believes these mechanisms, some of which exist
already, will help

develop and implement articulation agreements between secondary and post
secondary

recipients.

d.  How programs at the secondary level will make available information
    about career and technical Programs of Study offered by eligible
    recipients;

The activity of making information available about secondary CTE
Programs of Study offered by eligible recipients, also known as
recruitment, promotion, or awareness, is very much the responsibility of
the local eligible recipients. Because of the differences amongst each
local recipient, each must determine the most meaningful method to
promote its programs. Currently this is done via a variety of mechanisms
and is done more effectively by some locals than others. Each local
recipient has plenty of motivation for offering promotional materials in
order to encourage student enrollments and the associated state CTE
reimbursement. This reimbursement and Perkins funding provides each
local with adequate resources to develop and implement worthwhile
promotional and awareness activities.

From the state's perspective, we endeavor to ensure that each local
offers a minimum level of recruitment, promotional or awareness
activities. These include three activities: existence and dissemination
of materials about each program offered by the recipient, regular
interactions of a local district's guidance counselors with CTE
programs, and formal opportunities for middle or early high school
students to tour CTE programs. We also expect that these activities
include special focus for attracting non-traditional and students in a
special population. The state will provide effort for this endeavor via
numerous activities including, but not limited to, completion of our CTE
program Evaluation/Survey once every three years and/or annual site
visits to local recipients. The outcomes for both of these activities
will be for the local district to see how they perform to the best
practice as well as for the state to recognize problem areas which are
common to many districts and to thus provide large scale technical
assistance.

> \(e\) Describe the secondary and postsecondary career and technical
> education programs to be carried out, including programs that will be
> carried out by you, to develop, improve, and expand access to
> appropriate technology in career and technical education programs;

The use of appropriate technology with CTE programs is critical to
maximizing student learning. The state is supportive of developing
appropriate technology, improving appropriate technology, and expanding
access to appropriate technology within CTE programs and has many
indirect programs which display this support. However the eligible
recipients of Perkins funding very much play the lead role in this
responsibility as they have local and final control over how funds are
spent. While the process for each eligible recipient is different,
generally each eligible recipient utilizes funds from Perkins, state CTE
funds, and local capital budgets to cover technology needs requested by
teachers. The requests are made by local teachers based on their
understanding of the appropriate technology necessary for their CTE
program area, and that understanding is usually strongly influenced by
advisory committee input and professional development received by the
teacher.

Because the local control process is most effective in determining and
resolving the needs for known technology, the state focuses its efforts
on helping to introduce new and innovative technologies (or uses of
technology) and to expand access via the spreading of best practices.
Examples of this include funding support for Project Lead The Way
(PLTW), which is widely recognized as a top CTE program which utilizes
appropriate technology. Indiana funds PLTW via Tech Prep. Additionally
Indiana is advocating use of new technology via the PLTW Bio-Medical
Sciences programs (funded via Leadership funds), of which Indiana will
have the most pilot sites in the 2007-08 school year. Finally, Indiana
has structured its grant program for issuance of the 10% Reserve funds
to become a breeding ground for funding innovative programs, many of
which include the use of appropriate technology.

Further, during the transition year period the state will carefully
evaluate the efforts within this area to see what improvements can be
made to our strategy and process. This review will include CTE
stakeholders from throughout the state.

> \(f\) Describe the criteria that you will use to approve eligible
> recipients for funds under the Act, including criteria to assess the
> extent to which the local plan will---
>
> i\. Promote continuous improvement in academic achievement;
>
> ii\. Promote continuous improvement of technical skill attainment; and
>
> iii\. Identify and address current or emerging occupational
> opportunities;

The Indiana Department of Workforce Development and Department of
Education will approve eligible recipients for funds under the Act by
working conjointly to develop a local plan application for use by
eligible recipients in completing their five year plan. This local plan
application will address all items listed in section 134 (b) (1-12) in
the Carl D. Perkins Career and Technical Education Improvement Act of
2006 plus likely state priorities based on the CTE mission for Indiana.
The state's review of these applications will place extra focus and
attention on implementation of Programs of Study and academic
integration of CTE. Each application will be evaluated against a
checklist / rubric which will include each of the items from section 134
and measurements for Programs of Study, academic integration, and other
state priorities.

The state will continue to place emphasis on the items in this question
throughout the life of the Act via utilization of local plan
applications for each year of the Act. These future applications will be
focused on improvement plans for the local recipients to continuously
improve their performance for academic achievement and technical skill
attainment. Additionally, via the annual applications the state will
require each local to address their relationship with their local
community / economy so as to see if an understanding of the area
occupational needs exists and if that knowledge influences school
operations.

> \(g\) Describe how programs at the secondary level will prepare career
> and technical education students, including special populations, to
> graduate from secondary school with a diploma;

In Indiana, CTE programs at the secondary level are assured of preparing
students, including special populations, to graduate from secondary
school with a diploma via the state's implementation of a new default
curriculum named CORE 40. This curriculum, which mandates a specific
minimum amount of courses in English, Math, Science, and History, is the
automatic path for every incoming 9th grade student in Indiana, although
there is an opt-out option for students. Thus students who enroll in CTE
programs automatically are on the path to graduation and CTE then allows
completion of the graduation requirements for the local district by
being a complement to the CORE 40 curriculum via completion as elective
credits. Beyond this automatic qualification, CTE programs must also be
structurally aligned with CORE 40 so that students can find time in
their schedules to complete CORE 40 and a CTE Program of Study. Creating
this alignment is somewhat of a challenge and will be a point of
emphasis for the state over the life of Perkins IV.

CTE programs can act as a complement to CORE 40 because each CTE course
must be approved by the state Department of Education, for which
approval is only obtained when a course is aligned with state content
standards and commonly with state outlined competencies.

Beyond adoption, and thus the enrolling of students, of an academic core
for graduation, Indiana CTE programs are a popular alternative for
students who opt-out of the CORE 40 curriculum. The students who opt-out
can still obtain a diploma via completion of a career-academic sequence
which is designed to provide that student with the opportunity to
explore and prepare for a career while in high school. Thus CTE programs
provide an alternative for students who do not desire to, or cannot,
complete the CORE 40 and allow for diploma obtainment by a wider set of
students.

Over the life of Perkins IV the state plans on strengthening the ability
for CTE students to obtain a diploma by investigating and pursuing the
development of academic credit for applied courses within CTE. This idea
has been considered on a very limited basis for courses with Project
Lead The Way however it has not been implemented. The state will
endeavor to bring together partners from both the academic and applied
areas to discuss the idea of academic credit for CTE and will bring
forth those discussions to policy and rule makers should the idea seem
feasible.

> \(h\) Describe how such programs will prepare career and technical
> education students, including special populations, academically and
> technically for opportunities in postsecondary education or entry into
> high-skill, high-wage, or high-demand occupations in current or
> emerging occupations, and how participating students will be made
> aware of such opportunities;

Similar to preparing students for attainment of a diploma, Indiana
Secondary CTE programs will prepare CTE students, including special
populations, for entry into postsecondary education via alignment with
CORE 40. Recently, Indiana public post secondary institutions agreed to
use completion of CORE 40 curriculum as a minimum requirement for entry
into baccalaureate level post secondary education and as emphasized
requirements for entry into sub-baccalaureate level post secondary
education. Thus CTE programs alignment with CORE 40 will allow it to
prepare CTE students for opportunities in post secondary education.

As for technical preparation for post secondary, Indiana Secondary CTE
programs provide this via many methods, including 1) implementation of
Programs of Study, 2) local dual credit / articulation agreements, and
3) use of program advisory councils. As emphasized within Perkins IV,
the growth and enhancement of Programs of Study will be a priority for
Indiana, per earlier answers. As for local dual credit / articulation
agreements, these have been an emphasis for Indiana for some time and as
such most secondary CTE programs have at least one dual credit
arrangement offered within their district. Continued emphasis will be
made by the state such that arrangements are offered to multiple, and
eventually all, programs offered by a district. As for program advisory
councils, the state strongly emphasizes existence, frequent activity,
and strong relationship with an advisory council for each program
offered by a district. During Perkins IV, the state will improve the
role of advisory councils by offering more guidelines and technical
assistance to local districts to help facilitate adoption and improved
relationships for their advisory councils. Finally, the state will
monitor improvement in all three of these areas via the CTE Survey /
Evaluation process, described earlier which expects review of each
district every three years, and via annual site visits.

Regarding preparation of CTE students, including special populations,
for entry into High Skill, High Wage, High Demand (HS/HW/HD)
occupations, Indiana Secondary CTE programs accomplish this via the
funding reimbursement process utilized to distribute state funding for
CTE into the general fund of the school corporation. This process was
instituted by the Indiana State Legislature in 2001. The process
requires that the Indiana Department of Workforce Development (IDWD) set
the definition for High, Medium, and Low Wage and Demand occupations.
The IDWD completes this definition based on Bureau of Labor Statistics
data showing occupational outlook and information for the forthcoming 10
years and then labels the occupations as High, Medium, and Low Wage or
Demand. This list of occupations is then provided to the Indiana
Department of Education (IDOE) which, in partnership with IDWD, then
assigns an occupation code to each CTE course or CIP. The result is that
each CTE course is then labeled as High Wage, Medium Wage, Low Wage and
High Demand, Medium Demand, and Low Demand.

From there the state legislature sets per student, per credit,
reimbursement amounts for each label. For the 2007-2009 biennium the
reimbursement amount for a High level is \$75 per student per credit,
Medium is \$50, and Low is \$25. This results in the maximum
reimbursement funding a local district can receive is \$450 per student
per course (\$75 for High Wage plus \$75 for High Demand, multiplied by
3 credit hours) while the minimum is \$150 (\$25 for Low Wage plus \$25
for Low Demand, multiplied by 3 credit hours).

Because of this mechanism there is a large incentive for a local
district to offer courses which lead to High Wage and High Demand
occupations in lieu of courses which lead to occupations which are low
paying or not in demand. The IDWD is responsible for evaluation and
maintenance of the occupational labels for this process which allows the
process to respond quickly to the needs of the economy and change CTE
program offerings accordingly. For the future, the state plans on
reevaluating this process to include emphasis and definition on High
Skill.

Regarding how participating CTE students are made aware of opportunities
within HS/HW/HD occupations, Indiana has a variety of mechanisms in
place to accomplish this. The largest and most effective mechanism is
via school guidance and career counselors. The state views its role to
be providing these counselor professionals with useful, accurate, and
relevant tools which can be utilized by the counselors to advise
students about occupations and careers to consider. The utilization and
effectiveness of these tools are completely dependent upon local
district decision making. Examples of tools which have been recently
provided include the Hoosier Hot 50 publication, the Learn More Indiana
website ([www.learnmoreindiana.org](http://www.learnmoreindiana.org/)),
and the forthcoming Indiana Skill Pathways guidebook. These tools have
been developed in conjunction with the Indiana Department of Workforce
Development, the Indiana Department of Education, and the Indiana
Commission on Higher Education. Each publication provides information
about occupations in general and strongly emphasizes the occupations
most in-demand and well paying.

> \(i\) Describe how funds will be used to improve or develop new career
> and technical education courses---
>
> i\. At the secondary level that are aligned with rigorous and
> challenging academic content standards and student academic
> achievement standards adopted by the State under section 1111(b)(1) of
> the Elementary and Secondary Education Act of 1965, as amended;
>
> ii\. At the postsecondary level that are relevant and challenging; and
>
> iii\. That lead to employment in high-skill, high-wage, or high-demand
> occupations;

i\) There are many funding mechanisms which Indiana utilizes to improve
or develop new CTE courses which are aligned with rigorous and
challenging standards at the secondary level. Funds are utilized in this
regard by both the state and by locals. To start, funds are utilized by
the State, from Programs and Leadership, to develop new courses via
writing of new, or updating, curriculum to meet the rigorous and
challenging content standards which we desire. The state also utilizes
funds from SPL and Tech Prep to implement and spread adoption of
packaged CTE programs which are rigorous and contain challenging
standards (Project Lead The Way is the best example) via start-up
funding provided directly to districts. Also the state pays for
improving CTE programs by creating, evaluating, and re-writing of course
content standards and competencies for CTE programs as well as helping
to fund professional development activities for CTE teachers. For the
future the state also plans on expending funds to improve its oversight
and evaluation functions in regards to utilization of the rigorous and
challenging standards which have been set.

> Additionally, the state distributes funds to local districts that
> expend funds and greatly emphasize rigorous and challenging standards.
> The local activities include, or will include, 1) creation,
> improvement, and expansion of Programs of Study, 2) implementation of
> packaged CTE programs which the state encourages as containing
> rigorous and challenging standards (Project Lead The Way), and 3)
> improvement of currently existing programs via conversion to Programs
> of Study. This third activity will be most directly supported and
> accomplished via utilization by the state of the 10% holdback from the
> formula allocation. Based on a statewide perspective of CTE
> improvement needs, the state will conduct a grant program to offer
> funding to locals for use within a few pre-defined and specific
> categories designed around the improvement needs for CTE to advance
> its offerings of rigorous and challenging CTE programs.

ii\) Indiana also has a dual mechanism in place at the post secondary
level. The state supports post secondary via utilization of Leadership
funds as well as design and oversight of a grant program from the 10%
holdback funds. Then there are of course efforts at the local level
which are funded from the Perkins formula allocation as well local
funding provided by the institution. The state will help guide local
institutions by setting priorities within the local plan application
which will help them improve and develop new CTE courses. Also the grant
program which the state creates for distributing the 10% holdback funds
will include categories for institutions to select of a) starting a new
CTE program, b) researching or implementing alternative methods of
educational delivery (i.e. virtual classrooms, distance learning, etc.),
and c) developing new methods of academic and CTE integration for
students entering the institution to take CTE programs but who are not
fully prepared academically.

Also, the state recognizes that additional initiatives or programs are
needed within the post secondary environment. As such, the state plans
to dedicate more resources to post secondary and develop a better
framework of communication for post secondary. This may include creation
of a planning team to solicit and provide feedback regarding over
arching needs within the post secondary community and ideas to resolve
those needs.

iii\) As mentioned in item (h) above, Indiana has significant incentive
mechanisms and awareness tools in place to drive the offering of and
enrollment into programs which lead to employment in HS/HW/HD
occupations. However, this topic is of top priority for Indiana and as
such improvement must happen, thus Indiana will dedicate funding and
significant time resources to improve alignment of CTE programs with
HS/HW/HD occupations.

Activities which Indiana will undertake and utilize funding include: 1)
production and distribution of currently existing materials to a wider
audience of CTE personnel, general school personnel, and secondary
students, 2) creation of new tools / materials for use by counselors to
deliver the message to students, 3) creation of new processes and
reports from the state to provide more and better information to CTE
program administrators, 4) analysis and improvement of the secondary
HS/HW/HD funding process for state CTE funds and investigation of
creation of a similar process for post secondary, and 5) ongoing
monitoring and encouragement during technical assistance to more
thoroughly adopt the HS/HW/HD focus and to be aware of the associated
occupations.

> \(j\) Describe how the eligible agency will facilitate and coordinate
> communications on best practices among successful recipients of tech
> prep program grants under Title II and other eligible recipients to
> improve program quality and student achievement. (Please note this
> item is required only for States not consolidating all of their Tech
> Prep funds);

Currently, Indiana does not have extensive mechanisms in place to
accomplish this and those that do exist are not strongly participated,
structured, or emphasized. The mechanisms that Indiana currently
utilizes include 1) an annual institute for the schools which receive
Tech Prep funds for them to have time to plan and design implementation
for their tech prep initiatives and to indirectly share best practices,
and 2) attendance at national conferences for PLTW and Career clusters
which are open to both Tech Prep recipients and other eligible
recipients for them to learn of best practices.

With the newly emphasized and strengthened connection of Tech Prep to
all eligible recipients within Perkins IV, Indiana will utilize the
transition year period to analyze and develop the best mechanisms by
which to better establish this connection and to more thoroughly
communicate best practices amongst the two groups. This will be done in
consultation with the Indiana Department of Workforce Development, the
Indiana Department of Education, the Indiana Commission on Higher
Education, and the feedback of local eligible recipients at both
secondary and post secondary levels.

> \(k\) Describe how funds will be used effectively to link academic and
> career and technical education at the secondary level and at the
> postsecondary level in a manner that increases student academic and
> career and technical achievement; and

Increased integration of academic and CTE curriculum is a focus for
Indiana. While the concept is not new, the focus and emphasis that it
will receive from the state is new. This renewed emphasis has been
solidified within Indiana's Secondary CTE Mission Statement which was
completed as part of the Perkins planning process. One of the
experiences which secondary CTE has set as part of its mission is to be
structured such that "courses of CTE will include technically relevant
and academically appropriate math, reading, writing, and speaking
lessons every week". Since this mission statement and set of customer
experience expectations is brand new, Indiana plans to expend
significant resources and time to ensuring this expectation is known,
implemented, and delivered by every eligible recipient. Unfortunately,
the exact specifics of these resources and time of effort to deliver
this ideal are not currently known. They will be developed by the State
and CTE stakeholders in the state, during the one-year transition period
and will likely begin implementation in that timeframe as well. Some
likely activities are expansion and enhancement of efforts currently
underway, some of which are described below. Undoubtedly delivering this
expectation will require dedication at three levels; first the state
making academic integration a priority (done via mission statement),
second the state providing technical assistance or professional
development opportunities at a broad level to help the system convert
more quickly (to be determined and developed), and third the local
recipients must dedicate Perkins or other CTE resources to training
staff and implementing processes at the local level (state monitoring
and encouragement will also be required).

As a prelude to Perkins IV, Indiana offered opportunity for improvement
on academic integration via utilization of the 10% reserve funds for the
final year of Perkins III. In this competitive grant program existed a
category for academic integration which offered all eligible recipients
an opportunity to apply for funding to implement an academic integration
initiative. This category was broad enough to try programs for a variety
of academic integration problems. These included offering of academic
courses at a CTE center, developing team teaching programs which pair an
academic and a CTE teacher for concurrent delivery, offering of credit
recovery programs for CTE students, and offering of focused "prep
courses" to help prepare CTE students for the graduation exam via the
context of CTE courses. The overall intent of all these concepts is to
improve contextualization of academic lessons and to improve academic
rigor of CTE lessons. Via implementation of this grant, funding was
provided for professional development and teacher training, curriculum
development, standards alignment analysis, software, and some equipment.

For the post-secondary area, advancement on this initiative is
significantly behind that within secondary. The state recognizes this
weakness and has recently hired a full time staff person fully dedicated
to the post secondary customer. In addition, the state plans to spend
the transition year convening and connecting with post secondary
partners to gather their thoughts and input on innovative ideas and
areas of immediate needs. The state expects that eventually funding for
academic integration for post secondary will follow many of the same
methods of secondary including prioritization by the state, state
designed assistance, and locally designed efforts. Additionally, the
state widely expects that efforts will include improving, developing,
and implementing ways of contextual remediation such that students will
satisfy their academic coursework minimums without sacrificing or
delaying their CTE coursework desires. The state will also certainly
utilize the 10% reserve process for post-secondary within Perkins IV and
will include this as a category of focus within that program.

> \(l\) Describe how the eligible agency will report on the integration
> of coherent and rigorous content aligned with challenging academic
> standards in career and technical education programs in order to
> adequately evaluate the extent of such integration. \[Sec.
> 122(c)(1)(A)-(L)\]
>
> Currently the state benefits from previous efforts in regards to
> challenging standards that it has set and which are followed closely
> by locals. However since Indiana is a local control state, locals have
> the final choice in following these state defined, and highly
> acclaimed, standards. Additionally, the state has placed a large
> amount of emphasis, via a variety of mechanisms, on integrating
> academics and CTE content.
>
> Regarding reporting and evaluating the extent of such integration, the
> state currently has limited processes in place and will have to spend
> the transition year evaluating and analyzing this issue to develop
> more and better processes. Currently the state utilizes some oversight
> efforts by the Department of Education, obtains anecdotal evidence via
> sight visits, and obtains some data evidence via the CTE survey /
> evaluation mechanism which compares eligible recipients' performance
> to a benchmark standard. That standard includes academic integration
> and the mechanism has just recently been implemented. The state may
> expand or enhance this survey / evaluation process as part of its
> efforts to improve and develop more processes for this item. The state
> may also integrate tracking and reporting efforts on this item as part
> of its currently existing robust data collection system.
>
> 3\. You must describe how comprehensive professional development
> (including initial teacher preparation and activities that support
> recruitment) for career and technical teachers, faculty,
> administrators, and career guidance and academic counselors will be
> provided, especially professional development that---
>
> \(a\) Promotes the integration of coherent and rigorous academic
> content standards and career and technical education curricula,
> including through opportunities for academic and career and technical
> teachers to jointly develop and implement curricula and pedagogical
> strategies;
>
> \(b\) Increases the percentage of teachers that meet teacher
> certification or licensing requirements;
>
> \(c\) Is high quality, sustained, intensive, and focused on
> instruction, and increases the academic knowledge and understanding of
> industry standards, as appropriate, of career and technical education
> teachers;
>
> \(d\) Encourages applied learning that contributes to the academic and
> career and technical knowledge of the student;
>
> \(e\) Provides the knowledge and skills needed to work with and
> improve instruction for special populations; and
>
> \(f\) Promotes integration with professional development activities
> that the State carries out under Title II of the Elementary and
> Secondary Education Act of 1965, as amended, and Title II of the
> Higher Education Act of 1965, as amended. \[Sec. 122(c)(2)(A)-(G)\]

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> 4\. You must describe efforts that your agency and eligible recipients
> will make to improve---
>
> \(a\) the recruitment and retention of career and technical education
> teachers, faculty, and career guidance and academic counselors,
> including individuals in groups underrepresented in the teaching
> profession; and
>
> \(b\) the transition to teaching from business and industry, including
> small business. \[Sec. 122(c)(3)(A)-(B)\]

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5.  You must describe efforts that your agency and eligible recipients
    will make to improve the transition of sub-baccalaureate career and
    technical education students into baccalaureate degree programs at
    institutions of higher education. \[Sec. 122(c)(4)\]

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> 6\. You must describe how you will actively involve parents, academic
> and career and technical education teachers, administrators, faculty,
> career guidance and academic counselors, local business (including
> small businesses), and labor organizations in the planning,
> development, implementation, and evaluation of career and technical
> education programs in your State. \[Sec. 122(c)(5)\]

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> 7\. You must describe efforts that your agency and eligible recipients
> will make to---
>
> \(a\) Improve the academic and technical skills of students
> participating in career and technical education programs, including by
> strengthening the academic and career and technical components of
> career and technical education programs through the integration of
> academics with career and technical education to ensure learning in\--
>
> i\. The core academic subjects (as defined in section 9101 of the
> Elementary and Secondary Education Act of 1965, as amended); and
>
> ii\. Career and technical education subjects;
>
> \(b\) Provide students with strong experience in, and understanding
> of, all aspects of an industry; and
>
> \(c\) Ensure that students who participate in career and technical
> education programs are taught to the same challenging academic
> proficiencies as taught to all other students. \[Sec.
> 122(c)(7)(A)-(C)\]

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> 8\. Describe how local educational agencies, area career and technical
> education schools, and eligible institutions in the State will be
> provided with technical assistance. \[Sec. 122(c)(15)\]

The process of providing technical assistance will always be ongoing as
we view every customer interaction as an opportunity to provide
technical assistance. The state provides many activities currently but
also expects to significantly expand the amount and quality of technical
assistance provided.

Currently the state offers, or has concrete plans to offer, the
following technical assistance activities: a) four separate dates of
sessions of assistance (two in person and two via conference call)
during the local plan completion process, b) conducting of formal sight
visits to survey / evaluate operations and provide performance feedback
in comparison to a benchmark, c) audits on the process of data
collection and reporting, d) free training sessions on the process of
reporting data, e) informal sight visits, f) individual sight in-service
training and assistance upon request, and of course g) response to
emails and phone calls received from eligible recipients and various CTE
stakeholders.

As for future activities, the state has plans and goals to increase the
amount of technical assistance provided. These less definitive concepts
include: a) additional technical assistance on Programs of Study after
the local plan application phase, b) offering or supporting of statewide
professional development activities, c) offering of statewide or
regionally based conferences or sessions on numerous topics within CTE,
d) continued enhancement and development of our data collection system
for easier customer use, and e) implementation of efficient regular and
meaningful communication from the state as a mechanism to gather
feedback and promote a common set of priorities.

The state will also make efforts during the transition year to
collaborate with eligible recipients and other CTE stakeholders to
review current practices, gather feedback, and implement improved or new
technical assistance activities needed by eligible recipients.

#### Other Department Requirements

1.  Submit a copy of the local applications or plans for secondary and
    postsecondary eligible recipients, which will meet the requirements
    in section 134(b) of the Act.

See **PART F** for a copy of the Secondary and Post Secondary Local
Applications.

2.  Describe the State's governance structure for vocational and
    technical education, including the approximate number of eligible
    recipients at both secondary and postsecondary levels.

> A chart of Indiana's governance structure for career and technical
> education is shown in **PART D**.

The Indiana Department of Workforce Development is the sole state agency
responsible for receipt and administration of the Carl D. Perkins Career
and Technical Education Act of 2006 funds. Under State law, and with the
guidance of the Indiana Commission for Career and Technical Education
(ICCTE), a Governor appointed Commission, Agency staff is responsible
for developing, implementing, and supervising the state plan for career
and technical education.

The CTE staff provides state leadership for Perkins funded activities
and fulfills reporting responsibilities in cooperation with the Office
of Career and Technical Education within the Indiana Department of
Education (DOE). The Office of Career and Technical Education will
coordinate secondary Perkins IV activities for forty-eight eligible
recipients through a Memorandum of Understanding with DWD. The DWD CTE
staff will coordinate postsecondary Perkins IV activities for
twenty-nine eligible recipients.

State Leadership and coordination for Tech-Prep activities will be
provided by the Department of Workforce Development career and technical
education staff.

3.  You must provide a description of the role of postsecondary career
    and technical education in the one-stop career center delivery
    system established by Title I of WIA.

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**III. PROVISION OF SERVICES FOR SPECIAL POPULATIONS**

A.  **Statutory Requirements**

> 1\. Describe the eligible agency's program strategies for special
> populations listed in Section 3(29) of the Act, including a
> description of how individuals who are members of the special
> populations---

a.  Will be provided with equal access to activities assisted under the
    Act.

> A Perkins five-year plan will be created that includes support for
> strategies and activities beginning in FY09 that will ensure (a) equal
> access, (b) non-discrimination and (c) performance measure attainment
> and preparation for further study and work for individuals who are
> members of special populations as defined in the Act.
>
> \(b\) Will not be discriminated against on the basis of their status
> as members of special populations; and
>
> School districts ensure equal access to programs through yearly
> non-discrimination notifications to students, parents, school
> employees and the general public. Exclusion of special population
> students from CTE programs, or a disproportionately high number of
> special population students in CTE programs, may trigger a monitoring
> visit by CTE staff. Individuals who feel that they have been victims
> of discrimination may take their concern to their local school boards,
> to the Indiana Board of Education, or take legal action.
>
> \(c\) Will be provided with programs designed to enable the special
> populations to meet or exceed State adjusted levels of performance,
> and how you will prepare special populations for further learning and
> for high-skill, high-wage, or high-demand occupations. \[Sec.
> 122(c)(9)(A)-(C)\]
>
> All Indiana students, regardless of membership in a demographic group
> or special population, have access to rigorous CTE programs that
> prepare them for further learning and for high-skill, high-wage
> careers. The Division of Career and Technical education coordinates
> its efforts with the IDOE CTE Division of Special Populations, which
> is charged with ensuring that Indiana students who are members of
> special populations are appropriately served.

1.  Describe how the eligible agency will adequately address the needs
    of students in alternative education programs, if you have such
    programs.

> \[Sec. 122(c)(14)\]

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2.  You must describe how funds will be used to promote preparation for
    high-skill, high-wage, or high-demand occupations and
    non-traditional fields. \[Sec. 122(c)(18)\]

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4.  You must describe how funds will be used to serve individuals in
    State correctional institutions. \[Sec. 122(c)(19)\]

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5.  You must describe how you will require each applicant for funds to
    include in its application a description of the steps the applicant
    proposes to take to ensure equitable access to, and participation
    in, its Federally-assisted program for students, teachers, and other
    program beneficiaries with special needs as contained in section
    427(b) of the General Education Provisions Act as amended. For
    further guidance and examples, see the Notice to All Applicants at
    http://www.ed.gov/fund/grant/apply/appforms/gepa427.doc.

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**IV. ACCOUNTABILITY AND EVALUATION**

**A. Statutory Requirements**

1.  Describe procedures you will use to obtain input from eligible
    recipients in establishing measurement definitions and approaches
    for the core indicators of performance for career and technical
    education students at the secondary and postsecondary levels, as
    well as for any other additional indicators of performance
    identified by the eligible agency. \[Sec. 113(b)(1)(A)-(B), sec.
    113(b)(2)(A)-(C)\]

Indiana plans to use the measurement definitions issued in OVAE's
non-regulatory guidance for State Plan development. Definitions will be
reviewed during the transition year and any changes to those definitions
will be made available for review and input by Area Vocational Directors
and other stakeholders.

The proposed measurement definitions will also be posted on the
Department of Workforce Development website and will potentially be
posted on the Department of Education and the Commission for Higher
Education websites for review and input. Additional input will be
obtained through normal communication channels and regular interactions
with CTE stakeholders in the state.

2.  Describe the procedures the eligible agency will use to obtain input
    from eligible recipients in establishing a State adjusted level of
    performance for each of the core indicators of performance for
    career and technical education students at the secondary and
    postsecondary levels, as well as State levels of performance for any
    additional indicators of performance identified by the eligible
    agency. \[Sec. 122(c)(10)(A), sec. 113(b)(3)(B)\]

The state-adjusted levels of performance for academic attainment and
graduation rates for Perkins IV will align with No Child Left Behind per
the requirements within the Perkins IV legislation.

In addition, for the remaining performance indicators, the State will
spend the transition year developing a mechanism to obtain input from
stakeholders. The proposed performance levels will be posted on the
Department of Workforce Development website and potentially the
Department of Education and the Commission for Higher Education websites
for review and input.

3.  Identify, on the forms in Part C, the valid and reliable measurement
    definitions and approaches that you will use for each of the core
    indicators of performance for career and technical education
    students at the secondary and postsecondary/adult levels, as well as
    any additional indicators of performance identified by the eligible
    agency, that are valid and reliable. You must describe how your
    proposed definitions and measures are valid and reliable. \[Sec.
    113(b)(2)(A)-(B)\]

The measurement definitions and approaches that we will use for academic
attainment and graduation rate are listed on the forms in Part C. Our
definitions and measurement approaches for these indicators are valid
and reliable because we follow Perkins IV guidelines. Our definitions
and measurement approaches for the remainder of the indicators are valid
and reliable because we use the non-regulatory definitions. We will use
the transition year to determine our measurement approaches.

4.  Describe how, in the course of developing core indicators of
    performance and additional indicators of performance, the eligible
    agency will align the indicators, to the greatest extent possible,
    so that information substantially similar to that gathered for other
    State and Federal programs, or for any other purpose, is used to
    meet the Act's accountability requirements. \[Sec. 113(b)(2)(F)\]

The Division of Career and Technical Education will use existing
processes, whenever possible, to reduce duplication of effort and use
consistent and reliable data. Additional input on the overall process
will be solicited during the transition year from the Department of
Education and the Commission for Higher Education as well as during
public hearings and other public meetings.

5.  On the forms provided in Part C provide, for the first two years
    covered by the State plan (July 1, 2007 -- June 30, 2008 and July 1,
    2008 -- June 30, 2009), performance levels for each of the core
    indicators of performance, except that States submitting one-year
    transition plans are only required to submit performance levels for
    part of the indicators as discussed above. For performance levels
    that are required, the States' performance levels, at a minimum,
    must be expressed in a percentage or numerical form, so as to be
    objective, quantifiable, and measurable; and require the State to
    continually make progress toward improving the performance of career
    and technical education students. \[Sec. 113(b)(3)(A)(i)-(II)\]

> Section 113(b)(2) of the Perkins Act requires a State to develop valid
> and reliable core indicators of performance, to propose performance
> levels in its State plan, and to reach agreement with the Department
> on "adjusted performance levels" for each of the core indicators. In
> so doing, the Perkins Act prescribes the measures that a State must
> use for some of the core indicators.
>
> a\. Section 113(b)(2)(A)(i) of the Perkins Act requires a State to
> measure career and technical education students' attainment of
> "challenging academic content standards" and "student academic
> achievement standards" that a State adopted pursuant to section
> 1111(b)(1) of the ESEA. The Perkins Act further requires a State use
> its State's academic assessments (i.e. the State's reading/language
> arts and mathematics tests) implemented under section 1111(b)(3) of
> the ESEA to measure career and technical education students'
> attainment of these State standards. Thus, a State's core indicators
> must include career and technical education students' proficiency in
> reading/language arts and mathematics as measured under 1111(b)(1) and
> (3) of the ESEA. Accordingly, under the Perkins Act, a State must
> report the number or percent of its career and technical education
> students who score at the proficient level or above on the State's
> assessments in reading/language arts and mathematics administered
> under the ESEA to measure the academic proficiency of secondary career
> and technical education students against the ESEA standards.
>
> To measure attainment of these standards, a State must develop and
> reach agreement with the Department on "adjusted performance levels,"
> which constitute the State's performance targets for a program year.
> Permissible targets (i.e. "adjusted performance levels") would be a
> State's "annual measurable objectives" (AMOs) from its State's ESEA
> accountability workbook. (To ensure that a State's schools are making
> "adequate yearly progress" (AYP) as required under section
> 1111(b)(2)(A) of the ESEA, section 1111(b)(2)(G) of the ESEA requires
> a State to establish Statewide AMOs, which identify a single minimum
> percentage of students who are required to meet or exceed the
> proficient level on the State's academic assessments each year.) Under
> the Perkins Act, a State may propose different performance levels
> (targets) instead of its AMOs as discussed below.
>
> b\. Section 113(b)(2)(A)(iv) of the Perkins Act requires a State to
> identify a core indicator to measure for its career and technical
> education students at the secondary level "student graduation rates
> (as described in section 1111 (b)(2)(C)(vi) of the \[ESEA\])." Thus, a
> State must report the number or percent of its career and technical
> education students whom the State includes as graduated in its
> graduation rate described under the ESEA. To ensure that a State's
> schools are making AYP as required under section 1111(b)(2)(A) of the
> ESEA, some States have established Statewide targets for graduation
> rates under section 1111(b)(2)(C)(vi), and others States have defined
> AYP only to require improvement in the graduation rate each year.

Indiana is submitting a one-year transition plan, therefore, only the
performance levels for core indicators 1S1, 2S1, and 4S1 are required
and are listed on the Forms in Part C. For these three (3) indicators we
will use the same reporting process used for NCLB.

6.  Describe the eligible agency's process for reaching agreement on
    local adjusted levels of performance if an eligible recipient does
    not accept the State adjusted levels of performance under section
    113(b)(3) of the Act and ensuring that the established performance
    levels will require the eligible recipient to continually make
    progress toward improving the performance of career and technical
    education students. \[Sec. 113(b)(4)(A)(i)(II); sec. 122(c)(10)(B)\]

[]{.mark}

[]{.mark}

Perkins IV allows local grant recipients to negotiate with the State if
they do not accept the state-adjusted levels of performance. However, we
currently do not have a negotiation process in place and will spend the
transition year developing one. During this transition period local
grant recipients will use the state-adjusted levels of performance.
State and local grant recipients will review and analyze the actual
performance data then modify state-adjusted levels if needed. We will
use the modified performance levels as baseline.

[]{.mark}

7.  Describe the objective criteria and methods the eligible agency will
    use to allow an eligible recipient to request revisions to its local
    adjusted levels of performance if unanticipated circumstances arise
    with respect to an eligible recipient. \[Sec. 113(b)(4)(A)(vi)\]

A formal negotiation process will be developed during the transition
year that will include the criteria and method's the eligible agency
will use to allow an eligible recipient to request revisions to its
local adjusted levels of performance if unanticipated circumstances
arise with respect to an eligible recipient.

8.  Describe how the eligible agency will report data relating to
    students participating in career and technical education programs in
    order to adequately measure the progress of the students, including
    special populations and students participating in tech prep
    programs, if applicable, and how the eligible agency will ensure
    that the data reported from local educational agencies and eligible
    institutions, and the data that are reported to the Secretary, are
    complete, accurate, and reliable. \[Sec. 122(c)(13); sec 205\].

Indiana has in place a data collection system called the Indiana
Technical Education Reporting System, or INTERS for short. INTERS has
been in place and utilized as the standard CTE data collection system
since 2001. The state has conducted significant amounts of training and
provided technical assistance in regards to operating the software
associated with this system to ensure eligible recipients know how to
accurately input and upload their data for CTE students. We will
continue to utilize this system for Perkins IV. We ensure that the data
reported from local recipients to the state, and subsequently sent to
the Secretary, is complete, accurate, and reliable via on site data
audits which are conducted at a minimum of 10 locations annually. On the
site visits we review the policies, processes, and audit reported data
to ensure compliance.

9.  Describe how the eligible agency plans to enter into an agreement
    with each consortium receiving a grant under Perkins IV to meet a
    minimum level of performance for each of the performance indicators
    described in section 113(b) and 203(e) of the Act. \[Sec.
    204(e)(1)\]

Both eligible recipients at the secondary and post secondary level as
well as tech prep consortiums are required to meet a minimum level of
performance which is tied directly to the federal performance
indicators, meaning the performance indicators include all of those set
forth from the federal Perkins guidance. The performance levels on the
indicators for each recipient will be set based on the results of the,
to be developed, local negotiation process. This process will also
result in a plan for successful achievement of the statewide performance
level as negotiated between OVAE and the state. Each eligible recipient
and members of a consortium will submit data on each of the performance
indicators. If local performance does not meet the negotiated local
level, than a performance plan to address the indicator will be written
in the next annual plan. If poor performance continues for three
successive years then the state may take additional steps of sanctions,
as allowed under Perkins.

10. Describe how the eligible agency will annually evaluate the
    effectiveness of career and technical education programs, and
    describe, to the extent practicable, how the eligible agency is
    coordinating those programs with other Federal programs to ensure
    nonduplication. \[Sec. 122(c)(8)\]

The Department of Workforce Development has recently instituted a new /
redesigned program evaluation / survey process. In this process the
state plans to conduct a formal site visit / survey / evaluation at
least once every three years. This will be supported by more frequent
but less lengthy and less formal site visits by department staff on an
expected annual basis. The state also conducts data audits to at least
10 recipients on an annual basis. Also, the Department of Workforce
Development contracts with the Department of Education to participate
and help conduct the formal site visit / survey / evaluation. The
outcomes for both of these activities will be for the local district to
see how they perform to the best practices as well as for the state to
recognize problem areas which are common to many districts and to thus
provide large scale technical assistance. In addition, the state
conducts data audits to at least 10 recipients on an annual basis to
verify that the Perkins data being reported to the state is consistent
with the definitions for participants, concentrators, and completers.
Efforts have been made, to the extent practicable, to coordinate these
audits and evaluation with other known CTE visits, in order to ensure
non-duplication. Additional efforts will be made to improve customer
service in this regard. During the transition year, the state will
continue to refine the evaluation and audit processes described above in
order to provide a more thorough description of the process within the
Five-Year Plan.

V.  **TECH PREP PROGRAMS**

> **A. Statutory Requirements**

1.  Describe the competitive basis or formula you will use to award
    grants to tech-prep consortia. \[Sec. 203(a)(1)\]

Indiana will utilize a competitive grant application process to award
tech-prep funding to consortia. Two separate and distinct programs will
be offered, one designed to implement and grow the nationally acclaimed
program called Project Lead The Way, and another to develop, implement,
and grow a state created program called Career Majors. The Career Majors
program is a continuation of a program in existence under the Tech Prep
portion of Perkins III, however it will be modified to fully align with
the provisions for Tech Prep within the Perkins IV Act.

Both of these programs have developed, or will develop, application
packages which consortia are to complete and which are the basis for
determination of funding. Each application will be competitively scored
based on the following categories: a) Effectiveness of Program Design,
b) Quality of the Management Plan, c) Sustainability and Adequacy of
Resources, and d) Program Evaluation and Outcomes. Each of these
categories has additional specific characteristics which are scored in
order to differentiate between applications of consortia. These
applications are scored on a 100 point scale and funding is provided to
the highest scoring applications, to the extent which money is
available.

Additionally within each program and corresponding application, a
graduated funding scale is utilized such that higher levels of support
are provided to consortia in the earliest years of their program. This
scale is fixed and is applicable to an individual secondary school.
Consortia with more than one secondary school member may receive a
multiple of the graduated scale amount so that each secondary school
member is given an amount equal to that which it would have received as
a single secondary school consortium. Each program allows for four years
of funding support to a consortium, given the consortia fulfills its
program obligations. A renewal application will have to be completed by
consortia each year so as to allow the state to maintain visibility on
results and more fully deliver value out of the Tech-Prep funding.

2.  You must describe how you will give special consideration to
    applications that address the areas identified in section 204(d) of
    the Act. \[Sec. 204(d)(1)-(6)\]

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3.  You must describe how you will ensure an equitable distribution of
    assistance between urban and rural consortium participants. \[Sec.
    204(f)\]

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4.  You must describe how your agency will ensure that each funded tech
    prep program---

    a.  Is carried out under an articulation agreement between the
        participants in the consortium, as defined in section 3(4) of
        the Act;

    b.  Consists of a program of study that meets the requirements of
        section 203(c)(2)(A)-(G) of the Act;

    c.  Includes the development of tech prep programs for secondary and
        postsecondary education that meet the requirements of section
        203(c)(3)(A)-(D) of the Act;

    d.  Includes in-service professional development for teachers,
        faculty, and administrators that meets the requirements of
        section 203(c)(4)(A)-(F) of the Act.

    e.  Includes professional development programs for counselors that
        meet the requirements of section 203(c)(5)(A)-(F) of the Act;

    f.  Provides equal access to the full range of technical preparation
        programs (including pre-apprenticeship programs) to individuals
        who are members of special populations, including the
        development of tech-prep program services appropriate to the
        needs of special populations \[Sec. 203(c)(6)\];

    g.  Provides for preparatory services that assist participants in
        tech-prep programs \[Sec. 203(c)(7)\]; and

    h.  Coordinates with activities under Title I. \[Sec. 203(c)(8)\]

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5.  You must describe how your State plans to enter into an agreement
    with each consortium receiving a grant under Perkins IV to meet a
    minimum level of performance for each of the performance indicators
    described in sections 113(b) and 203(e) of the Act. \[Sec.
    204(e)(1)\]

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B.  **Other Department Requirements**

    1.  Submit a copy of the local application form(s) used to award
        tech prep funds to consortia and a copy of the technical review
        criteria used to select winning consortia, if funds are awarded
        competitively.

Local Tech Prep Application for Project Lead The Way -- PART F.

Technical Review Criteria for this application are included within the
application. Since, as of the date of this state plan, the applications
are being completed by consortia specific grade sheet examples cannot be
provided.

**VI. FINANCIAL REQUIREMENTS**

> **A. Statutory Requirements**

1.  Describe how funds received through the allotment made under section
    111 of the Act will be allocated, including any funds that are
    consolidated under section 202(2) of the Act, will be allocated
    among career and technical education at the secondary level, or
    career and technical education at the postsecondary and adult level,
    or both, including the rationale for such allocation. \[Sec.
    122(c)(6)(A); Sec. 202(c)\]

The Indiana General Assembly legislated that a minimum of 60 percent of
the funds received from Perkins would be distributed to the secondary
level. For the past few years, the split has been 63.58% to secondary
schools and 36.42% to post secondary institutions. For the transition
year we will keep the split the same as in prior years. In the
transition year we will endeavor to analyze this split based on some
sort of Return on Investment and will make adjustments to provide the
best return within our state while still meeting state law.

1.  Provide the specific dollar allocations made available by the
    eligible agency for career and technical education programs under
    section 131(a)-(e) of the Act and how these allocations are
    distributed to local educational agencies, area career and technical
    education schools, and educational service agencies within the
    State. \[Section 131(g)\]

In accordance with section 131(a) of the Act, the funds will be
distributed to secondary schools based on the following:

-   30% based on the number of individuals aged 5 through 17 who live in
    the school district served by the local educational agency -
    estimated amount \$3,911,901

-   70% based on the number of individuals aged 5 through 17 who live in
    the school district served by the local educational agency and are
    from families below the poverty level -- estimated amount
    \$9,127,771

    1.  Describe how your agency will allocate any of those funds among
        any consortia that will be formed among secondary schools and
        eligible institutions, and how funds will be allocated among the
        members of the consortia, including the rationale for such
        allocation. \[Sec. 122(c)(6)(B); Sec. 202(c)\]

[In accordance with section 132 (a) of the Act, the distribution of
funds to post secondary institutions will be based on the number of
individuals who are Pell Grant recipients enrolled in an approved career
education program - estimated amount \$7,469,407]{.mark}

> []{.mark}
>
> 4\. Describe how the eligible agency will allocate any of those funds
> among any consortia that will be formed among secondary schools, and
> how funds will be allocated among the members of the consortia,
> including the rationale for such allocation. \[Sec. 122(c)(6)(B); Sec.
> 202(c)\]

The funds earned by all partners of the consortium will be combined and
given to the selected agent of the consortium. The consortium will have
informed the state ahead of time about their proposed method to split
among themselves. Assigned staff will review the agreement to ensure
proper arrangements.

> 5\. Describe how you will adjust the data used to make the allocations
> to reflect any change in school district boundaries that may have
> occurred since the population and/or enrollment data was collected,
> and include local educational agencies without geographical
> boundaries, such as charter schools and secondary schools funded by
> the Bureau of Indian Affairs. \[Sec. 131(a)(3)\]

If a district boundary changes, we will adjust the data used to make the
allocations by moving the applicable school from one district into
another along with the associated allocation amount.

> **B. Other Department Requirements**
>
> 1\. Submit a detailed project budget, using the forms provided in Part
> B of this guide.

A detailed project budget is found in Part B of this Plan.

2.  Provide a listing of allocations made to consortia (secondary and
    postsecondary) from funds available under sections 112(a) and (c) of
    the Act.

[Allocations - Chris]{.mark}

3.  Describe the secondary and postsecondary formulas used to allocate
    funds available under section 112(a) of the Act, as required by
    section 131(a) and 132(a) of the Act.

In order to calculate the allocations we use the NCES and census data
for secondary and Pell recipients in CTE programs for post secondary.

The calculation of the Perkins allocations for Indiana is based upon two
data sets. One is the [Total Student Population]{.underline} from NCES,
and the other is the [Total Living Beneath the Poverty
Threshold]{.underline} from the Census Bureau.

The poverty count is the basis for 70% of the allocations, and the NCES
is the other 30%. The 70% is allocated based upon the ratio of the total
state poverty count that is in the school corporation area. The 30% is
allocated based upon the ratio of the total state student count that is
in the school corporation area.

For each corporation the 70% total is added to the 30% total to get the
allocation total for each corporation. Then all corporations within each
area vocational district are added together to get the district
allocation.

4.  Describe the competitive basis or formula to be used to award
    reserve funds under section 112(c) of the Act.

The 10% Reserve Funds will be placed in a competitive grant process, one
for the secondary level and one for the post secondary level. The split
of the 10% reserve funds will be made in the same manner as the split of
the basic grant funds, that being 63.58% going to secondary (state law
says minimum is 60%) and 36.42% going to post secondary. Only those
eligible recipients who meet the guidelines set forth in section 112(c)
of the Act will be eligible to receive funding under this grant process.
Generally the grant process and awarded funds are to be used to develop
and implement innovative programming that leads to long lasting systemic
change in the operations of the eligible recipient. The grant process is
also designed to be flexible to the change needs of the CTE community as
well as the changing priorities of the state. This flexibility is
implemented via the establishment of different "categories" within the
grant application for which an eligible recipient may apply. These
categories may change from year to year following the needs and
priorities of the state.

For the secondary level, the most recent grant process included the
following categories: 1) academic integration, 2) new program
initiative, 3) upgrade existing program to be a program of study, and 4)
entrepreneurship activities.

For the post secondary level, the upcoming grant process will likely
include categories of the following: 1) creation of alternative vehicles
of educational delivery (virtual classrooms, distance learning, etc.),
2) establishment of a new CTE program at the institution, and 3)
development of alternative strategies for offering newly enrolled
students CTE courses while concurrently improving their below minimum
academic capabilities.

For the process at each level a thorough grant application package will
be developed, a scoring rubric created, and multiple CTE stakeholders
utilized in the review process.

5.  Describe the procedures used to rank and determine eligible
    recipients seeking funding under section 112(c) of the Act.

The scoring of each application was based a 100 point scale using four
(4) categories. The categories included the following: 1) effectiveness
of design, 2) personalization of the program for student benefit, 3)
sustainability and adequacy of resources, and 4) project evaluations and
outcomes. While we generally find many innovative concepts that would
likely be effective, many proposals are lacking in strategy and
description of activity under the remaining three criteria and as such
those eligible recipients who do thoroughly describe efforts beyond just
the program design / strategy, generally score higher.

6.  Include a description of the procedures used to determine eligible
    recipients in rural and sparsely populated areas under section
    131(c)(2) or 132(a)(4) of the Act.

In accordance with section 131(c)(2) and section 132(a)(4) of the Act,
the eligible agency shall waive the minimum allocation requirement of
\$15,000 in any case in which the local educational agency is located in
a rural sparsely populated area and demonstrates that the local
educational agency is unable to enter into a consortium for purposes of
providing activities under this part.

Indiana will use the Federal School District Demographic Definitions to
develop a formal procedure during the transition year.

######   {#section .unnumbered}

**VII. EDGAR CERTIFICATIONS AND OTHER ASSURANCES**

A.  **EDGAR Certifications**

**Signed Edgar Certifications and Assurances are in PART E.**

> **B. Other Assurances**
>
> 1\. You must submit a copy of the State plan into the State
> Intergovernmental Review Process. \[Executive Order 12372; 34 CFR 79\]

Indiana does not participate in the intergovernmental review process and
may therefore send application materials directly to a Federal awarding
agency.

**PART B: BUDGET FORMS**

**INSTRUCTIONS**

On the attached budget tables, you must identify:

**I. Title I: Career and Technical Education Assistance to States**

> Line I.A The amount of Title I funds available under section 112(a).
>
> Line I.B The amount of Title II funds, if any, to be consolidated with
> Title I funds as described in section 202(a) and (b).
>
> Line I.C The total amount of combined Title I and Title II funds.
>
> Line I.D The percent and amount, if any, slated for eligible
> recipients under section 112(a)(1).
>
> Line I.D.1 The amount, if any, to be reserved under section 112(c).
>
> Line I.D.1.a The percent and amount reserved for secondary recipients.
>
> Line I.D.2.b The percent and amount reserved for postsecondary
> recipients.
>
> Line I.D.2 The amount to be made available for eligible recipients for
> under section 112(a)(1) by the allocation formulas addressed in
> sections 131 and 132.
>
> Line I.D.2.a The percent and amount slated for secondary recipients.
>
> Line I.D.2 The percent and amount slated for postsecondary recipients.
>
> Line I.E. The amount to be made available for State leadership under
> section 112(a)(2).
>
> Line I.E.a The amount to be made available for services to prepare
> individuals for non-traditional fields under section 112(a)(2)(B).
>
> Line I.E.b The amount to be made available to serve individuals in
> State institutions, as described in section 112(a)(2)(A).
>
> Line I.F The percent and amount to be expended for State
> administration under section 112(a)(3).
>
> Line I.G The amount to be expended for matching of Federal
> expenditures for State administration under sections 112(b) and 323.

II. **Title II: Tech Prep Programs**

Line II.A The amount of funds available under section 201(a).

Line II.B The amount of Title II funds, if any, to be consolidated with
Title I funds as described in section 202(a).

Line II.C The total amount of funds to be used for Title II tech-prep
programs.

Line II.D The amount of funds to be made available for tech-prep
consortia under section 203.

Line II.D.a The percent of funds to be made available for tech-prep
consortia under section 203.

Line II.D.b The number of tech-prep consortia to be funded.

Line II.E The amount to be expended for State administration under Title
II.

Line II.E.a The percent of funds to be expended for State administration
under Title II.

**PERKINS IV BUDGET TABLE - PROGRAM YEAR 1**

(For Federal Funds to Become Available Beginning on July 1, 2007)

# I. TITLE I: CAREER AND TECHNICAL EDUCATION ASSISTANCE TO STATES

> A. Total Title I Allocation to the State \$ [25,869,765]{.underline}
>
> B. Amount of Title II Tech Prep Funds to Be Consolidated

with Title I Funds \$ [0]{.underline}

> C. Total Amount of Combined Title I and Title II Funds to be
>
> distributed under section 112 (*Line A + Line B*) \$
> [25,869,765]{.underline}
>
> D. Local Formula Distribution (*not less than 85%*) (*Line C x
> [88.09]{.underline}%*) \$ [22,787,866]{.underline}
>
> 1\. Reserve (*not more than 10% of Line D*) \$ [2,278,786]{.underline}
>
> a\. Secondary Programs ([63.58]{.underline}% of *Line D*) \$
> [1,448,852]{.underline}
>
> b\. Postsecondary Programs ([36.42]{.underline}% of *Line D*) \$
> [829,934]{.underline}
>
> 2\. Available for formula allocations (*Line D minus Line D.1)* \$
> [20,509,080]{.underline}
>
> a\. Secondary Programs ([63.58]{.underline}% of *Line D.2*) \$
> [13,039,673]{.underline}

#  b. Postsecondary Programs ([36.42]{.underline}% of *Line D.2*) \$ [7,469,407]{.underline}

> E. Leadership (not more than 10%) (*Line C x* [10]{.underline}*%)* \$
> [2,586,976]{.underline}
>
> a\. Nontraditional Training and Employment (\$ [60,000]{.underline})
>
> b\. Corrections or Institutions (\$ [150,000]{.underline})
>
> F. State Administration (not more than [5]{.underline}%)
>
> (*Line C x* [1.91]{.underline}*%*) **\$** [494,923]{.underline}
>
> G. State Match *(from non-federal funds)*[^1] **\$**
> [494,923]{.underline}

# PERKINS IV BUDGET TABLE - PROGRAM YEAR 1

(For Federal Funds to Become Available Beginning on July 1, 2007)

##### II. TITLE II: TECH PREP PROGRAMS

A. Total Title II Allocation to the State \$ [2,465,494]{.underline}

B. Amount of Title II Tech Prep Funds to Be Consolidated

with Title I Funds \$ [0]{.underline}

C. Amount of Title II Funds to Be Made Available

For Tech-Prep (*Line A less Line B*) \$ [2,465,494]{.underline}

D. Tech-Prep Funds Earmarked for Consortia \$­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ [2,342,219]{.underline}

a.  Percent for Consortia

> (*Line D divided by Line C*) \[[95%]{.underline}\]

b\. Number of Consortia (*To be determined based on competitive*

*applications received)*

c\. Method of Distribution (*check one*):

Formula

[**X**]{.underline} Competitive

E.  Tech-Prep Administration \$ [123,275]{.underline}

a\. Percent for Administration

> (*Line E divided by Line C*) \[\_\_\_[5]{.underline}\_\_\_%\]

**PART C: ACCOUNTABILITY FORMS**

**I. Student Definitions**

**A. Secondary Level**

  -----------------------------------------------------------------------
  **CTE Participant -- A secondary student who has earned one (1) or more
  credits in any career and technical education (CTE) program area.**

  **CTE Concentrators -- A secondary student who has earned three (3) or
  more credits in a single CTE program area (e.g., health care or
  business services), or two (2) credits in a single CTE program area,
  but only in those areas where 2 credit sequences at the secondary level
  are recognized by the State and/or its local eligible recipients.**
  -----------------------------------------------------------------------

> **B. Postsecondary/Adult Level**

  -----------------------------------------------------------------------
  **CTE Participant -- A post secondary/adult student who has earned one
  (1) or more credits in any CTE program area.**

  **CTE Concentrators -- A post secondary/adult student who: (1)
  completes [at least 12]{.underline} academic or CTE credits within a
  single program area sequence that is comprised of 12 or more academic
  and technical credits and terminates in the award of an
  industry-recognized credential, a certificate, or a degree; or (2)
  completes a short-term CTE program sequence of less than 12 credit
  units that terminates in an industry-recognized credential, a
  certificate, or a degree.**
  -----------------------------------------------------------------------

**II. FINAL AGREED UPON PERFORMANCE FORM (FAUPL)**

**A. SECONDARY LEVEL**

+------------+----------------------+--------+-------+-------+-------+
| **Column** | **Column**           | **Co   | **Col | **Col | **Col |
|            |                      | lumn** | umn** | umn** | umn** |
| **1**      | **2**                |        |       |       |       |
|            |                      | **3**  | **4** | **5** | **6** |
+------------+----------------------+--------+-------+-------+-------+
| #####      | **Measurement**      | **M    | **    | *     | *     |
| Indicator  |                      | easure | Basel | *Year | *Year |
|            | **Definition**       | ment** | ine** | One** | Two** |
| **&**      |                      |        |       |       |       |
|            |                      | **Appr | *     | **7   | **7   |
| **         |                      | oach** | *(Ind | /1/07 | /1/08 |
| Citation** |                      |        | icate | -6/30 | -6/30 |
|            |                      |        | Ye    | /08** | /09** |
|            |                      |        | ar)** |       |       |
+------------+----------------------+--------+-------+-------+-------+
| **1S1**    | **Numerator:**       | *      | **B:  | **L:  | **L:  |
|            | Number of CTE        | *State | 66%** | 73%   | 73%   |
| **Academic | concentrators who    | and    |       | (per  | (per  |
| Attainment | have met the         | Local  |       | email | email |
| --         | proficient or        | Ad     |       | on    | on    |
| Readin     | advanced level on    | minist |       | pr    | pr    |
| g/Language | the Statewide high   | rative |       | e-pop | e-pop |
| Arts**     | school               | Rec    |       | ulati | ulati |
|            | **reading/language   | ords** |       | on)** | on)** |
| **113(b)(  | arts** assessment    |        |       |       |       |
| 2)(A)(i)** | administered by the  |        |       | **    | **    |
|            | State under Section  |        |       | *Will | *Will |
|            | 1111(b)(3) of the    |        |       | be    | be    |
|            | Elementary and       |        |       | pre   | pre   |
|            | Secondary Education  |        |       | -popu | -popu |
|            | Act (ESEA) as        |        |       | lated | lated |
|            | amended by the No    |        |       | at    | at    |
|            | Child Left Behind    |        |       | the   | the   |
|            | Act based on the     |        |       | re    | re    |
|            | scores that were     |        |       | quest | quest |
|            | included in the      |        |       | of    | of    |
|            | State's computation  |        |       | the   | the   |
|            | of adequate yearly   |        |       | Sta   | Sta   |
|            | progress (AYP) and   |        |       | te*** | te*** |
|            | who, in the          |        |       |       |       |
|            | reporting year, left |        |       | *     | *     |
|            | secondary education. |        |       | *A:** | *A:** |
|            |                      |        |       |       |       |
|            | **Denominator:**     |        |       |       |       |
|            | Number of CTE        |        |       |       |       |
|            | concentrators who    |        |       |       |       |
|            | took the ESEA        |        |       |       |       |
|            | assessment in        |        |       |       |       |
|            | **reading/language   |        |       |       |       |
|            | arts whose scores    |        |       |       |       |
|            | were included in the |        |       |       |       |
|            | State's computation  |        |       |       |       |
|            | of AYP** and who, in |        |       |       |       |
|            | the reporting year,  |        |       |       |       |
|            | left secondary       |        |       |       |       |
|            | education.           |        |       |       |       |
+------------+----------------------+--------+-------+-------+-------+
| **1S2**    | **Numerator:**       | *      | **B:  | **L:  | **L:  |
|            | Number of CTE        | *State | 64%** | 71%   | 71%   |
| **Academic | concentrators who    | and    |       | (per  | (per  |
| At         | have met the         | Local  |       | email | email |
| tainment - | proficient or        | Ad     |       | on    | on    |
| Mat        | advanced level on    | minist |       | pr    | pr    |
| hematics** | the Statewide high   | rative |       | e-pop | e-pop |
|            | school               | Rec    |       | ulati | ulati |
| **113(b)(  | **mathematics**      | ords** |       | on)** | on)** |
| 2)(A)(i)** | assessment           |        |       |       |       |
|            | administered by the  |        |       | **    | **    |
|            | State under Section  |        |       | *Will | *Will |
|            | 1111(b)(3) of the    |        |       | be    | be    |
|            | (ESEA) as amended by |        |       | pre   | pre   |
|            | the No Child Left    |        |       | -popu | -popu |
|            | Behind Act based on  |        |       | lated | lated |
|            | the scores that were |        |       | at    | at    |
|            | included in the      |        |       | the   | the   |
|            | State's computation  |        |       | re    | re    |
|            | of adequate yearly   |        |       | quest | quest |
|            | progress (AYP) and   |        |       | of    | of    |
|            | who, in the          |        |       | the   | the   |
|            | reporting year, left |        |       | Sta   | Sta   |
|            | secondary education. |        |       | te*** | te*** |
|            |                      |        |       |       |       |
|            | **Denominator:**     |        |       | *     | *     |
|            | Number of CTE        |        |       | *A:** | *A:** |
|            | concentrators who    |        |       |       |       |
|            | took the ESEA        |        |       |       |       |
|            | assessment in        |        |       |       |       |
|            | **mathematics whose  |        |       |       |       |
|            | scores were included |        |       |       |       |
|            | in the State's       |        |       |       |       |
|            | computation of AYP** |        |       |       |       |
|            | and who, in the      |        |       |       |       |
|            | reporting year, have |        |       |       |       |
|            | left secondary       |        |       |       |       |
|            | education.           |        |       |       |       |
+------------+----------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| #####      | **Measurement**     | **M    | **    | *     | *     |
|  Indicator |                     | easure | Basel | *Year | *Year |
|            | **Definition**      | ment** | ine** | One** | Two** |
| ##### &    |                     |        |       |       |       |
|            |                     | **Appr | *     | **7   | **7   |
| ####       |                     | oach** | *(Ind | /1/07 | /1/08 |
| # Citation |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **2S1**    | **Numerator:**      |        | *     | *     | *     |
|            | Number of [CTE      |        | *B:** | *L:** | *L:** |
| *          | concent             |        |       |       |       |
| *Technical | rators]{.underline} |        |       | *     | *     |
| Skill      | who passed          |        |       | *A:** | *A:** |
| At         | technical skill     |        |       |       |       |
| tainment** | assessments that    |        |       |       |       |
|            | are aligned with    |        |       |       |       |
| **113(b)(2 | industry-recognized |        |       |       |       |
| )(A)(ii)** | standards, if       |        |       |       |       |
|            | available and       |        |       |       |       |
|            | appropriate, during |        |       |       |       |
|            | the reporting year. |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who took the        |        |       |       |       |
|            | assessments during  |        |       |       |       |
|            | the reporting year. |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **3S1**    | **Numerator:**      |        | *     | *     | *     |
|            | Number of [CTE      |        | *B:** | *L:** | *L:** |
| *          | concent             |        |       |       |       |
| *Secondary | rators]{.underline} |        |       | *     | *     |
| School**   | who earned a        |        |       | *A:** | *A:** |
|            | regular secondary   |        |       |       |       |
| **Co       | school diploma,     |        |       |       |       |
| mpletion** | earned a General    |        |       |       |       |
|            | Education           |        |       |       |       |
| ##### 113( | Development (GED)   |        |       |       |       |
| b)(2)(A)(i | credential as a     |        |       |       |       |
| ii)(I-III) | State-recognized    |        |       |       |       |
|            | equivalent to a     |        |       |       |       |
|            | regular high school |        |       |       |       |
|            | diploma (if offered |        |       |       |       |
|            | by the State) or    |        |       |       |       |
|            | other               |        |       |       |       |
|            | State-recognized    |        |       |       |       |
|            | equivalent          |        |       |       |       |
|            | (including          |        |       |       |       |
|            | recognized          |        |       |       |       |
|            | alternative         |        |       |       |       |
|            | standards for       |        |       |       |       |
|            | individuals with    |        |       |       |       |
|            | disabilities), or   |        |       |       |       |
|            | earned a            |        |       |       |       |
|            | proficiency         |        |       |       |       |
|            | credential,         |        |       |       |       |
|            | certificate, or     |        |       |       |       |
|            | degree, in          |        |       |       |       |
|            | conjunction with a  |        |       |       |       |
|            | secondary school    |        |       |       |       |
|            | diploma (if offered |        |       |       |       |
|            | by the State)       |        |       |       |       |
|            | during the          |        |       |       |       |
|            | reporting year.     |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who left secondary  |        |       |       |       |
|            | education during    |        |       |       |       |
|            | the reporting year. |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| #          | **Measurement**     | **M    | **    | *     | *     |
|  Indicator |                     | easure | Basel | *Year | *Year |
|            | **Definition**      | ment** | ine** | One** | Two** |
| # &        |                     |        |       |       |       |
|            |                     | **Appr | *     | **7   | **7   |
| # Citation |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **4S1**    | **Numerator:**      | *      | *     | **L:  | **L:  |
|            | Number of CTE       | *State | *B:** | +1%   | +1%   |
| **Student  | concentrators who,  | and    |       | of    | of    |
| Graduation | in the reporting    | Local  |       | Bas   | Bas   |
| Rates**    | year, were included | Ad     |       | eline | eline |
|            | as graduated in the | minist |       | ((per | ((per |
| **113(b)(2 | State's computation | rative |       | email | email |
| )(A)(iv)** | of its graduation   | Rec    |       | on    | on    |
|            | rate as described   | ords** |       | pr    | pr    |
|            | in Section          |        |       | e-pop | e-pop |
|            | 1111(b)(2)(C)(vi)   |        |       | ulati | ulati |
|            | of the ESEA.        |        |       | on)** | on)** |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       | **    | **    |
|            | Number of CTE       |        |       | *Will | *Will |
|            | concentrators who,  |        |       | be    | be    |
|            | in the reporting    |        |       | pre   | pre   |
|            | year, were included |        |       | -popu | -popu |
|            | in the State's      |        |       | lated | lated |
|            | computation of its  |        |       | at    | at    |
|            | graduation rate as  |        |       | the   | the   |
|            | defined in the      |        |       | re    | re    |
|            | State's             |        |       | quest | quest |
|            | Consolidated        |        |       | of    | of    |
|            | Accountability Plan |        |       | the   | the   |
|            | pursuant to Section |        |       | Sta   | Sta   |
|            | 1111(b)(2)(C)(vi)   |        |       | te*** | te*** |
|            | of the ESEA.        |        |       |       |       |
|            |                     |        |       | *     | *     |
|            |                     |        |       | *A:** | *A:** |
+------------+---------------------+--------+-------+-------+-------+
| **5S1**    | **Numerator:**      |        | *     | *     | *     |
|            | Number of [CTE      |        | *B:** | *L:** | *L:** |
| **S        | concent             |        |       |       |       |
| econdary** | rators]{.underline} |        |       | *     | *     |
|            | who left secondary  |        |       | *A:** | *A:** |
| **P        | education and were  |        |       |       |       |
| lacement** | placed in           |        |       |       |       |
|            | postsecondary       |        |       |       |       |
| **113(b)(  | education or        |        |       |       |       |
| 2)(A)(v)** | advanced training,  |        |       |       |       |
|            | in the military     |        |       |       |       |
|            | service, or         |        |       |       |       |
|            | employment in the   |        |       |       |       |
|            | second quarter      |        |       |       |       |
|            | following the       |        |       |       |       |
|            | program year in     |        |       |       |       |
|            | which they left     |        |       |       |       |
|            | secondary education |        |       |       |       |
|            | (i.e., unduplicated |        |       |       |       |
|            | placement status    |        |       |       |       |
|            | for CTE             |        |       |       |       |
|            | concentrators who   |        |       |       |       |
|            | graduated by June   |        |       |       |       |
|            | 30, 2007 would be   |        |       |       |       |
|            | assessed between    |        |       |       |       |
|            | October 1, 2007 and |        |       |       |       |
|            | December 31, 2007). |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who left secondary  |        |       |       |       |
|            | education during    |        |       |       |       |
|            | the reporting year. |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| **I        | **Measurement**     | **M    | **    | *     | *     |
| ndicator** |                     | easure | Basel | *Year | *Year |
|            | **Definition**      | ment** | ine** | One** | Two** |
| **&**      |                     |        |       |       |       |
|            |                     | **Appr | *     | **7   | **7   |
| **         |                     | oach** | *(Ind | /1/07 | /1/08 |
| Citation** |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **6S1**    | **Numerator:**      |        | *     | *     | *     |
|            | Number of [CTE      |        | *B:** | *L:** | *L:** |
| **Nontra   | partic              |        |       |       |       |
| ditional** | ipants]{.underline} |        |       | *     | *     |
|            | from                |        |       | *A:** | *A:** |
| **Parti    | underrepresented    |        |       |       |       |
| cipation** | gender groups who   |        |       |       |       |
|            | participated in a   |        |       |       |       |
| **113(b)(2 | program that leads  |        |       |       |       |
| )(A)(vi)** | to employment in    |        |       |       |       |
|            | nontraditional      |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | partic              |        |       |       |       |
|            | ipants]{.underline} |        |       |       |       |
|            | who participated in |        |       |       |       |
|            | a program that      |        |       |       |       |
|            | leads to employment |        |       |       |       |
|            | in nontraditional   |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **6S2**    | **Numerator:**      |        | *     | *     | *     |
|            | Number of [CTE      |        | *B:** | *L:** | *L:** |
| **Nontra   | concent             |        |       |       |       |
| ditional** | rators]{.underline} |        |       | *     | *     |
|            | from                |        |       | *A:** | *A:** |
| **Co       | underrepresented    |        |       |       |       |
| mpletion** | gender groups who   |        |       |       |       |
|            | completed a program |        |       |       |       |
| **113(b)(2 | that leads to       |        |       |       |       |
| )(A)(vi)** | employment in       |        |       |       |       |
|            | nontraditional      |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who completed a     |        |       |       |       |
|            | program that leads  |        |       |       |       |
|            | to employment in    |        |       |       |       |
|            | nontraditional      |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

**FINAL AGREED UPON PERFORMANCE FORM (FAUPL)**

**B. POSTSECONDARY LEVEL/ADULT**

+-------------+---------------------+--------+-------+-------+-------+
| **Column**  | **Column**          | **Co   | **Col | **Col | **Col |
|             |                     | lumn** | umn** | umn** | umn** |
| **1**       | **2**               |        |       |       |       |
|             |                     | **3**  | **4** | **5** | **6** |
+-------------+---------------------+--------+-------+-------+-------+
| #####       | **Measurement**     | **M    | **    | *     | *     |
|  Indicator  |                     | easure | Basel | *Year | *Year |
|             | **Definition**      | ment** | ine** | One** | Two** |
| ##### &     |                     |        |       |       |       |
|             |                     | **Appr | *     | **7   | **7   |
| ###         |                     | oach** | *(Ind | /1/07 | /1/08 |
| ## Citation |                     |        | icate | -6/30 | -6/30 |
|             |                     |        | Ye    | /08** | /09** |
|             |                     |        | ar)** |       |       |
+-------------+---------------------+--------+-------+-------+-------+
| **1P1**     | **Numerator:**      |        | *     | *     | *     |
|             | Number of [CTE      |        | *B:** | *L:** | *L:** |
| **Technical | concent             |        |       |       |       |
| Skill       | rators]{.underline} |        |       | *     | *     |
| A           | who passed          |        |       | *A:** | *A:** |
| ttainment** | technical skill     |        |       |       |       |
|             | assessments that    |        |       |       |       |
| **113(b)    | are aligned with    |        |       |       |       |
| (2)(B)(i)** | industry-recognized |        |       |       |       |
|             | standards, if       |        |       |       |       |
|             | available and       |        |       |       |       |
|             | appropriate, during |        |       |       |       |
|             | the reporting year. |        |       |       |       |
|             |                     |        |       |       |       |
|             | **Denominator:**    |        |       |       |       |
|             | Number of [CTE      |        |       |       |       |
|             | concent             |        |       |       |       |
|             | rators]{.underline} |        |       |       |       |
|             | who took technical  |        |       |       |       |
|             | skill assessments   |        |       |       |       |
|             | during the          |        |       |       |       |
|             | reporting year.     |        |       |       |       |
+-------------+---------------------+--------+-------+-------+-------+
| **2P1**     | **Numerator:**      |        | *     | *     | *     |
|             | Number of [CTE      |        | *B:** | *L:** | *L:** |
| **          | concent             |        |       |       |       |
| Credential, | rators]{.underline} |        |       | *     | *     |
| C           | who received an     |        |       | *A:** | *A:** |
| ertificate, | industry-recognized |        |       |       |       |
| or Degree** | credential, a       |        |       |       |       |
|             | certificate, or a   |        |       |       |       |
| **113(b)(   | degree during the   |        |       |       |       |
| 2)(B)(ii)** | reporting year.     |        |       |       |       |
|             |                     |        |       |       |       |
|             | **Denominator:**    |        |       |       |       |
|             | Number of [CTE      |        |       |       |       |
|             | concent             |        |       |       |       |
|             | rators]{.underline} |        |       |       |       |
|             | who left            |        |       |       |       |
|             | postsecondary       |        |       |       |       |
|             | education during    |        |       |       |       |
|             | the reporting year. |        |       |       |       |
+-------------+---------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| #          | **Measurement**     | **M    | **    | *     | *     |
|            |                     | easure | Basel | *Year | *Year |
| #          | **Definition**      | ment** | ine** | One** | Two** |
| Indicator  |                     |        |       |       |       |
| & Citation |                     | **Appr | *     | **7   | **7   |
|            |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **3P1**    | **Numerator:**      |        | *     | *     | *     |
|            | Number of [CTE      |        | *B:** | *L:** | *L:** |
| **Student  | concent             |        |       |       |       |
| Retention  | rators]{.underline} |        |       | *     | *     |
| or         | who remained        |        |       | *A:** | *A:** |
| Transfer** | enrolled in their   |        |       |       |       |
|            | original            |        |       |       |       |
| *          | postsecondary       |        |       |       |       |
| *113(b)(2) | institution or      |        |       |       |       |
| (B)(iii)** | transferred to      |        |       |       |       |
|            | another 2- or       |        |       |       |       |
|            | 4-year              |        |       |       |       |
|            | postsecondary       |        |       |       |       |
|            | institution during  |        |       |       |       |
|            | the reporting year  |        |       |       |       |
|            | and who were        |        |       |       |       |
|            | enrolled in         |        |       |       |       |
|            | postsecondary       |        |       |       |       |
|            | education in the    |        |       |       |       |
|            | fall of the         |        |       |       |       |
|            | previous reporting  |        |       |       |       |
|            | year.               |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who were enrolled   |        |       |       |       |
|            | in postsecondary    |        |       |       |       |
|            | education in the    |        |       |       |       |
|            | fall of the         |        |       |       |       |
|            | previous reporting  |        |       |       |       |
|            | year and who did    |        |       |       |       |
|            | not earn an         |        |       |       |       |
|            | industry-recognized |        |       |       |       |
|            | credential, a       |        |       |       |       |
|            | certificate, or a   |        |       |       |       |
|            | degree in the       |        |       |       |       |
|            | previous reporting  |        |       |       |       |
|            | year.               |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **4P1**    | **Numerator:**      |        | *     | *     | *     |
|            | Number of [CTE      |        | *B:** | *L:** | *L:** |
| **Student  | concent             |        |       |       |       |
| P          | rators]{.underline} |        |       | *     | *     |
| lacement** | who were placed or  |        |       | *A:** | *A:** |
|            | retained in         |        |       |       |       |
| **113(b)(2 | employment, or      |        |       |       |       |
| )(B)(iv)** | placed in military  |        |       |       |       |
|            | service or          |        |       |       |       |
|            | apprenticeship      |        |       |       |       |
|            | programs in the     |        |       |       |       |
|            | 2^nd^ quarter       |        |       |       |       |
|            | following the       |        |       |       |       |
|            | program year in     |        |       |       |       |
|            | which they left     |        |       |       |       |
|            | postsecondary       |        |       |       |       |
|            | education (i.e.,    |        |       |       |       |
|            | unduplicated        |        |       |       |       |
|            | placement status    |        |       |       |       |
|            | for CTE             |        |       |       |       |
|            | concentrators who   |        |       |       |       |
|            | graduated by June   |        |       |       |       |
|            | 30, 2007 would be   |        |       |       |       |
|            | assessed between    |        |       |       |       |
|            | October 1, 2007 and |        |       |       |       |
|            | December 31, 2007). |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who left            |        |       |       |       |
|            | postsecondary       |        |       |       |       |
|            | education during    |        |       |       |       |
|            | the reporting year. |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| **Column** | **Column**          | **Co   | **Col | **Col | **Col |
|            |                     | lumn** | umn** | umn** | umn** |
| **1**      | **2**               |        |       |       |       |
|            |                     | **3**  | **4** | **5** | **6** |
+------------+---------------------+--------+-------+-------+-------+
| #          | **Measurement**     | **M    | **    | *     | *     |
|  Indicator |                     | easure | Basel | *Year | *Year |
|            | **Definition**      | ment** | ine** | One** | Two** |
| # &        |                     |        |       |       |       |
|            |                     | **Appr | *     | **7   | **7   |
| # Citation |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **5P1**    | **Numerator:**      |        | *     | *     | *     |
|            | Number of [CTE      |        | *B:** | *L:** | *L:** |
| **Nontra   | partic              |        |       |       |       |
| ditional** | ipants]{.underline} |        |       | *     | *     |
|            | from                |        |       | *A:** | *A:** |
| **Parti    | underrepresented    |        |       |       |       |
| cipation** | gender groups who   |        |       |       |       |
|            | participated in a   |        |       |       |       |
| **113(b)(  | program that leads  |        |       |       |       |
| 2)(B)(v)** | to employment in    |        |       |       |       |
|            | nontraditional      |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | partic              |        |       |       |       |
|            | ipants]{.underline} |        |       |       |       |
|            | who participated in |        |       |       |       |
|            | a program that      |        |       |       |       |
|            | leads to employment |        |       |       |       |
|            | in nontraditional   |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **5P2**    | **Numerator:**      |        | *     | *     | *     |
|            | Number of [CTE      |        | *B:** | *L:** | *L:** |
| **Nontra   | concent             |        |       |       |       |
| ditional** | rators]{.underline} |        |       | *     | *     |
|            | from                |        |       | *A:** | *A:** |
| **Co       | underrepresented    |        |       |       |       |
| mpletion** | gender groups who   |        |       |       |       |
|            | completed a program |        |       |       |       |
| **113(b)(  | that leads to       |        |       |       |       |
| 2)(B)(v)** | employment in       |        |       |       |       |
|            | nontraditional      |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
|            |                     |        |       |       |       |
|            | **Denominator:**    |        |       |       |       |
|            | Number of [CTE      |        |       |       |       |
|            | concent             |        |       |       |       |
|            | rators]{.underline} |        |       |       |       |
|            | who completed a     |        |       |       |       |
|            | program that leads  |        |       |       |       |
|            | to employment in    |        |       |       |       |
|            | nontraditional      |        |       |       |       |
|            | fields during the   |        |       |       |       |
|            | reporting year.     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

**PART D: STATE GOVERNANCE STRUCTURE**

![](media/image1.wmf)

**PART E: CERTIFICATIONS AND ASSURANCES**

> **Edgar Certifications**

\(a\) The plan is submitted by the State agency that is eligible to
submit the plan. \[34 CFR 76.104(a)(1)\]

a.  The State agency has authority under State law to perform the
    functions of the State under the program. \[34 CFR 76.104(a)(2)\]

b.  The State legally may carry out each provision of the plan. \[34 CFR
    76.104(a)(3)\]

c.  All provisions of the plan are consistent with State law. \[34 CFR
    76.104(a)(4)\]

d.  A State officer, specified by title in the certification, has
    authority under State law to receive, hold, and disburse Federal
    funds made available under the plan. \[34 CFR 76.104(a)(5)

e.  The State officer who submits the plan, specified by title in the
    certification, has authority to submit the plan. \[34 CFR
    76.104(a)(6)\]

f.  The agency that submits the plan has adopted or otherwise formally
    approved the plan. \[34 CFR 76.104(a)(7)\]

g.  The plan is the basis for State operation and administration of the
    program. \[34 CFR 76.104(a)(8)\]

> *Signature Date*

# 

#  

# CERTIFICATION REGARDING LOBBYING

Applicants must review the requirements for certification regarding
lobbying included in the regulations cited below before completing this
form. Applicants must sign this form to comply with the certification
requirements under 34 CFR Part 82, \"New Restrictions on Lobbying.\"
This certification is a material representation of fact upon which the
Department of Education relies when it makes a grant or enters into a
cooperative agreement.

As required by Section 1352, Title 31 of the U.S. Code, and implemented
at 34 CFR Part 82, for persons entering into a Federal contract, grant
or cooperative agreement over \$100,000, as defined at 34 CFR Part 82,
Sections 82.105 and 82.110, the applicant certifies that:

\(a\) No Federal appropriated funds have been paid or will be paid, by
or on behalf of the undersigned, to any person for influencing or
attempting to influence an officer or employee of any agency, a Member
of Congress, an officer or employee of Congress, or an employee of a
Member of Congress in connection with the making of any Federal grant,
the entering into of any cooperative agreement, and the extension,
continuation, renewal, amendment, or modification of any Federal grant
or cooperative agreement;

\(b\) If any funds other than Federal appropriated funds have been paid
or will be paid to any person for influencing or attempting to influence
an officer or employee of any agency, a Member of Congress, an officer
or employee of Congress, or an employee of a Member of Congress in
connection with this Federal grant or cooperative agreement, the
undersigned shall complete and submit Standard Form - LLL, \"Disclosure
Form to Report Lobbying,\" in accordance with its instructions;

\(c\) The undersigned shall require that the language of this
certification be included in the award documents for all subawards at
all tiers (including subgrants and contracts under grants and
cooperative agreements) and that all subrecipients shall certify and
disclose accordingly.

As the duly authorized representative of the applicant, I hereby certify
that the applicant will comply with the above certification.

  -----------------------------------------------------------------------
  NAME OF APPLICANT PR/AWARD NUMBER AND / OR PROJECT NAME

  PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE

  SIGNATURE DATE
  -----------------------------------------------------------------------

ED 80-0013 06/04

Approved by OMB

0348-0046

**Disclosure of Lobbying Activities**

Complete this form to disclose lobbying activities pursuant to 31 U.S.C.
1352

(See reverse for public burden disclosure)

+----------------------+----------+---------+-------------------------+
| 1.  **Type of        | 2.       |         | 3.  **Report Type:**    |
|     Federal          | **Status |         |                         |
|     Action:**        |     of   |         | a\. initial filing      |
|                      |          |         |                         |
| a\. contract         |  Federal |         | \_\_\_\_\_ b. material  |
|                      |     A    |         | change                  |
| \_\_\_\_ b. grant    | ction:** |         |                         |
|                      |          |         | **For material change   |
| c\. cooperative      | a\.      |         | only:**                 |
| agreement            | bid/o    |         |                         |
|                      | ffer/app |         | Year \_\_\_\_\_\_\_     |
| d\. loan             | lication |         | quarter \_\_\_\_\_\_\_  |
|                      |          |         |                         |
| e\. loan guarantee   | \_       |         | Date of last            |
|                      | \_\_\_\_ |         | repor                   |
| f\. loan insurance   | b.       |         | t\_\_\_\_\_\_\_\_\_\_\_ |
|                      | initial  |         |                         |
|                      | award    |         |                         |
|                      |          |         |                         |
|                      | c\.      |         |                         |
|                      | po       |         |                         |
|                      | st-award |         |                         |
+----------------------+----------+---------+-------------------------+
| 4.  **Name and       |          | 5       |                         |
|     Address of       |          | .  **If |                         |
|     Reporting        |          |     Re  |                         |
|     Entity:**        |          | porting |                         |
|                      |          |         |                         |
| \_\_\_\_ Prime       |          |  Entity |                         |
| \_\_\_\_\_           |          |     in  |                         |
| Subawardee           |          |     No. |                         |
|                      |          |     4   |                         |
| > Tier\_\_\_\_\_\_,  |          |     is  |                         |
| > if Known:          |          |         |                         |
|                      |          |  Subawa |                         |
| **Congressional      |          | rdee,** |                         |
| District, if         |          |         |                         |
| known:**             |          |   Enter |                         |
|                      |          |         |                         |
|                      |          |    Name |                         |
|                      |          |     and |                         |
|                      |          |         |                         |
|                      |          | Address |                         |
|                      |          |     of  |                         |
|                      |          |         |                         |
|                      |          |  Prime: |                         |
|                      |          |         |                         |
|                      |          | *       |                         |
|                      |          | *Congre |                         |
|                      |          | ssional |                         |
|                      |          | Di      |                         |
|                      |          | strict, |                         |
|                      |          | if      |                         |
|                      |          | k       |                         |
|                      |          | nown:** |                         |
+----------------------+----------+---------+-------------------------+
| 6.  **Federal        |          | **7.    |                         |
|                      |          | Federal |                         |
| Department/Agency:** |          | Program |                         |
|                      |          | Name/   |                         |
|                      |          | Descrip |                         |
|                      |          | tion:** |                         |
|                      |          |         |                         |
|                      |          | CFDA    |                         |
|                      |          | Number, |                         |
|                      |          | *if     |                         |
|                      |          | appli   |                         |
|                      |          | cable*: |                         |
|                      |          | \       |                         |
|                      |          | _\_\_\_ |                         |
|                      |          | \_\_\_\ |                         |
|                      |          | _\_\_\_ |                         |
|                      |          | \_\_\_\ |                         |
|                      |          | _\_\_\_ |                         |
+----------------------+----------+---------+-------------------------+
| 7.  **Federal Action |          | **9.    |                         |
|     Number,** *if    |          | Award   |                         |
|     known:*          |          | Am      |                         |
|                      |          | ount**, |                         |
|                      |          | *if     |                         |
|                      |          | known:* |                         |
|                      |          |         |                         |
|                      |          | **\$**  |                         |
+----------------------+----------+---------+-------------------------+
| **10. a. Name and    |          | **b.    |                         |
| Address of Lobbying  |          | Indi    |                         |
| Registrant**         |          | viduals |                         |
|                      |          | Per     |                         |
| *(if individual,     |          | forming |                         |
| last name, first     |          | Ser     |                         |
| name, MI):*          |          | vices** |                         |
|                      |          | *(in    |                         |
|                      |          | cluding |                         |
|                      |          | address |                         |
|                      |          | if      |                         |
|                      |          | di      |                         |
|                      |          | fferent |                         |
|                      |          | from    |                         |
|                      |          | No.     |                         |
|                      |          | 10a)*   |                         |
|                      |          |         |                         |
|                      |          | *(last  |                         |
|                      |          | name,   |                         |
|                      |          | first   |                         |
|                      |          | name,   |                         |
|                      |          | MI):*   |                         |
+----------------------+----------+---------+-------------------------+
| **11. Information    |          | **Sig   |                         |
| requested through    |          | nature: |                         |
| this form is         |          | \_\_\_\ |                         |
| authorized by title  |          | _\_\_\_ |                         |
| 31 U.S.C. section    |          | \_\_\_\ |                         |
| 1352. This           |          | _\_\_\_ |                         |
| disclosure of        |          | \_\_\_\ |                         |
| lobbying activities  |          | _\_\_\_ |                         |
| is a material        |          | \_\_\_\ |                         |
| representation of    |          | _\_\_\_ |                         |
| fact upon which      |          | \_\_\_\ |                         |
| reliance was placed  |          | _\_\_** |                         |
| by the tier above    |          |         |                         |
| when this            |          | **Print |                         |
| transaction was made |          | Name:   |                         |
| or entered into.     |          | \_\_\   |                         |
| This disclosure is   |          | _\_\_** |                         |
| required pursuant to |          |         |                         |
| 31 U.S.C. 1352. This |          | *       |                         |
| information will be  |          | *Title: |                         |
| reported to the      |          | \_\_\   |                         |
| Congress             |          | _\_\_** |                         |
| semi-annually and    |          |         |                         |
| will be available    |          | **Te    |                         |
| for public           |          | lephone |                         |
| inspection. Any      |          | No.:    |                         |
| person who fails to  |          | \_\     |                         |
| file the required    |          | _\_\_\_ |                         |
| disclosure shall be  |          | \_\_\_\ |                         |
| subject to a civil   |          | _\_\_\_ |                         |
| penalty of not less  |          | Date:   |                         |
| than \$10,000 and    |          | \_      |                         |
| not more than        |          | \_\_\_\ |                         |
| \$100,000 for each   |          | _\_\_** |                         |
| such failure.**      |          |         |                         |
+----------------------+----------+---------+-------------------------+
| **Federal Use Only** |          | **Aut   |                         |
|                      |          | horized |                         |
|                      |          | for     |                         |
|                      |          | Local   |                         |
|                      |          | Reprodu |                         |
|                      |          | ction** |                         |
|                      |          |         |                         |
|                      |          | **S     |                         |
|                      |          | tandard |                         |
|                      |          | Form -  |                         |
|                      |          | LLL     |                         |
|                      |          | (Rev.   |                         |
|                      |          | 7-97)** |                         |
+----------------------+----------+---------+-------------------------+

**INSTRUCTIONS FOR COMPLETION OF SF-LLL, DISCLOSURE OF LOBBYING
ACTIVITIES**

This disclosure form shall be completed by the reporting entity, whether
subawardee or prime Federal recipient, at the initiation or receipt of a
covered Federal action, or a material change to a previous filing,
pursuant to title 31 U.S.C. section 1352. The filing of a form is
required for each payment or agreement to make payment to any lobbying
entity for influencing or attempting to influence an officer or employee
of any agency, a Member of Congress, an officer or employee of Congress,
or an employee of a Member of Congress in connection with a covered
Federal action. Complete all items that apply for both the initial
filing and material change report. Refer to the implementing guidance
published by the Office of Management and Budget for additional
information.

1\. Identify the type of covered Federal action for which lobbying
activity is and/or has been secured to influence the outcome of a
covered Federal action.

2\. Identify the status of the covered Federal action.

3\. Identify the appropriate classification of this report. If this is a
followup report caused by a material change to the information
previously reported, enter the year and quarter in which the change
occurred. Enter the date of the last previously submitted report by this
reporting entity for this covered Federal action.

4\. Enter the full name, address, city, State and zip code of the
reporting entity. Include Congressional District, if known. Check the
appropriate classification of the reporting entity that designates if it
is, or expects to be, a prime or subaward recipient. Identify the tier
of the subawardee, e.g., the first subawardee of the prime is the 1st
tier. Subawards include but are not limited to subcontracts, subgrants
and contract awards under grants.

5\. If the organization filing the report in item 4 checks "Subawardee,"
then enter the full name, address, city, State and zip code of the prime
Federal recipient. Include Congressional District, if known.

6\. Enter the name of the federal agency making the award or loan
commitment. Include at least one organizational level below agency name,
if known. For example, Department of Transportation, United States Coast
Guard.

7\. Enter the Federal program name or description for the covered
Federal action (item 1). If known, enter the full Catalog of Federal
Domestic Assistance (CFDA) number for grants, cooperative agreements,
loans, and loan commitments.

8\. Enter the most appropriate Federal identifying number available for
the Federal action identified in item 1 (e.g., Request for Proposal
(RFP) number; Invitations for Bid (IFB) number; grant announcement
number; the contract, grant, or loan award number; the
application/proposal control number assigned by the Federal agency).
Included prefixes, e.g., "RFP-DE-90-001."

9\. For a covered Federal action where there has been an award or loan
commitment by the Federal agency, enter the Federal amount of the
award/loan commitment for the prime entity identified in item 4 or 5.

10\. (a) Enter the full name, address, city, State and zip code of the
lobbying registrant under the Lobbying Disclosure Act of 1995 engaged by
the reporting entity identified in item 4 to influence the covered
Federal action.

> \(b\) Enter the full names of the individual(s) performing services,
> and include full address if different from 10(a). Enter Last Name,
> First Name, and Middle Initial (MI).

11\. The certifying official shall sign and date the form, print his/her
name, title, and telephone number.

According to the Paperwork Reduction Act, as amended, no persons are
required to respond to a collection of information unless it displays a
valid OMB control Number. The valid OMB control number for this
information collection is OMB No. 0348-0046. Public reporting burden for
this collection of information is estimated to average 10 minutes per
response, including time for reviewing instructions, searching existing
data sources, gathering and maintaining the data needed, and completing
and reviewing the collection of information. Send comments regarding the
burden estimate or any other aspect of this collection of information,
including suggestions for reducing this burden, to the Office of
Management and Budget, Paperwork Reduction Project (0348-0046),
Washington, DC 20503

**OMB Approval No. 0348-0040**

**ASSURANCES - NON-CONSTRUCTION PROGRAMS**

Public reporting burden for this collection of information is estimated
to average 15 minutes per response, including time for reviewing
instructions, searching existing data sources, gathering and maintaining
the data needed, and completing and reviewing the collection of
information. Send comments regarding the burden estimate or any other
aspect of this collection of information, including suggestions for
reducing this burden, to the Office of Management and Budget, Paperwork
Reduction Project (0348-0040), Washington, DC 20503

**PLEASE DO NOT RETURN YOUR COMPLETED FORM TO THE OFFICE OF MANAGEMENT
AND BUDGET. SEND IT TO THE ADDRESS PROVIDED BY THE SPONSORING AGENCY.**

**Note:** Certain of these assurances may not be applicable to your
project or program. If you have questions, please contact the awarding
agency. Further, certain Federal awarding agencies may require
applicants to certify to additional assurances. If such is the case, you
will be notified.

As the duly authorized representative of the applicant I certify that
the applicant:

1\. Has the legal authority to apply for Federal assistance, and the
institutional, managerial and financial capability (including funds
sufficient to pay the non-Federal share of project cost) to ensure
proper planning, management, and completion of the project described in
this application.

2\. Will give the awarding agency, the Comptroller General of the United
States, and if appropriate, the State, through any authorized
representative, access to and the right to examine all records, books,
papers, or documents related to the award; and will establish a proper
accounting system in accordance with generally accepted accounting
standards or agency directives.

3\. Will establish safeguards to prohibit employees from using their
positions for a purpose that constitutes or presents the appearance of
personal or organizational conflict of interest, or personal gain.

4\. Will initiate and complete the work within the applicable time frame
after receipt of approval of the awarding agency.

5\. Will comply with the Intergovernmental Personnel Act of 1970 (42
U.S.C. 4728-4763) relating to prescribed standards for merit systems
for programs funded under one of the 19 statutes or regulations
specified in Appendix A of OPM\'s Standards for a Merit System of
Personnel Administration (5 C.F.R. 900, Subpart F).

6\. Will comply with all Federal statutes relating to nondiscrimination.
These include but are not limited to: (a) Title VI of the Civil Rights
Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of
race, color or national origin; (b) Title IX of the Education Amendments
of 1972, as amended (20 U.S.C. 1681-1683, and 1685-1686), which
prohibits discrimination on the basis of sex; (c) Section 504 of the
Rehabilitation Act of 1973, as amended (29 U.S.C. 794), which prohibits
discrimination on the basis of handicaps; (d) the Age Discrimination Act
of 1975, as amended (42 U.S.C.  6101-6107), which prohibits
discrimination on the basis of age; (e) the Drug Abuse Office and
Treatment Act of 1972 (P.L. 92-255), as amended, relating to
nondiscrimination on the basis of drug abuse; (f) the Comprehensive
Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation
Act of 1970 (P.L. 91-616), as amended, relating to nondiscrimination on
the basis of alcohol abuse or alcoholism; (g)  523 and 527 of the
Public Health Service Act of 1912 (42 U.S.C.  290 dd-3 and 290 ee 3),
as amended, relating to confidentiality of alcohol and drug abuse
patient records; (h) Title VIII of the Civil Rights Act of 1968 (42
U.S.C.  3601 et seq.), as amended, relating to nondiscrimination in the
sale, rental or financing of housing; (i) any other nondiscrimination
provisions in the specific statute(s) under which application for
Federal assistance is being made; and (j) the requirements of any other
nondiscrimination statute(s) which may apply to the application.

7\. Will comply, or has already complied, with the requirements of
Titles II and III of the uniform Relocation Assistance and Real Property
Acquisition Policies Act of 1970 (P.L. 91-646) which provide for fair
and equitable treatment of persons displaced or whose property is
acquired as a result of Federal or federally assisted programs. These
requirements apply to all interests in real property acquired for
project purposes regardless of Federal participation in purchases.

8\. Will comply, as applicable, with the provisions of the Hatch Act (5
U.S.C. 1501-1508 and 7324-7328) which limit the political activities
of employees whose principal employment activities are funded in whole
or in part with Federal funds.

9\. Will comply, as applicable, with the provisions of the Davis-Bacon
Act (40 U.S.C. 276a to 276a-7), the Copeland Act (40 U.S.C. 276c and
18 U.S.C. 874) and the Contract Work Hours and Safety Standards Act
(40 U.S.C.  327-333), regarding labor standards for federally assisted
construction subagreements.

10\. Will comply, if applicable, with flood insurance purchase
requirements of Section 102(a) of the Flood Disaster Protection Act of
1973 (P.L. 93-234) which requires recipients in a special flood hazard
area to participate in the program and to purchase flood insurance if
the total cost of insurable construction and acquisition is \$10,000 or
more.

11\. Will comply with environmental standards which may be prescribed
pursuant to the following: (a) institution of environmental quality
control measures under the National Environmental Policy Act of 1969
(P.L. 91-190) and Executive Order (EO) 11514; (b) notification of
violating facilities pursuant to EO 11738; (c) protection of wetlands
pursuant to EO 11990; (d) evaluation of flood hazards in floodplains in
accordance with EO 11988; (e) assurance of project consistency with the
approved State management program developed under the Coastal Zone
Management Act of 1972 (16 U.S.C. 1451 et seq.); (f) conformity of
Federal actions to State (Clear Air) Implementation Plans under Section
176(c) of the Clear Air Act of 1955, as amended (42 U.S.C. 7401 et
seq.); (g) protection of underground sources of drinking water under the
Safe Drinking Water Act of 1974, as amended, (P.L. 93-523); and (h)
protection of endangered species under the Endangered Species Act of
1973, as amended, (P.L. 93-205).

12 Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C.
1721 et seq.) related to protecting components or potential components
of the national wild and scenic rivers system.

13\. Will assist the awarding agency in assuring compliance with Section
106 of the National Historic Preservation Act of 1966, as amended (16
U.S.C. 470), EO 11593 (identification and protection of historic
properties), and the Archaeological and Historic Preservation Act of
1974 (16 U.S.C. 469a-1 et seq.).

14\. Will comply with P.L. 93-348 regarding the protection of human
subjects involved in research, development, and related activities
supported by this award of assistance.

15\. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L.
89-544, as amended, 7 U.S.C. 2131 et seq.) pertaining to the care,
handling, and treatment of warm blooded animals held for research,
teaching, or other activities supported by this award of assistance.

16\. Will comply with the Lead-Based Paint Poisoning Prevention Act (42
U.S.C. 4801 et seq.) which prohibits the use of lead- based paint in
construction or rehabilitation of residence structures.

17\. Will cause to be performed the required financial and compliance
audits in accordance with the Single Audit Act Amendments of 1996 and
OMB Circular No. A-133, Audits of States, Local Governments, and
Non-Profit Organizations.

18\. Will comply with all applicable requirements of all other Federal
laws, executive orders, regulations and policies governing this program

  ----------------------------------------- -------- ---------------------
  SIGNATURE OF AUTHORIZED CERTIFYING        TITLE    
  OFFICIAL                                           

  APPLICANT ORGANIZATION                             DATE SUBMITTED
  ----------------------------------------- -------- ---------------------

**Standard Form 424B (Rev. 7-97) Back**

FY 2008 Career and technical Education Programs STATEMENT OF ASSURANCES

*THE ELIGIBLE RECIPIENT ASSURES:*

1.  Programs, services, and activities included under this agreement
    will be operated in accordance with the Carl D. Perkins Career and
    Technical Act of 2006 (Perkins IV), or any subsequent applicable
    acts.

2.  Funds will be used to support programs of such size, scope, and
    quality to bring about improvement in the quality of career and
    technical education programs as identified in Section 134 (b)(6) and
    Section 135 (b) (8) of Perkins IV and to support the objectives
    included in the Local Education Agency's (LEA) Transition Plan.

3.  No funds received under the Perkins Act will be used to require any
    secondary school student to choose or pursue a specific career path
    or major or to mandate that any individual participate in an
    education program, including a career and technical education
    program, that requires the attainment of a federally funded skill
    level, standard, or certificate of mastery as specified in Section
    314 of Perkins IV.

4.  Each public announcement, bulletin, catalog, and all application
    forms will contain notice to publicly attest that the institution
    does not discriminate on the basis of sex, race, color, national
    origin, or disability. An annual public announcement is made in
    reference to publicizing the programs of Career and Technical
    education and the announcement is made understandable to all
    communities within the area to be served. Federal law prohibits
    discrimination on the basis of race, color, or national origin in
    educational programs or activities receiving federal financial
    assistance. (Title VI, Civil Rights Act of 1964) (Title IX Education
    Amendments of 1972) (Section 504 Rehabilitation Act of 1973)
    [www.ed.gov/print/about/offices/list/ocr/docs/nondisc.html](http://www.ed.gov/print/about/offices/list/ocr/docs/nondisc.html).

5.  The applicant assures that no funds expended under the Carl D.
    Perkins Career and Technical Education Act of 2006 will be used to
    acquire equipment (including computer software) in any instance in
    which such acquisition results in a direct financial benefit to any
    organization representing the interest of the purchasing entity, its
    employees, or any affiliate of such an organization. Personnel
    authorized to purchase equipment shall be advised of this
    requirement.

6.  The applicant assures that such fiscal control and fund accounting
    procedures as may be necessary to ensure proper disbursement of and
    accounting for career and technical education funds will be
    provided. Expenditures must be in compliance with standard
    accounting procedures established by the Indiana State board of
    Accounting.

7.  Federal Career and Technical Education funds made available will be
    used to supplement and to the extent practical, increase the amount
    of local/state funds for career and technical education, and in no
    case, to supplant such local/state funds as specified in Section 311
    of Perkins IV.

8.  Local recipients will review career and technical education
    programs, and identify and adopt strategies to overcome barriers
    that result in lowering rates of access to, or lowering success in
    the programs, for special populations; will provide programs that
    are designed to enable the special populations to meet the
    State-adjusted levels of performance; and will not discriminate
    against individuals who are members of the special populations on
    the basis of their status as members of the special populations as
    identified in Section 134(b)(8)(A)(B) and (9) of Perkins IV and to
    support the objectives as included in the LEA's Transition Plan.

9.  The projected programs, services, and activities identified in the
    Local Plan/Application for Career and Technical Education were
    planned in consultation with representatives of the educational and
    training agencies available in the area to be served; and with the
    participation of members of business and industry, labor
    organizations, representatives of special populations, parents,
    students, teachers, and other interested individuals as specified in
    Section 134(b)(3) of Perkins IV as indicated in the local education
    agency's Transition Plan.

10. The Local Plan/Application for Career and Technical Education, upon
    approval, constitutes an agreement to operate, maintain, and fund
    the programs and services as identified herein.

11. Appropriate facilities and qualified personnel will be provided for
    the programs, services, and activities proposed in this Local Plan
    for Career and Technical Education.

12. Annual program reports and such other reports as may be required
    will be submitted to the Department of Education.

13. Each system will annually evaluate progress toward meeting or
    exceeding each of the core indicators at the USDOE-approved
    benchmark, develop and implement strategies and participate in
    program reviews as specified in Section 134(b)(7) of Perkins IV as
    indicated in the LEA's Transition Plan.

14. Evaluation and accountability provisions for local plans will be
    carried out in accordance with Section 134(b)(2) and (7) and Section
    135(b)(6).

15. Federal funds will be made available subject to final Grant Award
    and instructions from the United States Department of Education
    (USDOE).

16. This one-year application for funding is based on the objectives of
    the Transition Plan for Career and Technical Education as submitted
    by the local school system.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

Signature\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> **PART F: LOCAL PLAN APPLICATIONS**
>
> ![](media/image2.wmf)

[^1]: The eligible agency must provide non-Federal funds for State
    administration of its Title I grant in an amount not less than the
    amount it provided in the preceding year.