H. R. 2353—43 
‘‘(13) assurances that— 
‘‘(A) the eligible agency will comply with the require-
ments of this Act and the provisions of the State plan, 
including the provision of a financial audit of funds received 
under this Act, which may be included as part of an audit 
of other Federal or State programs; 
‘‘(B) none of the funds expended under this 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 organiza-
tion; 
‘‘(C) the eligible agency will use the funds to promote 
preparation 
for 
high-skill, 
high-wage, 
or 
in-demand 
industry sectors or occupations and non-traditional fields, 
as identified by the eligible agency; 
‘‘(D) the eligible agency will use the funds provided 
under this Act to implement career and technical education 
programs and programs of study for individuals in State 
correctional institutions, including juvenile justice facilities; 
and 
‘‘(E) the eligible agency will provide local educational 
agencies, area career and technical education schools, and 
eligible institutions in the State with technical assistance, 
including technical assistance on how to close gaps in stu-
dent participation and performance in career and technical 
education programs; and 
‘‘(14) a description of the opportunities for the public to 
comment in person and in writing on the State plan under 
this subsection. 
‘‘(e) CONSULTATION.— 
‘‘(1) IN GENERAL.—The eligible agency shall develop the 
portion of each 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 edu-
cation, and secondary career and technical education after con-
sultation with— 
‘‘(A) the State agency responsible for supervision of 
community colleges, technical institutes, other 2-year post-
secondary institutions primarily engaged in providing post-
secondary career and technical education, or, where 
applicable, institutions of higher education that are 
engaged in providing postsecondary career and technical 
education as part of their mission; 
‘‘(B) the State agency responsible for secondary edu-
cation; and 
‘‘(C) the State agency responsible for adult education. 
‘‘(2) OBJECTIONS OF STATE AGENCIES.—If a State agency 
other than the eligible agency finds that a portion of the final 
State plan is objectionable, that objection shall be filed together 
with the State plan. The eligible agency shall respond to any 
objections of such State agency in the State plan submitted 
to the Secretary. 
‘‘(3) JOINT SIGNATURE AUTHORITY.—A Governor shall have 
30 days prior to the eligible agency submitting the State plan 
to the Secretary to sign such plan. If the Governor has not
H. R. 2353—44 
signed the plan within 30 days of delivery by the eligible 
agency to the Governor, the eligible agency shall submit the 
plan to the Secretary without such signature. 
‘‘(f) PLAN APPROVAL.— 
‘‘(1) IN GENERAL.—Not later than 120 days after the eligible 
agency submits its State plan, the Secretary shall approve 
such State plan, or a revision of the plan under subsection 
(a)(2) (including a revision of State determined levels of 
performance in accordance with section 113(b)(3)(A)(iii)), if the 
Secretary determines that the State has submitted in its State 
plan State determined levels of performance that meet the 
criteria established in section 113(b)(3), including the minimum 
requirements described in section 113(b)(3)(A)(i)(III), unless the 
Secretary— 
‘‘(A) determines that the State plan does not meet 
the requirements of this Act, including the minimum 
requirements as described in section 113(b)(3)(A)(i)(III); and 
‘‘(B) meets the requirements of paragraph (2) with 
respect to such plan. 
‘‘(2) DISAPPROVAL.—The Secretary— 
‘‘(A) shall have the authority to disapprove a State 
plan only if the Secretary— 
‘‘(i) determines how the State plan fails to meet 
the requirements of this Act; and 
‘‘(ii) provides to the eligible agency, in writing, 
notice of such determination and the supporting 
information and rationale to substantiate such deter-
mination; and 
‘‘(B) shall not finally disapprove a State plan, except 
after making the determination and providing the informa-
tion described in subparagraph (A), and giving the eligible 
agency notice and an opportunity for a hearing.’’. 
SEC. 123. IMPROVEMENT PLANS. 
Section 123 (20 U.S.C. 2343) is amended— 
(1) in subsection (a)— 
(A) in paragraph (1)— 
(i) by striking ‘‘percent of an agreed upon’’ and 
inserting ‘‘percent of the’’; 
(ii) by striking ‘‘State adjusted level of perform-
ance’’ and inserting ‘‘State determined level of perform-
ance’’ each place the term appears; 
(iii) by striking ‘‘section 113(b)(3)’’ and inserting 
‘‘113(b)(2) for all CTE concentrators’’; 
(iv) by striking ‘‘(with special consideration to 
performance gaps identified under section 113(c)(2))’’ 
and inserting ‘‘(that includes an analysis of the 
performance disparities or gaps identified under sec-
tion 113(b)(3)(C)(ii)(II), and actions that will be taken 
to address such gaps)’’; 
(B) in paragraph (2)— 
(i) by striking ‘‘State’s adjusted levels of perform-
ance’’ and inserting ‘‘State determined levels of 
performance’’; and
H. R. 2353—45 
(ii) by striking ‘‘purposes of this Act’’ and inserting 
‘‘purposes of this section, including after implementa-
tion of the improvement plan described in paragraph 
(1),’’; 
(C) in paragraph (3)(A)— 
(i) in clause (i), by inserting ‘‘or’’ after the semi-
colon; and 
(ii) by striking clauses (ii) and (iii) and inserting 
the following: 
‘‘(ii) with respect to any specific core indicator of 
performance that was identified in a program improve-
ment plan under paragraph (1), fails to meet at least 
90 percent of a State determined level of performance 
for such core indicator for 2 consecutive years after 
the eligible agency has been identified for improvement 
under such paragraph.’’; and 
(D) by adding at the end the following: 
‘‘(5) ADJUSTMENTS PROHIBITED.—An eligible agency shall 
not be eligible to adjust performance levels while executing 
an improvement plan under this section.’’; and 
(2) in subsection (b)— 
(A) by striking ‘‘adjusted’’ each place the term appears; 
(B) in paragraph (2)— 
(i) by inserting ‘‘for all CTE concentrators’’ after 
‘‘section 113(b)(4)’’; and 
(ii) by striking ‘‘(with special consideration to 
performance 
gaps 
identified 
under 
section 
113(b)(4)(C)(ii)(II) in consultation with the eligible 
agency,’’ and inserting ‘‘(that includes an analysis of 
the performance disparities or gaps identified under 
section 113(b)(3)(C)(ii)(II), and actions that will be 
taken to address such gaps) in consultation with local 
stakeholders described in section 134(d)(1), the eligible 
agency, and’’; 
(C) in paragraph (4)— 
(i) in subparagraph (A)— 
(I) in clause (i), by inserting ‘‘or’’ after the 
semicolon; and 
(II) by striking clauses (ii) and (iii) and 
inserting the following: 
‘‘(ii) with respect to any specific core indicator of 
performance that was identified in a program improve-
ment plan under paragraph (2), fails to meet at least 
90 percent of the local level of performance for such 
core indicator for 2 consecutive years after the eligible 
recipient has been identified for improvement under 
such paragraph.’’; and 
(ii) in subparagraph (B)— 
(I) in clause (i), by striking ‘‘or’’ after the semi-
colon; 
(II) in clause (ii), by striking the period at 
the end and inserting ‘‘; or’’; and 
(III) by adding at the end the following: 
‘‘(iii) in response to a public request from an 
eligible recipient, if the eligible agency determines that 
the requirements described in clause (i) or (ii) have 
been met.’’; and
H. R. 2353—46 
(D) by adding at the end the following: 
‘‘(6) ADJUSTMENTS PROHIBITED.—An eligible recipient shall 
not be eligible to adjust performance levels while executing 
an improvement plan under this section.’’. 
SEC. 124. STATE LEADERSHIP ACTIVITIES. 
Section 124 (20 U.S.C. 2344) is amended— 
(1) in subsection (a), by striking ‘‘shall conduct State leader-
ship activities.’’ and inserting ‘‘shall— 
‘‘(1) conduct State leadership activities to improve career 
and technical education, which shall include support for— 
‘‘(A) preparation for non-traditional fields in current 
and emerging professions, programs for special populations, 
and other activities that expose students, including special 
populations, to high-skill, high-wage, and in-demand 
occupations; 
‘‘(B) individuals in State institutions, such as State 
correctional institutions, including juvenile justice facilities, 
and educational institutions that serve individuals with 
disabilities; 
‘‘(C) recruiting, preparing, or retaining career and tech-
nical education teachers, faculty, specialized instructional 
support personnel, or paraprofessionals, such as preservice, 
professional development, or leadership development pro-
grams; and 
‘‘(D) technical assistance for eligible recipients; and 
‘‘(2) report on the effectiveness of such use of funds in 
achieving the goals described in section 122(d)(2) and the State 
determined 
levels 
of 
performance 
described 
in 
section 
113(b)(3)(A), and reducing disparities or performance gaps as 
described in section 113(b)(3)(C)(ii)(II).’’; 
(2) in subsection (b)— 
(A) in the subsection heading, by striking ‘‘REQUIRED’’ 
and inserting ‘‘PERMISSIBLE’’; 
(B) in the matter preceding paragraph (1), by striking 
‘‘shall’’ and inserting ‘‘may’’; and 
(C) by striking paragraphs (1) through (9) and inserting 
the following: 
‘‘(1) developing statewide programs of study, which may 
include standards, curriculum, and course development, and 
career exploration, guidance, and advisement activities and 
resources; 
‘‘(2) approving locally developed programs of study that 
meet the requirements established in section 122(d)(4)(B); 
‘‘(3) establishing statewide articulation agreements aligned 
to approved programs of study; 
‘‘(4) establishing statewide industry or sector partnerships 
among local educational agencies, institutions of higher edu-
cation, adult education providers, Indian Tribes and Tribal 
organizations that may be present in the State, employers, 
including small businesses, and parents, as appropriate to— 
‘‘(A) develop and implement programs of study aligned 
to State and local economic and education needs, including, 
as appropriate, in-demand industry sectors and occupa-
tions;
H. R. 2353—47 
‘‘(B) facilitate the establishment, expansion, and 
integration of opportunities for students at the secondary 
level to— 
‘‘(i) 
successfully 
complete 
coursework 
that 
integrates rigorous and challenging technical and aca-
demic instruction aligned with the challenging State 
academic standards adopted by the State under section 
1111(b)(1) of the Elementary and Secondary Education 
Act of 1965; and 
‘‘(ii) earn a recognized postsecondary credential or 
credit toward a recognized postsecondary credential, 
which may be earned through a dual or concurrent 
enrollment program or early college high school, at 
no cost to the student or the student’s family; and 
‘‘(C) 
facilitate 
work-based 
learning 
opportunities 
(including internships, externships, and simulated work 
environments) into programs of study; 
‘‘(5) for teachers, faculty, specialized instructional support 
personnel, and paraprofessionals providing career and technical 
education instruction, support services, and specialized instruc-
tional support services, high-quality comprehensive professional 
development that is, to the extent practicable, grounded in 
evidence-based research (to the extent a State determines that 
such evidence is reasonably available) that identifies the most 
effective educator professional development process and is 
coordinated and aligned with other professional development 
activities carried out by the State (including under title II 
of the Elementary and Secondary Education Act of 1965 and 
title II of the Higher Education Act of 1965), including program-
ming that— 
‘‘(A) promotes the integration of the challenging State 
academic standards adopted by the State under section 
1111(b)(1) of the Elementary and Secondary Education Act 
of 1965 and relevant technical knowledge and skills, 
including programming jointly delivered to academic and 
career and technical education teachers; 
‘‘(B) prepares career and technical education teachers, 
faculty, specialized instructional support personnel, and 
paraprofessionals to provide appropriate accommodations 
for students who are members of special populations, 
including through the use of principles of universal design 
for learning, multi-tier systems of supports, and positive 
behavioral interventions and support; and 
‘‘(C) increases the ability of teachers, faculty, special-
ized instructional support personnel, and paraprofessionals 
providing career and technical education instruction to stay 
current with industry standards and earn an industry- 
recognized credential or license, as appropriate, including 
by assisting those with relevant industry experience in 
obtaining State teacher licensure or credential require-
ments; 
‘‘(6) supporting eligible recipients in eliminating inequities 
in student access to— 
‘‘(A) high-quality programs of study that provide skill 
development; and 
‘‘(B) effective teachers, faculty, specialized instructional 
support personnel, and paraprofessionals;
H. R. 2353—48 
‘‘(7) awarding incentive grants to eligible recipients— 
‘‘(A) for exemplary performance in carrying out pro-
grams under this Act, which awards shall be based on— 
‘‘(i) eligible recipients exceeding the local level of 
performance on a core indicator of performance estab-
lished under section 113(b)(4)(A) in a manner that 
reflects sustained or significant improvement; 
‘‘(ii) 
eligible 
recipients 
effectively 
developing 
connections between secondary education and postsec-
ondary education and training; 
‘‘(iii) the integration of academic and technical 
standards; 
‘‘(iv) eligible recipients’ progress in closing achieve-
ment gaps among subpopulations who participate in 
programs of study; or 
‘‘(v) other factors relating to the performance of 
eligible recipients under this Act as the eligible agency 
determines are appropriate; or 
‘‘(B) if an eligible recipient elects to use funds as per-
mitted under section 135(c); 
‘‘(8) providing support for— 
‘‘(A) the adoption and integration of recognized postsec-
ondary credentials and work-based learning into programs 
of study, and for increasing data collection associated with 
recognized postsecondary credentials and employment out-
comes; or 
‘‘(B) consultation and coordination with other State 
agencies for the identification and examination of licenses 
or certifications that— 
‘‘(i) pose an unwarranted barrier to entry into the 
workforce for career and technical education students; 
and 
‘‘(ii) do not protect the health, safety, or welfare 
of consumers; 
‘‘(9) the creation, implementation, and support of pay for 
success initiatives leading to a recognized postsecondary creden-
tial; 
‘‘(10) support for career and technical education programs 
for adults and out-of-school youth concurrent with their comple-
tion of their secondary school education in a school or other 
educational setting; 
‘‘(11) the creation, evaluation, and support of competency- 
based curricula; 
‘‘(12) support for the development, implementation, and 
expansion of programs of study or career pathways in areas 
declared to be in a state of emergency under section 501 of 
the Robert T. Stafford Disaster Relief and Emergency Assist-
ance Act (42 U.S.C. 5191); 
‘‘(13) partnering with qualified intermediaries to improve 
training, the development of public-private partnerships, sys-
tems development, capacity-building, and scalability of the 
delivery of high-quality career and technical education; 
‘‘(14) improvement of career guidance and academic coun-
seling programs that assist students in making informed aca-
demic and career and technical education decisions, including 
academic and financial aid counseling;
H. R. 2353—49 
‘‘(15) support for the integration of employability skills 
into career and technical education programs and programs 
of study; 
‘‘(16) support for programs and activities that increase 
access, student engagement, and success in science, technology, 
engineering, and mathematics fields (including computer 
science, coding, and architecture), support for the integration 
of arts and design skills, and support for hands-on learning, 
particularly for students who are members of groups underrep-
resented in such subject fields, such as female students, 
minority students, and students who are members of special 
populations; 
‘‘(17) support for career and technical student organiza-
tions, especially with respect to efforts to increase the participa-
tion of students in nontraditional fields and students who are 
members of special populations; 
‘‘(18) support for establishing and expanding work-based 
learning opportunities that are aligned to career and technical 
education programs and programs of study; 
‘‘(19) integrating and aligning programs of study and career 
pathways; 
‘‘(20) supporting the use of career and technical education 
programs and programs of study aligned with State, regional, 
or local high-skill, high-wage, or in-demand industry sectors 
or occupations identified by the State workforce development 
board described in section 101 of the Workforce Innovation 
and Opportunity Act (29 U.S.C. 3111) or local workforce 
development boards; 
‘‘(21) making all forms of instructional content widely avail-
able, which may include use of open educational resources; 
‘‘(22) developing valid and reliable assessments of com-
petencies and technical skills and enhancing data systems to 
collect and analyze data on secondary and postsecondary aca-
demic and employment outcomes; 
‘‘(23) support for accelerated learning programs, as 
described in section 4104(b)(3)(A)(i)(IV) of the Elementary and 
Secondary Education Act of 1965, in the case of any such 
program that is part of a career and technical education pro-
gram of study; 
‘‘(24) support for career academies to implement a postsec-
ondary education and workforce-ready curriculum at the sec-
ondary education level that integrates rigorous academic, tech-
nical, and employability contents through career and technical 
education programs and programs of study that address needs 
described in the comprehensive needs assessment under section 
134(c); and 
‘‘(25) other State leadership activities that improve career 
and technical education.’’; 
(3) by striking subsection (c); 
(4) by redesignating subsection (d) as subsection (c); and 
(5) in subsection (c), as redesignated by paragraph (4), 
by striking the period at the end and inserting ‘‘, unless 
expressly authorized under subsection (a).’’.
H. R. 2353—50 
PART C—LOCAL PROVISIONS 
SEC. 131. DISTRIBUTION OF FUNDS TO SECONDARY EDUCATION PRO-
GRAMS. 
Section 131 (20 U.S.C. 2351) is amended— 
(1) in subsection (a)(3)(B), by striking ‘‘Bureau of Indian 
Affairs’’ and inserting ‘‘Bureau of Indian Education’’; 
(2) in subsection (c)(2)(A)(ii), by inserting ‘‘or programs 
of study’’ after ‘‘technical education programs’’; 
(3) in subsection (g), by inserting ‘‘and programs of study’’ 
after ‘‘technical education programs’’; and 
(4) in subsection (h), by striking ‘‘Bureau of Indian Affairs’’ 
and inserting ‘‘Bureau of Indian Education’’. 
SEC. 132. SPECIAL RULES FOR CAREER AND TECHNICAL EDUCATION. 
Section 133 (20 U.S.C. 2353) is amended by inserting ‘‘or pro-
grams of study’’ after ‘‘career and technical education programs’’ 
each place the term appears. 
SEC. 133. LOCAL APPLICATION FOR CAREER AND TECHNICAL EDU-
CATION PROGRAMS. 
Section 134 (20 U.S.C. 2354) is amended— 
(1) in the section heading, by striking ‘‘LOCAL PLAN’’ and 
inserting ‘‘LOCAL APPLICATION’’; 
(2) in subsection (a)— 
(A) in the subsection heading, by striking ‘‘LOCAL 
PLAN’’ and inserting ‘‘LOCAL APPLICATION’’; 
(B) by striking ‘‘submit a local plan’’ and inserting 
‘‘submit a local application’’; and 
(C) by striking ‘‘Such local plan’’ and inserting ‘‘Such 
local application’’; and 
(3) by striking subsection (b) and inserting the following: 
‘‘(b) CONTENTS.—The eligible agency shall determine the 
requirements for local applications, except that each local applica-
tion shall contain— 
‘‘(1) a description of the results of the comprehensive needs 
assessment conducted under subsection (c); 
‘‘(2) information on the career and technical education 
course offerings and activities that the eligible recipient will 
provide with funds under this part, which shall include not 
less than 1 program of study approved by a State under section 
124(b)(2), including— 
‘‘(A) how the results of the comprehensive needs assess-
ment described in subsection (c) informed the selection 
of the specific career and technical education programs 
and activities selected to be funded; 
‘‘(B) a description of any new programs of study the 
eligible recipient will develop and submit to the State for 
approval; and 
‘‘(C) how students, including students who are mem-
bers of special populations, will learn about their school’s 
career and technical education course offerings and whether 
each course is part of a career and technical education 
program of study; 
‘‘(3) a description of how the eligible recipient, in collabora-
tion with local workforce development boards and other local
H. R. 2353—51 
workforce agencies, one-stop delivery systems described in sec-
tion 121(e)(2) of the Workforce Innovation and Opportunity 
Act (29 U.S.C. 3151(e)(2)), and other partners, will provide— 
‘‘(A) career exploration and career development 
coursework, activities, or services; 
‘‘(B) career information on employment opportunities 
that incorporate the most up-to-date information on high- 
skill, high-wage, or in-demand industry sectors or occupa-
tions, as determined by the comprehensive needs assess-
ment described in subsection (c); and 
‘‘(C) an organized system of career guidance and aca-
demic counseling to students before enrolling and while 
participating in a career and technical education program; 
‘‘(4) a description of how the eligible recipient will improve 
the academic and technical skills of students participating in 
career and technical education programs by strengthening the 
academic and career and technical education components of 
such programs through the integration of coherent and rigorous 
content aligned with challenging academic standards and rel-
evant career and technical education programs to ensure 
learning in the subjects that constitute a well-rounded edu-
cation (as defined in section 8101 of the Elementary and Sec-
ondary Education Act of 1965); 
‘‘(5) a description of how the eligible recipient will— 
‘‘(A) provide activities to prepare special populations 
for high-skill, high-wage, or in-demand industry sectors 
or occupations that will lead to self-sufficiency; 
‘‘(B) prepare CTE participants for non-traditional 
fields; 
‘‘(C) provide equal access for special populations to 
career and technical education courses, programs, and pro-
grams of study; and 
‘‘(D) ensure that members of special populations will 
not be discriminated against on the basis of their status 
as members of special populations; 
‘‘(6) a description of the work-based learning opportunities 
that the eligible recipient will provide to students participating 
in career and technical education programs and how the 
recipient will work with representatives from employers to 
develop or expand work-based learning opportunities for career 
and technical education students, as applicable; 
‘‘(7) a description of how the eligible recipient will provide 
students participating in career and technical education pro-
grams with the opportunity to gain postsecondary credit while 
still attending high school, such as through dual or concurrent 
enrollment programs or early college high school, as practicable; 
‘‘(8) a description of how the eligible recipient will coordi-
nate with the eligible agency and institutions of higher edu-
cation to support the recruitment, preparation, retention, and 
training, including professional development, of teachers, fac-
ulty, administrators, and specialized instructional support per-
sonnel and paraprofessionals who meet applicable State certifi-
cation and licensure requirements (including any requirements 
met through alternative routes to certification), including 
individuals from groups underrepresented in the teaching 
profession; and
H. R. 2353—52 
‘‘(9) a description of how the eligible recipient will address 
disparities or gaps in performance as described in section 
113(b)(3)(C)(ii)(II) in each of the plan years, and if no meaning-
ful progress has been achieved prior to the third program 
year, a description of the additional actions such recipient 
will take to eliminate those disparities or gaps. 
‘‘(c) COMPREHENSIVE NEEDS ASSESSMENT.— 
‘‘(1) IN GENERAL.—To be eligible to receive financial assist-
ance under this part, an eligible recipient shall— 
‘‘(A) conduct a comprehensive local needs assessment 
related to career and technical education and include the 
results of the needs assessment in the local application 
submitted under subsection (a); and 
‘‘(B) not less than once every 2 years, update such 
comprehensive local needs assessment. 
‘‘(2) 
REQUIREMENTS.—The 
comprehensive 
local 
needs 
assessment described in paragraph (1) shall include each of 
the following: 
‘‘(A) An evaluation of the performance of the students 
served by the eligible recipient with respect to State deter-
mined and local levels of performance established pursuant 
to section 113, including an evaluation of performance for 
special populations and each subgroup described in section 
1111(h)(1)(C)(ii) of the Elementary and Secondary Edu-
cation Act of 1965. 
‘‘(B) A description of how career and technical edu-
cation programs offered by the eligible recipient are— 
‘‘(i) sufficient in size, scope, and quality to meet 
the needs of all students served by the eligible 
recipient; and 
‘‘(ii)(I) aligned to State, regional, Tribal, or local 
in-demand industry sectors or occupations identified 
by the State workforce development board described 
in section 101 of the Workforce Innovation and Oppor-
tunity Act (29 U.S.C. 3111) (referred to in this section 
as the ‘State board’) or local workforce development 
board, including career pathways, where appropriate; 
or 
‘‘(II) designed to meet local education or economic 
needs not identified by State boards or local workforce 
development boards. 
‘‘(C) An evaluation of progress toward the implementa-
tion of career and technical education programs and pro-
grams of study. 
‘‘(D) A description of how the eligible recipient will 
improve recruitment, retention, and training of career and 
technical education teachers, faculty, specialized instruc-
tional support personnel, paraprofessionals, and career 
guidance and academic counselors, including individuals 
in groups underrepresented in such professions. 
‘‘(E) A description of progress toward implementation 
of equal access to high-quality career and technical edu-
cation courses and programs of study for all students, 
including— 
‘‘(i) strategies to overcome barriers that result in 
lower rates of access to, or performance gaps in, the 
courses and programs for special populations;
H. R. 2353—53 
‘‘(ii) providing programs that are designed to 
enable special populations to meet the local levels of 
performance; and 
‘‘(iii) providing activities to prepare special popu-
lations for high-skill, high-wage, or in-demand industry 
sectors or occupations in competitive, integrated set-
tings that will lead to self-sufficiency. 
‘‘(d) CONSULTATION.—In conducting the comprehensive needs 
assessment under subsection (c), and developing the local applica-
tion described in subsection (b), an eligible recipient shall involve 
a diverse body of stakeholders, including, at a minimum— 
‘‘(1) representatives of career and technical education pro-
grams in a local educational agency or educational service 
agency, including teachers, career guidance and academic coun-
selors, principals and other school leaders, administrators, and 
specialized instructional support personnel and paraprofes-
sionals; 
‘‘(2) representatives of career and technical education pro-
grams at postsecondary educational institutions, including fac-
ulty and administrators; 
‘‘(3) representatives of the State board or local workforce 
development boards and a range of local or regional businesses 
or industries; 
‘‘(4) parents and students; 
‘‘(5) representatives of special populations; 
‘‘(6) representatives of regional or local agencies serving 
out-of-school youth, homeless children and youth, and at-risk 
youth (as defined in section 1432 of the Elementary and Sec-
ondary Education Act of 1965); 
‘‘(7) representatives of Indian Tribes and Tribal organiza-
tions in the State, where applicable; and 
‘‘(8) any other stakeholders that the eligible agency may 
require the eligible recipient to consult. 
‘‘(e) CONTINUED CONSULTATION.—An eligible recipient receiving 
financial assistance under this part shall consult with stakeholders 
described in subsection (d) on an ongoing basis, as determined 
by the eligible agency. This may include consultation in order 
to— 
‘‘(1) provide input on annual updates to the comprehensive 
needs assessment required under subsection (c)(1)(B); 
‘‘(2) ensure programs of study are— 
‘‘(A) responsive to community employment needs; 
‘‘(B) aligned with employment priorities in the State, 
regional, tribal, or local economy identified by employers 
and the entities described in subsection (d), which may 
include in-demand industry sectors or occupations identi-
fied by the local workforce development board; 
‘‘(C) informed by labor market information, including 
information provided under section 15(e)(2)(C) of the 
Wagner-Peyser Act (29 U.S.C. 491–2(e)(2)(C)); 
‘‘(D) designed to meet current, intermediate, or long- 
term labor market projections; and 
‘‘(E) allow employer input, including input from 
industry or sector partnerships in the local area, where 
applicable, into the development and implementation of 
programs of study to ensure such programs of study align 
with skills required by local employment opportunities,
H. R. 2353—54 
including activities such as the identification of relevant 
standards, curriculum, industry-recognized credentials, and 
current technology and equipment; 
‘‘(3) identify and encourage opportunities for work-based 
learning; and 
‘‘(4) ensure funding under this part is used in a coordinated 
manner with other local resources.’’. 
SEC. 134. LOCAL USES OF FUNDS. 
Section 135 (20 U.S.C. 2355) is amended to read as follows: 
‘‘SEC. 135. LOCAL USES OF FUNDS. 
‘‘(a) GENERAL AUTHORITY.—Each eligible recipient that receives 
funds under this part shall use such funds to develop, coordinate, 
implement, or improve career and technical education programs 
to meet the needs identified in the comprehensive needs assessment 
described in section 134(c). 
‘‘(b) REQUIREMENTS FOR USES OF FUNDS.—Funds made avail-
able to eligible recipients under this part shall be used to support 
career and technical education programs that are of sufficient size, 
scope, and quality to be effective and that— 
‘‘(1) provide career exploration and career development 
activities through an organized, systematic framework designed 
to aid students, including in the middle grades, before enrolling 
and while participating in a career and technical education 
program, in making informed plans and decisions about future 
education and career opportunities and programs of study, 
which may include— 
‘‘(A) introductory courses or activities focused on career 
exploration and career awareness, including non-traditional 
fields; 
‘‘(B) readily available career and labor market informa-
tion, including information on— 
‘‘(i) occupational supply and demand; 
‘‘(ii) educational requirements; 
‘‘(iii) other information on careers aligned to State, 
local, or Tribal (as applicable) economic priorities; and 
‘‘(iv) employment sectors; 
‘‘(C) programs and activities related to the development 
of student graduation and career plans; 
‘‘(D) career guidance and academic counselors that pro-
vide information on postsecondary education and career 
options; 
‘‘(E) any other activity that advances knowledge of 
career opportunities and assists students in making 
informed decisions about future education and employment 
goals, including non-traditional fields; or 
‘‘(F) providing students with strong experience in, and 
comprehensive understanding of, all aspects of an industry; 
‘‘(2) provide professional development for teachers, faculty, 
school leaders, administrators, specialized instructional support 
personnel, career guidance and academic counselors, or para-
professionals, which may include— 
‘‘(A) professional development on supporting individ-
ualized academic and career and technical education 
instructional approaches, including the integration of aca-
demic and career and technical education standards and 
curricula;
H. R. 2353—55 
‘‘(B) professional development on ensuring labor 
market information is used to inform the programs, guid-
ance, and advisement offered to students, including 
information provided under section 15(e)(2)(C) of the 
Wagner-Peyser Act (29 U.S.C. 49l–2(e)(2)(C)); 
‘‘(C) 
providing 
teachers, 
faculty, 
school 
leaders, 
administrators, specialized instructional support personnel, 
career guidance and academic counselors, or paraprofes-
sionals, as appropriate, with opportunities to advance 
knowledge, skills, and understanding of all aspects of an 
industry, including the latest workplace equipment, tech-
nologies, standards, and credentials; 
‘‘(D) supporting school leaders and administrators in 
managing career and technical education programs in the 
schools, institutions, or local educational agencies of such 
school leaders or administrators; 
‘‘(E) supporting the implementation of strategies to 
improve student achievement and close gaps in student 
participation and performance in career and technical edu-
cation programs; 
‘‘(F) providing teachers, faculty, specialized instruc-
tional support personnel, career guidance and academic 
counselors, principals, school leaders, or paraprofessionals, 
as appropriate, with opportunities to advance knowledge, 
skills, 
and 
understanding 
in 
pedagogical 
practices, 
including, to the extent the eligible recipient determines 
that such evidence is reasonably available, evidence-based 
pedagogical practices; 
‘‘(G) training teachers, faculty, school leaders, adminis-
trators, specialized instructional support personnel, career 
guidance and academic counselors, or paraprofessionals, 
as appropriate, to provide appropriate accommodations for 
individuals with disabilities, and students with disabilities 
who are provided accommodations under the Rehabilitation 
Act of 1973 (29 U.S.C. 701 et seq.) or the Individuals 
with Disabilities Education Act; 
‘‘(H) training teachers, faculty, specialized instructional 
support personnel, career guidance and academic coun-
selors, and paraprofessionals in frameworks to effectively 
teach students, including a particular focus on students 
with disabilities and English learners, which may include 
universal design for learning, multi-tier systems of sup-
ports, and positive behavioral interventions and support; 
or 
‘‘(I) training for the effective use of community spaces 
that provide access to tools, technology, and knowledge 
for learners and entrepreneurs, such as makerspaces or 
libraries; 
‘‘(3) provide within career and technical education the skills 
necessary to pursue careers in high-skill, high-wage, or in- 
demand industry sectors or occupations; 
‘‘(4) support integration of academic skills into career and 
technical education programs and programs of study to sup-
port— 
‘‘(A) CTE participants at the secondary school level 
in meeting the challenging State academic standards 
adopted under section 1111(b)(1) of the Elementary and
H. R. 2353—56 
Secondary Education Act of 1965 by the State in which 
the eligible recipient is located; and 
‘‘(B) CTE participants at the postsecondary level in 
achieving academic skills; 
‘‘(5) plan and carry out elements that support the 
implementation of career and technical education programs 
and programs of study and that result in increasing student 
achievement of the local levels of performance established under 
section 113, which may include— 
‘‘(A) a curriculum aligned with the requirements for 
a program of study; 
‘‘(B) sustainable relationships among education, busi-
ness and industry, and other community stakeholders, 
including industry or sector partnerships in the local area, 
where applicable, that are designed to facilitate the process 
of continuously updating and aligning programs of study 
with skills that are in demand in the State, regional, or 
local economy, and in collaboration with business outreach 
staff in one-stop centers, as defined in section 3 of the 
Workforce Innovation and Opportunity Act (29 U.S.C. 
3102), and other appropriate organizations, including 
community-based and youth-serving organizations; 
‘‘(C) where appropriate, expanding opportunities for 
CTE concentrators to participate in accelerated learning 
programs (as described in section 4104(b)(3)(A)(i)(IV) of 
the Elementary and Secondary Education Act of 1965 (20 
U.S.C. 7114(b)(3)(A)(i)(IV)), including dual or concurrent 
enrollment programs, early college high schools, and the 
development or implementation of articulation agreements 
as part of a career and technical education program of 
study; 
‘‘(D) appropriate equipment, technology, and instruc-
tional materials (including support for library resources) 
aligned with business and industry needs, including 
machinery, testing equipment, tools, implements, hardware 
and software, and other new and emerging instructional 
materials; 
‘‘(E) a continuum of work-based learning opportunities, 
including simulated work environments; 
‘‘(F) industry-recognized certification examinations or 
other assessments leading toward a recognized postsec-
ondary credential; 
‘‘(G) efforts to recruit and retain career and technical 
education program teachers, faculty, school leaders, 
administrators, specialized instructional support personnel, 
career guidance and academic counselors, and paraprofes-
sionals; 
‘‘(H) where applicable, coordination with other edu-
cation and workforce development programs and initiatives, 
including career pathways and sector partnerships devel-
oped under the Workforce Innovation and Opportunity Act 
(29 U.S.C. 3101 et seq.) and other Federal laws and initia-
tives that provide students with transition-related services, 
including the Individuals with Disabilities Education Act; 
‘‘(I) expanding opportunities for students to participate 
in distance career and technical education and blended- 
learning programs;