**U. S. Department of Education**

**Office of Vocational and Adult Education**

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

**The Carl D. Perkins**

**Career and Technical Education Act of 2006**

**GUIDE FOR THE SUBMISSION OF STATE PLANS**

**OMB Control Number:[1830-0029]{.underline}**

**Expiration Date:**

According to the Paperwork Reduction Act of 1995, 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 **1830-0029**. The time required to complete
this information collection is estimated to average 95 hours per
response, including the time to review instructions, search existing
data resources, gather and maintaining the data needed, and complete and
review the information collection. If you have any comments concerning
the accuracy of the time estimate(s) or suggestions for improving this
form, please write to: U.S. Department of Education, Washington, DC
20202-4651. If you have comments or concerns regarding the status of
your individual submission of this form, write directly to: Sylvia
Lyles, Chief, Program Administration Branch, Division of Academic and
Technical Education, Office of Vocational and Adult Education, U.S.
Department of Education, 550 12^th^ Street, SW, Potomac Center Plaza,
Room 11053, Washington, DC 20202-7110.

**[TABLE OF CONTENTS]{.underline}**

INTRODUCTION 3

COVER PAGE 6

CHECKLIST OF STATE PLAN SUBMISSION REQUIREMENTS 7

PART A: STATE PLAN NARRATIVE 9

I.  Planning, Coordination, and Collaboration Prior to Plan Submission
    10

II. Program Administration 12

III. Provision of Services for Special Populations 17

IV. Accountability and Evaluation 19

V.  Tech Prep Programs 26

VI. Financial Requirements 28

VII. EDGAR Certifications and Other Assurances 31

PART B: BUDGET FORMS 34

PART C: ACCOUNTABILITY FORMS 39

I.  Student Definitions 43

> A. Secondary Level 43
>
> B. Postsecondary/Adult Level 43

II. Final Agreed Upon Performance Levels (FAUPL) Form 44

> A. Secondary Level 44

B.  Postsecondary/Adult Level 47

**INTRODUCTION**

The Office of Vocational and Adult Education (OVAE) developed this guide
to assist you in preparing your State plan under the newly authorized
Carl D. Perkins Career and Technical Education Act of 2006 (Act), 20
U.S.C. 2301 [et seq]{.underline}. as amended by P.L. 109-270. Sections
122(a)(1) and 201(c) require each eligible agency desiring assistance
under Titles I and II, respectively, for any fiscal year to prepare and
submit to the Secretary a State plan for a 6-year period, except that,
during the first fiscal year following the enactment of the Act (Program
Year (PY 2007 which operates from July 1, 2007 -- June 30, 2008), each
eligible agency may fulfill its obligation by submitting a one-year
transition plan.

The framework for the guide is based on the requirements in the Act and
a renewed vision of career and technical education (CTE) programs for
the 21^st^ century. Signed into law on August 12, 2006, the Act
represents nearly three years of work on the part of Congress and the
U.S. Department of Education (Department), in cooperation with other
Federal agencies and the State and local agencies affected by its
policies, to provide continuing Federal support for rigorous CTE
programs that prepare students for today's competitive workforce. The
Act envisions that all students will achieve challenging academic and
technical standards and be prepared for high-skill, high-wage, or
high-demand occupations in current or emerging professions. The Act
provides an increased focus on the academic achievement of career and
technical education students, improves State and local accountability,
and strengthens the connections between secondary and postsecondary
education.

This guide is organized into three parts. Part A outlines the required
State plan narrative for the State plan in seven key areas: planning,
coordination, and collaboration prior to State plan submission; program
administration; provision of services to special populations;
accountability and evaluation; tech prep programs; financial
requirements; and EDGAR certifications and other assurances. For each of
these areas, the statutory requirements are provided, along with other
U.S. Department of Education (Department) requirements. Each section of
the guide also includes procedural suggestions and planning reminders to
help you prepare your State plan narrative, although these items are not
required as part of your State plan submission.

Part B includes the required budget form. Information and directions for
completing the budget form are provided in the financial requirements
section (VI) of Part A.

Part C includes the required accountability form. Information and
directions for completing the accountability form are provided in the
accountability and evaluation section (IV) of Part A.

As indicated above, each State has several options in preparing its
State plans. A State may complete a one-year transition plan, a six-year
plan, or a unified plan pursuant to section 501 of the Workforce
Investment Act of 1998 (P.L. 105-220). Each State that chooses to submit
a one-year transition plan must follow the instructions provided in the
shaded boxes under the section headings throughout this guide. Each
State that opts to submit a 6-year plan must complete each item in this
guide. Any State that wishes to submit a unified plan must follow any
instructions and submission requirements provided by the Employment and
Training Administration, U.S. Department of Labor. For further
information, please contact Janet Sten, the Federal Coordinator for Plan
Review and Approval, at <sten.janet@dol.gov>, or Robin Fernkas at
<fernkas.robin@dol.gov>. Both can be reached by calling (202)693-3054..

Section 202 of the Act provides each State with the option to
consolidate all or a part of its funds under section 201 of the Act with
funds received under section 111 of the Act in order to carry out the
activities described in the State plan under section 122. States that
opt to consolidate *all* of their funds do not need to complete the tech
prep programs section (V) in Part A and must add together the amounts
received under section 111 and 122 of the Act before completing the
budget form.

The timeline for State's submission of their new State plans and the
Department's issuance of grant awards for the first program year (July
1, 2007 -- June 30, 2008) is provided below.

## 

  -------------------- --------------------------------------------------
  **Timeline**         **Actions**

  March 9, 2007        Department issues the final Carl D. Perkins Career
                       and Technical Education Act of 2006: Guide for the
                       Submission of State Plans

  March 2007           Department issues State's FY 2007 Title I and
                       Title II estimated allocations

  March 19, 2007 to    OVAE's Regional Accountability Specialists hold
  April 30, 2007       technical assistance calls to discuss State's
                       definitions, measurement approaches, and
                       performance levels for the core indicators of
                       performance

  May 4, 2007          States submit their new State plans to the
                       Department

  May 7 - June 12,     Department reviews State plan submissions and
  2007                 reaches agreement with States on performance
                       levels for the core indicators of performance

  July 1, 2007         Department issues 1st installment of grant award
                       funds for program year one (July 1, 2007 -- June
                       30, 2008) to States via e-mail, fax, and hard copy
                       mailing

  October 1, 2007      Department issues supplemental (and final)
                       installment of grant award funds for program year
                       one to States via e-mail, fax, and hard copy
                       mailing
  -------------------- --------------------------------------------------

**Submission Instructions**

You must submit your State plan, including the Cover Page, no later than
close of business (5:00 pm EST) on Friday, May 4, 2007. State plans may
be submitted in one of three ways: (1) e-mailed to
[**Perkins2007@ed.gov**](mailto:Perkins2007@ed.gov); (2) entered into
the electronic Perkins IV State Plan Database (further information to be
sent to State Directors under separate cover); or (3) mailed to the
submission address below.

If you choose to transmit your plan electronically, you must submit in
hard copy to the address below signed originals of any pages within the
document that require a signature. This includes the Cover Page, EDGAR
certifications, and other assurances.

**Submission Address**

Sylvia Lyles, Branch Chief

Program Administration Branch

Division of Academic and Technical Education

Office of Vocational and Adult Education

U.S. Department of Education

550 12^th^ Street, SW

Potomac Center Plaza, Room 11053

Washington, DC 20202-7110

**Publication Information**

The Department may publish your State plan, in whole or in part, on our
Web site or through other means available to us.

We look forward to reviewing your State plans and your initiatives to
implement the new Act in the coming years. Staff of the Division of
Academic and Technical Education (DATE), particularly your State
Liaisons and Regional Accountability Specialists, are available at any
time to answer questions that arise as you prepare your plan.

**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: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

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

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

> Signature:
>
> Name:

Position:

Telephone: [( )]{.underline}

Email:

**Type of State Plan Submission (check *one*):**

> \_\_\_ 6-Year Full Plan -- FY 2007 -- FY 2013
>
> \_\_\_ 1-Year Transition Plan -- FY 2007-2008

**Special Features of State Plans Submission: (Check all that apply)**

\_\_\_ 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

# CHECKLIST OF STATE PLAN SUBMISSION REQUIREMENTS

+---------------------+-----------------------+-----------------------+
| ###                 | ##### Six-Year Plan   | **One-Year Transition |
| ## State Plan Items |                       | Plan**                |
+---------------------+-----------------------+-----------------------+
| **PART A: STATE     |                       |                       |
| PLAN NARRATIVE**    |                       |                       |
+---------------------+-----------------------+-----------------------+
| > Planning,         | > All items required  | > Not required        |
| > Coordination, and |                       |                       |
| > Collaboration     |                       |                       |
| > Prior to State    |                       |                       |
| > Plan Submission   |                       |                       |
+---------------------+-----------------------+-----------------------+
| > Program           | > All items required  | > Only items A2(a-l); |
| > Administration    |                       | > A8; B1; and B2      |
|                     |                       | > required            |
+---------------------+-----------------------+-----------------------+
| > Provision of      | > All items required  | > Only items A1(a-c)  |
| > Services for      |                       | > required            |
| > Special           |                       |                       |
| > Populations       |                       |                       |
+---------------------+-----------------------+-----------------------+
| > Accountability    | > All items required  | > All items required, |
| > and Evaluation    |                       | > except for the      |
|                     |                       | > baseline data and   |
|                     |                       | > performance levels  |
|                     |                       | > as specified in the |
|                     |                       | > chart on pages 19   |
|                     |                       | > and 41              |
+---------------------+-----------------------+-----------------------+
| > Tech Prep         | > All items required  | > Only items A(1);    |
| > Programs          | > if State is using   | > B(1); and B(2)      |
|                     | > all or a portion of | > required if State   |
|                     | > its Title II grant  | > is using all or a   |
|                     | > funds for its tech  | > portion of its      |
|                     | > prep programs       | > Title II grant      |
|                     | >                     | > funds for its       |
|                     | > No items required   | > tech-prep programs  |
|                     | > if consolidating    | >                     |
|                     | > all of its Title II | > No items required   |
|                     | > grant funds into    | > if consolidating    |
|                     | > its basic grant     | > all of its Title II |
|                     | > programs            | > grant funds into    |
|                     |                       | > its basic grant     |
|                     |                       | > programs            |
+---------------------+-----------------------+-----------------------+
| > Financial         | > All items required  | > All items required  |
| > Requirements      |                       |                       |
+---------------------+-----------------------+-----------------------+
| > EDGAR             | > All items required  | > All items required  |
| > Certifications    |                       |                       |
| > and Other         |                       |                       |
| > Assurances        |                       |                       |
+---------------------+-----------------------+-----------------------+
| # P                 |                       |                       |
| ART B: BUDGET FORMS |                       |                       |
+---------------------+-----------------------+-----------------------+
| > Title I -- Basic  | > All items required  | > All items required  |
| > Grant             |                       |                       |
+---------------------+-----------------------+-----------------------+
| > Title II -- Tech  | > All items required  | > All items required  |
| > Prep Programs     | > if using all or a   | > if using all or a   |
|                     | > portion of its      | > portion of its      |
|                     | > Title II grant      | > Title II grant      |
|                     | > funds for its tech  | > funds for its tech  |
|                     | > prep programs       | > prep programs       |
|                     | >                     | >                     |
|                     | > No items required   | > No items required   |
|                     | > if consolidating    | > if consolidating    |
|                     | > all of its Title II | > all of its Title II |
|                     | > grant funds into    | > grant funds into    |
|                     | > its basic grant     | > its basic grant     |
|                     | > programs            | > programs            |
+---------------------+-----------------------+-----------------------+

+---------------------+-----------------------+-----------------------+
| ###                 | ##### Six-Year Plan   | **One-Year Transition |
| ## State Plan Items |                       | Plan**                |
+---------------------+-----------------------+-----------------------+
| # PART C: A         |                       |                       |
| CCOUNTABILITY FORMS |                       |                       |
+---------------------+-----------------------+-----------------------+
| > Definitions       | > All items required  | > All items required  |
+---------------------+-----------------------+-----------------------+
| > Final Agreed Upon | > All items required  | > Student definition, |
| > Performance       |                       | > and measurement     |
| > Levels (FAUPL)    |                       | > definitions and     |
| > Form -- Secondary |                       | > approaches for all  |
| > Level             |                       | > core indicators     |
|                     |                       | >                     |
|                     |                       | > Baseline data and   |
|                     |                       | > performance levels  |
|                     |                       | > as specified in the |
|                     |                       | > chart on pages 19   |
|                     |                       | > and 41.             |
+---------------------+-----------------------+-----------------------+
| > Final Agreed Upon | > All items required  | > Student definition, |
| > Performance       |                       | > and measurement     |
| > Levels (FAUPL)    |                       | > definitions and     |
| > Form --           |                       | > approaches for all  |
| >                   |                       | > core indicators     |
| Postsecondary/Adult |                       | >                     |
| > Levels            |                       | > Baseline data and   |
|                     |                       | > performance levels  |
|                     |                       | > as specified in the |
|                     |                       | > chart on pages 19   |
|                     |                       | > and 41.             |
+---------------------+-----------------------+-----------------------+

**PART A: STATE PLAN NARRATIVE**

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

**A. Statutory Requirements**

1.  You must conduct public hearings in the State, after appropriate and
    sufficient notice, for the purpose of affording all segments of the
    public and interested organizations and groups (including charter
    school authorizers and organizers consistent with State law,
    employers, labor organizations, parents, students, and community
    organizations), an opportunity to present their views and make
    recommendations regarding the State plan. \[Sec. 122(a)(3)\]

2.  You must include a summary of the above recommendations and the
    eligible agency's response to such recommendations in the State
    plan. \[Sec. 122(a)(3)\]

3.  You must develop the State plan in consultation with academic and
    career and technical education teachers, faculty, and
    administrators; career guidance and academic counselors; eligible
    recipients; charter school authorizers and organizers consistent
    with State law; parents and students; institutions of higher
    education; the State tech prep coordinator and representatives of
    tech prep consortia (if applicable); entities participating in
    activities described in section 111 of Public Law 105-220;
    interested community members (including parents and community
    organizations); representatives of special populations;
    representatives of business and industry (including representatives
    of small business); and representatives of labor organizations in
    the State. You also must consult the Governor of the State with
    respect to development of the State plan. \[Sec. 122(b)(1)(A)-(B)\]

4.  You must develop effective activities and procedures, including
    access to information needed to use such procedures, to allow the
    individuals and entities listed in item 3 above to participate in
    State and local decisions that relate to development of the State
    plan. \[Sec. 122(b)(2)\]

5.  You must develop the portion of the State plan relating to the
    amount and uses of any funds proposed to be reserved for adult
    career and technical education, postsecondary career and technical
    education, tech prep education, and secondary career and technical
    education after consultation with the State agency responsible for
    supervision of community colleges, technical institutes, or other
    2-year postsecondary institutions primarily engaged in providing
    postsecondary career and technical education, and the State agency
    responsible for secondary education. If a State agency finds that a
    portion of the final State plan is objectionable, the State agency
    must file its objections with you. You must respond to any
    objections you receive in the State plan that you submit to the
    Secretary. \[Sec. 122(e)(3)\]

**B. Procedural Suggestions and Planning Reminders**

-   You should maintain a record of the public hearings that includes
    copies of the notices for the hearings, what media were used to
    publicize the hearings, mailing lists used for notification, where
    the hearings were held, and attendance levels. See section
    122(a)(3).

-   You should develop and implement policies and procedures for the
    framework of consultations required by section 122(b)(1)(A-B) and
    section 122(b)(2) of the Act; moreover, you should maintain
    appropriate records for these mandated consultations.

-   Postsecondary career and technical education programs assisted under
    Perkins IV are mandatory partners in the one-stop career center
    delivery system established by WIA. You are encouraged to
    collaborate with your State Workforce Investment Board and other
    one-stop partners as you plan for the participation of postsecondary
    career and technical programs in your State's one-stop career center
    delivery system.

-   Public hearings and other consultation activities should address all
    aspects of the State plan, including the reservation of funds under
    section 112(c) of the Act, if any, and the amount and uses of funds
    reserved for services that prepare individuals for nontraditional
    training and employment under section 112(a)(2)(B) of the Act.

**II. PROGRAM ADMINISTRATION**

**A. Statutory Requirements**

1.  You must prepare and submit to the Secretary a State plan for a
    6-year period; or

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

2.  You must 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;
>
> \(b\) How you, in consultation with eligible recipients, will develop
> and implement the career and technical programs of study described in
> (a) above;

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

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

> \(e\) 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;
>
> \(f\) 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;
>
> \(g\) How programs at the secondary level will prepare career and
> technical education students, including special populations, to
> graduate from secondary school with a diploma;
>
> \(h\) 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;
>
> \(i\) 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;
>
> \(j\) How you 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);
>
> \(k\) 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
>
> \(l\) How you 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. \[Sec. 122(c)(1)(A)-(L)\]
>
> 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. \[Sec. 122(c)(2)(A)-(G)\]
>
> 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. \[Sec. 122(c)(3)(A)-(B)\]
>
> 5\. You must describe efforts that your agency and eligible recipients
> will make to improve the transition of subbaccalaureate career and
> technical education students into baccalaureate degree programs at
> institutions of higher education. \[Sec. 122(c)(4)\]
>
> 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. \[Sec. 122(c)(5)\]
>
> 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. \[Sec.
> 122(c)(7)(A)-(C)\]
>
> 8\. You must describe how you will provide local educational agencies,
> area career and technical education schools, and eligible institutions
> in the State with technical assistance. \[Sec. 122(c)(15)\]
>
> 9\. You must describe how career and technical education in your State
> relates to your State's and region's occupational opportunities.
> \[Sec. 122(c)(16)\]
>
> 10\. You must describe the methods you propose for the joint planning
> and coordination of programs carried out under this legislation with
> other Federal education programs. \[Sec. 122(c)(17)\]
>
> 11\. You must describe the procedures you will develop to ensure
> coordination and non-duplication among programs listed in sections
> 112(b)(8) and 121(c) of the Workforce Investment Act (Public Law
> 105-220) concerning the provision of services for postsecondary
> students and school dropouts. \[Sec. 122(c)(20)\]

#### Other Department Requirements

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

2.  You must provide a description of your State's governance structure
    for vocational and technical education, including the approximate
    number of eligible recipients at both secondary and postsecondary
    levels.

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.

> **C. Procedural Suggestions and Planning Reminders**

-   Program memorandum OVAE/DVTE 99-11 may be helpful to you in
    understanding the responsibilities for one-stop participation that
    are established by Title I of WIA and its implementing regulations.
    See <http://www.ed.gov/policy/sectech/guid/cte/title19911.html>.

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

A.  **Statutory Requirements**

> 1\. You must describe your 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.

> \(b\) Will not be discriminated against on the basis of their status
> as members of special populations; and
>
> \(c\) 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. \[Sec.
> 122(c)(9)(A)-(C)\]
>
> 2\. You must describe how you will adequately address the needs of
> students in alternative education programs, if you have such programs.
> \[Sec. 122(c)(14)\]

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

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

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.

######### Other Department Requirements

> There are no other Department requirements for this section of the
> State plan narrative.
>
> **C. Procedural Suggestions and Planning Reminders**

-   Be sure that your local applications or forms seek complete
    information from eligible recipients on their proposed programs,
    services, and activities for special populations. See section
    134(b)(8)(A)-(C), and 134(b)(9)-(10).

-   The Act eliminated "individuals with other barriers to educational
    achievement" from the definition of special populations. See section
    3(29).

-   Under the State leadership set-aside, there is a cap of not more
    than 1 percent of the funds allotted to you under section 111 of the
    Act that can be used to serve individuals in State institutions. See
    section 112(a)(2)(A).

-   You may wish to refer to Program Memorandum OVAE/DVTE 99-13 for
    additional background information concerning the reservation and use
    of State leadership funds for activities related to non-traditional
    training and employment.

-   Your accountability system must be able to disaggregate data for
    each of the core indicators of performance under section 113(b)(2)
    of the Act for the categories of students described in section
    1111(h)(1)(C)(i) of the Elementary and Secondary Education Act of
    1965, as amended, and section 3(29) of the Act that are served under
    the Act. See section 113(c)(2)(A).

**IV. ACCOUNTABILITY AND EVALUATION**

## 

## 

## 

## 

## 

> **A. Statutory Requirements**

1.  You must 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. \[Sec.
    113(b)(1)(A)-(B), sec. 113(b)(2)(A)-(C)\]

2.  You must describe the procedures you 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. \[Sec. 122(c)(10)(A), sec. 113(b)(3)(B)\]

3.  You must identify, on the forms in Part C of this guide, 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. \[Sec. 113(b)(2)(A)-(B)\]

> Section 113(b) of the Act describes the measures that a State must use
> for student attainment of challenging academic content standards and
> student academic achievement standards in reading/language arts and
> mathematics (1S1 and 1S2, respectively) and student graduation rates
> (4S1). Based on our non-regulatory guidance, we have prepopulated the
> measurement definitions on the Final Agreed Upon Performance Levels
> (FAUPL) form for your convenience. You do not need to describe how
> these definitions and measures are valid and reliable in your State
> plan narrative. A State that chooses to propose other student
> definitions and measurement approaches in its new State plan would
> have to describe how its proposed definitions and measures would be
> valid and reliable. (The Secretary is considering whether to issue
> regulations requiring a State to agree to use the student definitions
> and measurement approaches for the core indicators of performance for
> academic attainment in reading/language arts and mathematics and
> graduation rates as contained in the guidance document. If the
> Secretary decides to regulate on these issues and adopts final rules,
> a State may be required to amend its State plan.

4.  You must describe how, in the course of developing core indicators
    of performance and additional indicators of performance, you 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. \[Sec. 113(b)(2)(F)\]

5.  On the forms provided in Part C of this guide, you must 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.

> The Department strongly encourages your State to reach agreement on
> "adjusted performance levels" required under section 113 of the
> Perkins Act for the core indicators discussed in (a) and (b) above
> that are the same as your State's AMOs or targets that your State
> adopted to ensure that your State's schools are making AYP as required
> under section 1111(b)(2) of the ESEA. However, as noted above, your
> State may not have established targets for graduations rates under the
> ESEA, or your State may wish to propose performance levels for these
> core indicators that are different from your State's targets. If so,
> your State must provide baseline data using your State's most recent
> year's achievement data or graduation rate under the ESEA, propose
> performance levels, and reach agreement with the Department on
> "adjusted performance levels." (The Secretary is considering whether
> to issue regulations requiring a State to agree to "adjusted
> performance levels" under the Perkins Act that are the same as the
> State's AMOs or targets for graduation rate under the ESEA. If the
> Secretary decides to regulate on this issue and adopts final rules, a
> State may be required to amend its State plan.)

6.  You must describe your 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. \[Sec. 113(b)(4)(A)(i)(II); sec. 122(c)(10)(B)\]

7.  You must describe the objective criteria and methods you 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. \[Sec. 113(b)(4)(A)(vi)\]

8.  You must describe how you 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 you will ensure that the data reported to you
    from local educational agencies and eligible institutions, and the
    data that you report to the Secretary, are complete, accurate, and
    reliable. \[Sec. 122(c)(13); sec 205\].

9.  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 section 113(b) and 203(e) of the Act. \[Sec.
    204(e)(1)\]

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

######### B. Other Department Requirements {#b.-other-department-requirements .unnumbered}

1.  Except as noted above with respect the States submitting one-year
    transition plans, you must provide all the information requested on
    the forms provided in Part C of this guide to report accountability
    data annually to the Secretary under section 113(c)(1)-(2),
    including:

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a.  The student definitions that you will use for the secondary core
    indicators of performance and the postsecondary/adult core
    indicators of performance;

> Note: Based on our non-regulatory guidance, we have pre-populated the
> terms "CTE participant" and "CTE concentrator" in the student
> definition section of the attached FAUPL for your convenience. A State
> that chooses to propose other terms and student definitions would have
> to describe how its proposed terms and definitions would be valid and
> reliable. See section IV., A.3 above.

b.  Baseline data for the core indicators of performance under section
    113(b)(2) using data from the most-recently completed program year,
    except that, for the indicators for which your State must use your
    State's standards, assessment, and graduation rates adopted under
    Title I of the ESEA, if your State chooses to use its AMOs and
    targets under the ESEA, you will not need to submit baseline data;
    and

c.  Proposed performance levels as discussed above, except that, for the
    indicators for which your State must use your State's standards,
    assessments, and graduation rates adopted under Title I of the ESEA,
    if your State chooses to use its AMOs and targets under the ESEA,
    you will only have to confirm this information with your Regional
    Accountability Specialist. Upon your request, the Regional
    Accountability Specialist will pre-populate the forms in Part C with
    your State's AMOs and targets for the 2007-08 and 2008-09 program
    years and send the forms for you to finish completing.

## 2. You must identify the program areas for which the State has technical skill assessments, the estimated percentage of CTE students who take technical skill assessments, and the State's plan for increasing the coverage of programs and students reported in future program years. 

######### Procedural Suggestions and Planning Reminders

-   The Secretary will approve a State plan, or a revision to an
    approved State plan, unless the Secretary determines that the State
    plan, or revision, respectively, does not meet the requirements of
    the Act. These requirements include that a State must develop valid
    and reliable measures for the core indicators of performance and
    establish levels of performance on the core indicators of
    performance are sufficiently rigorous to meet the purposes of the
    Act. See section 122(e)(1)(A)-(B); section 113(b)(2).

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-   If your State has developed, prior to the date of enactment of the
    Act, performance measures that meet the requirements of section 113
    of the Act, as amended by Public Law 109-270, the State may continue
    to use such performance measures to measure the progress of career
    and technical education students. See section 113(b)(2)(D).

-   You will be required to prepare and submit annually to the Secretary
    a report on the progress of the State in achieving the State
    adjusted levels of performance on the core indicators of
    performance; and information on the levels of performance achieved
    by the State with respect to the additional indicators of
    performance, including the levels of performance for special
    populations. See section 113(c)(1).

-   With respect to future reports, your accountability system must be
    able to disaggregate data for each of the core indicators of
    performance under section 113(b)(2) and 203(e) of the Act, if
    applicable, for the categories of students described in section
    1111(h)(1)(C)(i) of the ESEA and section 3(29) of the Act that are
    served under the Act. See section 113(c)(2)(A). The Department will
    issue further guidance on nonduplication to States prior to the
    submission of the forms in Part C of the guide. See section
    113(c)(3).

-   If your State does not consolidate all of its tech prep funds into
    its Title I grant, the State will be required to disaggregate data
    for each of the core indicators of performance under section
    113(b)(2) of the Act for tech prep students.

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-   You will be required to identify and quantify any disparities or
    gaps in performance between any category of students described in
    section 1111(h)(1)(C)(i) of the ESEA and section 3(29) of the Act
    and the performance of all students served by the eligible agency
    under this Act, which must include a quantifiable description of the
    progress each such category of students served by the eligible
    agency under this Act has made in meeting the State adjusted levels
    of performance. See section 113(c)(2)(B).

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-   The Department will make the information contained in reports
    submitted by States under section 113(c) and 205 of the Act
    available to the general public through a variety of formats,
    including electronically through the Internet, will disseminate
    State-by-State comparisons of the information, and will provide the
    appropriate committees of Congress with copies of such reports. See
    section 113(c)(5)(A)-(C) and section 205.

-   Your State is responsible for identifying, using national, state, or
    regional data, the career and technical education programs that lead
    to non-traditional fields. See section 113(b)((2)(A)(vi) and section
    113(b)(2)(B)(v). The U.S. Department of Labor's Bureau of Labor
    Statistics and Women's Bureau, and the National Association of
    Partners in Education are several sources of information and data to
    assist States in this effort. See <http://www.bls.gov/home.htm>,
    <http://www.dol.gov/wb/factsheets/nontra2005.htm>, and
    http://www.napequity.org.

-   Your State is responsible for identifying, using national, state, or
    regional data, the occupations or professions that it will classify
    as high-skill, high-wage, or high-demand. See section
    113(b)(2)(B)(iv). The U.S. Department of Labor, Bureau of Labor
    Statistics, offers a wealth of information and data to assist States
    in this effort. See <http://www.bls.gov/home.htm>, as well as the
    Department's Web site at http://www.edcountability.net.

**V.** **TECH PREP PROGRAMS**

> **A. Statutory Requirements**

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

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

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

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 preapprenticeship 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. \[Sec. 203(c)(8)\]

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.  You must 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.

> **C. Procedural Suggestions and Planning Reminders**

-   Non-supplanting requirements apply to Title II tech prep programs.
    See section 311(a).

-   State expenditures for Title II tech prep programs are a part of the
    maintenance of effort calculations originally required by the Act.
    See section 311(b).

-   State administrative costs are still limited to those costs that are
    "reasonable and necessary." See OVAE's program memo at
    http://www.ed.gov/programs/techprep/tpmemo5192000.html.

-   Title II funds may not be used for State leadership activities. See
    OVAE's program memo at
    http://www.ed.gov/programs/techprep/tpmemo5192000.html.

-   You will be required to prepare and submit annually to the Secretary
    a report on the effectiveness of the tech prep programs assisted
    under Title II. See section 205.

**VI. FINANCIAL REQUIREMENTS**

> **A. Statutory Requirements**

1.  You must describe how your agency will allocate funds it receives
    through the allotment made under section 111 of the Act, including
    any funds that you choose to consolidate under section 202(a) 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. \[Sec. 122(c)(6)(A); Sec. 202(c)\]

    1.  You must 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. \[Sec. 131(g); Sec. 202(c)\]\]

> 3\. You must provide the specific dollar allocations made available by
> the eligible agency for career and technical education programs under
> section 132(a) of the Act and how these allocations are distributed to
> postsecondary institutions within the State. \[Section 122(c)(6)(A);
> Sec. 202(c)\]
>
> 4\. You must describe how your 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. \[Sec. 122(c)(6)(B); Sec.
> 202(c)\]
>
> 5\. You must describe how your agency will allocate any of those funds
> among any consortia that will be formed among postsecondary
> institutions, and how funds will be allocated among the members of the
> consortia, including the rationale for such allocations. \[Section
> 122(c)(6)(B); sec. 202(c)\]
>
> 6\. You must 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. \[Sec. 131(a)(3)\]
>
> 7\. You must provide a description of any proposed alternative
> allocation formula(s) requiring approval by the Secretary as described
> in section 131(b) or 132(b) of the Act. At a minimum, you must provide
> an allocation run for eligible recipients using the required elements
> outlined in section 131(a) and/or section 132(a)(2) of the Act,
> together with an allocation run using the proposed alternative
> formula(s). Also you must include a demonstration that the alternative
> secondary formula more effectively targets funds on the basis of
> poverty, as described in section 131(b)(1) of the Act; and/or, in the
> case of an alternative postsecondary formula, a demonstration that the
> formula described in section 132(a)(2) of the Act does not result in a
> distribution of funds to eligible recipients that have the highest
> numbers of economically disadvantaged individuals and that an
> alternative formula would result in such a distribution.
>
> **B. Other Department Requirements**
>
> 1\. You must submit a detailed project budget, using the forms
> provided in Part B of this guide.

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

3.  You must 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.

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

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

6.  You must 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.

> **C. Procedural Suggestions and Planning Reminders**

-   Funds received under the Act may not be used to provide career and
    technical education programs to students prior to the seventh grade,
    except that equipment and facilities purchased with funds under this
    Act may be used by such students. See section 315.

-   States must meet maintenance of fiscal effort requirements, on
    either a per student or aggregate expenditure basis. See section
    311(b)(1)(A).

-   No funds made available under the Act may be used to require any
    secondary school student to choose or pursue a specific career path
    or major. See section 314(1).

-   No funds made available under the Act may be used to mandate that
    any individual participate in a career and technical education
    program, including a career and technical education program that
    requires the attainment of a federally funded skill level, standard,
    or certificate of mastery. See section 314(2).

-   All funds made available under the Act must be used in accordance
    with the Act. See section 6.

-   Funds made available under the Act for career and technical
    education activities may supplement, and not supplant, non-Federal
    funds expended to carry out career and technical education
    activities and tech prep activities. See section 311(a).

-   No funds provided under the Act may be used for the purpose of
    directly providing incentives or inducements to an employer to
    relocate a business enterprise from one State to another State if
    such relocation will result in a reduction in the number of jobs
    available in the State where the business enterprise is located
    before such incentives or inducements are offered. See section 322.

-   The portion of any student financial assistance received under the
    Act that is made available for attendance costs may not be
    considered as income or resources in determining eligibility for
    assistance under any other program funded in whole or in part with
    Federal funds. See section 324(a).

-   Funds made available under the Act may be used to pay for the costs
    of career and technical education services required in an
    individualized education program developed pursuant to section
    614(d) of the Individuals with Disabilities Education Act and
    services necessary to the requirements of section 504 of the
    Rehabilitation Act of 1973 with respect to ensuring equal access to
    career and technical education. See section 324(c).

###### VII. EDGAR CERTIFICATIONS AND OTHER ASSURANCES {#vii.-edgar-certifications-and-other-assurances .unnumbered}

A.  **EDGAR Certifications**

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1.  You must provide a written and signed certification that---

    a.  The plan is submitted by the State agency that is eligible to
        submit the plan. \[34 CFR 76.104(a)(1)\] \[*Note: The term
        'eligible agency' means a **State board** designated or created
        consistent with State law as the sole State agency responsible
        for the administration, or the supervision of the
        administration, of career and technical education in the State.
        See Sec. 3(12).\]*

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

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

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

    e.  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. \[34 CFR 76.104(a)(5)\]
        \[*Note: If a State wishes for the Department to continue
        sending the grant award documents directly to the State
        director, this individual's title needs to be listed on this
        portion of the assurance.\]*

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

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

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

> **B. Other Assurances**
>
> 1\. You must submit a copy of the State plan to the State office
> responsible for the Intergovernmental Review Process if your State
> implements that review process under Executive Order 12372. \[See 34
> CFR Part 79\]

2.  You must provide a complete and signed ED Form 80-0013 for
    certifications regarding lobbying; \[See 34 CFR Part 82. To download
    ED Form 80-0013, and the SF LLL Form (Disclosure of Lobbying
    Activities) referred therein, See:
    http://www.ed.gov/fund/grant/apply/appforms/appforms.html\]

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3.  You must provide a complete and signed Assurance for
    Non-Construction Programs Form. \[See
    http://www.ed.gov/fund/grant/apply/appforms/appforms.html\]

4.  You must provide a signed assurance that you will comply with the
    requirements of the Act and the provisions of the State plan,
    including the provision of a financial audit of funds received under
    the Act which may be included as part of an audit of other Federal
    or State programs. \[Sec. 122(c)(11)\]

5.  You must provide a signed assurance that none of the funds expended
    under the Act 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
    interests of the acquiring entity or the employees of the acquiring
    entity, or any affiliate of such an organization. \[Sec.
    122(c)(12)\]

6.  You must provide a signed assurance that your State will waive the
    minimum allocation as required in section 131(c)(1) in any case in
    which the local educational agency is located in a rural, sparsely
    populated area [or]{.underline} is a public charter school operating
    secondary school career and technical education programs
    [and]{.underline} demonstrates that it is unable to enter into a
    consortium for purposes of providing services under the Act.
    \[Section 131(c)(2)\]

7.  You must provide a signed assurance that your State will provide,
    from non-Federal sources for the costs the eligible agency incurs
    for the administration of programs under this Act, an amount that is
    not less than the amount provided by the eligible agency from
    non-Federal sources for such costs for the preceding fiscal year.
    \[Sec. 323(a)\]

8.  You must provide a signed assurance that your State and eligible
    recipients that use funds under this Act for in-service and
    preservice career and technical education professional development
    programs for career and technical education teachers,
    administrators, and other personnel shall, to the extent
    practicable, upon written request, permit the participation in such
    programs of career and technical education secondary school
    teachers, administrators, and other personnel in nonprofit private
    schools offering career and technical secondary education programs
    located in the geographical area served by such eligible agency or
    eligible recipient. \[Sec. 317(a)\]

9.  You must provide a signed assurance that, except as prohibited by
    State or local law, that an eligible recipient may, upon written
    request, use funds made available under this Act to provide for the
    meaningful participation, in career and technical education programs
    and activities receiving funds under this Act, of secondary school
    students attending nonprofit private schools who reside in the
    geographical area served by the eligible recipient. \[Sec.
    317(b)(1)\]

10. You must provide a signed assurance that eligible recipients that
    receive an allotment under this Act will consult, upon written
    request, in a timely and meaningful manner with representatives of
    nonprofit private schools in the geographical area served by the
    eligible recipient regarding the meaningful participation, in career
    and technical education programs and activities receiving funding
    under this Act, of secondary school students attending nonprofit
    private schools. \[Sec. 317(b)(2)\]

> **C. Procedural Suggestions and Planning Reminders**

-   EDGAR regulations implementing the Drug-Free Workplace Act of 1988
    (41 U.S.C. 701 et seq., as amended) are provided in 34 CFR Part 84,
    "Government-wide Requirements for Drug-Free Workplace (Financial
    Assistance)." Changes in this Government-wide requirement (adopted
    in the November 26, 2003 Federal Register Notice) now implement this
    as a condition of the award. See 34 CFR 84.400.

-   EDGAR regulations implementing Executive Orders 12549 and 12689 and
    Section. 2455 of the Federal Acquisition Regulation are provided in
    34 CFR Part 85, "Government-wide Debarment and Suspension
    (Nonprocurement)." Changes in this Government-wide requirement
    (adopted in the November 26, 2003 Federal Register Notice) now
    implement this as a condition of the award. See 34 CFR 85.440. You
    are also responsible for including a condition in any subgrant and
    contract that meets the definition for a covered transaction a
    condition that the lower tier participant must comply with the
    regulations in part 85. See 34 CFR 85.330.

-   Under EDGAR regulations at 34CFR 85.320, your State is responsible
    for determining whether any of your principals of your covered
    transactions (i.e. subgrants or contracts) is excluded or
    disqualified from participating in the transaction. See 34 CFR
    85.320. You may decide the method and frequency by which you do so.
    You may, but are not required to, check the Excluded Parties List
    System at the following site: http://www.epls.gov/.

**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.1.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.b The percent and amount slated for postsecondary
> recipients.
>
> Line I.E. The percent and amount to be made available for State
> leadership under section 112(a)(2).
>
> Line I.E.1 The amount to be made available for services to prepare
> individuals for non-traditional fields under section 112(a)(2)(B).
>
> Line I.E.2 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.1 The percent of funds to be made available for tech-prep
consortia under section 203.

Line II.D.2 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.1 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 \$\_\_\_\_\_\_\_\_\_\_
>
> B. Amount of Title II Tech Prep Funds to Be Consolidated

with Title I Funds \$\_\_\_\_\_\_\_\_\_\_

> C. Total Amount of Combined Title I and Title II Funds to be
>
> distributed under section 112 (*Line A + Line B*)
> \$\_\_\_\_\_\_\_\_\_\_
>
> D. Local Formula Distribution (*not less than 85%*) (*Line C x \_\_%*)
> \$\_\_\_\_\_\_\_\_\_\_
>
> 1\. Reserve (*not more than 10% of Line D*) \$\_\_\_\_\_\_\_\_\_\_
>
> a\. Secondary Programs (\_\_\_% of *Line D*) \$\_\_\_\_\_\_\_\_\_\_
>
> b\. Postsecondary Programs (\_\_\_% of *Line D*)
> \$\_\_\_\_\_\_\_\_\_\_
>
> 2\. Available for formula allocations (*Line D minus Line D.1)*
> \$\_\_\_\_\_\_\_\_\_\_
>
> a\. Secondary Programs (\_\_\_% of *Line D.2*) \$\_\_\_\_\_\_\_\_\_\_

#  b. Postsecondary Programs (\_\_\_% of *Line D.2*) \$\_\_\_\_\_\_\_\_\_\_

> E. State Leadership (not more than 10%) (*Line C x \_\_%)*
> \$\_\_\_\_\_\_\_\_\_\_
>
> 1\. Nontraditional Training and Employment (\$\_\_\_\_\_\_\_\_\_\_)

2\. Corrections or Institutions (\$\_\_\_\_\_\_\_\_\_\_)

> F. State Administration (not more than 5%)
>
> (*Line C x \_\_%*) **\$\_\_\_\_\_\_\_\_\_\_**
>
> G. State Match *(from non-federal funds)*[^1]
> **\$\_\_\_\_\_\_\_\_\_\_**

# 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 \$\_\_\_\_\_\_\_\_\_\_

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

with Title I Funds \$\_\_\_\_\_\_\_\_\_\_

C. Amount of Title II Funds to Be Made Available

For Tech-Prep (*Line A less Line B*) \$\_\_\_\_\_\_\_\_\_\_

D. Tech-Prep Funds Earmarked for Consortia \$­­­­­­­­­­­­­­­­­­­­­­­­­­­­­\_\_\_\_\_\_\_\_\_\_

1\. Percent for Consortia

> (*Line D divided by Line C*) \[\_\_\_\_\_%\]

2\. Number of Consortia \_\_\_\_\_\_\_\_\_\_

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

a\. Formula

b\. Competitive

E. Tech-Prep Administration \$\_\_\_\_\_\_\_\_\_

1\. Percent for Administration

> (*Line E divided by Line C*) \[\_\_\_\_\_\_\_\_%\]

**PART C: ACCOUNTABILITY FORMS**

**INSTRUCTIONS**

###### Definitions of Student Populations

> On page 43, you must provide the career and technical education (CTE)
> student definitions that you will use for the secondary and
> postsecondary/adult core indicators of performance, e.g., "CTE
> participants" and "CTE concentrators." These are the students on which
> you will report data annually to the Secretary under section
> 113(c)(1)-(2) of the Act.

####### Identification of Measurement Definitions/Approaches

> In Columns 2 and 3 of the Final Agreed Upon Performance Levels (FAUPL)
> forms on pages 44-48, you must provide your [valid and reliable
> measurement definitions and approaches]{.underline}, respectively, for
> each of the core indicators of performance required under section
> 113(b) of the Act. Each definition must contain a description of the
> numerator (the number of individuals achieving an outcome) and a
> denominator (the number of individuals seeking to achieve an outcome).
> As discussed above in Part A, Section IV, A.3, based on our
> non-regulatory guidance, we have pre-populated the measurement
> definitions and approaches for the core indicators to measure student
> attainment of challenging academic content standards and student
> academic achievement standards in reading/language arts and
> mathematics under the ESEA (1S1 and 1S2, respectively) and student
> graduation rates under the ESEA (4S1) have been pre-populated on the
> FAUPL form for your convenience. A State may choose to propose other
> student definitions and measurement approaches, but it would have to
> describe in its new State plan how it's proposed definitions and
> measures would be valid and reliable.

######## Baseline Data

> In Column 4 of the FAUPL forms, you must provide baseline data, using
> data for the most recently completed program year (July 1, 2005 --
> June 30, 2006), on the performance of career and technical education
> students on each of the core indicators of performance, except that,
> for the indicators for which your State must use your State's
> standards, assessments, and graduation rates adopted under Title I of
> the ESEA, if your State chooses to use its AMOs and targets under the
> ESEA, you will not need to submit baseline data. The Department will
> use your baseline data as a starting point for reaching agreement with
> you on the core indicators of performance for the first two program
> years under section 113(b)(3)(iii) of the Act, except that States that
> submit a one-year transition plan need to provide baseline data
> [only]{.underline} for the core indicators of performance as provided
> below:

+----+----------------------------+---+-----------------+---+-----------------+
| ** |                            |   | ###             |   | **Six-Year      |
| In |                            |   | Transition Plan |   | Plan**          |
| di |                            |   |                 |   |                 |
| ca |                            |   |                 |   |                 |
| to |                            |   |                 |   |                 |
| rs |                            |   |                 |   |                 |
| ** |                            |   |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| *  |                            |   |                 |   |                 |
| *S |                            |   |                 |   |                 |
| ec |                            |   |                 |   |                 |
| on |                            |   |                 |   |                 |
| da |                            |   |                 |   |                 |
| ry |                            |   |                 |   |                 |
| L  |                            |   |                 |   |                 |
| ev |                            |   |                 |   |                 |
| el |                            |   |                 |   |                 |
| -- |                            |   |                 |   |                 |
| 8  |                            |   |                 |   |                 |
| In |                            |   |                 |   |                 |
| di |                            |   |                 |   |                 |
| ca |                            |   |                 |   |                 |
| to |                            |   |                 |   |                 |
| rs |                            |   |                 |   |                 |
| ** |                            |   |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | # Academic Attainmen       | # |                 |   | X               |
| 1S | t -- Reading/Language Arts |   |                 |   |                 |
| 1  |                            | X |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | # Academic                 | # |                 |   | X               |
|  1 |  Attainment -- Mathematics |   |                 |   |                 |
| S2 |                            | X |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | #                          | # |                 |   | X               |
|  2 | Technical Skill Attainment |   |                 |   |                 |
| S1 |                            | N |                 |   |                 |
|    |                            | o |                 |   |                 |
|    |                            | t |                 |   |                 |
|    |                            |   |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | q |                 |   |                 |
|    |                            | u |                 |   |                 |
|    |                            | i |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | d |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | # S                        | # |                 | X |                 |
|  3 | econdary School Completion |   |                 |   |                 |
| S1 |                            | N |                 |   |                 |
|    |                            | o |                 |   |                 |
|    |                            | t |                 |   |                 |
|    |                            |   |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | q |                 |   |                 |
|    |                            | u |                 |   |                 |
|    |                            | i |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | d |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | # Student Graduation Rates | # |                 | X |                 |
|  4 |                            |   |                 |   |                 |
| S1 |                            | X |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | # Secondary Placement      | # |                 | X |                 |
|  5 |                            |   |                 |   |                 |
| S1 |                            | N |                 |   |                 |
|    |                            | o |                 |   |                 |
|    |                            | t |                 |   |                 |
|    |                            |   |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | q |                 |   |                 |
|    |                            | u |                 |   |                 |
|    |                            | i |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | d |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | # Non                      | # |                 | X |                 |
|  6 | traditional Participation  |   |                 |   |                 |
| S1 |                            | N |                 |   |                 |
|    |                            | o |                 |   |                 |
|    |                            | t |                 |   |                 |
|    |                            |   |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | q |                 |   |                 |
|    |                            | u |                 |   |                 |
|    |                            | i |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | d |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | #                          | # |                 | X |                 |
|  6 |  Nontraditional Completion |   |                 |   |                 |
| S2 |                            | N |                 |   |                 |
|    |                            | o |                 |   |                 |
|    |                            | t |                 |   |                 |
|    |                            |   |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | q |                 |   |                 |
|    |                            | u |                 |   |                 |
|    |                            | i |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | d |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| *  |                            |   |                 |   |                 |
| *P |                            |   |                 |   |                 |
| os |                            |   |                 |   |                 |
| ts |                            |   |                 |   |                 |
| ec |                            |   |                 |   |                 |
| on |                            |   |                 |   |                 |
| da |                            |   |                 |   |                 |
| ry |                            |   |                 |   |                 |
| /A |                            |   |                 |   |                 |
| du |                            |   |                 |   |                 |
| lt |                            |   |                 |   |                 |
| L  |                            |   |                 |   |                 |
| ev |                            |   |                 |   |                 |
| el |                            |   |                 |   |                 |
| -- |                            |   |                 |   |                 |
| 6  |                            |   |                 |   |                 |
| In |                            |   |                 |   |                 |
| di |                            |   |                 |   |                 |
| ca |                            |   |                 |   |                 |
| to |                            |   |                 |   |                 |
| rs |                            |   |                 |   |                 |
| ** |                            |   |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | #                          | # |                 | X |                 |
|  1 | Technical Skill Attainment |   |                 |   |                 |
| P1 |                            | N |                 |   |                 |
|    |                            | o |                 |   |                 |
|    |                            | t |                 |   |                 |
|    |                            |   |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | q |                 |   |                 |
|    |                            | u |                 |   |                 |
|    |                            | i |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | d |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | # Credentia                | # |                 | X |                 |
|  2 | l, Certificate, or Diploma |   |                 |   |                 |
| P1 |                            | N |                 |   |                 |
|    |                            | o |                 |   |                 |
|    |                            | t |                 |   |                 |
|    |                            |   |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | q |                 |   |                 |
|    |                            | u |                 |   |                 |
|    |                            | i |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | d |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | # Stu                      | # |                 | X |                 |
|  3 | dent Retention or Transfer |   |                 |   |                 |
| P1 |                            | N |                 |   |                 |
|    |                            | o |                 |   |                 |
|    |                            | t |                 |   |                 |
|    |                            |   |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | q |                 |   |                 |
|    |                            | u |                 |   |                 |
|    |                            | i |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | d |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | # Student Placement        | # |                 | X |                 |
|  4 |                            |   |                 |   |                 |
| P1 |                            | N |                 |   |                 |
|    |                            | o |                 |   |                 |
|    |                            | t |                 |   |                 |
|    |                            |   |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | q |                 |   |                 |
|    |                            | u |                 |   |                 |
|    |                            | i |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | d |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | # Non                      | # |                 | X |                 |
|  5 | traditional Participation  |   |                 |   |                 |
| P1 |                            | N |                 |   |                 |
|    |                            | o |                 |   |                 |
|    |                            | t |                 |   |                 |
|    |                            |   |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | q |                 |   |                 |
|    |                            | u |                 |   |                 |
|    |                            | i |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | d |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+
| #  | #                          | # |                 | X |                 |
|  5 |  Nontraditional Completion |   |                 |   |                 |
| P2 |                            | N |                 |   |                 |
|    |                            | o |                 |   |                 |
|    |                            | t |                 |   |                 |
|    |                            |   |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | q |                 |   |                 |
|    |                            | u |                 |   |                 |
|    |                            | i |                 |   |                 |
|    |                            | r |                 |   |                 |
|    |                            | e |                 |   |                 |
|    |                            | d |                 |   |                 |
+----+----------------------------+---+-----------------+---+-----------------+

######## Performance Levels

In Columns 5 and 6 of the FAUPL forms, you must provide proposed levels
of performance for each of the core indicators of performance for the
first two program years (July 1, 2007 -- June 30, 2008 and July 1, 2008
-- June 30, 2009) as required under section 113(b)(3)(ii) of the Perkins
Act, except that, for the indicators for which the State must use its
State's standards, assessments, and graduation rates adopted under Title
I of the ESEA, a State that chooses to use its AMOs or targets under the
ESEA will only have to confirm this information with its OVAE Regional
Accountability Specialist. At a State's request, the Regional
Accountability Specialist will pre-populate the forms in Part C with the
State's AMOs or targets for the 2007-08 and 2008-09 program years before
sending the forms to you to finish completing. States that submit a
one-year transition plan need to provide performance levels
[only]{.underline} for the core indicators of performance listed in the
chart above.

######## State Confirmation of Final Agreed Upon Performance Levels

After you reach agreement with the Department on your State's final
agreed upon adjusted performance levels for the first two program years,
you will be asked to confirm these levels via e-mail submission of your
State's FAUPL form. Your State's final agreed upon performance levels
for the first two program years will be incorporated into your State
plan and your July 1, 2007, Perkins grant award.

**I. Student Definitions**

**A. Secondary Level**

  -----------------------------------------------------------------------
  **Participants --**

  **Concentrators --**
  -----------------------------------------------------------------------

> **B. Postsecondary/Adult Level**

  -----------------------------------------------------------------------
  **Participants --**

  **Concentrators --**
  -----------------------------------------------------------------------

II. FINAL AGREED UPON PERFORMANCE LEVELS FORM (FAUPL)

> A. SECONDARY LEVEL

+-----------+----------------------+--------+-------+-------+-------+
| *         | **Column**           | **Co   | **Col | **Col | **Col |
| *Column** |                      | lumn** | umn** | umn** | umn** |
|           | **2**                |        |       |       |       |
| **1**     |                      | **3**  | **4** | **5** | **6** |
+-----------+----------------------+--------+-------+-------+-------+
| **        | **Measurement**      | **M    | **    | *     | *     |
| Indicator |                      | easure | Basel | *Year | *Year |
| &         | **Definition**       | ment** | ine** | One** | Two** |
| C         |                      |        |       |       |       |
| itation** |                      | **Appr | *     | **7   | **7   |
|           |                      | oach** | *(Ind | /1/07 | /1/08 |
|           |                      |        | icate | -6/30 | -6/30 |
|           |                      |        | Ye    | /08** | /09** |
|           |                      |        | ar)** |       |       |
+-----------+----------------------+--------+-------+-------+-------+
| **1S1**   | **Numerator:**       | *      | *     | **L:  | **L:  |
|           | Number of CTE        | *State | *B:** | *Will | *Will |
| *         | concentrators who    | and    |       | be    | be    |
| *Academic | have met the         | Local  |       | pre   | pre   |
| A         | proficient or        | Ad     |       | -popu | -popu |
| ttainment | advanced level on    | minist |       | lated | lated |
| --        | the Statewide high   | rative |       | at    | at    |
| Reading   | school               | Rec    |       | the   | the   |
| /Language | **reading/language   | ords** |       | re    | re    |
| Arts**    | arts** assessment    |        |       | quest | quest |
|           | administered by the  |        |       | of    | of    |
| *         | State under Section  |        |       | the   | the   |
| *113(b)(2 | 1111(b)(3) of the    |        |       | Sta   | Sta   |
| )(A)(i)** | Elementary and       |        |       | te*** | te*** |
|           | Secondary Education  |        |       |       |       |
|           | Act (ESEA) as        |        |       | *     | *     |
|           | amended by the No    |        |       | *A:** | *A:** |
|           | Child Left Behind    |        |       |       |       |
|           | Act based on the     |        |       |       |       |
|           | scores that were     |        |       |       |       |
|           | included in the      |        |       |       |       |
|           | State's computation  |        |       |       |       |
|           | of adequate yearly   |        |       |       |       |
|           | progress (AYP) and   |        |       |       |       |
|           | who, in the          |        |       |       |       |
|           | reporting year, left |        |       |       |       |
|           | secondary education. |        |       |       |       |
|           |                      |        |       |       |       |
|           | **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:**       | *      | *     | **L:  | **L:  |
|           | Number of CTE        | *State | *B:** | *Will | *Will |
| *         | concentrators who    | and    |       | be    | be    |
| *Academic | have met the         | Local  |       | pre   | pre   |
| Att       | proficient or        | Ad     |       | -popu | -popu |
| ainment - | advanced level on    | minist |       | lated | lated |
| Math      | the Statewide high   | rative |       | at    | at    |
| ematics** | school               | Rec    |       | the   | the   |
|           | **mathematics**      | ords** |       | re    | re    |
| *         | assessment           |        |       | quest | quest |
| *113(b)(2 | administered by the  |        |       | of    | of    |
| )(A)(i)** | State under Section  |        |       | the   | the   |
|           | 1111(b)(3) of the    |        |       | Sta   | Sta   |
|           | (ESEA) as amended by |        |       | te*** | te*** |
|           | the No Child Left    |        |       |       |       |
|           | Behind Act based on  |        |       | *     | *     |
|           | the scores that were |        |       | *A:** | *A:** |
|           | included in the      |        |       |       |       |
|           | State's computation  |        |       |       |       |
|           | of adequate yearly   |        |       |       |       |
|           | progress (AYP) and   |        |       |       |       |
|           | who, in the          |        |       |       |       |
|           | reporting year, left |        |       |       |       |
|           | secondary education. |        |       |       |       |
|           |                      |        |       |       |       |
|           | **Denominator:**     |        |       |       |       |
|           | Number of CTE        |        |       |       |       |
|           | 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   |
| Citation** |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **2S1**    | **Numerator:**      |        | *     | *     | *     |
|            |                     |        | *B:** | *L:** | *L:** |
| *          | **Denominator:**    |        |       |       |       |
| *Technical |                     |        |       | *     | *     |
| Skill      |                     |        |       | *A:** | *A:** |
| At         |                     |        |       |       |       |
| tainment** |                     |        |       |       |       |
|            |                     |        |       |       |       |
| **113(b)(2 |                     |        |       |       |       |
| )(A)(ii)** |                     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **3S1**    | **Numerator:**      |        | *     | *     | *     |
|            |                     |        | *B:** | *L:** | *L:** |
| *          | **Denominator:**    |        |       |       |       |
| *Secondary |                     |        |       | *     | *     |
| School**   |                     |        |       | *A:** | *A:** |
|            |                     |        |       |       |       |
| **Co       |                     |        |       |       |       |
| mpletion** |                     |        |       |       |       |
|            |                     |        |       |       |       |
| ##### 113( |                     |        |       |       |       |
| b)(2)(A)(i |                     |        |       |       |       |
| ii)(I-III) |                     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **4S1**    | **Numerator:**      | *      | *     | **L:  | **L:  |
|            | Number of CTE       | *State | *B:** | *Will | *Will |
| **Student  | concentrators who,  | and    |       | be    | be    |
| Graduation | in the reporting    | Local  |       | pre   | pre   |
| Rates**    | year, were included | Ad     |       | -popu | -popu |
|            | as graduated in the | minist |       | lated | lated |
| **113(b)(2 | State's computation | rative |       | at    | at    |
| )(A)(iv)** | of its graduation   | Rec    |       | the   | the   |
|            | rate as described   | ords** |       | re    | re    |
|            | in Section          |        |       | quest | quest |
|            | 1111(b)(2)(C)(vi)   |        |       | of    | of    |
|            | of the ESEA.        |        |       | the   | the   |
|            |                     |        |       | Sta   | Sta   |
|            | **Denominator:**    |        |       | te*** | te*** |
|            | Number of CTE       |        |       |       |       |
|            | concentrators who,  |        |       | *     | *     |
|            | in the reporting    |        |       | *A:** | *A:** |
|            | year, were included |        |       |       |       |
|            | in the State's      |        |       |       |       |
|            | computation of its  |        |       |       |       |
|            | graduation rate as  |        |       |       |       |
|            | defined in the      |        |       |       |       |
|            | State's             |        |       |       |       |
|            | Consolidated        |        |       |       |       |
|            | Accountability Plan |        |       |       |       |
|            | pursuant to Section |        |       |       |       |
|            | 1111(b)(2)(C)(vi)   |        |       |       |       |
|            | of the ESEA.        |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **5S1**    | **Numerator:**      |        | *     | *     | *     |
|            |                     |        | *B:** | *L:** | *L:** |
| **S        | **Denominator:**    |        |       |       |       |
| econdary** |                     |        |       | *     | *     |
|            |                     |        |       | *A:** | *A:** |
| **P        |                     |        |       |       |       |
| lacement** |                     |        |       |       |       |
|            |                     |        |       |       |       |
| **113(b)(  |                     |        |       |       |       |
| 2)(A)(v)** |                     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| **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)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **6S1**    | **Numerator:**      |        | *     | *     | *     |
|            |                     |        | *B:** | *L:** | *L:** |
| **Nontra   | **Denominator:**    |        |       |       |       |
| ditional** |                     |        |       | *     | *     |
|            |                     |        |       | *A:** | *A:** |
| **Parti    |                     |        |       |       |       |
| cipation** |                     |        |       |       |       |
|            |                     |        |       |       |       |
| **113(b)(2 |                     |        |       |       |       |
| )(A)(vi)** |                     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **6S2**    | **Numerator:**      |        | *     | *     | *     |
|            |                     |        | *B:** | *L:** | *L:** |
| **Nontra   | **Denominator:**    |        |       |       |       |
| ditional** |                     |        |       | *     | *     |
|            |                     |        |       | *A:** | *A:** |
| **Co       |                     |        |       |       |       |
| mpletion** |                     |        |       |       |       |
|            |                     |        |       |       |       |
| **113(b)(2 |                     |        |       |       |       |
| )(A)(vi)** |                     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

III. FINAL AGREED UPON PERFORMANCE LEVELS FORM (FAUPL)

> B. POSTSECONDARY/ADULT 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   |
| Citation** |                     | oach** | *(Ind | /1/07 | /1/08 |
|            |                     |        | icate | -6/30 | -6/30 |
|            |                     |        | Ye    | /08** | /09** |
|            |                     |        | ar)** |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **1P1**    | **Numerator:**      |        | *     | *     | *     |
|            |                     |        | *B:** | *L:** | *L:** |
| *          | **Denominator:**    |        |       |       |       |
| *Technical |                     |        |       | *     | *     |
| Skill      |                     |        |       | *A:** | *A:** |
| At         |                     |        |       |       |       |
| tainment** |                     |        |       |       |       |
|            |                     |        |       |       |       |
| **113(b)(  |                     |        |       |       |       |
| 2)(B)(i)** |                     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **2P1**    | **Numerator:**      |        | *     | *     | *     |
|            |                     |        | *B:** | *L:** | *L:** |
| **C        | **Denominator:**    |        |       |       |       |
| redential, |                     |        |       | *     | *     |
| Ce         |                     |        |       | *A:** | *A:** |
| rtificate, |                     |        |       |       |       |
| or         |                     |        |       |       |       |
| Degree**   |                     |        |       |       |       |
|            |                     |        |       |       |       |
| **113(b)(2 |                     |        |       |       |       |
| )(B)(ii)** |                     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **3P1**    | **Numerator:**      |        | *     | *     | *     |
|            |                     |        | *B:** | *L:** | *L:** |
| **Student  | **Denominator:**    |        |       |       |       |
| Retention  |                     |        |       | *     | *     |
| or         |                     |        |       | *A:** | *A:** |
| Transfer** |                     |        |       |       |       |
|            |                     |        |       |       |       |
| *          |                     |        |       |       |       |
| *113(b)(2) |                     |        |       |       |       |
| (B)(iii)** |                     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **4P1**    | **Numerator:**      |        | *     | *     | *     |
|            |                     |        | *B:** | *L:** | *L:** |
| **Student  | **Denominator:**    |        |       |       |       |
| P          |                     |        |       | *     | *     |
| lacement** |                     |        |       | *A:** | *A:** |
|            |                     |        |       |       |       |
| **113(b)(2 |                     |        |       |       |       |
| )(B)(iv)** |                     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

+------------+---------------------+--------+-------+-------+-------+
| **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:**      |        | *     | *     | *     |
|            |                     |        | *B:** | *L:** | *L:** |
| **Nontra   | **Denominator:**    |        |       |       |       |
| ditional** |                     |        |       | *     | *     |
|            |                     |        |       | *A:** | *A:** |
| **Parti    |                     |        |       |       |       |
| cipation** |                     |        |       |       |       |
|            |                     |        |       |       |       |
| **113(b)(  |                     |        |       |       |       |
| 2)(B)(v)** |                     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+
| **5P2**    | **Numerator:**      |        | *     | *     | *     |
|            |                     |        | *B:** | *L:** | *L:** |
| **Nontra   | **Denominator:**    |        |       |       |       |
| ditional** |                     |        |       | *     | *     |
|            |                     |        |       | *A:** | *A:** |
| **Co       |                     |        |       |       |       |
| mpletion** |                     |        |       |       |       |
|            |                     |        |       |       |       |
| **113(b)(  |                     |        |       |       |       |
| 2)(B)(v)** |                     |        |       |       |       |
+------------+---------------------+--------+-------+-------+-------+

[^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.