Pennsylvania PYs 2018-2019 | WIOA State Plan Portal

- Options for Submitting a State Plan
- How State Plan Requirements Are Organized
- Combined Plan Partner Program(s)
- a. Economic, Workforce, and Workforce Development Activities Analysis
  - 1. Economic and Workforce Analysis
    A. Economic Analysis
    i. Existing Demand Industry Sectors and Occupations
    ii. Emerging Industry Sectors and Occupation
    iii. Employers’ Employment Needs
    Narrative for all items above
    B. Workforce Analysis
    i. Employment and Unemployment
    ii. Labor Market Trends
    iii. Education and Skill Levels of the Workforce
    iv. Skill Gaps
    Narrative for all items above
  - 2. Workforce Development, Education and Training Activities Analysis
    A. The State’s Workforce Development Activities
    B. The Strengths and Weaknesses of Workforce Development Activities
    C. State Workforce Development Capacity
- b. State Strategic Vision and Goals
- c. State Strategy
  - 1. Describe the Strategies the State Will Implement, Including Industry or Sector Partnerships Related to In-demand Industry Sectors and Occupations and Career Pathways, as Required by WIOA Section 101(d)(3)(b), (d). “career Pathway” is Defined at WIOA Section 3(7). “in-demand Industry Sector or Occupation” is Defined at WIOA Section 3(23).
  - 2. Describe the Strategies the State Will Use to Align the Core Programs, Any Combined State Plan Partner Programs Included in This Plan, Required and Optional One-stop Partner Programs, and Any Other Resources Available to the State to Achieve Fully Integrated Customer Services Consistent with the Strategic Vision and Goals Described Above. Also Describe Strategies to Strengthen Workforce Development Activities in Regard to Weaknesses Identified in Section Ii(a)(2).
- a. State Strategy Implementation
  - 1. State Board Functions
  - 2. Implementation of State Strategy
    A. Core Program Activities to Implement the State’s Strategy
    B. Alignment with Activities Outside the Plan
    C. Coordination, Alignment and Provision of Services to Individuals
    D. Coordination, Alignment and Provision of Services to Employers
    E. Partner Engagement with Educational Institutions
    F. Partner Engagement with Other Education and Training Providers.
    G. Leveraging Resources to Increase Educational Access
    H. Improving Access to Postsecondary Credentials
    I. Coordinating with Economic Development Strategies.
- b. State Operating Systems and Policies
IV. Coordination with State Plan Programs
- Program-specific Requirements for Adult, Dislocated Worker, and Youth Activities under Title I-B
  - a. General Requirements
    1. Regions and Local Workforce Development Areas
    A. Identify the Regions and the Local Workforce Development Areas Designated in the State.
    B. Describe the Process Used for Designating Local Areas, Including Procedures for Determining Whether the Local Area Met the Criteria for “performed Successfully” and “sustained Fiscal Integrity” in Accordance with 106(b)(2) and (3) of WIOA. Describe the Process Used for Identifying Regions and Planning Regions Under Section 106(a) of WIOA. This Must Include a Description of How the State Consulted with the Local Boards and Chief Elected Officials in Identifying the Regions.
    C. Provide the Appeals Process Referred to in Section 106(b)(5) of WIOA Relating to Designation of Local Areas.
    D. Provide the Appeals Process Referred to in Section 121(h)(2)(e) of WIOA Relating to Determinations for Infrastructure Funding.
    2. Statewide Activities
    A. Provide State Policies or Guidance for the Statewide Workforce Development System and for Use of State Funds for Workforce Investment Activities.
    B. Describe How the State Intends to Use Governor’s Set Aside Funding. Describe How the State Will Utilize Rapid Response Funds to Respond to Layoffs and Plant Closings and Coordinate Services to Quickly Aid Companies and Their Affected Workers. States Also Should Describe Any Layoff Aversion Strategies They Have Implemented to Address at Risk Companies and Workers
    C. In Addition, Describe the State Policies and Procedures to Provide Rapid Responses in Cases of Natural Disasters Including Coordination with Fema and Other Entities.
    D. Describe How the State Provides Early Intervention (e.g., Rapid Response) to Worker Groups on Whose Behalf a Trade Adjustment Assistance (taa) Petition Has Been Filed. (section 134(a)(2)(a).) This Description Must Include How the State Disseminates Benefit Information to Provide Trade-affected Workers in the Groups Identified in the Taa Petitions with an Accurate Understanding of the Provision of Taa Benefits and Services in Such a Way That They Are Transparent to the Trade-affected Dislocated Worker Applying for Them (trade Act Sec. 221(a)(2)(a) and Sec. 225; Governor- Secretary Agreement). Describe How the State Will Use Funds That Have Been Reserved for Rapid Response to Provide Services for Every Worker Group That Files a Taa Petition.
  - b. Adult and Dislocated Workers Program Requirements
    1. If the State is Utilizing Work-based Training Models (e.g. On-the- Job Training, Incumbent Worker Training, Transitional Jobs, and Customized Training) as Part of Its Training Strategy and These Strategies Are Not Already Discussed in Other Sections of the Plan, Describe the State’s Strategies for How These Models Ensure High Quality Training for Both the Participant and the Employer.
    2. Describe How the State Will Incorporate Registered Apprenticeship into Its Strategy and Services.
    3. Provide the Procedure, Eligibility Criteria, and Information Requirements for Determining Training Provider Initial and Continued Eligibility, Including Registered Apprenticeship Programs (wioa Section 122).
    4. Describe How the State Will Implement and Monitor the Priority for Public Assistance Recipients, Other Low-income Individuals, and Individuals Who Are Basic Skills Deficient in Accordance with the Requirements of WIOA Sec. 134(c)(3)(e), Which Applies to Individualized Career Services and Training Services Funding by the Adult Formula Program.
    5. Describe the State’s Criteria Regarding Local Area Transfer of Funds Between the Adult and Dislocated Worker Programs.
  - c. Youth Program Requirements
    1. Identify the State-developed Criteria to Be Used by Local Boards in Awarding Grants for Youth Workforce Investment Activities and Describe How the Local Boards Will Take into Consideration the Ability of the Providers to Meet Performance Accountability Measures Based on Primary Indicators of Performance for the Youth Program as Described in Section 116(b)(2)(a)(ii) of WIOA in Awarding Such Grants.*
    2. Describe the Strategies the State Will Use to Achieve Improved Outcomes for Out-of-school Youth as Described in 129(a)(1)(b), Including How it Will Leverage and Align the Core Programs, and Combined State Plan Partner Programs Included in This Plan, Required and Optional One-stop Partner Programs, and Any Other Resources Available.
    3. Describe How the State Will Ensure That All 14 Program Elements Described in WIOA Section 129(c)(2) Are Made Available and Effectively Implemented.*
    4. Provide the Language Contained in the State Policy for “requiring Additional Assistance to Enter or Complete an Educational Program, or to Secure and Hold Employment” Criterion for Out-of-school Youth Specified in WIOA Section 129(a)(1)(b)(iii)(viii) and for “requiring Additional Assistance to Complete an Education Program, or to Secure and Hold Employment” Criterion for In- School Youth Specified in WIOA Section 129(a)(1)(c)(iv)(vii).
    5. Include the State Definition, as Defined in Law, for Not Attending School and Attending School as Specified in WIOA Section 129(a)(1)(b)(i) and Section 129(a)(1)(c)(i). if State Law Does Not Define “not Attending School” or “attending School” Indicate That is the Case.
    6. If Not Using the Basic Skills Deficient Definition Contained in WIOA Section 3(5)(b), Include the Specific State Definition.
  - d. Single-area State Requirements
    1. Any Comments from the Public Comment Period That Represent Disagreement with the Plan. (wioa Section 108(d)(3).)
    2. The Entity Responsible for the Disbursal of Grant Funds, as Determined by the Governor, if Different from That for the State. (wioa Section 108(b)(15).)
    3. The Type and Availability of WIOA Title I Youth Activities, Including an Identification of Successful Providers of Such Activities. (wioa Section 108(b)(9).)
    Narrative for all items above
    4. A Description of the Roles and Resource Contributions of the One-stop Partners.
    5. The Competitive Process Used to Award the Subgrants and Contracts for Title I Activities.
    6. How Training Services Outlined in Section 134 Will Be Provided Through Individual Training Accounts And/or Through Contracts, and How Such Training Approaches Will Be Coordinated. Describe How the State Will Meet Informed Customer Choice Requirements Regardless of Training Approach.
    7. How the State Board, in Fulfilling Local Board Functions, Will Coordinate Title I Activities with Those Activities Under Title Ii. Describe How the State Board Will Carry Out the Review of Local Applications Submitted Under Title Ii Consistent with WIOA Secs. 107(d)(11)(a) and (b)(i) and WIOA Sec. 232.
    8. Copies of Executed Cooperative Agreements Which Define How All Local Service Providers Will Carry Out the Requirements for Integration of and Access to the Entire Set of Services Available in the One-stop Delivery System, Including Cooperative Agreements with Entities Administering Rehabilitation Act Programs and Services.
  - e. Waiver Requests (optional)
    1. Identifies the Statutory or Regulatory Requirements for Which a Waiver is Requested and the Goals That the State or Local Area, as Appropriate, Intends to Achieve as a Result of the Waiver and How Those Goals Relate to the Unified or Combined State Plan;
    2. Describes the Actions That the State or Local Area, as Appropriate, Has Undertaken to Remove State or Local Statutory or Regulatory Barriers;
    3. Describes the Goals of the Waiver and the Expected Programmatic Outcomes if the Request is Granted;
    4. Describes How the Waiver Will Align with the Department’s Policy Priorities, Such As:
    A. Supporting Employer Engagement;
    B. Connecting Education and Training Strategies;
    C. Supporting Work-based Learning;
    D. Improving Job and Career Results, and
    E. Other Guidance Issued by the Department.
    5. Describes the Individuals Affected by the Waiver, Including How the Waiver Will Impact Services for Disadvantaged Populations or Individuals with Multiple Barriers to Employment; and
    6. Describes the Process Used To:
    A. Monitor the Progress in Implementing the Waiver;
    B. Provide Notice to Any Local Board Affected by the Waiver;
    C. Provide Any Local Board Affected by the Waiver an Opportunity to Comment on the Request;
    D. Ensure Meaningful Public Comment, Including Comment by Business and Organized Labor, on the Waiver.
    E. Collect and Report Information About Waiver Outcomes in the State’s WIOA Annual Report
    7. The Secretary May Require That States Provide the Most Recent Data Available About the Outcomes of the Existing Waiver in Cases Where the State Seeks Renewal of a Previously Approved Waiver;
    Narrative for all items above
  - f. Title I-B Assurances
    1. The State has implemented a policy to ensure Adult program funds provide a priority in the delivery of training services and individualized career services to individuals who are low income, public assistance recipients and basic skills deficient;
    2. The state has implemented a policy to ensure local areas have a process in place for referring veterans with significant barriers to employment to career services provided by the JVSG program’s Disabled Veterans’ Outreach Program (DVOP) specialist;
    3. The state established a written policy and procedure that set forth criteria to be used by chief elected officials for the appointment of local workforce investment board members.
    4. The state established written policy and procedures to ensure local workforce investment boards are certified by the governor every two years in accordance with WIOA section 107(c)(2).
    5. Where an alternative entity takes the place of a State Board, the State has written policy and procedures to ensure the alternative entity meets the definition under WIOA section 101(e) and the legal requirements for membership.
    6. The State established a written policy and procedure for how the individuals and entities represented on the State Workforce Development Board help to determine the methods and factors of distribution, and how the state consults with chief elected officials in local areas throughout the state in determining the distributions.
    7. The State will not use funds received under WIOA Title I to assist, promote, or deter union organizing in accordance with WIOA section 181(b)(7).
    8. The State distributes adult and youth funds received under WIOA equitably throughout the State, and no local area suffers significant shifts in funding from year-to-year during the period covered by this plan.
    9. If a State Workforce Development Board, department, or agency administers state laws for vocational rehabilitation of persons with disabilities, that board, department, or agency cooperates with the agency that administers Wagner-Peyser services, Adult and Dislocated Worker programs and Youth Programs under Title I.
    10. The State agrees to report on the impact and outcomes of its approved waivers in its WIOA Annual Report.
    11. The State has taken appropriate action to secure compliance with the Uniform Guidance at 2 CFR 200 and 2 CFR 2900, including that the State will annually monitor local areas to ensure compliance and otherwise take appropriate action to secure compliance with the Uniform Guidance under section WIOA 184(a)(3);
  - g. Adult Program Performance Indicators
  - h. Dislocated Program Performance Indicators
  - i. Youth Program Performance Indicators
- Program-Specific Requirements for Wagner-Peyser Program (Employment Services)
  - a. Employment Service Professional Staff Development.
    1. Describe How the State Will Utilize Professional Development Activities for Employment Service Staff to Ensure Staff is Able to Provide High Quality Services to Both Jobseekers and Employers.
    2. Describe Strategies Developed to Support Training and Awareness Across Core Programs and the Unemployment Insurance Program, and the Training Provided for Employment Services and WIOA Staff on Identification of Ui Eligibility Issues and Referral to Ui Staff for Adjudication.
  - b. Explain How the State Will Provide Information and Meaningful Assistance to Individuals Requesting Assistance in Filing a Claim for Unemployment Compensation Through One-stop Centers, as Required by WIOA as a Career Service.
  - c. Describe the State’s Strategy for Providing Reemployment Assistance to Unemployment Insurance Claimants and Other Unemployed Individuals.
  - d. Describe How the State Will Use W-p Funds to Support Ui Claimants, and the Communication Between W-p and Ui, as Appropriate, Including the Following:
    1. Coordination of and Provision of Labor Exchange Services for Ui Claimants as Required by the Wagner-peyser Act;
    2. Registration of Ui Claimants with the State's Employment Service if Required by State Law;
    3. Administration of the Work Test for the State Unemployment Compensation System, Including Making Eligibility Assessments (for Referral to Ui Adjudication, if Needed), and Providing Job Finding and Placement Services for Ui Claimants; and
    4. Provision of Referrals to and Application Assistance for Training and Education Programs and Resources.
  - e. Agricultural Outreach Plan (aop). Each State Agency Must Develop an Aop Every Four Years as Part of the Unified or Combined State Plan Required Under Sections 102 or 103 of WIOA. the Aop Must Include--
    1. Assessment of Need
    A. An Assessment of the Agricultural Activity in the State Means: 1) Identifying the Top Five Labor-intensive Crops, the Months of Heavy Activity, and the Geographic Area of Prime Activity; 2) Summarize the Agricultural Employers’ Needs in the State (i.e. Are They Predominantly Hiring Local or Foreign Workers, Are They Expressing That There is a Scarcity in the Agricultural Workforce); and 3) Identifying Any Economic, Natural, or Other Factors That Are Affecting Agriculture in the State or Any Projected Factors That Will Affect Agriculture in the State.
    B. An Assessment of the Unique Needs of Farmworkers Means Summarizing Migrant and Seasonal Farm Worker (msfw) Characteristics (including if They Are Predominantly from Certain Countries, What Language(s) They Speak, the Approximate Number of Msfws in the State During Peak Season and During Low Season, and Whether They Tend to Be Migrant, Seasonal, or Year-round Farmworkers). This Information Must Take into Account Data Supplied by WIOA Section 167 National Farmworker Jobs Program (nfjp) Grantees, Other Msfw Organizations, Employer Organizations, and State And/or Federal Agency Data Sources Such as the U.s. Department of Agriculture and the U.s. Department of Labor (dol) Employment and Training Administration.
    2. Outreach Activities
    A. Contacting Farmworkers Who Are Not Being Reached by the Normal Intake Activities Conducted by the Employment Service Offices.
    B. Providing Technical Assistance to Outreach Workers. Technical Assistance Must Include Trainings, Conferences, Additional Resources, and Increased Collaboration with Other Organizations on Topics Such as One-stop Center Services (i.e. Availability of Referrals to Training, Supportive Services, and Career Services, as Well as Specific Employment Opportunities), the Employment Service Complaint System, Information on the Other Organizations Serving Msfws in the Area, and a Basic Summary of Farmworker Rights, Including Their Rights with Respect to the Terms and Conditions of Employment.
    C. Increasing Outreach Worker Training and Awareness Across Core Programs Including the Unemployment Insurance (ui) Program and the Training on Identification of Ui Eligibility Issues.
    D. Providing State Merit Staff Outreach Workers Professional Development Activities to Ensure They Are Able to Provide High Quality Services to Both Jobseekers and Employers.
    E. Coordinating Outreach Efforts with Nfjp Grantees as Well as with Public and Private Community Service Agencies and Msfw Groups.
    3. Services Provided to Farmworkers and Agricultural Employers Through the One-stop Delivery System.
    A. Providing the Full Range of Employment and Training Services to the Agricultural Community, Both Farmworkers and Agricultural Employers, Through the One-stop Delivery System. This Includes:
    i. How Career and Training Services Required Under WIOA Title I Will Be Provided to Msfws Through the One-stop Centers;
    ii. How the State Serves Agricultural Employers and How it Intends to Improve Such Services.
    Narrative for all items above
    B. Marketing the Employment Service Complaint System to Farmworkers and Other Farmworker Advocacy Groups.
    C. Marketing the Agricultural Recruitment System to Agricultural Employers and How it Intends to Improve Such Publicity.
    4. Other Requirements
    A. Collaboration
    B. Review and Public Comment.
    C. Data Assessment.
    D. Assessment of Progress
    E. State Monitor Advocate
  - Wagner-peyser Assurances
    1. The Wagner-Peyser Employment Service is co-located with one-stop centers or a plan and timeline has been developed to comply with this requirement within a reasonable amount of time. (sec 121(e)(3));
    The State agency is complying with the requirements under 20 CFR 653.111 (State agency staffing requirements) if the State has significant MSFW one-stop centers;
    3. If a State Workforce Development Board, department, or agency administers State laws for vocational rehabilitation of persons with disabilities, that board, department, or agency cooperates with the agency that administers Wagner-Peyser services, Adult and Dislocated Worker programs and Youth Programs under Title I; and
    4. State agency merit-based public employees provide Wagner-Peyser Act-funded labor exchange activities in accordance with Department of Labor regulations.
  - f. Wagner Peyser Program Performance Indicators
- Program-specific Requirements for Adult Education and Family Literacy Act Programs
- Program-Specific Requirements for Vocational Rehabilitation
  - a. Input of State Rehabilitation Council
    1. Input Provided by the State Rehabilitation Council, Including Input and Recommendations on the Vr Services Portion of the Unified or Combined State Plan, Recommendations from the Council's Report, the Review and Analysis of Consumer Satisfaction, and Other Council Reports That May Have Been Developed as Part of the Council’s Functions;
    2. The Designated State Unit's Response to the Council’s Input and Recommendations; and
    3. The Designated State Unit’s Explanations for Rejecting Any of the Council’s Input or Recommendations.
  - b. Request for Waiver of Statewideness
    1. A Local Public Agency Will Provide the Non-federal Share of Costs Associated with the Services to Be Provided in Accordance with the Waiver Request;
    2. The Designated State Unit Will Approve Each Proposed Service Before it is Put into Effect; and
    3. All State Plan Requirements Will Apply
  - c. Cooperative Agreements with Agencies Not Carrying Out Activities Under the Statewide Workforce Development System.
    1. Federal, State, and Local Agencies and Programs;
    2. State Programs Carried Out Under Section 4 of the Assistive Technology Act of 1998;
    3. Programs Carried Out by the Under Secretary for Rural Development of the United States Department of Agriculture;
    4. Noneducational Agencies Serving Out-of-school Youth; and
    5. State Use Contracting Programs.
  - d. Coordination with Education Officials
    1. Dsu's Plans
    2. Information on the Formal Interagency Agreement with the State Educational Agency with Respect To:
    A. Consultation and Technical Assistance to Assist Educational Agencies in Planning for the Transition of Students with Disabilities from School to Post-school Activities, Including Vr Services;
    B. Transition Planning by Personnel of the Designated State Agency and Educational Agency That Facilitates the Development and Implementation of Their Individualized Education Programs;
    C. Roles and Responsibilities, Including Financial Responsibilities, of Each Agency, Including Provisions for Determining State Lead Agencies and Qualified Personnel Responsible for Transition Services;
    D. Procedures for Outreach to and Identification of Students with Disabilities Who Need Transition Services.
    E. Cooperative Agreements with Private Nonprofit Organizations
    F. Arrangements and Cooperative Agreements for the Provision of Supported Employment Services
    G. Coordination with Employers
    i. Vr Services; and
    ii. Transition Services, Including Pre-employment Transition Services, for Students and Youth with Disabilities.
    H. Interagency Cooperation
    i. The State Medicaid Plan Under Title Xix of the Social Security Act;
    ii. The State Agency Responsible for Providing Services for Individuals with Developmental Disabilities; and
    iii. The State Agency Responsible for Providing Mental Health Services
    I. Comprehensive System of Personnel Development; Data System on Personnel and Personnel Development
    i. Data System on Personnel and Personnel Development
    I. Qualified Personnel Needs.
    a. The number of personnel who are employed by the State agency in the provision of VR services in relation to the number of individuals served, broken down by personnel category;
    b. The number of personnel currently needed by the State agency to provide VR services, broken down by personnel category; and
    c. Projections of the number of personnel, broken down by personnel category, who will be needed by the State agency to provide VR services in 5 years based on projections of the number of individuals to be served, including individuals with significant disabilities, the number of personnel expected to retire or leave the field, and other relevant factors.
    II. Personnel Development
    a. A list of the institutions of higher education in the State that are preparing VR professionals, by type of program;
    b. The number of students enrolled at each of those institutions, broken down by type of program; and
    c. the number of students who graduated during the prior year from each of theose institutions with certification or licensure, or with the credentials for certification or licensure, broken down by the personnel category for which they have received, or have the credentials to receive, certification or licensure.
    ii. Plan for Recruitment, Preparation and Retention of Qualified Personnel
    iii. Personnel Standards
    I. Standards That Are Consistent with Any National or State- Approved or -recognized Certification, Licensing, Registration, or Other Comparable Requirements That Apply to the Profession or Discipline in Which Such Personnel Are Providing Vr Services; and
    II. The Establishment and Maintenance of Education and Experience Requirements, in Accordance with Section 101(a)(7)(b)(ii) of the Rehabilitation Act, to Ensure That the Personnel Have a 21st Century Understanding of the Evolving Labor Force and the Needs of Individuals with Disabilities.
    iv. Staff Development.
    I. System of Staff Development
    II. Acquisition and Dissemination of Significant Knowledge
    v. Personnel to Address Individual Communication Needs
    vi. Coordination of Personnel Development Under the Individuals with Disabilities Education Act
    J. Statewide Assessment
    i. Provide an Assessment of the Rehabilitation Needs of Individuals with Disabilities Residing Within the State, Particularly the Vr Services Needs of Those:
    I. With the Most Significant Disabilities, Including Their Need for Supported Employment Services;
    II. Who Are Minorities;
    III. Who Have Been Unserved or Underserved by the Vr Program;
    IV. Who Have Been Served Through Other Components of the Statewide Workforce Development System; and
    V. Who Are Youth with Disabilities and Students with Disabilities, Including, as Appropriate, Their Need for Pre-employment Transition Services or Other Transition Services.
    ii. Identify the Need to Establish, Develop, or Improve Community Rehabilitation Programs Within the State; and
    iii. Include an Assessment of the Needs of Individuals with Disabilities for Transition Career Services and Pre-employment Transition Services, and the Extent to Which Such Services Are Coordinated with Transition Services Provided Under the Individuals with Disabilities Education Act .
    K. Annual Estimates
    i. The Number of Individuals in the State Who Are Eligible for Services;
    ii. The Number of Eligible Individuals Who Will Receive Services Under:
    I. The Vr Program;
    II. The Supported Employment Program; and
    III. Each Priority Category, if Under an Order of Selection;
    iii. The Number of Individuals Who Are Eligible for Vr Services, but Are Not Receiving Such Services Due to an Order of Selection; and
    iv. The Cost of Services for the Number of Individuals Estimated to Be Eligible for Services. if Under an Order of Selection, Identify the Cost of Services for Each Priority Category.
    L. State Goals and Priorities
    i. Identify if the Goals and Priorities Were Jointly Developed
    ii. Identify the Goals and Priorities in Carrying Out the Vr and Supported Employment Programs.
    iii. Ensure That the Goals and Priorities Are Based on an Analysis of the Following Areas:
    I. The Most Recent Comprehensive Statewide Assessment, Including Any Updates;
    II. The State's Performance Under the Performance Accountability Measures of Section 116 of WIOA; and
    III. Other Available Information on the Operation and Effectiveness of the Vr Program, Including Any Reports Received from the State Rehabilitation Council and Finding and Recommendations from Monitoring Activities Conducted Under Section 107.
    M. Order of Selection
    i. Whether the Designated State Unit Will Implement and Order of Selection. if So, Describe:
    I. The Order to Be Followed in Selecting Eligible Individuals to Be Provided Vr Services.
    II. The Justification for the Order.
    III. The Service and Outcome Goals.
    IV. The Time Within Which These Goals May Be Achieved for Individuals in Each Priority Category Within the Order.
    V. How Individuals with the Most Significant Disabilities Are Selected for Services Before All Other Individuals with Disabilities; and
    ii. If the Designated State Unit Has Elected to Serve Eligible Individuals, Regardless of Any Established Order of Selection, Who Require Specific Services or Equipment to Maintain Employment.
    N. Goals and Plans for Distribution of Title Vi Funds.
    i. Specify the State's Goals and Priorities for Funds Received Under Section 603 of the Rehabilitation Act for the Provision of Supported Employment Services.
    ii. Describe the Activities to Be Conducted, with Funds Reserved Pursuant to Section 603(d), for Youth with the Most Significant Disabilities, Including:
    I. The Provision of Extended Services for a Period Not to Exceed 4 Years; and
    II. How the State Will Leverage Other Public and Private Funds to Increase Resources for Extended Services and Expanded Supported Employment Opportunities for Youth with the Most Significant Disabilities.
    O. State's Strategies
    i. The Methods to Be Used to Expand and Improve Services to Individuals with Disabilities.
    ii. How a Broad Range of Assistive Technology Services and Devices Will Be Provided to Individuals with Disabilities at Each Stage of the Rehabilitation Process and on a Statewide Basis.
    iii. The Outreach Procedures That Will Be Used to Identify and Serve Individuals with Disabilities Who Are Minorities, Including Those with the Most Significant Disabilities, as Well as Those Who Have Been Unserved or Underserved by the Vr Program.
    iv. The Methods to Be Used to Improve and Expand Vr Services for Students with Disabilities, Including the Coordination of Services Designed to Facilitate the Transition of Such Students from School to Postsecondary Life (including the Receipt of Vr Services, Postsecondary Education, Employment, and Pre- Employment Transition Services).
    v. If Applicable, Plans for Establishing, Developing, or Improving Community Rehabilitation Programs Within the State.
    vi. Strategies to Improve the Performance of the State with Respect to the Performance Accountability Measures Under Section 116 of WIOA.
    vii. Strategies for Assisting Other Components of the Statewide Workforce Development System in Assisting Individuals with Disabilities.
    viii. How the Agency's Strategies Will Be Used To:
    I. Achieve Goals and Priorities by the State, Consistent with the Comprehensive Needs Assessment;
    II. Support Innovation and Expansion Activities; and
    III. Overcome Identified Barriers Relating to Equitable Access to and Participation of Individuals with Disabilities in the State Vr Services Program and the State Supported Employment Services Program.
    P. Evaluation and Reports of Progress: Vr and Supported Employment Goals
    i. An Evaluation of the Extent to Which the Vr Program Goals Described in the Approved Vr Services Portion of the Unified or Combined State Plan for the Most Recently Completed Program Year Were Achieved. the Evaluation Must:
    I. Identify the Strategies That Contributed to the Achievement of the Goals.
    II. Describe the Factors That Impeded the Achievement of the Goals and Priorities.
    ii. An Evaluation of the Extent to Which the Supported Employment Program Goals Described in the Supported Employment Supplement for the Most Recent Program Year Were Achieved. the Evaluation Must :
    I. Identify the Strategies That Contributed to the Achievement of the Goals.
    II. Describe the Factors That Impeded the Achievement of the Goals and Priorities.
    iii. The Vr Program's Performance on the Performance Accountability Indicators Under Section 116 of WIOA.
    iv. How the Funds Reserved for Innovation and Expansion (i&e) Activities Were Utilized.
    Q. Quality, Scope, and Extent of Supported Employment Services.
    i. The Quality, Scope, and Extent of Supported Employment Services to Be Provided to Individuals with the Most Significant Disabilities, Including Youth with the Most Significant Disabilities.
    ii. The Timing of Transition to Extended Services.
  - Certifications
    Name of designated State agency or designated State unit, as appropriate
    Name of designated State agency
    Full Name of Authorized Representative:
    Title of Authorized Representative:
    Narrative for all items above
    1. The designated State agency or designated State unit (as appropriate) listed above is authorized to submit the VR services portion of the Unified or Combined State Plan under title 1 of the Rehabilitation Act of 1973 (Rehabilitation Act), as amended by WIOA*, and its supplement under title VI of the Rehabilitation Act.**
    2. As a condition for the receipt of Federal funds under title I of the Rehabilitation Act for the provision of VR services, the designated State agency listed above agrees to operate and administer the State VR Services Program in accordance with the VR services portion of the Unified or Combined State Plan , the Rehabilitation Act, and all applicable regulations , policies, and procedures established by the Secretary of Education. Funds made available under section 111 of the Rehabilitation Act are used solely for the provision of VR services and the administration of the VR services portion of the Unified or Combined State Plan;
    3. As a condition for the receipt of Federal funds under title VI of the Rehabilitation Act for supported employment services, the designated State agency agrees to operate and administer the State Supported Employment Services Program in accordance with the supplement to the VR services portion of the Unified or Combined State Plan* , the Rehabilitation Act, and all applicable regulations , policies, and procedures established by the Secretary of Education. Funds made available under title VI are used solely for the provision of supported employment services and the administration of the supplement to the VR services portion of the Unified or Combined State Plan;**
    4. The designated State agency and/or the designated State unit has the authority under State law to perform the functions of the State regarding the VR services portion of the Unified or Combined State Plan and its supplement;
    5. The State legally may carry out each provision of the VR services portion of the Unified or Combined State Plan and its supplement.
    6. All provisions of the VR services portion of the Unified or Combined State Plan and its supplement are consistent with State law.
    7. The Authorized Representative listed above has the authority under State law to receive, hold, and disburse Federal funds made available under the VR services portion of the Unified or Combined State Plan and its supplement;
    8. The Authorized Representative listed above has the authority to submit the VR services portion of the Unified or Combined State Plan and the supplement for Supported Employment services;
    9. The agency that submits the VR services portion of the Unified or Combined State Plan and its supplement has adopted or otherwise formally approved the plan and its supplement.
    Footnotes
    Additional Comments on the Certifications from the State
  - Certification Regarding Lobbying — Vocational Rehabilitation
    Statement for Loan Guarantees and Loan Insurance
    Applicant’s Organization
    Full Name of Authorized Representative:
    Title of Authorized Representative:
    Narrative for all items above
  - Certification Regarding Lobbying — Supported Employment
    Statement for Loan Guarantees and Loan Insurance
    Applicant’s Organization
    Full Name of Authorized Representative:
    Title of Authorized Representative:
    Narrative for all items above
  - Assurances
    a. Public Comment on Policies and Procedures:
    b. Submission of the Vr Services Portion of the Unified or Combined State Plan and Its Supplement:
    c. Administration of the Vr Services Portion of the Unified or Combined State Plan:
    1. The Establishment of the Designated State Agency and Designated State Unit, as Required by Section 101(a)(2) of the Rehabilitation Act.
    2. The Establishment of Either a State Independent Commission or State Rehabilitation Council, as Required by Section 101(a)(21) of the Rehabilitation Act.
    The designated State agency or designated State unit, as applicable
    3. Consultations Regarding the Administration of the Vr Services Portion of the Unified or Combined State Plan, in Accordance with Section 101(a)(16)(b) of the Rehabilitation Act.
    4. The Financial Participation by the State, or if the State So Elects, by the State and Local Agencies, to Provide the Amount of the Non- Federal Share of the Cost of Carrying Out the Vr Program in Accordance with Section 101(a)(3).
    5. The Local Administration of the Vr Services Portion of the Unified or Combined State Plan, in Accordance with Section 101(a)(2)(a) of the Rehabilitation Act.
    The designated State agency allows for the local administration of VR funds.
    6. The Shared Funding and Administration of Joint Programs, in Accordance with Section 101(a)(2)(a)(ii) of the Rehabilitation Act.
    The designated State agency allows for the shared funding and administration of joint programs:
    7. Statewideness and Waivers of Statewideness Requirements, as Set Forth in Section 101(a)(4) of the Rehabilitation Act.
    Is the designated State agency requesting or maintaining a waiver of statewideness for one or more services provided under the VR services portion of the Unified or Combined State Plan? See Section 2 of this VR services portion of the Unified or Combined State Plan.
    8. The Descriptions for Cooperation, Collaboration, and Coordination, as Required by Sections 101(a)(11) and (24)(b); and 606(b) of the Rehabilitation Act.
    9. All Required Methods of Administration, as Required by Section 101(a)(6) of the Rehabilitation Act .
    10. The Requirements for the Comprehensive System of Personnel Development, as Set Forth in Section 101(a)(7) of the Rehabilitation Act.
    11. The Compilation and Submission to the Commissioner of Statewide Assessments, Estimates, State Goals and Priorities, Strategies, and Progress Reports, as Appropriate, and as Required by Sections 101(a)(15), 105(c)(2), and 606(b)(8) of the Rehabilitation Act.
    12. The Reservation and Use of a Portion of the Funds Allotted to the State Under Section 110 of the Rehabilitation Act for the Development and Implementation of Innovative Approaches to Expand and Improve the Provision of Vr Services to Individuals with Disabilities, Particularly Individuals with the Most Significant Disabilities.
    13. The Submission of Reports as Required by Section 101(a)(10) of the Rehabilitation Act.
    d. Administration of the Provision of Vr Services:
    1. Comply with All Requirements Regarding Information and Referral Services in Accordance with Sections 101(a)(5)(d) and (20) of the Rehabilitation Act.
    2. Impose No Duration of Residence Requirement as Part of Determining an Individual’s Eligibility for Vr Services or That Excludes from Services Under the Plan Any Individual Who is Present in the State in Accordance with Section 101(a)(12) of the Rehabilitation Act .
    3. Provide the Full Range of Services Listed in Section 103(a) of the Rehabilitation Act as Appropriate, to All Eligible Individuals with Disabilities in the State Who Apply for Services in Accordance with Section 101(a)(5) of the Rehabilitation Act?
    Agency will provide the full range of services described above
    4. Determine Whether Comparable Services and Benefits Are Available to the Individual in Accordance with Section 101(a)(8) of the Rehabilitation Act.
    5. Comply with the Requirements for the Development of an Individualized Plan for Employment in Accordance with Section 102(b) of the Rehabilitation Act.
    6. Comply with Requirements Regarding the Provisions of Informed Choice for All Applicants and Eligible Individuals in Accordance with Section 102(d) of the Rehabilitation Act.
    7. Provide Vocational Rehabilitation Services to American Indians Who Are Individuals with Disabilities Residing in the State, in Accordance with Section 101(a)(13) of the Rehabilitation Act.
    8. Comply with the Requirements for the Conduct of Semiannual or Annual Reviews, as Appropriate, for Individuals Employed Either in an Extended Employment Setting in a Community Rehabilitation Program or Any Other Employment Under Section 14(c) of the Fair Labor Standards Act of 1938, as Required by Section 101(a)(14)of the Rehabilitation Act.
    9. Meet the Requirements in Sections 101(a)(17) and 103(b)(2) of the Rehabilitation Act if the State Elects to Construct, Under Special Circumstances, Facilities for Community Rehabilitation Programs
    10. With Respect to Students with Disabilities, the State,
    A. Has Developed and Will Implement,
    i. Strategies to Address the Needs Identified in the Assessments; and
    ii. Has Developed and Will Implement Strategies to Provide Pre- Employment Transition Services (sections 101(a)(15) and 101(a)(25)).
    B. Strategies to Achieve the Goals and Priorities Identified by the State, to Improve and Expand Vocational Rehabilitation Services for Students with Disabilities on a Statewide Basis; and
    e. Program Administration for the Supported Employment Title Vi Supplement:
    1. The Designated State Unit Assures That it Will Include in the Vr Services Portion of the Unified or Combined State Plan All Information Required by Section 606 of the Rehabilitation Act.
    2. The Designated State Agency Assures That it Will Submit Reports in Such Form and in Accordance with Such Procedures as the Commissioner May Require and Collects the Information Required by Section 101(a)(10) of the Rehabilitation Act Separately for Individuals Receiving Supported Employment Services Under Title I and Individuals Receiving Supported Employment Services Under Title Vi of the Rehabilitation Act.
    3. The Designated State Unit Will Coordinate Activities with Any Other State Agency That is Functioning as an Employment Network Under the Ticket to Work and Self-sufficiency Program Under Section 1148 of the Social Security Act.
    f. Financial Administration of the Supported Employment Program:
    1. The Designated State Agency Assures That it Will Expend No More Than 2.5 Percent of the State’s Allotment Under Title Vi for Administrative Costs of Carrying Out This Program; And, the Designated State Agency or Agencies Will Provide, Directly or Indirectly Through Public or Private Entities, Non-federal Contributions in an Amount That is Not Less Than 10 Percent of the Costs of Carrying Out Supported Employment Services Provided to Youth with the Most Significant Disabilities with the Funds Reserved for Such Purpose Under Section 603(d) of the Rehabilitation Act, in Accordance with Section 606(b)(7)(g) and (h) of the Rehabilitation Act.
    2. The Designated State Agency Assures That it Will Use Funds Made Available Under Title Vi of the Rehabilitation Act Only to Provide Supported Employment Services to Individuals with the Most Significant Disabilities, Including Extended Services to Youth with the Most Significant Disabilities, Who Are Eligible to Receive Such Services; And, That Such Funds Are Used Only to Supplement and Not Supplant the Funds Provided Under Title I of the Rehabilitation Act, when Providing Supported Employment Services Specified in the Individualized Plan for Employment, in Accordance with Section 606(b)(7)(a) and (d), of the Rehabilitation Act.
    g. Provision of Supported Employment Services:
    1. The Designated State Agency Assures That it Will Provide Supported Employment Services as Defined in Section 7(39) of the Rehabilitation Act.
    2. The Designated State Agency Assures That:
    A. The Comprehensive Assessment of Individuals with Significant Disabilities Conducted Under Section 102(b)(1) of the Rehabilitation Act and Funded Under Title I of the Rehabilitation Act Includes Consideration of Supported Employment as an Appropriate Employment Outcome, in Accordance with the Requirements of Section 606(b)(7)(b) of the Rehabilitation Act
    B. An Individualized Plan for Employment That Meets the Requirements of Section 102(b) of the Rehabilitation Act , Which is Developed and Updated with Title I Funds, in Accordance with Sections 102(b)(3)(f) and 606(b)(6)(c) and (e) of the Rehabilitation Act.
    Additional Comments on the Assurances from the State
  - e. Vocational Rehabilitation Program Performance Indicators
- Career and Technical Education Programs Authorized Under the Carl D. Perkins Career and Technical Education Act of 2006
  - Note
  - a. Planning, Coordination, and Collaboration Prior to State Plan Submission
    1. Statutory Requirements
    A. The State Must 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 School Authorizers and Organizers Consistent with State Law, Employers, Labor Organizations, Parents, Students, and Community Organizations), an Opportunity to Present Their Views and Make Recommendations Regarding the State Plan. (section 122(a)(3))
    B. The State Must Include a Summary of the Above Recommendations and the Eligible Agency’s Response to Such Recommendations in the State Plan. (section 122(a)(3))
    C. The State Must Develop the State Plan in Consultation with Academic and Career and Technical Education Teachers, Faculty, and Administrators; Career Guidance and Academic Counselors; Eligible Recipients; Charter School Authorizers and Organizers Consistent with State Law; Parents and Students; Institutions of Higher Education; the State Tech Prep Coordinator and Representatives of Tech Prep Consortia (if Applicable); Entities Participating in Activities Undertaken by the State Boards Under Section 101 of the WIOA; Interested Community Members (including Parents and Community Organizations); Representatives of Special Populations; Representatives of Business and Industry (including Representatives of Small Business); and Representatives of Labor Organizations in the State. the State Also Must Consult the Governor of the State with Respect to Development of the State Plan. (section 122)
    D. The State Must Develop Effective Activities and Procedures, Including Access to Information Needed to Use Such Procedures, to Allow the Individuals and Entities Listed in Item 3 Above to Participate in State and Local Decisions That Relate to Development of the State Plan. (section 122(b)(2))
    E. The State Must Develop the Portion of the 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 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, and the State Agency Responsible for Secondary Education. if Any of Those State Agencies Finds That a Portion of the Final State Plan is Objectionable, That State Agency Must File Its Objections with the Eligible State Agency. the Eligible State Agency Must Respond to Any Objections it Receives in the State Plan That it Submits to the Secretary of Education. (section 122(e)(3))
  - b. Program Administration
    1. The State Must Prepare and Submit to the Secretary a State Plan for a 6-year Period; or You May Prepare and Submit a Transition Plan for the First Year of Operation of Programs Under the Act. (section 122(a)(1))
    2. The State Must Describe 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 Education Programs of Study, That 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—
    B. How the State, in Consultation with Eligible Recipients, Will Develop and Implement the Career and Technical Programs of Study Described in (a) Above;
    C. How the State Will Support Eligible Recipients in Developing and Implementing Articulation Agreements Between Secondary Education and Postsecondary Education Institutions;
    D. How Programs at the Secondary Level Will Make Available Information About Career and Technical Programs of Study Offered by Eligible Recipients;
    E. The Secondary and Postsecondary Career and Technical Education Programs to Be Carried Out, Including Programs That Will Be Carried Out by You, to Develop, Improve, and Expand Access to Appropriate Technology in Career and Technical Education Programs;
    F. The Criteria That You Will Use to Approve Eligible Recipients for Funds Under the Act, Including Criteria to Assess the Extent to Which the Local Plan Will—
    G. How Programs at the Secondary Level Will Prepare Career and Technical Education Students, Including Special Populations, to Graduate from Secondary School with a Diploma
    H. How Such Programs Will Prepare Career and Technical Education Students, Including Special Populations, Academically and Technically for Opportunities in Postsecondary Education or Entry into High-skill, High-wage, or High-demand Occupations in Current or Emerging Occupations, and How Participating Students Will Be Made Aware of Such Opportunities;
    I. How Funds Will Be Used to Improve or Develop New Career and Technical Education Courses—
    J. How You Will Facilitate and Coordinate Communications on Best Practices Among Successful Recipients of Tech Prep Program Grants Under Title Ii and Other Eligible Recipients to Improve Program Quality and Student Achievement
    K. How Funds Will Be Used Effectively to Link Academic and 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 State Will Report on the Integration of Coherent and Rigorous Content Aligned with Challenging Academic Standards in Career and Technical Education Programs in Order to Adequately Evaluate the Extent of Such Integration. (section 122(c)(1)(a)-(l))
    3. The State Plan Must Describe How Comprehensive Professional Development (including Initial Teacher Preparation and Activities That Support Recruitment) for Career and Technical Teachers, Faculty, Administrators, and 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 and Technical Education Curricula, Including Through Opportunities for Academic and Career and Technical Teachers to Jointly Develop and Implement Curricula and Pedagogical Strategies;
    B. Increases the Percentage 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, of Career and Technical Education Teachers
    D. Encourages Applied Learning That Contributes to the Academic and Career and Technical Knowledge of the Student;
    E. Provides the Knowledge and Skills Needed to Work with and Improve Instruction for Special Populations; and
    4. The State Must Describe Efforts That Your Agency and Eligible Recipients Will Make to Improve—
    A. The Recruitment and Retention of Career and Technical Education Teachers, Faculty, and Career Guidance and Academic Counselors, Including Individuals in Groups Underrepresented in the Teaching Profession; and
    B. The Transition to Teaching from Business and Industry, Including Small Business. (section 122(c)(3)(a)-(b))
    5. The State Plan Must Describe Efforts That the Eligible State Agency and Eligible Recipients Will Make to Improve the Transition of Subbaccalaureate Career and Technical Education Students into Baccalaureate Degree Programs at Institutions of Higher Education. (section 122(c)(4))
    6. The State Plan Must Describe How the Eligible State 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 Career and Technical Education Programs in Your State. (section 122(c)(5))
    7. The State Plan Must Describe Efforts That the Eligible State Agency and Eligible Recipients Will Make To—
    A. Improve the Academic and Technical Skills of Students Participating in Career and Technical Education Programs, Including by Strengthening the Academic and Career and Technical Components of Career and Technical Education Programs Through the Integration of Academics with Career and Technical Education to Ensure Learning In—
    B. Provide Students with Strong Experience In, and Understanding Of, All Aspects of an Industry; and
    C. Ensure That Students Who Participate in Career and Technical Education Programs Are Taught to the Same Challenging Academic Proficiencies as Taught to All Other Students. (section 122(c)(7)(a)- (c))
    8. The State Plan Must Describe How the Eligible State Agency Will Provide Local Educational Agencies, Area Career and Technical Education Schools, and Eligible Institutions in the State with Technical Assistance. (section 122(c)(15))
    9. The State Plan Must Describe How Career and Technical Education in Your State Relates to Your State’s and Region’s Occupational Opportunities. (wioa Section 122(c)(16))
    10. The State Plan Must Describe the Methods the Eligible State Agency Proposes for the Joint Planning and Coordination of Programs Carried Out Under This Legislation with Other Federal Education Programs. (section 122(c)(17))
    11. The State Plan Must Provide a Description and the Information Specified “in Subparagraphs (b) and (c)(iii) of Section 102(b)(2), And, as Appropriate, Section 103(b)(3)(a), and Section 121(c), of the Workforce Innovation and Opportunity Act (public Law 113-128) Concerning the Provisions of Services Only for Postsecondary Students and School Dropouts. (section 122(c)(20))
    12. Program Administration
    A. The State Plan Must Provide a Web Link to the Eligible State Agency’s Local Applications or Plans for Secondary and Postsecondary Eligible Recipients, Which Will Meet the Requirements in Section 134(b) of the Act.
    B. The State Plan Must Provide a Description of the State’s Governance Structure for Career and Technical Education.
    C. The State Plan Must Provide a Description of the Role of Postsecondary Career and Technical Education in the One-stop Career Center Delivery System Established by Title I of WIOA.
  - c. Provision of Services for Special Populations
    1. You Must Describe Your Program Strategies for Special Populations Listed in Section 3(29) of the Act, Including a Description of How Individuals Who Are Members of the Special Populations—
    A. Will Be Provided with Equal Access to Activities Assisted Under the Act.
    B. Will Not Be Discriminated Against on the Basis of Their Status as Members of Special Populations; and
    C. Will Be Provided with Programs Designed to Enable the Special Populations to Meet or Exceed State Adjusted Levels of Performance, and How You Will Prepare Special Populations for Further Learning and for High-skill, High-wage, or High-demand Occupations. (section 122(c)(9)(a)-(c))
    2. You Must Describe How You Will Adequately Address the Needs of Students in Alternative Education Programs, if You Have Such Programs. (section 122(c)(14))
    3. Describe How Funds Will Be Used to Promote Preparation for High-skill, High-wage, or High-demand Occupations and Non- Traditional Fields. (section 122(c)(18))
    4. You Must Describe How Funds Will Be Used to Serve Individuals in State Correctional Institutions. (section 122(c)(19))
    5. You Must Describe How You Will Require Each Applicant for Funds to Include in Its Application a Description of the Steps the Applicant Proposes to Take to Ensure Equitable Access To, and Participation In, Its Federally-assisted Program for Students, Teachers, and Other Program Beneficiaries with Special Needs as Contained in Section 427(b) of the General Education Provisions Act as Amended. for Further Guidance and Examples, See the Notice to All Applicants at Http://www.ed.gov/fund/gran/apply/appforms/gepa427.doc
  - d. Accountability and Evaluation
    1. Statutory Requirements
    A. You Must Describe Procedures You Will Use to Obtain Input from Eligible Recipients in Establishing Measurement Definitions and Approaches for the Core Indicators of Performance for Career and Technical Education Students at the Secondary and Postsecondary Levels, as Well as for Any Other Additional Indicators of Performance Identified by the Eligible Agency. (section. 113(b)(1)(a)-(b), Sec. 113(b)(2)(a)-(c))
    B. You Must Describe the Procedures You Will Use to Obtain Input from Eligible Recipients in Establishing a State Adjusted Level of Performance for Each of the Core Indicators of Performance for Career and Technical Education Students at the Secondary and Postsecondary Levels, as Well as State Levels of Performance for Any Additional Indicators of Performance Identified by the Eligible Agency. (section 122(c)(10)(a), Sec. 113(b)(3)(b))
    C. Identify, on the Forms in Part C of This Guide, the Valid and Reliable Measurement Definitions
    D. You Must Describe How, in the Course of Developing Core Indicators of Performance and Additional Indicators of Performance, You Will Align the Indicators, to the Greatest Extent Possible, So That Information Substantially Similar to That Gathered for Other State and Federal Programs, or for Any Other Purpose, is Used to Meet the Act’s Accountability Requirements. (section 113(b)(2)(f))
    E. Provide, for the First Two Years Covered by the State Plan, Performance Levels
    i. Perkins Act Requires a State to Measure Career and Technical Education
    ii. State to Identify a Core Indicator to Measure for Its Career and Technical Education
    F. You Must Describe Your Process for Reaching Agreement on Local Adjusted Levels of Performance if an Eligible Recipient Does Not Accept the State Adjusted Levels of Performance Under Section 113(b)(3) of the Act and Ensuring That the Established Performance Levels Will Require the Eligible Recipient to Continually Make Progress Toward Improving the Performance of Career and Technical Education Students. (section 113(b)(4)(a)(ii); Sec. 122(c)(10)(b)) 7. You Must Describe the Objective Criteria and Methods You Will Use to Allow an Eligible Recipient to Request Revisions to Its Local Adjusted Levels of Performance if Unanticipated Circumstances Arise with Respect to an Eligible Recipient. (section 113(b)(4)(a)(vi))
    G. You Must Describe the Objective Criteria and Methods You Will Use to Allow an Eligible Recipient to Request Revisions to Its Local Adjusted Levels of Performance if Unanticipated Circumstances Arise with Respect to an Eligible Recipient. (section 113(b)(4)(a)(vi))
    H. You Must Describe How You Will Report Data Relating to Students Participating in Career and Technical Education Programs in Order to Adequately Measure the Progress of the Students, Including Special Populations and Students Participating in Tech Prep Programs, if Applicable, and How You Will Ensure That the Data Reported to You from Local Educational Agencies and Eligible Institutions, and the Data That You Report to the Secretary, Are Complete, Accurate, and Reliable. (section 122(c)(13); Section 205).
    I. You Must Describe How Your State Plans to Enter into an Agreement with Each Consortium Receiving a Grant Under Perkins Iv to Meet a Minimum Level of Performance for Each of the Performance Indicators Described in Section 113(b) and 203(e). (section 204(e)(1))
    J. You Must Describe How You Will Annually Evaluate the Effectiveness of Career and Technical Education Programs, and Describe, to the Extent Practicable, How You Are Coordinating Those Programs with Other Federal Programs to Ensure Nonduplication. (section 122(c)(8))
    States Submitting One-year Transition Plans
    A. The Student Definitions That You Will Use for the Secondary Core Indicators of Performance and the Postsecondary/adult Core Indicators of Performance;
    B. Baseline Data for the Core Indicators of Performance Under Section 113(b)(2) Using Data from the Most-recently Completed Program Year, Except That, for the Indicators for Which Your State Must Use Your State’s Standards, Assessment, and Graduation Rates Adopted Under Title I of the Esea, if Your State Chooses to Use Its Amos and Targets Under the Esea, You Will Not Need to Submit Baseline Data; and
    C. Proposed Performance Levels as Discussed Above, Except That, for the Indicators for Which Your State Must Your State’s Standards, Assessments, and Graduation Rates Adopted Under Title I of the Esea, if Your State Chooses to Use Its Amos and Targets Under the Esea, You Will Only Have to Confirm This Information with Your Octae Regional Accountability Specialist. Upon Your Request, the Regional Accountability Specialist Will Pre-populate the Forms in Part C with Your State’s Amos and Targets for the 2007-08 and 2008-09 Program Years and Send the Forms for You to Finish Completing.
    i. You Must Identify the Program Areas for Which the State Has Technical Skill Assessments, the Estimated Percentage of Cte Students Who Take Technical Skill Assessments, and the State’s Plan for Increasing the Coverage of Programs and Students Reported in Future Program Years.
  - e. Tech Prep Programs
    1. Statutory Requirements
    A. Describe the Competitive Basis or Formula You Will Use to Award Grants to Tech-prep Consortia. (section 203(a)(1))
    B. You Must Describe How You Will Give Special Consideration to Applications That Address the Areas Identified in Section 204(d). (section 204(d)(1)-(6))
    C. You Must Describe How You Will Ensure an Equitable Distribution of Assistance Between Urban and Rural Consortium Participants. (section 204(f))
    D. You Must Describe How Your Agency Will Ensure That Each Funded Tech Prep Program—
    E. You Must Describe How Your State Plans to Enter into an Agreement with Each Consortium Receiving a Grant Under Perkins Iv to Meet a Minimum Level of Performance for Each of the Performance Indicators Described in Sections 113(b) and 203(e). (section 204(e)(1))
    2. Other Departmental Requirements
    A. You Must Submit a Copy of the Local Application Form(s) Used to Award Tech Prep Funds to Consortia and a Copy of the Technical Review Criteria Used to Select Winning Consortia, if Funds Are Awarded Competitively.
  - f. Financial Requirements
    1. Statutory Requirements
    A. You Must Describe How Your Agency Will Allocate Funds it Receives Through the Allotment Made Under Section 111, Including Any Funds That You Choose to Consolidate Under Section 202(a), Will Be Allocated 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. (section 122(c)(6)(a); Section 202(c))
    B. You Must Provide the Specific Dollar Allocations Made Available by the Eligible Agency for Career and Technical Education Programs Under Sections 131(a)-(e) and How These Allocations Are Distributed to Local Educational Agencies, Area Career and Technical Education Schools, and Educational Service Agencies Within the State. (section 131(g); Section202(c))
    C. You Must Provide the Specific Dollar Allocations Made Available by the Eligible Agency for Career and Technical Education Programs Under Section 132(a) of the Act and How These Allocations Are Distributed to Postsecondary Institutions Within the State. (section 122(c)(6)(a); Section 202(c))
    D. You Must Describe How Your Agency Will Allocate Any of Those Funds Among Any Consortia That Will Be Formed Among Secondary Schools, and How Funds Will Be Allocated Among the Members of the Consortia, Including the Rationale for Such Allocation. (section 122(c)(6)(b); Section 202(c))
    E. You Must Describe How Your Agency Will Allocate Any of Those Funds Among Any Consortia That Will Be Formed Among Postsecondary Institutions, and How Funds Will Be Allocated Among the Members of the Consortia, Including the Rationale for Such Allocations. (section 122(c)(6)(b); Section 202(c))
    F. You Must Describe How You Will Adjust the Data Used to Make the Allocations to Reflect Any Change in School District Boundaries That May Have Occurred Since the Population And/or Enrollment Data Was Collected, and Include Local Educational Agencies Without Geographical Boundaries, Such as Charter Schools and Secondary Schools Funded by the Bureau of Indian Affairs. (section 131(a)(3))
    G. You Must Provide a Description of Any Proposed Alternative Allocation Formula(s) Requiring Approval by the Secretary as Described in Section 131(b) or 132(b). at a Minimum, You Must Provide an Allocation Run for Eligible Recipients Using the Required Elements Outlined in Section 131(a) And/or Section 132(a)(2), Together with an Allocation Run Using the Proposed Alternative Formula(s). Also You Must Include a Demonstration That the Alternative Secondary Formula More Effectively Targets Funds on the Basis of Poverty, as Described in Section 131(b)(1) of the Act; And/or, in the Case of an Alternative Postsecondary Formula, a Demonstration That the Formula Described in Section 132(a)(2) Does Not Result in a Distribution of Funds to Eligible Recipients That Have the Highest Numbers of Economically Disadvantaged Individuals and That an Alternative Formula Would Result in Such a Distribution.
    2. Other Department Requirements
    Except as Noted Above with Respect the States Submitting One-year Transition Plans, You Must Provide All the Information Requested on the Forms Provided in Part C of This Guide to Report Accountability Data Annually to the Secretary Under Section 113(c)(1)-(2), Including:
    A. You must submit a detailed project budget, using the forms provided in Part B of this guide.
    B. You Must Provide a Listing of Allocations Made to Consortia (secondary and Postsecondary) from Funds Available Under Sections 112(a) and (c).
    C. You Must Describe the Secondary and Postsecondary Formulas Used to Allocate Funds Available Under Section 112(a), as Required by Section 131(a) and 132(a).
    D. You Must Describe the Competitive Basis or Formula to Be Used to Award Reserve Funds Under Section 112(c).
    E. You Must Describe the Procedures Used to Rank and Determine Eligible Recipients Seeking Funding Under Section 112(c).
    F. You Must Include a Description of the Procedures Used to Determine Eligible Recipients in Rural and Sparsely Populated Areas Under Section 131(c)(2) or 132(a)(4) of the Act.
  - Edgar Certification Table
    Edgar Certifications
    a. Other Assurances
    b. Procedural Suggestions and Planning Reminders
    c. Perkins State Plan Portal
- Temporary Assistance for Needy Families (TANF)
- Trade Adjustment Assistance (TAA)
  - Has the state incorporated TAA into the sections indicated above?
- Jobs for Veterans’ State Grants
- Senior Community Service Employment Program (SCSEP)
- Community Services Block Grant (CSBG)
- Reintegration of Ex-Offenders Program (RExO)