I

104TH CONGRESS

1ST SESSION H. R. 48

To provide grants for the integration of academic and vocational curriculum

and professional development.

IN THE HOUSE OF REPRESENTATIVES

JANUARY 4, 1995

Mr. KILDEE introduced the following bill; which was referred to the

Committee on Economic and Educational Opportunities

A BILL

To provide grants for the integration of academic and

vocational curriculum and professional development.

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled,

3 SECTION 1. SHORT TITLE.

4 This Act may be cited as the ‘‘Industry-Based Edu5 cation Support Act’’.

6 SEC. 2. GRANT PROGRAM FOR CURRICULUM AND PROFES7 SIONAL DEVELOPMENT.

8 The Carl D. Perkins Vocational and Applied Tech9 nology Education Act is amended by adding at the end

10 of title III the following new part:
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1 ‘‘PART I—CURRICULUM AND PROFESSIONAL

2 DEVELOPMENT

3 ‘‘SEC. 391. FINDINGS.

4 ‘‘The Congress finds that—

5 ‘‘(1) vocational education is the ongoing school6 based component of a school-to-work transition

7 system;

8 ‘‘(2) the Carl D. Perkins Vocational and Ap9 plied Technology Education Act established a frame10 work for integrating academic and vocational edu11 cation as a mechanism to improve the quality of vo12 cational education, improve student achievement,

13 and prepare students for the world of work;

14 ‘‘(3) there continues to be a need for curricula

15 and instructional materials that integrate academic

16 and vocational education at both the secondary and

17 postsecondary level;

18 ‘‘(4) new curricula and instructional materials

19 are needed to provide a sequence of learning between

20 the secondary and postsecondary level;

21 ‘‘(5) in order to provide students with the skills

22 necessary to be successful participants in a global

23 economy, curricula and instructional materials are

24 needed which reflect the needs of business and in25 dustry;
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1 ‘‘(6) the successful integration of academic and

2 vocational education organized around career majors

3 or industry clusters can be an effective means of re4 forming high schools; and

5 ‘‘(7) the effectiveness of integrated curricula is

6 enhanced through professional development and

7 technical assistance programs that support collabo8 ration among academic and vocational teachers to

9 develop new and innovative approaches to preparing

10 all students for the world of work.

11 ‘‘SEC. 392. PURPOSE.

12 ‘‘It is the purpose of this part to provide assistance

13 to State educational agencies, educational service agencies,

14 local educational agencies, and schools to—

15 ‘‘(1) implement effective industry-based learn16 ing;

17 ‘‘(2) strengthen the school-based aspect of State

18 School-to-Work transition systems where such sys19 tems exist; and

20 ‘‘(3) implement the integration of academic and

21 vocational education.

22 ‘‘SEC. 393. PROGRAM AUTHORIZED.

23 ‘‘The Secretary is authorized to make grants to State

24 educational agencies, local educational agencies, edu25 cational service agencies or to consortia which must in-
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1 clude at lease one of such entities and may include such

2 entities as institutions of higher education, businesses or

3 labor unions to improve curriculum, develop instructional

4 materials, or provide professional development or a com5 bination of all such activities.

6 ‘‘SEC. 394. PROGRAM REQUIREMENTS.

7 ‘‘(a) IN GENERAL.—To be eligible to receive a grant

8 under this part, an entity shall submit an application to

9 the Secretary at such time, in such manner, and contain10 ing such information as the Secretary may reasonably

11 require.

12 ‘‘(b) GRANTS FOR CURRICULUM DEVELOPMENT AND

13 INSTRUCTIONAL MATERIALS DEVELOPMENT.—

14 ‘‘(1) APPLICATION.—Each application for cur15 riculum development and instructional materials

16 shall include a description of how the curriculum

17 and instructional materials shall—

18 ‘‘(A) integrate academic and vocational in19 struction;

20 ‘‘(B) be aligned with career majors, career

21 pathways, or a coherent sequence of courses as

22 defined by the State educational agency or local

23 educational agency;

24 ‘‘(C) be tied to challenging State content

25 standards or challenging local content stand-
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1 ards, and challenging State student perform2 ance standards or challenging local student per3 formance standards;

4 ‘‘(D) take into account the most recent

5 thinking on skill standards as reflected in inter6 national, national, State, or local skill stand7 ards;

8 ‘‘(E) allow for a smooth transition into

9 post-secondary education or into appropriate

10 employment;

11 ‘‘(F) meet postsecondary education admis12 sion requirements; and

13 ‘‘(G) take into account the special needs of

14 all students.

15 ‘‘(2) SPECIAL CONSIDERATION.—In awarding

16 grants under this subsection, the Secretary shall give

17 special consideration to applications for the develop18 ment of curricula or materials which—

19 ‘‘(A) are linked to a program of profes20 sional development;

21 ‘‘(B) encourage the use of applied teaching

22 and contextualized learning methodologies;

23 ‘‘(C) encourage collaboration between aca24 demic and vocational educators;
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1 ‘‘(D) show potential for effective use in

2 other State educational agencies or local edu3 cational agencies; and

4 ‘‘(E) take into account the possibility that

5 students may be involved in work-based learn6 ing as defined in the School-to-Work Opportu7 nities Act.

8 ‘‘(c) GRANTS FOR PROFESSIONAL DEVELOPMENT.—

9 ‘‘(1) DESCRIPTION.—Each application for pro10 fessional development shall include a description of

11 a professional development program that—

12 ‘‘(A) supports innovative instructional

13 methodologies which integrate academic and vo14 cational teaching and learning and which foster

15 collaboration among academic and vocational

16 teachers;

17 ‘‘(B) trains teachers to implement up18 graded curricula such as those described in

19 paragraph (1) of subsection (b);

20 ‘‘(C) is developed and implemented in co21 ordination with professional development activi22 ties funded through other Federal programs, in23 cluding the School-to-Work Opportunities Act

24 and the Elementary and Secondary Education

25 Act of 1965;
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1 ‘‘(D) is tied to challenging State content

2 standards or challenging local content stand3 ards, and challenging State student perform4 ance standards or challenging local student per5 formance standards;

6 ‘‘(E) is of sufficient intensity and duration

7 to have positive and lasting impact on the

8 teacher’s performance in the classroom; and

9 ‘‘(F) is designed in consultation with class10 room teachers and, where appropriate, adminis11 trators, pupil service personnel and other school

12 staff.

13 ‘‘(2) FUNDS.—Funds under this part may be

14 used for—

15 ‘‘(A) the development and implementation

16 of professional development activities which

17 meet the requirements of paragraph (1);

18 ‘‘(B) planning time and release time for

19 teachers, and, where appropriate, other school

20 staff, to allow such personnel to participate in

21 professional development activities or to plan

22 the development or implementation of upgraded

23 curriculum;

24 ‘‘(C) the development and implementation

25 of programs which familiarize teachers with the
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1 local work environment, such as summer intern2 ships or work placements;

3 ‘‘(D) professional development programs

4 that train teams of teachers, including voca5 tional teachers, academic teachers, and where

6 appropriate, other school staff and workplace

7 mentors funded under the School-to-Work Op8 portunities Act;

9 ‘‘(E) preparing teachers and, where appro10 priate, other school personnel in assisting stu11 dents involved in work-based learning funded

12 under the School-to-Work Opportunities Act;

13 ‘‘(F) the establishment and maintenance of

14 professional development networks that allow

15 exchange of information among teachers on

16 content and pedagogy;

17 ‘‘(G) preparing teachers in the effective

18 use of educational technology and assistive tech19 nology for delivering professional development

20 services;

21 ‘‘(H) the development and implementation

22 of teacher evaluation techniques which take into

23 account collaboration between academic and vo24 cational teachers; and
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1 ‘‘(I) preparing teachers, pupil service per2 sonnel or other staff to provide career guidance,

3 counseling, or exploration.

4 ‘‘SEC. 395. STATE TECHNICAL ASSISTANCE.

5 ‘‘(a) IN GENERAL.—A State educational agency re6 ceiving funds under this part may reserve not more than

7 10 percent of such funds to provide technical assistance

8 upon request to local educational agencies or educational

9 service agencies to assist in the development, dissemina10 tion, and implementation of curricula, instructional mate11 rials or professional development programs that support

12 the integration of academic and vocational instruction or

13 the implementation of industry-based career majors.

14 ‘‘(b) ASSISTANCE.—Such assistance may be provided

15 directly through the State educational agency or through

16 educational service agencies, institutions of higher edu17 cation, or a consortium of such entities. Such assistance

18 shall be consistent with the requirements in section 394.

19 ‘‘SEC. 396. CONSOLIDATED APPLICATIONS.

20 ‘‘Entities seeking to receive a grant under this part

21 may submit an application under this part or may consoli22 date such application with an application under this Act

23 or that meets the requirements of part C of title XIV of

24 the Elementary and Secondary Education Act of 1965.
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1 ‘‘SEC. 397. AUTHORIZATION OF APPROPRIATIONS.

2 ‘‘There are authorized to be appropriated

3 $100,000,000 for fiscal year 1996 and such sums as may

4 be necessary for each of the fiscal years 1997 through

5 2000.’’.

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