ADD DATE

Dear Colleague:

Thank you for your interest in the Native American Career and Technical Education Program, 

Administered by the Office of Vocational and Adult Education of the U.S. Department of 

Education. The Native American Career and Technical Education Program (NACTEP) is 

authorized under Section 116 of the Carl D. Perkins Career and Technical Education 

Improvement Act of 2006. A copy of the Notice Inviting Applications for New Awards for 

Fiscal Year (FY) 2013 and the authorizing statute are provided in the application package. 

Please take the time to review these documents thoroughly.

The purpose of the Native American Career and Technical Education Program is to provide

grants to improve career and technical education programs that are consistent with the purposes 

of the Act and that benefit American Indians and Alaska Natives. Please take the time to review 

the selection criteria and all of the application instructions thoroughly.

Applications for grants under this program may be submitted electronically using the Grants.gov 

Apply site (Grants.gov), or in paper format by mail or hand delivery. Your participation in 

Grants.gov is voluntary. For information (including dates and times) concerning how to submit 

your application electronically, or by mail or hand delivery, please refer to section IV. 

Application and Submission Information.

The Department will award discretionary grants on a competitive basis for a project period of up 

to 2 years. We expect to award grants in September 2013. Please visit our program website at 

http://www.cte.ed.gov for further information. If you have any questions about the program after 

reviewing the application package, please contact Gwen Washington or Linda Mayo at (202) 

245-7790 or (202) 245-7792, respectively. You may also contact us by email at 

gwen.washington@ed.gov or linda.mayo@ed.gov. 

Again, thank you for your interest. We look forward to receiving your application and 

appreciate your efforts to meet the educational needs of Native American and Alaska Native 

students through this program.

Gwen Washington

Linda Mayo

Program Officers,

Native American Career and 

Technical Education Program
TABLE OF CONTENTS

Dear Colleague Letter

Program Information... ...........................................................................

Program Contact

Eligible Applicants

Estimated Funds & Awards

Supplemental Priorities............................................................................

Selection Criteria....................................................................................

Need for Project

Significance

Quality of the Project Design

Quality of the Project Services

Quality of Project Personnel

Adequacy of Resources

Quality of the Management Plan

Quality of Project Evaluation

Special Considerations.............................................................................

Program Requirements.............................................................................

Reporting

Evaluation

Government Performance and Results Act GPRA).........................................

Indian Self Determination Contracts...........................................................

NACTEP Definitions...............................................................................

Legal and Regulatory Documents...............................................................

Application Notice (To Be Inserted)..............................................................

Program Statute.....................................................................................

Instructions Documents...........................................................................
SECTION A

PROGRAM INFORMATION

The Native American Career and Technical Education Program (NACTEP) is authorized by

section 116 of the Carl D. Perkins Career and Technical Education Improvement Act of 2006

(Perkins IV) (20 U.S.C.A. 2301 et seq.). The NACTEP provides grants to improve career and 

technical education programs that are consistent with the purposes of the Carl D. Perkins Career 

and Technical Education Improvement Act of 2006 (Act) and that benefit Native Americans and 

Alaska Natives. 

Applicable Regulations

The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 74, 

75, 77, 80, 81, 82, 84, 85, 86, 97, 98, 99.

Note: The regulations in 34 CFR, part 86, apply to institutions of higher education only.

PROGRAM CONTACT

If you have any questions about the program after reviewing the application package, please 

contact Gwen Washington or Linda Mayo at (202) 245-7790 or (202) 245-7792, respectively. 

You may also contact us by email at gwen.washington@ed.gov or linda.mayo@ed.gov 

Information on the NACTEP is also available on our website at http://www.cte.ed.gov.

ELIGIBLE APPLICANTS

The following entities are eligible for an award under the NACTEP:

(1) A Federally recognized Indian tribe.

(2) A tribal organization.

(3) An Alaska Native entity

(4) A Bureau-funded school, except for a bureau funded school proposing to use its 

award to support secondary school career and technical education programs.

(5) Any tribe, tribal organization, Alaska Native entity, or eligible Bureau-funded school 

may apply individually or as part of a consortium with one or more eligible tribes, 

tribal organizations, Alaska Native entities, or eligible Bureau-funded schools. 

(Eligible applicants seeking to apply for funds as a consortium should read and 

follow the regulations in 34 CFR 75.127-75.129, which apply to group applications.)
Note: An applicant must include documentation in its application showing that it and, if 

appropriate, consortium members are eligible according to the requirements in paragraphs (a) 

and (b) of the “ELIGIBLE APPLICANTS” section of this notice.

Note: In accordance with the definition of the term “tribal organization” in the Indian SelfDetermination Education Act (ISDEA) (25 U.S.C. 450 (b) (1)), any tribal organization 

proposing to provide NACTEP services for the benefit of more than one Indian tribe must first 

obtain the approval of each Indian tribe it proposes to serve and must submit documentation of 

such approval with its application. Documentation of tribal approval will be a prerequisite to the 

awarding of a NACTEP grant to any tribal organization proposing to serve more than one Indian 

tribe. (20 U.S.C. 450 (b) (1)).

Cost Sharing or Matching: This program does not involve cost sharing or matching 

requirements, but does involve supplement-not-supplant funding provisions.

Type of Awards: Discretionary grants

ESTIMATED FUNDS & AWARDS

The U.S. Department of Education is estimating that $13,897,499 will be available for new 

awards for the first 12 months of the 24-month project period. From this funding, we expect to 

award approximately 30 grantees. Funding for year two of the 24-month project period is 

subject to the availability of funds and to a grantee meeting the requirements of 34 CFR 75.253 

(Continuation of multi-year projects after the first budget period). Fiscal Year 2013 funds will be 

used for new awards under this competition.

Estimated Range of Awards: $300,000 to $600,000 for the first 12 months.

Estimated Average Size of Awards: $400,000

Estimated Number of Awards: 30

Note: The Department is not bound by any estimates in the notice.

Project Period: Up to 24 months

Deadline for Transmittal of Applications: 

Supplemental Priorities: On December 15, 2010 and May 12, 2011, following public comment 

rulemaking, the Department published in the Federal Register notices announcing final 

supplemental priorities and definitions for the Department’s discretionary grant programs. (75 

FR 78486 and 76 FR 27637)(Supplemental Priorities) Under this competition we are using the 

Secretary’s STEM and Technology priorities, since both of these are key Administration 

priorities in education. The use of technology within CTE programs funded under the Act, 

including NACTEP, is crucial as it can help improve the quality of instruction and the 

connections that students have to universities, colleges, employers, and industries that are far 
from campus. Career and technical education in the STEM fields is critical to providing students 

with education that can lead to employment in high growth, in-demand industry sectors. If we 

are to prepare Native American and Alaska Native students for the jobs of the future, we believe 

it is important for STEM to be a focus of the CTE programs available to them.

Invitational Priorities: For FY 2013, these priorities are invitational priorities. Under 34 CFR 

75.105 (c) (1) we do not give an application that meets one or both of these invitational priorities 

a competitive or absolute preference over other applications that have not addressed one or both 

of these priorities.

Priority 1--Technology

Under this priority, we invite applications that propose projects designed to improve student 

achievement or teacher effectiveness through the use of high-quality digital tools or materials, 

which may include preparing teachers to use the technology to improve instruction, as well as 

developing, implementing, or evaluating digital tools or materials.

Priority 2—Promoting Science, Technology, Engineering, and Mathematics (STEM) 

Education

Under this priority, we invite applications that propose projects designed to address one 

or more of the following priority areas:

(a) Providing students with increased access to rigorous 

and engaging coursework in STEM.

(b) Increasing the number and proportion of students 

prepared for postsecondary or graduate study and careers in STEM.

(c) Increasing the opportunities for high-quality preparation of, or professional 

development for, teachers or other educators of STEM subjects.

SELECTION CRITERIA

The Secretary uses the following program criteria to evaluate an application. The maximum 

score for each criterion is indicated in parentheses.

(a) Need for project. (5 points total) In determining the need for the proposed project, we 

consider the extent of the need for the services to be provided or the activities to be carried out 

by the proposed project, as evidenced by data such as local labor market demand or occupational 

trends, or from surveys, recommendations from accrediting agencies, or tribal economic 

development plans.

(b) Significance. (15 points total) In determining the significance of the proposed project, we 

consider the following factors:

 

 (1) The potential contribution of the proposed project toward increasing the understanding of 

educational needs, issues, or strategies for providing career and technical education to American 

Indians and Alaska Natives. (5 points)
 (2) The likelihood that the proposed project will result in system change or improvement in 

the applicant's educational program as evidenced by the types of training and activities identified 

in the project application. (5 points)

 (3) The extent to which the proposed project is likely to build local capacity to provide, 

improve, or expand services that address the career and technical needs of the target population. 

(5 points)

(c) Quality of the project design. (25 points total) In determining the quality of the design of 

the proposed project, we consider the following factors:

 (1) The extent to which goals, objectives, and outcomes are clearly specified and measurable 

(e.g., identification of the requirements for each course of study to be provided under the project, 

the technical skill proficiencies to be taught and industry-recognized standards or competency

assessments to be used, including related training areas and a description of the industry

certifications, credentials, certificates, or degrees that students may earn; expected enrollments, 

completions, and student placements in jobs, military specialties, and continuing 

education/training opportunities in each career training area; the number of teachers, counselors, 

and administrators to be trained). (10 points)

 (2) The extent to which the design of the proposed project is appropriate to, and will 

successfully address, the needs of the target population or other identified needs, as evidenced by 

the applicant's description of programs and activities that align with the target population's needs. 

(5 points)

 (3) The extent to which the design for implementing and evaluating the proposed project plans 

for and is likely to result in the development of information to guide possible dissemination of 

information on project practices, activities or strategies, including information about the 

effectiveness of the approach or strategies employed by the project, planned dissemination 

activities, the kind of practices, activities, or strategies to be disseminated, the target audience for 

the dissemination of such practices, activities, or strategies, and the proposed uses for such 

disseminated practices, activities, or strategies. (5 points)

 (4) The extent to which the proposed project will establish linkages with or will be 

coordinated with similar or related efforts, and with community, State, or Federal resources, as 

appropriate. (5 points)

 (d) Quality of project services. (20 points total) In determining the quality of the services to 

be provided by the proposed project, we consider the following factors:

 (1) The extent to which the training or professional development services to be provided by

the proposed project are of sufficient quality, intensity, and duration to lead to improvements in 

practice among the project staff and instructors, including the extent to which the proposed 

training and professional development plans address ways in which learning gaps will be 

addressed and how continuous review of performance will be conducted to identify training 

needs. (5 points)

 (2) The extent to which the services to be provided by the proposed project will create 

opportunities for students to receive an industry-recognized credential; become employed in 

high-skill, high-wage, and high-demand occupations; or both. (5 points)
 (3) The extent to which the services proposed in the project will create opportunities to acquire 

technical skill proficiencies, industry certifications, or the skills identified by State or industryrecognized career and technical education programs or professions. In describing the services, 

there must be a clear link between the services and the skill proficiencies, industry certifications, 

credentials, certificates, or degrees that students may earn. (10 points)

 (e) Quality of project personnel. (15 points total) In determining the quality of project 

personnel, we consider the following factors:

 (1) The extent to which the applicant encourages applications for employment from persons 

who are members of groups that have traditionally been underrepresented based on color, 

national origin, gender, age, or disability. (5 points)

 (2) The qualifications, including relevant training, expertise, and experience, of the project 

director, key personnel, and project consultants. (5 points)

 (3) The extent to which the project will use instructors who are certified to teach in the field in 

which they will provide instruction. (5 points)

 (f) Adequacy of resources. (20 points total) In determining the adequacy of resources for the 

proposed project, we consider the following factors:

 (1) The adequacy of support, including facilities, equipment, supplies, and other resources, 

from the applicant organization(s) and the tribal entity or entities to be served. (5 points)

 (2) The extent to which the budget is adequate and costs are reasonable in relation to the 

objectives of the proposed project. (5 points)

 (3) The relevance and demonstrated commitment (e.g., through written career and technical 

education agreements, memoranda of understanding, letters of support and commitment, or 

commitments to employ project participants, as appropriate) of the applicant, members of the 

consortium, local employers, or tribal entities to be served by the project. (5 points)

 (4) The potential for continued support of the project after Federal funding ends. (5 points)

 (g) Quality of the management plan. (15 points total) In determining the quality of the 

management plan for the proposed project, we consider the following factors:

 (1) The adequacy of the management plan to achieve the objectives of the proposed project on 

time and within budget, including clearly defined responsibilities, timelines, and the milestones 

and performance standards for accomplishing project tasks. (5 points)

 (2) The extent to which the time commitments of the project director and other key project 

personnel are appropriate and adequate to meet the objectives of the proposed project. (5 points)

 (3) The adequacy of mechanisms for ensuring high-quality products and services from the 

proposed project. (5 points)

 
 (h) Quality of the project evaluation. (25 points total) In determining the quality of the 

evaluation, we consider the following factors:

 (1) The extent to which the methods of evaluation proposed by the grantee are thorough, 

feasible, and appropriate to the goals, objectives, and outcomes of the proposed project. (5 

points)

 (2) The extent to which the methods of evaluation include the use of objective performance 

measures that are clearly related to the intended outcomes of the project and the Government 

Performance and Results Act of 1993 (GPRA) performance measures discussed elsewhere in this 

notice, and will produce quantitative and qualitative data, to the extent possible. (5 points)

 (3) The extent to which the methods of the evaluation include processes that consider the 

validity and integrity of data collection and analysis; accessibility of appropriate and timely data; 

accurate descriptions of performance; collection processes that yield unbiased, unprejudiced, and 

impartial data results; and the extent to which representation of the data clearly communicates an 

accurate picture of performance. (5 points)

 (4) The extent to which the methods of evaluation will provide performance feedback and 

continuous improvement toward achieving intended outcomes. (5 points)

 (5) The quality of the evaluation to be conducted by an external evaluator with the necessary 

background and technical expertise to carry out the evaluation. (5 points)

SPECIAL CONSIDERATIONS

In addition to the points to be awarded to applicants based on the selection criteria, under section 

116(e) of the Act, the Secretary awards—

(a) Up to 10 points to applications that propose approaches that involve, coordinate with, or 

encourage tribal economic development plans; and

(b) Five points to applications from tribally controlled colleges or university that--

(1) Are accredited or are candidates for accreditation by a nationally recognized 

accreditation organization as an institution of postsecondary career and technical education; or

(2) Operate career and technical education programs that are accredited or are candidates for 

accreditation by a nationally recognized accreditation organization and issue certificates for completion of 

career and technical education programs. (20 U.S.C. 2326(e)).

Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary may impose special 

conditions on a grant if the applicant or grantee is not financially stable; has a history of 

unsatisfactory performance; has a financial or other management system that does not meet the 

standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled the conditions of a prior grant; 

or is otherwise not responsible.

Program Requirements:

Reporting: 

(a) If you apply for a grant under this competition, you must ensure that you have in place the 

necessary processes and systems to comply with the reporting requirements in 2 CFR part 170 

should you receive funding under the competition. This does not apply if you have an exception 

under 2 CFR 170.110 (b).
(b) At the end of your project period, you must submit a final performance report, including 

financial information, as directed by the Secretary. If you receive a multi-year award, you 

submit an annual performance report that provides the most current performance and financial 

expenditure information as directed by the Secretary under 34 CFR 75.118. The Secretary may

also require more frequent performance reports under 34 CFR 75.720 (c). For specific 

requirements on reporting, please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.

Government Performance Results Act (GPRA) Performance Measures: Under the 

Government Performance Results Act (GPRA), Federal departments and agencies must clearly

describe the goals and objectives of their programs, identify resources and actions needed to 

accomplish these goals and objectives, develop a means of measuring progress made, and 

regularly report on their achievement. One important source of program information on 

successes and lessons learned is the project evaluation conducted under individual grants. The 

Department has developed the following core factors and measures for evaluating the overall 

effectiveness of NACTEP projects:

 (a) At the secondary level: An increase in the percentage of career and technical education 

students who--

 (i) Attain academic proficiency, as demonstrated by meeting academic content standards and 

student academic achievement standards that meet challenging State defined academic standards 

for reading/language arts and mathematics;

 (ii) Attain career and technical skill proficiencies, including student achievement on technical 

assessments that are aligned with industry-recognized standards;

 (iii) Attain a secondary school diploma;

 (iv) If a credential, certificate, or degree is offered by the State in which the project operates, 

in conjunction with a secondary school diploma, attain a proficiency credential, certificate, or 

degree in conjunction with a secondary school diploma; and

 (v) Are placed in--

 (1) Postsecondary education or advanced training;

 (2) Military service; or

 (3) Employment.

 (b) At the postsecondary level: An increase in the percentage of career and technical education 

students who--

 (i) Attain challenging career and technical skill proficiencies, including student achievement 

on technical assessments that are aligned with industry-recognized standards;

 (ii) Attain an industry-recognized credential, a certificate, or a degree;

 (iii) Are retained in postsecondary education or transfer to a baccalaureate degree program;

 (iv) Are placed in--

 (1) Military service; or

 (2) Apprenticeship programs; and

 (v) Are placed or have been retained in employment, including in high-skill, high-wage, or 

high-demand occupations or professions.

 (c) At the adult education level: An increase in the percentage of participating adult career and 

technical education students who--

 (i) Enroll in a postsecondary education or training program;

 (ii) Attain career and technical education skill proficiencies aligned with industry-recognized 

standards;
 (iii) Receive industry-recognized credentials or certificates; and 

 (iv) Are placed in a job, upgraded in a job, or retain employment.

 Note: All grantees will be expected to submit an annual 

performance report addressing these performance measures, to the extent feasible and to the 

extent that they apply to each grantee's NACTEP project.

Evaluation Requirements

 To ensure the high quality of NACTEP projects and the achievement of the goals and 

purposes of section 116(e) of the Act, each grantee must budget for and conduct an ongoing 

evaluation of the effectiveness of its program. An independent evaluator must conduct the 

evaluation. 

The evaluation must--

 (a) Be appropriate for the project and be both formative and summative in nature;

 (b) Include--

 (i) The performance measures for NACTEP that are identified in the Performance Measures 

section of this notice;

 (ii) Qualitative and quantitative data with respect to-

 (1) Academic and career and technical competencies 

demonstrated by the participants and the number and kinds of academic and work credentials 

acquired by individuals, including participation in programs providing skill proficiency

assessments, industry certifications, or training at the associate degree level that is articulated 

with an advanced degree option;

 (2) Enrollment, completion, and placement of participants by gender for each occupation for 

which training was provided;

 (3) Job or work skill attainment or enhancement, including participation in apprenticeship and 

work-based learning programs, and student progress in achieving technical skill proficiencies 

necessary to obtain employment in the field for which the student has been prepared, including 

attainment or enhancement of technical skills in the industry the student is preparing to enter;

 (4) Activities during the formative stages of the project to help guide and improve the project, 

as well as a summative evaluation that includes recommendations for disseminating information 

on project activities and results;

 (5) The number and percentage of students that obtained industry-recognized credentials, 

certificates, or degrees;

 (6) The outcomes of students' technical assessments, by type and scores, if available; and

 (7) The rates of attainment of a proficiency credential or certificate, in conjunction with a 

secondary school diploma;

 (c) Measure the effectiveness of the project, including a comparison between the intended and 

observed results, and a demonstration of a clear link between the observed results and the 

specific treatment given to project participants;

 (d) Measure the extent to which information about or resulting from the project was 

disseminated at other sites, such as through the grantee's development and use of guides or 

manuals that provide step-by-step directions for practitioners to follow when initiating similar 

efforts; and

 (e) Measure the long-term impact of the project, e.g., follow-up data on students' employment, 

sustained employment, promotions, and further/continuing education or training, or the impact 
the project had on tribal economic development or career and technical education activities 

offered by tribes.

Continuation Awards: 

In making a continuation award, the Secretary may consider, under 34 CFR 75.253, the extent to 

which a grantee has made “substantial progress toward meeting the objectives in its approved 

application.” This consideration includes the review of a grantee’s progress in meeting the 

targets and projected outcomes in its approved application, and whether the grantee has 

expended funds in a manner that is consistent with its approved application and budget. In 

making a continuation grant, the Secretary also considers whether the grantee is operating in 

compliance with the assurances in its approved application, including those applicable to Federal 

civil rights laws that prohibit discrimination in programs or activities receiving Federal financial 

assistance from the Department (34 CFR 100.4, 104.5, 106.4,108.8 and 110.23).

ADDITIONAL FACTORS

After evaluating application s according to the selection criteria in the notice, the Secretary may

select other than the most highly rated applications for funding if doing so would - -

(a) Permit the funding of more cost-effective projects;

(b) Prevent the duplication of an effort already being made;

(c) Create a more equitable distribution of funds under this competition among Indian 

tribes, tribal organizations, Alaska Native entities, or eligible Bureau-funded schools;

(d) Prevent the funding of an applicant who performed poorly under a previous award 

under this program, especially one who failed to accomplish the project objectives; or

(e) Permit the funding of a variety of approaches for carrying out the activities under the 

NACTEP.

INDIAN SELF DETERMINATION CONTRACTS

Section 116(b)(2) of the Act provides that grants or contracts awarded under section 116 are 

subject to the terms and conditions of section 102 of the Indian Self-Determination Act 

(ISDA)(25 U.S.C. 450f) and shall be conducted in accordance with the provisions of sections 4, 

5, and 6 of the Act of April 16, 1934, which are relevant to the programs administered under 

section 116(b). Section 102 of the ISDA authorizes Indian tribes to request self-determination 

contracts. Accordingly, an Indian tribe or tribal organization that has applied to the Secretary for 

financial assistance under the NACTEP and has been notified of its selection to be a recipient of 

financial assistance may submit a request to operate its NACTEP project through a section 102 

Indian self-determination contract.

In accordance with section 102(a) of the ISDA, any tribe or tribal organization requesting to 

operate its project under an Indian self-determination contract must do so by tribal resolution. 

After successful applicants are selected under the competition announced in this notice, the 

Secretary will review any such requests pursuant to the ISDA. If a request for an Indian selfdetermination contract is approved, the Indian tribe or tribal organization submitting the request 

will be required, to the extent possible, to operate its project in accordance with the terms of the 

ISDA, as well as in accordance with the relevant provisions of the NACTEP statute and the 
program requirements established in this notice. As with grants, self-determination contracts 

under the NACTEP are limited to a 24-month period and subject to the availability of funds. The 

career and technical education programs, services, and activities provided through an Indian selfdetermination contract would have to be essentially the same as were proposed in the initial 

application and approved by the Department. Any tribe or tribal organization that is successful 

under the competition announced in this notice and is selected to receive funding, but whose 

request for an Indian self-determination contract is denied, may appeal the denial to the 

Secretary. If you have questions about ISDA self-determination contracts, please contact the staff 

listed in the FOR FURTHER INFORMATION CONTACT section of this notice.

Definitions

The Act of April 16, 1934 means the Federal law commonly known as the ”Johnson-O’Malley

Act” that authorizes the Secretary of the Interior to enter into contracts for the education of 

Indians and other purposes. (25 U.S.C. 455–457)

Acute economic need means an income that is at or below the national poverty level according to 

the latest available data from the U.S. Department of Commerce or the U.S. Department of 

Health and Human Services Poverty Guidelines.

Alaska Native or Native means a citizen of the United States who is a person of one-fourth 

degree or more Alaska Indian (including Tsimshian Indians not enrolled in the Metlakta

Indian Community) Eskimo, or Aleut blood, or a combination thereof. The term includes—

(a) Any Native, as so defined, either or both of whose adoptive parents are not Natives; and

(b) In the absence of proof of a minimum blood quantum, any citizen of the United States who is 

regarded as an Alaska Native by the Native village or Native group of which he or she claims

to be a member and whose father or mother is (or, if deceased, was) regarded as Native by any 

village or group. Any decision of the Secretary of the Interior regarding eligibility for 

enrollment will be final. (20 U.S.C. 2326(a)(1); 43 U.S.C. 1602(b))

Alaska Native entity means an entity such as an Alaska Native village, group, or regional or 

village corporation.

Alaska Native group means any tribe, band, clan, village, community, or village association of 

Natives in Alaska

composed of less than twenty-five Natives, who comprise a majority of the residents of the 

locality. (43 U.S.C.

1602(d))

Alaska Native village means any tribe, band, clan, group, village, community, or association in 

Alaska—

(a) Listed in sections 1610 and 1615 of the Alaska Native Claims Settlement Act; or

(b) That meets the requirements of chapter 33 of the Alaska Native Claims Settlement Act; and

(c) That the Secretary of the Interior determines was, on the 1970 census enumeration date (as 

shown by the census or other evidence satisfactory to the Secretary of the Interior, who shall 

make findings of fact in each instance), composed of twenty-five or more Natives. (43 U.S.C. 

1602(c))

Alaska regional corporation means an Alaska Native regional corporation established under the

laws of the State
of Alaska in accordance with the provisions of chapter 33 of the Alaska Native Claims 

Settlement Act. (43 U.S.C. 1602(g))

Alaska village corporation means an Alaska Native Village Corporation organized under the 

laws of the State of

Alaska as a business for profit or nonprofit corporation to hold, invest, manage and/or distribute 

lands, property, funds, and other rights and assets for and on behalf of an Alaska

Native village, in accordance with the terms of chapter 33 of the Alaska Native Claims 

Settlement Act. (43 U.S.C. 1602(j))

Bureau means the Bureau of Indian Affairs of the U.S. Department of the Interior. (25 U.S.C. 

2021(2))

Bureau-funded school means—

(a) A Bureau-operated elementary or secondary day or boarding school or Bureau-operated 

dormitory for students attending a school other than a Bureau school. (25 U.S.C. 2021(3) and 

(4));

(b) An elementary school, secondary school, or dormitory, that receives financial assistance for 

its operation under a contract, grant, or agreement with the Bureau under section 102,

103(a), or 208 of ISDEA (25 U.S.C. 450f, 450h(a), or 458d) or under the Tribally Controlled 

Schools Act of 1988 (25 U.S.C. 2504 et seq.). (25 U.S.C. 2021(3) and (5)); or

(c) A school for which assistance is provided under the Tribally Controlled Schools Act of 1988 

(25 U.S.C. 2501 et seq.). (25 U.S.C. 2021)

Career and technical education means organized educational activities that—

(a) Offer a sequence of courses that—

(1) Provides individuals with coherent and rigorous content aligned with challenging 

academic standards and relevant technical knowledge and skills needed to prepare for further

education and careers in current or emerging professions;

(2) Provides technical skills proficiency, an industry-recognized credential, a certificate, 

or an associate

degree; and

(3) May include prerequisite courses (other than remedial courses) that meet the 

requirements of this definition; and

(b) Include competency-based applied learning that contributes to the academic knowledge, 

higher-order reasoning and problem-solving skills, work attitudes, general employability skills, 

technical skills, and occupation specific skills, and knowledge of all aspects of an industry, 

including entrepreneurship, of the individual. (20 U.S.C. 2302(5))

Coherent sequence of courses means a series of courses in which career and academic education 

is integrated, and that directly relates to, and leads to, both academic and occupational

competencies. The term includes competency-based education and

academic education, and adult training or retraining, including sequential units encompassed 

within a single adult retraining course, that otherwise meet the requirements of this definition.

Direct assistance to students means tuition, dependent care, transportation, books, and supplies 

that are necessary for a student to participate in a project funded under this program.

High-need children and high-need students means children and students at risk of educational 

failure, such as children and students who are living in poverty, who are English learners, who 

are far below grade level or who are not on track to becoming college-or career-ready by 

graduation, who have left school or college before receiving, respectively, a regular high school 

diploma or a college degree or certificate, who are at risk of not graduating with a diploma on 
time, who are homeless, who are in foster care, who are pregnant or parenting teenagers, who 

have been incarcerated, who are new immigrants, who are migrant, or who have disabilities.

Indian means a person who is a member of an Indian tribe. (20 U.S.C. 2326(a)(3); 25 U.S.C. 

450b(d))

Indian tribe means any Indian tribe, band, nation, or other organized group or community, 

including any Alaska Native village or regional or village corporation as defined in or 

established pursuant to the Alaska Native Claims Settlement Act (43 U.S.C. 1601 et seq.),that is 

recognized as eligible for the

special programs and services provided by the United States to Indians because of their status as 

Indians. (20 U.S.C.

2326(a)(3); 25 U.S.C. 450b(e)) 

Institution of higher education means

(a) An educational institution in any State that—

(1) Admits as regular students only persons having a certificate of graduation from a 

school providing secondary education, or the recognized equivalent of such a certificate;

(2) Is legally authorized within such State to provide a program of education beyond 

secondary education;

(3) Provides an educational program for which the institution awards a bachelor’s degree 

or provides not less than a 2-year program that is acceptable for full credit toward such a degree;

(4) Is a public or other nonprofit institution; and

(5) Is accredited by a nationally recognized accrediting agency or association or, if not so 

accredited, is an institution that has been granted pre-accreditation status by such an agency or 

association that has been recognized by the Secretary of the Education for the granting of preaccreditation status, and the Secretary of Education has determined that there is satisfactory

assurance that the institution will meet the accreditation standards of such an agency or 

association within a reasonable time.

(b) The term also includes—

(1) Any school that provides not less than a 1-year program of training to prepare 

students for gainful employment in a recognized occupation and that meets the provisions of

paragraphs (a)(1), (2), (4) and (5) of this definition.

(2) A public or nonprofit private educational institution in any State that, in lieu of the 

requirement in paragraph

(a)(1) of this definition, admits as regular students persons who are beyond the age of 

compulsory school attendance in the State in which the institution is located. (20 U.S.C. 1001

and 2302(18))

Special populations means—

(a) Individuals with disabilities; 

(b) Individuals from economically disadvantaged families, including foster

children;

(c) Individuals preparing for nontraditional training fields;

(d) Single parents, including single pregnant women;

(e) Displaced homemakers; and

(f) Individuals with limited English proficiency. (20 U.S.C. 2302(29))

Stipend means a subsistence allowance for a student that is necessary for the student to 

participate in a project funded under this program.
Support services means services related to curriculum modification, equipment modification, 

classroom modification, supportive personnel, and instructional aids and devices. (20

U.S.C. 2302(31))

Tribal organization means the recognized governing body of any

Indian tribe; any legally established organization of Indians that is controlled, sanctioned, or 

chartered by such governing body or that is democratically elected by the adult members of the 

Indian community to be served by the organization and that

includes the maximum participation of Indians in all phases of its activities, provided that, in any 

case where a contract is let or grant made to an organization to perform services

benefiting more than one Indian tribe, the approval of each such Indian tribe shall be a 

prerequisite to the letting or making of such contract or grant. (20 U.S.C. 2326(a)(3); 25 U.S.C. 

450b(l))

Tribally Controlled College or University means an institution of higher education that is 

formally controlled, or has been formally sanctioned or chartered, by the governing body of an 

Indian tribe or tribes, except that no more than one such institution will be recognized with 

respect to any such tribe. (20 U.S.C. 2302(33) and 25 U.S.C. 1801(a)(4))

Section B Legal and Regulatory Documents

Application Notice

Program Statute

SEC. 116. NOTE: 20 USC 2326. NATIVE AMERICAN PROGRAMS.

 (a) Definitions.--In this section:

 (1) Alaska native.--The term `Alaska Native' means a Native as such term is defined in 

section 3 of the Alaska Native Claims Settlement Act (43 U.S.C. 1602).

 (2) Bureau-funded school.--The term `Bureau-funded school' has the meaning given the 

term in section 1141 of the Education Amendments of 1978 (25 U.S.C. 2021).

 (3) Indian, Indian tribe, and tribal organization.--The terms `Indian', `Indian tribe', and 

`tribal organization' have the meanings given the terms in section 4 of the Indian SelfDetermination and Education Assistance Act (25 U.S.C. 450b).

 (4) Native Hawaiian.--The term `Native Hawaiian' means any individual any of whose 

ancestors were natives, prior to 1778, of the area which now comprises the State of Hawaii.

 (5) Native Hawaiian organization.--The term `Native Hawaiian organization' has the 

meaning given the term in section 7207 of the Native Hawaiian Education Act (20 U.S.C.7517).

 (b) Program Authorized.--

 (1) Authority.--From Grants. Contracts. funds reserved under section 111(a)(1)(B)(i), the 

Secretary shall make grants to or enter into contracts with Indian tribes, tribal organizations, and 

Alaska Native entities to carry out the authorized programs described in subsection (c), except 
that such grants or contracts shall not be awarded to secondary school programs in Bureaufunded schools.

 (2) Indian tribes and tribal organizations.--The grants or contracts described in this 

section that are awarded to any Indian tribe or tribal organization shall be subject to the 

terms and conditions of section 102 of the Indian Self-Determination Act (25 U.S.C. 450f) and 

shall be conducted in accordance with the provisions of sections 4, 5, and 6 of the Act of April 

16, 1934 (25 U.S.C. 455-457), which are relevant to the programs administered under this 

subsection.

 (3) Special authority relating to secondary schools operated or supported by the bureau 

of Indian affairs.--An Indian tribe, a tribal organization, or an Alaska Native entity, that receives 

funds through a grant made or contract entered into under paragraph (1) may use the funds to 

provide assistance to a secondary school operated or supported by the Bureau of Indian Affairs 

to enable such school to carry out career and technical education programs.

 (4) Matching.--If sufficient funding is available, the Bureau of Indian Affairs shall 

expend an amount equal to the amount made available under this subsection, relating to 

programs for Indians, to pay a part of the costs of programs funded under this subsection. During 

each fiscal year the Bureau of Indian Affairs shall expend not less than the amount expended

during the prior fiscal year on career and technical education programs, services, and technical 

activities administered directly by, or under contract with, the Bureau of Indian Affairs, except 

that in no year shall funding for such programs, services, and activities be provided from 

accounts and programs that support other Indian education programs. 

 

The Secretary and the Assistant Secretary of the Interior for Indian Affairs shall prepare jointly a 

plan for the expenditure of funds made available and for the evaluation of programs assisted 

under this subsection. Upon the completion of a joint plan for the expenditure of the funds and 

the evaluation of the programs, the Secretary shall assume responsibility for the 

administration of the program, with the assistance and consultation of the Bureau of Indian 

Affairs.

 (5) Regulations.--If the Secretary promulgates any regulations applicable to paragraph 

(2), the Secretary shall--

 (A) confer with, and allow for active participation by, representatives of Indian tribes, 

tribal organizations, and individual tribal members; and

 (B) promulgate the regulations under subchapter III of chapter 5 of title 5, United 

States Code, commonly known as the `Negotiated Rulemaking Act of 1990'.

 (6) Application.--Any Indian tribe, tribal organization, or Bureau-funded school eligible 

to receive assistance under this subsection may apply individually or as part of a consortium with 

another such Indian tribe, tribal organization, or Bureau-funded school.

 (c) Authorized Activities.--

 (1) Authorized programs.--Funds made available under this section shall be used to 

carry out career and technical education programs consistent with the purpose of this Act.

 (2) Stipends.--

 (A) In general.--Funds received pursuant to grants or contracts awarded under 

subsection (b) may be used to provide stipends to students who are enrolled in career and 

technical education programs and who have acute economic needs which cannot be met through 

work-study programs.
 (B) Amount.--Stipends described in subparagraph (A) shall not exceed reasonable 

amounts as prescribed by the Secretary.

 (d) Grant or Contract Application.--In order to receive a grant or contract under this section, an 

organization, tribe, or entity described in subsection (b) shall submit an application to the 

Secretary that shall include an assurance that such organization, tribe, or entity shall comply with 

the requirements of this section.

 (e) Restrictions and Special Considerations.--The Secretary may not place upon grants awarded 

or contracts entered into under subsection (b) any restrictions relating to programs other than 

restrictions that apply to grants made to or contracts entered into with States pursuant 

to allotments under section 111(a). The Secretary, in awarding grants and entering into contracts 

under this section, shall ensure that the grants and contracts will improve career and technical 

education programs, and shall give special consideration to--

 (1) programs that involve, coordinate with, or encourage tribal economic development 

plans; and

 (2) applications from tribally controlled colleges or universities that--

 (A) are accredited or are candidates for accreditation by a nationally recognized 

accreditation organization as an institution of postsecondary career and technical education; or

 (B) operate career and technical education programs that are accredited or are 

candidates for accreditation by a nationally recognized accreditation organization, and issue 

certificates for completion of career and technical education programs.

 (f) Consolidation of Funds.--Each organization, tribe, or entity receiving assistance under this 

section may consolidate such assistance with assistance received from related programs in 

accordance with the provisions of the Indian Employment, Training and Related Services 

Demonstration Act of 1992 (25 U.S.C. 3401 et seq.).

 (g) Nonduplicative and Nonexclusive Services.--Nothing in this section shall be construed--

 (1) to limit the eligibility of any organization, tribe, or entity described in subsection (b) 

to participate in any activity offered by an eligible agency or eligible recipient under this title; or 

 (2) to preclude or discourage any agreement, between any organization, tribe, or entity 

described in subsection (b) and any eligible agency or eligible recipient, to facilitate the 

provision of services by such eligible agency or eligible recipient to the population served by

such eligible agency or eligible recipient.

Public Burden Statement:

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of 

information unless such collection displays a valid OMB control number. Public reporting burden for this 

collection of information is estimated to average 120 hours per response, including time for reviewing 

instructions, searching existing data sources, gathering and maintaining the data needed, and completing 

and reviewing the collection of information. The obligation to respond to this collection is required to 

obtain or retain benefit (The Carl D. Perkins Career and Technical Education Improvement Act of 2006 

(Act) (PL10-0270). Send comments regarding the burden estimate or any other aspect of this collection of 

information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 

Maryland Ave., SW, Washington, DC 20210-4537 or email ICDocketMgr@ed.gov and reference the 

OMB Control Number 1830-0542. Note: Please do not return the completed NACTEP application to this 

address.

Instructions Documents