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  • III. Operational Planning Elements

    The Unified or Combined State Plan must include an Operational Planning Elements section that supports the State’s strategy and the system-wide vision described in Section II(c) above.  Unless otherwise noted, all Operational Planning Elements apply to Combined State Plan partner programs included in the plan as well as to core programs.  This section must include—

    • a. State Strategy Implementation

      The Unified or Combined State Plan must include–

      • 2. Implementation of State Strategy

        Describe how the lead State agency with responsibility for the administration of each core program or a Combined Plan partner program included in this plan will implement the State’s Strategies identified in Section II(c). above. This must include a description of—

III. a. 2. G. Leveraging Resources to Increase Educational Access

Describe how the State’s strategies will enable the State to leverage other Federal, State, and local investments that have enhanced access to workforce development programs at the above institutions, described in section (E).

Current Narrative:

The Department of Labor and Economic Opportunity (LEO) strategy and approach to the implementation of Integrated Education and Training programs will align adult education, occupational training, and workforce development; and offer accelerated learning opportunities for adults with low-basic skills.  LEO is partnering and will continue to partner with Michigan Department of Education, Michigan College Access Network, community colleges, and higher education institutions to advance the development of career pathway programs and leverage the resources of each entity. 

The Martin Luther King Jr. – Cesar Chavez – Rosa Parks Initiative (KCP):  The initiative was established in 1986, with the goal of increasing the number of Michigan’s most educationally or economically disadvantaged citizens by providing the opportunity to complete college degrees and experience career success as active participants in a knowledge-based global economy.  There are six unique King-Chavez-Parks programs designed to assist students along the academic pipeline from seventh grade through graduate work. 

  • The Select Student Support Services program provides State of Michigan funding on a competitive grant basis, to Michigan’s four-year public and independent colleges and universities to increase graduation rates of admitted academically or economically disadvantaged students.
     
  • The Michigan College/University Partnership program provides state funding on a competitive grant basis to Michigan’s four-year public and independent colleges and universities to increase the number of admitted academically or economically disadvantaged students who transfer from community colleges into baccalaureate degree programs at four-year institutions.
     
  • The Morris Hood, Jr. Educator Development program provides state funding on a competitive basis to Michigan public and independent institutions with state-approved teacher education programs.  The legislative intent of the Morris Hood, Jr. Educator Development program is to increase the number of academically or economically disadvantaged students who enroll in, and complete K-12 teacher education programs at the baccalaureate level.

 

  • The Future Faculty Fellowship program provides financial support to admitted academically or economically disadvantaged candidates pursuing faculty teaching careers in post-secondary education.
     
  • The College Day program provides state funding to Michigan’s 15 public universities to target 6th – 12th grade economically-disadvantaged students and provide them with support services to increase opportunities to succeed in higher education at post-secondary institutions.  The mission of this program is to provide an opportunity for disadvantaged students to discover, first-hand, the potential of a college education, and to expose students to the information, knowledge, and skills they need to prepare themselves adequately for college entry and success. 
     
  • The Visiting Professors program provides financial support to Michigan’s public universities to increase the number of traditionally under-represented instructors in the classroom available to serve as role models for students.

 

Carl D. Perkins Career and Technical Education (Strengthening Career and Technical Education for the 21st Century Act):  The mission of the Carl D. Perkins Act is to promote access to, retention in, and completion of individual student goals in quality and comprehensive occupational, post-secondary education.  Principal program goals are to improve those post-secondary education programs which lead to academic and occupation skill competencies necessary for individuals to work in a technological and advanced society.  Goals are accomplished by engaging employers, providing technical assistance to develop new occupational programs, improve career guidance and counseling activities, upgrade the skills and competencies of occupational education faculty and staff, improve accountability measures, and improve the transition of students between secondary, community colleges, four-year institutions, and the workplace.  Twenty-eight community colleges, three public universities, and one tribal college receive Perkins funding to support workforce development by improving the academic and technical achievement of Career and Technical Education students, strengthening the connections between secondary and post-secondary education and improving accountability.

 Vocational Rehabilitation (VR) – Michigan Rehabilitation Services (MRS) and Bureau of Services for Blind Persons (BSBP) 

The Bureau of Services for Blind Persons (BSBP) administers the Randolph-Sheppard Business Enterprise Program; this program provides entrepreneurial opportunities for legally blind VR customers.  These blind entrepreneurs manage a wide variety of food-service operations, including cafeterias, coffee shops, vending locations, and highway area vending sites.  

MRS and BSBP reserve 15 percent of their federal allotment for the provision of pre-employment transition services for students with disabilities in need of such services who are eligible or potentially eligible for services.  

MRS and BSBP will explore grants, federal demonstration projects, and other opportunities available to facilitate partnerships with educational entities to expand services to job seekers with disabilities.  MRS and BSBP will review current partnerships with the Workforce Innovation and Opportunity Act core programs and educational entities to reduce duplication and maximize efficiencies.