Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 256 - CAREER AND TECHNICAL EDUCATION › Subpart A - GENERAL › Section 256.111 - Definitions

Current through Register Vol. 48, No. 28, July 12, 2024
"Administrative Agency", when used in relation to a joint
				  cooperative agreement, means the public school district, regional
				  superintendent of schools, or public community college designated as the fiscal
				  and legal agent for the local educational agencies that are parties to the
				  agreement. The term includes the cooperative acting as its own administrative
				  district when provided for by the agreement establishing the cooperative. A
				  public school district or community college designated as an administrative
				  agency must be a party to the cooperative agreement.
"Area Career Center" means a specialized educational facility
				  used exclusively or principally for providing CTE at the secondary level and
				  that has been designated as an area career center by the State Board in
				  accordance with Subpart B.
"Career and Technical Education Concentrator" means a student
				  served by an eligible recipient who has completed at least 2 courses in a
				  single CTE program or CTEPOS.
"Career and Technical Education Funds" or "CTE Funds", as
				  applied to State or federal funds, means funds appropriated by the Illinois
				  General Assembly to the State Board for the purposes of CTE.
"Career and Technical Education Program" or "CTE Program"
				  means a program that receives funding under Section 2 of the Vocational
				  Educational Act.
"Career and Technical Education Programming" or "CTE
				  Programming" means a set of activities designed to lead to employment in a
				  specific occupation or a career cluster, or for additional preparation for that
				  employment, and that is specially and particularly suited to the needs of those
				  engaged in or preparing to engage in those occupations. The instruction may
				  include the following:
classroom instruction;
classroom related field, shop and laboratory work in or out
				  of school, including instruction provided in extended campus facilities;
programs providing supervised occupational work experiences
				  (e.g., workplace learning, job shadowing, apprenticeship);
related instructional aspects of apprenticeship
				  programs;
remedial programs and transitional instruction that are
				  designed to enable individuals to benefit from instruction related to the
				  occupation or occupations for which they are being trained by supporting any
				  core academic content knowledge deficiencies or disabilities that prevent them
				  from benefiting from the instruction; or
activities of career and technical student organizations that
				  are an integral part of the CTE curriculum.
"Career and Technical Education Program of Study" or "CTEPOS"
				  means a coordinated, nonduplicative sequence of academic and technical content
				  at the secondary and postsecondary level that:
incorporates challenging State academic standards;
addresses both academic and technical knowledge and skills,
				  including employability skills;
is aligned with the needs of industries in the economy of the
				  State, region, tribal community, or local area;
progresses in specificity (beginning with all aspects of an
				  industry or career cluster and leading to more occupation-specific
				  instruction);
has multiple entry and exit points that incorporate
				  credentialing; and
culminates in the attainment of a recognized postsecondary
				  credential.
"Career and Technical Education System" or "CTE System" means
				  a State-approved consortium of entities that have a board of control, a System
				  Director, and an intergovernmental agreement, which makes them eligible to
				  receive funding as described in Subpart B, as well as school districts who
				  receive funding and implement career and technical education, professional
				  learning, and support.
"Career Clusters" means occupations in the same field of work
				  that require similar skills. When used in relation to CTE programs, "career
				  clusters" refers to the National Career Clusters Framework, which is a
				  State-approved framework of career clusters that is informed by Advance CTE's
				  framework of career clusters.
"Comprehensive Local Needs Assessment" or "CLNA" means an
				  assessment conducted by an eligible recipient, in consultation with all
				  required stakeholders in Perkins V, that is informed by the local needs
				  assessment and contains all requirements of the comprehensive needs assessment
				  in Perkins V.
"Cooperative Agreement" means:
a joint agreement entered into by the boards of education of
				  one or more school districts with other local school boards or public
				  institutions of higher education (see Section 10-22.20a, 10-22.31a, or
				  10-22.31b of the Code); or
an intergovernmental agreement entered into between one or
				  more local educational agencies under applicable provisions of the
				  Intergovernmental Cooperation Clause of the Illinois Constitution (Ill. Const.
				  1970, Art. VII, Sec. 10) and the Intergovernmental Cooperation Act [5 ILCS
				  220].
"CTE" means career and technical education.
"Educator-Coordinator", when used in relation to workplace
				  learning, refers to an educator who is coordinating programs of workplace
				  learning and meets requirements for licensure in CTE set forth in 23 Ill. Adm.
				  Code 25.
"Elementary Grades" means kindergarten through grade four, as
				  defined by the federal Elementary and Secondary Education Act (ESEA) (20 USC
				  Ch. 70).
"Essential Employability Skills", when used in relation to
				  CTE Programs, refers to any skill identified as a component of the general
				  skills and knowledge that are necessary for success in the labor market at all
				  employment levels and in all sectors.
"Funding Agreement" means a written agreement entered into
				  between the State Board and other parties to the agreement that provides for
				  the allocation of funds administered by the State Board as payment for a
				  product or service rendered or as reimbursement for approved expenses incurred
				  in the conduct of a program, project or activity under the terms of the
				  agreement.
"High-wage Occupation" means an occupation that meets at
				  least one of the following wage criteria:
using data from the United States Department of Labor and the
				  MIT Living Wage Calculator, an occupation whose median salary is at least 85%
				  of the statewide living wage for one adult and one child; or
if the occupation does not pay a family-supporting wage, it
				  is a springboard occupation that is a necessary position for advancing to an
				  occupation with more responsibility and that pays a family-sustaining
				  wage
"In-demand" means an industry sector or occupation that meets
				  at least one of the following demand criteria:
an industry sector that has a substantial current or
				  potential impact on the State, regional, or local economy, as appropriate
				  (including through jobs that lead to economic self-sufficiency and
				  opportunities for advancement), and that contributes to the growth or stability
				  of other supporting businesses or the growth of other industry sectors;
				  or
an occupation that currently has or is projected to have a
				  number of positions in an industry sector (including positions that lead to
				  economic self-sufficiency and opportunities for advancement) so as to have a
				  significant impact on the State, regional, or local economy, as
				  appropriate.
"LEA" means Local Educational Agency.
"Local Application" means an application submitted to the
				  State Board by an eligible recipient that is:
aligned to the participating district local needs assessment
				  in the eligible recipient's cooperative agreement and the CLNA;
outlines goals and strategies to support CTE programs and
				  CTEPOS; and
contains all of the following requirements, outlined in
				  Perkins V:
description of the results of the local needs
				  assessment;
information on the career and technical education course
				  offerings and activities, which shall include at least one program of study,
				  that will be funded;
description of how the applicant, in collaboration with local
				  workforce development boards and other local workforce agencies and partners,
				  will provide:
career exploration and career development coursework,
				  activities, or services;
career information on employment opportunities that
				  incorporate high-skill, high-wage, or in-demand industry sectors or
				  occupations, as determined in the needs assessment; and
an organized system of career guidance and academic
				  counseling to students before enrolling and while participating in a career and
				  technical education program;
description of how the grantee will improve the academic and
				  technical skills of students participating in a CTE program;
description of how the grantee will:
provide activities for special populations for high-skill,
				  high-wage, or in-demand industry sectors or occupations that will lead to
				  self-sufficiency;
prepare CTE participants for non-traditional fields;
provide equal access for special populations to CTE courses,
				  programs, and programs of study; and
ensure that members of special populations will not be
				  discriminated against on the basis of their status as members of special
				  populations;
descriptions of the work-based learning opportunities that
				  grantees will provide to students participating in career and technical
				  education programs and how the grantees will work with representatives from
				  employers to develop or expand work-based learning opportunities;
description of how the grantee will provide students
				  participating in career and technical education programs with the opportunity
				  to gain postsecondary credit while attending high school, such as through dual
				  credit or concurrent enrollment programs or early college high school, as
				  practicable;
description of how the grantees will coordinate with
				  institutions of higher education to support the recruitment, preparation,
				  retention, and trainings, including professional development of educators and
				  staff; and
description of how the grantees will address the disparities
				  or gaps in performance in each plan year and, if no meaningful progress has
				  been achieved prior to the third program year, a description of the additional
				  action the grantee will take to eliminate those disparities and gaps.
"Local Needs Assessment" means an assessment containing
				  reviews of all CTE programs size, scope and quality that:
is completed by all participating districts of an eligible
				  recipient's cooperative agreement;
contains all requirements of the comprehensive needs
				  assessment in Perkins V; and
informs the eligible recipient's CLNA.
"Local or Regional Advisory Committee", when used in relation
				  to a secondary CTE program, refers to a group of stakeholders that may include
				  representatives from a local business or industry, university and community
				  college representatives, CTE faculty from K-12 CTE programs, CTE teaching
				  faculty from postsecondary CTE programs, CTE staff, and representatives from
				  local trade unions. The committee shall advise the institution on the
				  development, implementation, and evaluation of CTEPs to ensure programs are
				  tailored to meet the workforce requirements of the community while addressing
				  student needs.
"McKinney-Vento Act" means the McKinney-Vento Homeless
				  Assistance Act (42 USC
				  11434a).
"Middle Grades" means grades five through eight, as defined
				  by ESEA.
"Multidisciplinary" or "Cross-cluster", when used in relation
				  to CTE programs, refers to an approved CTEPOS that includes courses from two or
				  more different career clusters.
"Participating District", when used in relation to a
				  cooperative agreement, means a public school district that is currently party
				  to the agreement.
"Perkins" or "Perkins V" means the Carl D. Perkins Career and
				  Technical Education Act of 2006 (20 USC 2301 et
				  seq.), as amended by the Strengthening Career and Technical Education for the
				  21st Century Act (Perkins V) or any subsequent
				  amendment to that Act.
"Perkins State Plan" means the plan adopted by the State
				  Board of Education and approved by the U.S. Secretary of Education that is in
				  effect for a particular fiscal year. The current Perkins State Plan is
				  available at
https://www.isbe.net/Documents/Perkins-Plan.pdf
"Regional Education Center" means two or more local
				  educational agencies that enter into a cooperative agreement to provide CTE
				  programs, services, or activities.
"Secondary Grades" means grades nine through 12, as defined
				  by ESEA.
"School Code" or "Code" means the Illinois School Code [105
				  ILCS 5].
"Special Populations" means individuals with disabilities;
				  individuals from economically disadvantaged families, including low-income
				  youth and adults; individuals preparing for non-traditional fields; single
				  parents, including single pregnant women; out-of-workforce individuals; English
				  learners; homeless individuals; youth who are in, or have aged out of, the
				  foster care system; and youth with a parent who is a member of the armed forces
				  or is on active duty.
"State Board" means the State Board of Education.
"State and Federal Laws and Regulations" includes the Carl D.
				  Perkins Career and Technical Education Act of 2006, as amended by Perkins V and
				  its regulations (34 CFR 400 through 401; 1986); the School Code; the Vocational
				  Education Act; this Part; Title VI of the Civil Rights Act of 1964
				  (42
				  USC 2000d); section 504 of the Rehabilitation
				  Act of 1973 (29 USC
				  794); Title IX of the Education Amendments of
				  1972 (20 USC
				  1681 et seq.); the Age Discrimination Act of
				  1975 (42 USC 6101
				  et seq.); and the Illinois Human Rights Act [775 ILCS 5].
"State-Determined Performance Measures" means the measures
				  established by Perkins V that are the basis for the CTE accountability system,
				  including:
1S1: Four-Year Graduation Rate: The percentage of CTE
				  concentrators who graduate from high school, as measured by the four-year
				  adjusted cohort graduation rate (as defined in Section 8101 of the Elementary
				  and Secondary Education Act of 1965 (ESEA)).
1S2: Extended Graduation Rate: The percentage of CTE
				  concentrators who graduate from high school, as measured by the extended-year
				  adjusted graduation rate (as defined in Section 8101 of ESEA) within six years
				  of entering high school).
2S1: Academic Proficiency in Reading: CTE concentrator
				  proficiency in the challenging State academic standards adopted under Section
				  1111(b)(1) of the ESEA, as measured by the academic assessments in
				  reading/language arts, as described in Section 1111(b)(2) of that Act.
2S2: Academic Proficiency in Mathematics: CTE concentrator
				  proficiency in the challenging State academic standards adopted under Section
				  1111(b)(1) of ESEA, as measured by the academic assessments in mathematics, as
				  described in Section 1111(b)(2) of that Act.
2S3: Academic Proficiency in Science: CTE concentrator
				  proficiency in the challenging State academic standards adopted under Section
				  1111(b)(1) of ESEA, as measured by the academic assessments in science, as
				  described in Section 1111(b)(2) of that Act.
3S1: Post-Program Placement: The percentage of CTE
				  concentrators who, in the second quarter after exiting from secondary
				  education, are in postsecondary education or advanced training, military
				  service, or a service program that receives assistance under Title I of the
				  National and Community Service Act of 1990 (42 USC
				  12511 et seq.), are volunteers, as described
				  in Section 5(a) of the Peace Corps Act (22 USC
				  2504(a)), or are
				  employed.
4S1: Nontraditional Program: The percentage of CTE
				  concentrators in CTE programs and CTEPOS that lead to fields in which their
				  gender is underrepresented.
5S1: Program Quality - Industry Credentials: The percentage
				  of CTE concentrators graduating from high school having attained a recognized
				  postsecondary credential.
5S2: Program Quality - Attained Postsecondary Credits: The
				  percentage of CTE concentrators graduating from high school having attained
				  postsecondary credits in the relevant CTE program or CTEPOS earned through a
				  dual or concurrent enrollment or another credit transfer agreement.
5S3: Program Quality - Work-Based Learning: The percentage of
				  CTE concentrators graduating from high school having participated in work-based
				  learning.
"State Institutions that Serve Students from Special
				  Populations" means institutions designated by the State that primarily serve
				  students from special populations, as defined by Perkins V section 124(a)(1)(C)
				  (20 USC
				  2344(a)(1)(C), including
				  State correctional institutions, juvenile justice systems, and educational
				  institutions that serve individuals with disabilities.
"Vocational Education Act" means 105 ILCS 435.
"Work-based Learning" provides participants with work-based
				  opportunities to practice and enhance the skills and knowledge gained in their
				  CTEPOS or industry training program, as well as to develop essential
				  employability skills, and includes an assessment and recognition of acquired
				  knowledge and skills. A continuum of work-based learning experiences should
				  include, at a minimum, career awareness, career exploration, team-based
				  challenges, or career and technical student organizations (CTSOs), as well as
				  one or more of the following at both the secondary and postsecondary levels:
				  internships, career-related service learning, paid work experience, on-the-job
				  training, incumbent worker training, transitional jobs, apprenticeships (i.e.,
				  youth, pre-registered, non-registered, research), student-led enterprises,
				  remote work for a client or employer, school-based enterprise, or cooperative
				  work agreements or clinical experience. These experiences should be integrated
				  into the CTE curriculum.
"Workplace Experience" refers to CTE courses that provide
				  students with in-person, remote, or simulated work experience within their
				  CTEPOS. These courses must include remote or classroom instruction and a
				  workplace practicum that aligns to the Career Development
				  Experiences.