Section 2342 · State plan

(a) State plan (1) In general Each eligible agency desiring assistance under this subchapter for any fiscal year shall prepare and submit to the Secretary a State plan for a 6-year 4-year period, consistent with subsection (b) and paragraph (5), together with such annual revisions as the eligible agency determines to be necessary, except that, during the period described in section 2303 of this title , each eligible agency may submit a transition plan that shall fulfill the eligible agency’s obligation to submit a State plan under this section for the first fiscal year following August 12, 2006. July 31, 2018. (2) Revisions Each eligible agency— (A) may submit such annual revisions of the State plan to the Secretary as the eligible agency determines to be necessary; and (B) shall, after the second year of the 6-year 4-year period, conduct a review of activities assisted under this subchapter and submit any revisions of the State plan that the eligible agency determines necessary to the Secretary. (3) Hearing process The eligible agency shall conduct public hearings in the State, after appropriate and sufficient notice, for the purpose of affording all segments of the public and interested organizations and groups (including charter teachers, faculty, specialized instructional support personnel, paraprofessionals, school authorizers leaders, authorized public chartering agencies and organizers consistent charter school leaders (consistent with State law, law), employers, labor organizations, parents, students, Indian Tribes and Tribal organizations that may be present in the State, and community organizations), an opportunity to present their views and make recommendations regarding the State plan. A summary of such recommendations and the eligible agency’s response to such recommendations shall be included in the State plan. (4) Public comment Each eligible agency shall make the State plan publicly available for public comment for a period of not less than 30 days, by electronic means and in an easily accessible format, prior to submission to the Secretary for approval under this subsection. In the plan the eligible agency files under this subsection, the eligible agency shall provide an assurance that public comments were taken into account in the development of the State plan. (5) Optional submission of subsequent plans An eligible agency may, after the first 4-year State plan is submitted under this section, submit subsequent 4-year plans not later than 120 days prior to the end of the 4-year period covered by the preceding State plan or, if an eligible agency chooses not to submit a State plan for a subsequent 4-year period, the eligible agency shall submit, and the Secretary shall approve, annual revisions to the State determined levels of performance in the same manner as revisions submitted and approved under section 2323(b)(3)(A)(ii) of this title .

(b) Plan development Options for submission of State plan (1) In general Combined plan The eligible agency shall— (A) develop the State may submit a combined plan in consultation with— (i) academic and career and technical education teachers, faculty, and administrators; (ii) career guidance and academic counselors; (iii) eligible recipients; (iv) charter school authorizers and organizers consistent with State law; (v) parents and students; (vi) institutions of higher education; (vii) that meets the State tech prep coordinator and representatives requirements of tech prep consortia (if applicable); (viii) entities participating in activities described in this section 3111 of title 29; (ix) interested community members (including parent and community organizations); (x) representatives of special populations; (xi) representatives of business and industry (including representatives of small business); and (xii) representatives of labor organizations in the State; and (B) consult the Governor requirements of the State with respect to such development. section 3113 of title 29. (2) Activities and procedures Notice to Secretary The eligible agency shall develop effective activities and procedures, including access to information needed to use such procedures, to allow inform the individuals and entities Secretary of whether the eligible agency intends to submit a combined plan described in paragraph (1) to participate in State and local decisions that relate to development of the State or a single plan.

(c) Plan contents The State plan shall include information that— development (1) describes the career and technical education activities to be assisted that are designed to meet or exceed the State adjusted levels of performance, including a description of— (A) the career and technical programs of study, which may be adopted by local educational agencies and postsecondary institutions to be offered as an option to students (and their parents as appropriate) when planning for and completing future coursework, for career and technical content areas that— (i) incorporate secondary education and postsecondary education elements; (ii) include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, nonduplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; (iii) may include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and (iv) lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree; (B) how the eligible agency, in consultation with In general The eligible recipients, will agency shall— (A) develop and implement the career and technical programs of study described in subparagraph (A); (C) how the eligible agency will support eligible recipients State plan in developing and implementing articulation agreements between secondary education and postsecondary education institutions; (D) how the eligible agency will make available information about career and technical programs consultation with— (i) representatives of study offered by eligible recipients; (E) the secondary and postsecondary career and technical education programs to be carried out, programs, including programs that will be carried out by the eligible agency to develop, improve, and expand access to appropriate technology in career and technical education programs; (F) the criteria that will be used by the eligible agency to approve eligible recipients for funds under this chapter, including criteria to assess the extent to which the local plan will— (i) promote continuous improvement in academic achievement; (ii) promote continuous improvement of technical skill attainment; and (iii) identify and address current or emerging occupational opportunities; (G) how programs at the secondary level will prepare career representatives of 2-year minority-serving institutions and technical education students, including special populations, to graduate from secondary school with a diploma; (H) how such programs will prepare career historically Black colleges and technical education students, including special populations, academically universities and technically for opportunities in postsecondary education or entry into high skill, high wage, tribally controlled colleges or high demand occupations universities in current or emerging occupations, and how participating students will be made aware of States where such opportunities; (I) how funds will be used to improve or develop new career and technical education courses— (i) at the secondary level that are aligned with rigorous and challenging academic content standards and student academic achievement standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 [ 20 U.S.C. 6311(b)(1) ]; (ii) at the postsecondary level that institutions are relevant and challenging; and (iii) that lead to employment in high skill, high wage, or high demand occupations; (J) how the eligible agency will facilitate and coordinate communication on best practices among successful recipients of tech prep program grants under subchapter II and eligible recipients to improve program quality and student achievement; (K) how funds will be used effectively to link academic and existence, adult career and technical education at the secondary level and at the postsecondary level in a manner that increases student academic and career and technical achievement; and (L) how the eligible agency will report on the integration of coherent and rigorous content aligned with challenging academic standards in career providers, and technical education programs charter school representatives in order to adequately evaluate the extent of States where such integration; (2) describes how comprehensive professional development (including initial teacher preparation and activities that support recruitment) for career and technical education schools are in existence, which shall include teachers, faculty, administrators, and school leaders, specialized instructional support personnel, career guidance and academic counselors will be provided, especially professional development that— (A) promotes the integration of coherent and rigorous academic content standards and career guidance counselors, and technical education curricula, paraprofessionals; (ii) interested community representatives, including through opportunities for the appropriate academic and career and technical education teachers to jointly develop and implement curricula parents, students, and pedagogical strategies, as appropriate; (B) increases the percentage community organizations; (iii) representatives of teachers that meet teacher certification or licensing requirements; (C) is high quality, sustained, intensive, and focused on instruction, and increases the academic knowledge and understanding of industry standards, as appropriate, State workforce development board established under section 3111 of career and technical education teachers; (D) encourages applied learning that contributes title 29 (referred to in this section as the academic and career “State board”); (iv) members and technical knowledge representatives of the student; (E) provides the knowledge and skills needed to work with and improve instruction for special populations; (F) assists in accessing and utilizing data, including data provided under section 2328 of this title , student achievement data, and data from assessments; and (G) promotes integration with professional development activities that the State carries out under title II of the Elementary and Secondary Education Act (v) representatives of 1965 [ 20 U.S.C. 6601 et seq.] business and title II of the Higher Education Act industry (including representatives of 1965 [ 20 U.S.C. 1021 et seq.]; (3) describes efforts to improve— (A) the recruitment and retention small business), which shall include representatives of career and technical education teachers, faculty, and career guidance industry and academic counselors, including individuals in groups underrepresented sector partnerships in the teaching profession; and (B) the transition to teaching from business and industry, including small business; (4) describes efforts to facilitate the transition of subbaccalaureate career State, as appropriate, and technical education students into baccalaureate degree programs at institutions representatives of higher education; (5) describes how the eligible agency will actively involve parents, academic and career and technical education teachers, administrators, faculty, career guidance and academic counselors, local business (including small businesses), and labor organizations in the planning, development, implementation, and evaluation of such career and technical education programs; (6) describes how funds received by the eligible agency through the allotment made under section 2321 State; (vi) representatives of this title will be allocated— (A) among career and technical education at the secondary level, or career and technical education at the postsecondary and adult level, or both, including the rationale for such allocation; and (B) among any consortia that will be formed among secondary schools agencies serving out-of-school youth, homeless children and eligible institutions, youth, and how funds will be allocated among the members of the consortia, at-risk youth, including the rationale State Coordinator for such allocation; (7) describes how the eligible agency will— (A) improve the academic and technical skills of students participating in career and technical education programs, including strengthening the academic and career and technical components of career and technical education programs through the integration Education of academics with career Homeless Children and technical education to ensure learning in— (i) the core academic subjects (as defined in Youths established or designated under section 9101 11432(d)(3) of the Elementary and Secondary Education Act title 42 ; (vii) representatives of 1965 [ 20 U.S.C. 7801 ]); and (ii) career Indian Tribes and technical education subjects; (B) provide students with strong experience Tribal organizations located in, and understanding of, all aspects of an industry; and (C) ensure that students who participate in such career and technical education programs are taught to the same challenging academic proficiencies as are taught to all other students; (8) describes how the eligible agency will annually evaluate or providing services in, the effectiveness of such career and technical education programs, State; and describe, to the extent practicable, how the eligible agency is coordinating such programs to ensure nonduplication with other Federal programs; (9) describes the eligible agency’s program strategies for special populations, including a description of how (viii) individuals who are members of the special populations— (A) will be provided with equal access to activities assisted under this chapter; disabilities; and (B) will not be discriminated against on consult the basis of their status as members Governor of the special populations; State, and (C) will be provided with programs designed to enable the special populations to meet or exceed State adjusted levels heads of performance, and prepare special populations other State agencies with authority for further learning career and for high skill, high wage, or high demand occupations; (10) describes— (A) the eligible agency’s efforts to ensure technical education programs that eligible recipients are given the opportunity to provide input in determining the State adjusted levels of performance described in section 2323 of this title ; and (B) how not the eligible agency, in consultation with eligible recipients, will develop a process for respect to the negotiation of local adjusted levels of performance under section 2323(b)(4) development of this title if an eligible recipient does not accept the State adjusted levels of performance under section 2323(b)(3) of this title ; (11) provides assurances that the plan. (2) Activities and procedures The eligible agency will comply with the requirements of this chapter shall develop effective activities and the provisions of the State plan, procedures, including the provision of a financial audit of funds received under this chapter which may be included as part of an audit of other Federal or State programs; (12) provides assurances that none of the funds expended under this chapter will be used access to acquire equipment (including computer software) in any instance in which such acquisition results in a direct financial benefit information needed to any organization representing the interests of the acquiring entity or the employees of the acquiring entity, or any affiliate of use such an organization; (13) describes how the eligible agency will report data relating procedures, to students participating in career allow the individuals and technical education entities described in order paragraph (1) to adequately measure the progress of the students, including special populations, participate in State and how the eligible agency will ensure that the data reported to the eligible agency from local educational agencies and eligible institutions under this subchapter and the data the eligible agency reports decisions that relate to the Secretary are complete, accurate, and reliable; (14) describes how development of the eligible agency will adequately address State plan. (3) Consultation with the needs of students Governor The consultation described in alternative education programs, if appropriate; (15) describes how paragraph (1)(B) shall include meetings of officials from the eligible agency will provide local educational agencies, area career and technical education schools, and eligible institutions in the State with technical assistance; (16) describes how career and technical education relates to State Governor’s office and regional occupational opportunities; (17) describes the methods proposed for shall occur— (A) during the joint planning and coordination development of programs carried out under this subchapter with other Federal education programs; (18) describes how funds will be used to promote preparation for high skill, high wage, or high demand occupations and non-traditional fields; (19) describes how funds will be used to serve individuals in State correctional institutions; and (20) contains the description such plan; and information specified in subparagraphs (B) and (C)(iii) of section 3112(b)(2), and, as appropriate, section 3113(b)(3)(A), and section 3151(c), prior to submission of title 29 concerning the provision of services only for postsecondary students and school dropouts. plan to the Secretary.

(d) Plan options (1) Single contents The State plan An eligible agency not choosing shall include— (1) a summary of State-supported workforce development activities (including education and training) in the State, including the degree to consolidate funds which the State’s career and technical education programs and programs of study are aligned with and address the education and skill needs of the employers in the State identified by the State board; (2) the State’s strategic vision and set of goals for preparing an educated and skilled workforce (including special populations) and for meeting the skilled workforce needs of employers, including in existing and emerging in-demand industry sectors and occupations as identified by the State, and how the State’s career and technical education programs will help to meet these goals; (3) a strategy for any joint planning, alignment, coordination, and leveraging of funds— (A) between the State’s career and technical education programs and programs of study with the State’s workforce development system, to achieve the strategic vision and goals described in paragraph (2), including the core programs defined in section 3102 of title 29 and the elements related to system alignment under section 2372 3112(b)(2)(B) of this title shall fulfill 29; and (B) for programs carried out under this subchapter with other Federal programs, which may include programs funded under the plan Elementary and Secondary Education Act of 1965 [ 20 U.S.C. 6301 et seq.] and the Higher Education Act of 1965 [ 20 U.S.C. 1001 et seq.]; (4) a description of the career and technical education programs or application submission requirements programs of this section, study that will be supported, developed, or improved at the State level, including descriptions of— (A) the programs of study to be developed at the State level and made available for adoption by eligible recipients; (B) the process and criteria to be used for approving locally developed programs of study or career pathways, including how such programs address State workforce development and education needs and the criteria to assess the extent to which the local application under section 2371(c) 2352 of this title , by submitting will— (i) promote continuous improvement in academic achievement and technical skill attainment; (ii) expand access to career and technical education for special populations; and (iii) support the inclusion of employability skills in programs of study and career pathways; (C) how the eligible agency will— (i) make information on approved programs of study and career pathways (including career exploration, work-based learning opportunities, early college high schools, and dual or concurrent enrollment program opportunities) and guidance and advisement resources, available to students (and parents, as appropriate), representatives of secondary and postsecondary education, and special populations, and to the extent practicable, provide that information and those resources in a single language students, parents, and educators can understand; (ii) facilitate collaboration among eligible recipients in the development and coordination of career and technical education programs and programs of study and career pathways that include multiple entry and exit points; (iii) use State, regional, or local labor market data to determine alignment of eligible recipients’ programs of study to the needs of the State, regional, or local economy, including in-demand industry sectors and occupations identified by the State plan. In board, and to align career and technical education with such plan, needs, as appropriate; (iv) ensure equal access to approved career and technical education programs of study and activities assisted under this chapter for special populations; (v) coordinate with the State board to support the local development of career pathways and articulate processes by which career pathways will be developed by local workforce development boards, as appropriate; (vi) support effective and meaningful collaboration between secondary schools, postsecondary institutions, and employers to provide students with experience in, and understanding of, all aspects of an industry, which may include work-based learning such as internships, mentorships, simulated work environments, and other hands-on or inquiry-based learning activities; and (vii) improve outcomes and reduce performance gaps for CTE concentrators, including those who are members of special populations; and (D) how the eligible agency may allow recipients to fulfill include the plan opportunity for secondary school students to participate in dual or application submission requirements concurrent enrollment programs, early college high school, or competency-based education; (5) a description of the criteria and process for how the eligible agency will approve eligible recipients for funds under this chapter, including how— (A) each eligible recipient will promote academic achievement; (B) each eligible recipient will promote skill attainment, including skill attainment that leads to a recognized postsecondary credential; and (C) each eligible recipient will ensure the comprehensive needs assessment under section 2354 2354(c) of this title takes into consideration local economic and subsections (a) education needs, including, where appropriate, in-demand industry sectors and (b) occupations; (6) a description of how the eligible agency will support the recruitment and preparation of teachers, including special education teachers, faculty, school principals, administrators, specialized instructional support personnel, and paraprofessionals to provide career and technical education instruction, leadership, and support, including professional development that provides the knowledge and skills needed to work with and improve instruction for special populations; (7) a description of how the eligible agency will use State leadership funds under section 2374 2344 of this title by submitting ; (8) a single local plan. (2) Plan submitted as part description of combined plan The how funds received by the eligible agency through the allotment made under section 2321 of this title will be distributed— (A) among career and technical education at the secondary level, or career and technical education at the postsecondary and adult level, or both, including how such distribution will most effectively provide students with the skills needed to succeed in the workplace; and (B) among any consortia that may submit be formed among secondary schools and eligible institutions, and how funds will be distributed among the plan required members of the consortia, including the rationale for such distribution and how it will most effectively provide students with the skills needed to succeed in the workplace; (9) a description of the eligible agency’s program strategies for special populations, including a description of how individuals who are members of special populations— (A) will be provided with equal access to activities assisted under this chapter; (B) will not be discriminated against on the basis of status as a member of a special population; (C) will be provided with programs designed to enable individuals who are members of special populations to meet or exceed State determined levels of performance described in section 2323 of this title , and prepare special populations for further learning and for high-skill, high-wage, or in-demand industry sectors or occupations; (D) will be provided with appropriate accommodations; and (E) will be provided instruction and work-based learning opportunities in integrated settings that support competitive, integrated employment; (10) a description of the procedure the eligible agency will adopt for determining State determined levels of performance described in section 2323 of this title , which, at a minimum, shall include— (A) a description of the process for public comment under section 2323(b)(3)(B) of this title as part of the plan submitted development of the State determined levels of performance under section 3113 2323(b) of this title 29, if ; (B) an explanation of the State determined levels of performance; and (C) a description of how the State determined levels of performance set by the eligible agency align with the levels, goals, and objectives of other Federal and State laws; (11) a description of how the eligible agency will address disparities or gaps in performance, as described in section 2323(b)(3)(C)(ii)(II) of this title , in each of the plan submitted pursuant years, and if no meaningful progress has been achieved prior to the requirement third program year, a description of this section meets the additional actions the eligible agency will take to eliminate these disparities or gaps; (12) describes 1 how the eligible agency will involve parents, academic and career and technical education teachers, administrators, faculty, career guidance and academic counselors, local business (including small businesses), labor organizations, and representatives of Indian Tribes and Tribal organizations, as appropriate, in the planning, development, implementation, and evaluation of such career and technical education programs; and 2 (13) assurances that— (A) the eligible agency will comply with the requirements of this chapter. chapter and the provisions of the State plan, including the provision of a financial audit of funds received under this chapter, which may be included as part of an audit of other Federal or State programs; (B) none of the funds expended under this chapter 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 organization; (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 chapter 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 student 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) Plan approval Consultation (1) In general The Secretary shall approve a State plan, or a revision to an approved State plan, unless the Secretary determines that— (A) the State plan, or revision, respectively, does not meet the requirements of this chapter; or (B) the State’s levels of performance on the core indicators of performance consistent with section 2323 of this title are not sufficiently rigorous to meet the purpose of this chapter. (2) Disapproval The Secretary shall not finally disapprove a State plan, except after giving the eligible agency notice and an opportunity for a hearing. (3) Consultation 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 education, tech prep education, and secondary career and technical education after consultation with with— (A) the State agency responsible for supervision of community colleges, technical institutes, or other 2-year postsecondary institutions primarily engaged in providing postsecondary 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 education; 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, the State agency that objection shall file such objections be filed together with the eligible agency. State plan. The eligible agency shall respond to any objections of the such State agency in the State plan submitted to the Secretary. (4) Timeframe (3) Joint signature authority A Governor shall have 30 days prior to the eligible agency submitting the State plan shall be deemed approved by to the Secretary if to sign such plan. If the Secretary Governor has not responded to the eligible agency regarding signed the State plan within 90 30 days of delivery by the date eligible agency to the Secretary receives Governor, the State plan. eligible agency shall submit the plan to the Secretary without such signature.