H. R. 2884—16
SEC. 213. APPLICATION.
(a) IN GENERAL.—
(1) SUBMISSION BY GOVERNOR ON BEHALF OF STATE.—Sub-
ject to paragraph (2), the Secretaries may not provide an
implementation grant under section 212 to a State unless the
Governor of the State, on behalf of the State, submits to the
Secretaries an application, at such time, in such form, and
containing such information as the Secretaries may reasonably
require.
(2) REVIEW AND COMMENT BY CERTAIN INDIVIDUALS AND
ENTITIES.—If, after a reasonable effort, the Governor is unable
in accordance with subsection (d)(4) to obtain the support of
the individuals and entities described in subparagraphs (A)
through (J) of subsection (b)(4) for the State plan described
in subsection (d), then the Governor shall—
(A) provide such individuals and entities with copies
of such application;
(B) allow such individuals and entities to submit to
the Governor, not later than the end of the 30-day period
beginning on the date on which the Governor provides
such individuals and entities with copies of such application
under subparagraph (A), comments on those portions of
the plan that address matters that, under State or other
applicable law, are under the jurisdiction of such individ-
uals or entities; and
(C) include any such comments in the application in
accordance with subsection (b)(5).
(b) CONTENTS.—Such application shall include—
(1) a plan for a comprehensive, statewide School-to-Work
Opportunities system that meets the requirements of subsection
(d);
(2) a description of the manner in which the State will
allocate funds made available through such a grant to local
partnerships under section 215(b)(7);
(3) a request, if the State decides to submit such a request,
for 1 or more waivers of certain statutory or regulatory require-
ments, as provided for under title V;
(4) a description of the manner in which—
(A) the Governor;
(B) the State educational agency;
(C) the State agency officials responsible for economic
development;
(D) the State agency officials responsible for employ-
ment;
(E) the State agency officials responsible for job
training;
(F) the State agency officials responsible for post-
secondary education;
(G) the State agency officials responsible for vocational
education;
(H) the State agency officials responsible for vocational
rehabilitation;
(I) the individual assigned for the State under section
111(b)(1) of the Carl D. Perkins Vocational and Applied
Technology Education Act (20 U.S.C. 2321(b)(1));
(J) other appropriate officials, including the State
human resource investment council established in accord-
H. R. 2884—17
ance with title VII of the Job Training Partnership Act
(29 U.S.C. 1792 et seq.), if the State has established such
a council; and
(K) representatives of the private sector;
collaborated in the development of the application;
(5) the comments submitted to the Governor under sub-
section (a)(2), where applicable; and
(6) such other information as the Secretaries may require.
(c) COORDINATION WITH GOALS 2000: EDUCATE AMERICA ACT.—
A State seeking assistance under both this subtitle and the Goals
2000: Educate America Act may—
(1) submit a single application containing plans that meet
the requirements of such subtitle and such Act and ensure
that the plans are coordinated and not duplicative; or
(2) if such State has already submitted its application
for funds under the Goals 2000: Educate America Act, submit
its application under this subtitle as an amendment to the
Goals 2000: Educate America Act application if such amend-
ment meets the requirements of this subtitle and is coordinated
with and not duplicative of the Goals 2000: Educate America
Act application.
(d) STATE PLAN.—A State plan referred to in subsection (b)(1)
shall—
(1) designate the geographical areas, including urban and
rural areas, to be served by local partnerships that receive
grants under section 215(b), which geographic areas shall, to
the extent feasible, reflect local labor market areas;
(2) describe the manner in which the State will stimulate
and support local School-to-Work Opportunities programs and
the manner in which the statewide School-to-Work Opportuni-
ties system will be expanded over time to cover all geographic
areas in the State, including urban and rural areas;
(3) describe the procedure by which the individuals and
entities described in subsection (b)(4) will collaborate in the
implementation of the School-to-Work Opportunities system;
(4) demonstrate the support of individuals and entities
described in subparagraphs (A) through (J) of subsection (b)(4)
for the plan, except in the case where the Governor is unable
to obtain the support of such individuals and entities as pro-
vided in subsection (a)(2);
(5) describe the manner in which the State has obtained
and will continue to obtain the active and continued involve-
ment, in the statewide School-to-Work Opportunities system,
of employers and other interested parties such as locally elected
officials, secondary schools and postsecondary educational
institutions (or related agencies), business associations, indus-
trial extension centers, employees, labor organizations or
associations of such organizations, teachers, related services
personnel, students, parents, community-based organizations,
rehabilitation 
agencies 
and 
organizations, 
registered
apprenticeship agencies, local vocational educational agencies,
vocational student organizations, State or regional cooperative
education associations, and human service agencies;
(6) describe the manner in which the statewide School-
to-Work Opportunities system will coordinate with or integrate
local school-to-work programs in existence on or after the date
of the enactment of this Act, including programs financed from
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State and private sources, with funds available from such
related Federal programs as programs under—
(A) the Adult Education Act (20 U.S.C. 1201 et seq.);
(B) the Carl D. Perkins Vocational and Applied Tech-
nology Education Act (20 U.S.C. 2301 et seq.);
(C) the Elementary and Secondary Education Act of
1965 (20 U.S.C. 2701 et seq.);
(D) the Higher Education Act of 1965 (20 U.S.C. 1001
et seq.);
(E) part F of title IV of the Social Security Act (42
U.S.C. 681 et seq.);
(F) the Goals 2000: Educate America Act;
(G) the National Skills Standards Act of 1994;
(H) the Individuals with Disabilities Education Act
(20 U.S.C. 1400 et seq.);
(I) the Job Training Partnership Act (29 U.S.C. 1501
et seq.);
(J) the Act of August 16, 1937 (commonly known as
the ‘‘National Apprenticeship Act’’; 50 Stat. 664, chapter
663; 29 U.S.C. 50 et seq.);
(K) the Rehabilitation Act of 1973 (29 U.S.C. 701 et
seq.); and
(L) the National and Community Service Act of 1990
(42 U.S.C. 12501 et seq.);
(7) describe the strategy of the State for providing training
for teachers, employers, mentors, counselors, related services
personnel, and others, including specialized training and tech-
nical support for the counseling and training of women, minori-
ties, and individuals with disabilities for high-skill, high-wage
careers in nontraditional employment, and provide assurances
of coordination with similar training and technical support
under other provisions of law;
(8) describe how the State will adopt, develop, or assist
local partnerships to adopt or develop model curricula and
innovative instructional methodologies, to be used in the
secondary, and where possible, the elementary grades, that
integrate academic and vocational learning and promote career
awareness, and that are consistent with academic and skill
standards established pursuant to the Goals 2000: Educate
America Act and the National Skill Standards Act of 1994;
(9) describe how the State will expand and improve career
and academic counseling in the elementary and secondary
grades, which may include linkages to career counseling and
labor market information services outside of the school system;
(10) describe the strategy of the State for integrating aca-
demic and vocational education;
(11) describe the resources, including private sector
resources, the State intends to employ in maintaining the state-
wide School-to-Work Opportunities system when funds under
this Act are no longer available;
(12) describe the extent to which the statewide School-
to-Work Opportunities system will include programs that will
require paid high-quality, work-based learning experiences, and
the steps the State will take to generate such paid experiences;
(13) describe the manner in which the State will ensure
effective and meaningful opportunities for all students in the
State to participate in School-to-Work Opportunities programs;
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(14) describe the goals of the State and the methods the
State will use, such as awareness and outreach, to ensure
opportunities for young women to participate in School-to-Work
Opportunities programs in a manner that leads to employment
in high-performance, high-paying jobs, including nontraditional
employment, and goals to ensure an environment free from
racial and sexual harassment;
(15) describe how the State will ensure opportunities for
low achieving students, students with disabilities, school drop-
outs, and academically talented students to participate in
School-to-Work Opportunities programs;
(16) describe the process of the State for assessing the
skills and knowledge required in career majors, and the process
for awarding skill certificates that is, to the extent feasible,
consistent with the skills standards certification systems
endorsed under the National Skill Standards Act of 1994;
(17) describe the manner in which the State will ensure
that students participating in the programs are provided, to
the greatest extent possible, with flexibility to develop new
career goals over time and to change career majors;
(18) describe the manner in which the State will, to the
extent feasible, continue programs funded under title III in
the statewide School-to-Work Opportunities system;
(19) describe how the State will serve students from rural
communities with low population densities;
(20) describe how local School-to-Work Opportunities pro-
grams, including those funded under title III, if any, will be
integrated into the statewide School-to-Work Opportunities
system;
(21) describe the performance standards that the State
intends to meet in establishing and carrying out the statewide
School-to-Work Opportunities system, including how such
standards relate to those performance standards established
under other related programs;
(22) designate a fiscal agent to receive and be accountable
for funds provided from a grant under section 212; and
(23) describe the procedures to facilitate the entry of stu-
dents participating in a School-to-Work Opportunities program
into additional training or postsecondary education programs,
as well as to facilitate the transfer of the students between
education and training programs.
SEC. 214. REVIEW OF APPLICATION.
(a) CONSIDERATIONS.—In evaluating applications submitted
under section 213, the Secretaries shall—
(1) give priority to applications that describe the highest
levels of concurrence by the individuals and entities described
in section 213(b)(4) with the State plan for the statewide School-
to-Work Opportunities system;
(2) give priority to applications that require paid, high-
quality work-based learning experiences as an integral part
of such system; and
(3) take into consideration the quality of the application,
including the replicability, sustainability, and innovation of
School-to-Work Opportunities programs described in the
application.
(b) APPROVAL CRITERIA.—The Secretaries—