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[null,"Introduction: "]
[null,"This Interactive Tool categorizes legislation from three federal education laws: the Every Student Succeeds Act (ESSA), the Carl D. Perkins Act (Perkins), and the Workforce Innovation and Opportunity Act (WIOA). The laws are categorized using the College and Career Readiness and Success (CCRS) Center framework and the CCRS Organizer, which identifies the key aspects of college and career readiness across four domains. The domains are Goals and Expectations, Measures and Outcomes, Resources and Structures, and Pathways and Supports. The laws were categorized across these four domains to provide a common framework for identifying opportunities to align and integrate college and career readiness efforts in state education agency (SEA) and local education agency (LEA)."]
[null,"How to Use This Tool: "]
[null,"To use this tool, users can sort and filter the content based on the specific information they are interested in accessing. The tool is designed for users who may or may not be familiar with one or more of the laws. The sort and filter functionality allows users to identify areas where the law(s) addresses specific college and career readiness topics to either identify new opportunities for aligning efforts across the laws or to identify specific areas in their SEA or LEA plan where they can modify activities to increase alignment."]
[null,"Description of the Headers:"]
[null,"Law: The law, among the three federal laws, from which the language is pulled."]
[null,"Title.Part.Section: The citation of the language from the law."]
[null,"State or Local: Whether the language from the law pertains to the SEA or LEA."]
[null,"Topic (statute subheader): Summary or overarching description of the language from the law. "]
[null,"Required or Allowed: Whether the language is a requirement or an allowed action."]
[null,"Language From the Law: The complete or selected text from the law that discusses topics identified in one or more of the domains in the CCRS Organizer."]

{"sheet":"Directions for Using the Tool","index":1,"n_rows":38,"n_cols":2,"rows_kept":38,"cut":false,"hidden":false,"merged":[]}
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[null,"Directions:"]
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[null,"Step 1: Read the accompanying brief—Developing a College- and Career-Ready Workforce: An Analysis of ESSA, Perkins and WIOA—to identify the alignment opportunties you are interested in exploring."]
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[null,"Step 2: Select Enable Content at the top of the Excel spreadsheet "]
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[null,"Step 3: Select the filter you would like to use to search the Interactive Tool: "]
[null,"               a. Search by type of law (ESSA, Perkins, or WIOA) by clicking on the drop down arrow in the column header \n               and then selecting the law(s) you would like to review"]
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[null,"                                                                     OR "]
[null,"               b. Search by CCRS Center Organizer Doman or Indicator "]
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[null,"Step 3: Read the specific legislative language, including the entity responsible (SEA or LEA), the statute subheader, and whether the langauge is required or allowed."]
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[null,"Step 4: Review your own state's ESSA, Perkins, and WIOA plans to determine how your state reponded to the required or allowed activities. Use Appendix A. State and Local Planning Workbook in the brief—Developing a College- and Career-Ready Workforce: An Analysis of ESSA, Perkins and WIOA—to facilitate conversations with state teams to identify and plan for opportunities to align college and career readiness efforts across ESSA, Perkins, and WIOA.  "]
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[null,"Step 5: To conduct a new search, click the \"Clear Filters\" button near the top of Column F. "]

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["Law","Title.Part.\nSection","State or Local","Topic (statute subheader)","Required or Allowed ","Language From the Law","GOALS & EXPECTATIONS","Academic & technical content","Employability skills ","Credential attainment","MEASURES & OUTCOMES ","On-track indicators for readiness ","Measures of postsecondary readiness","Measures of postsecondary success","Assessment","Data collection","RESOURCES & STRUCTURES ","Resources","Processes","PATHWAYS & SUPPORTS","Academic organization","Pathways knowledge","Enrichment Preparation","Supports "]
["ESSA","I.A.1111","Local","LEA Plans","Required","Plans from LEAs must describe how they will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education, including, where applicable:\n• Through coordination with institutions of higher education (IHEs), employers, and other local partners; and\n• Through increased access to early college high school, dual or concurrent enrollment, or career counseling to identify students' interests and skills",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x"]
["ESSA","IV.A.4107","Local","Activities to Support Well-Rounded Educational Opportunities","Allowed","An LEA or consortium of such agencies may:\n• Be conducted in partnership with an IHE, business, nonprofit organization, community-based organization, or other public or private entity with a demonstrated record of success in implementing activities under this section; and\n• Include programs and activities, such as—\no College and career guidance and counseling programs;\no Programs and activities that use music and the arts as tools to support student success through the promotion of constructive student engagement, problem solving, and conflict resolution;\no Programming and activities to improve instruction and student engagement in science, technology, engineering, and mathematics (STEM), including computer science;\no Efforts to raise student academic achievement through accelerated learning programs; \no Activities to promote the development, implementation, and strengthening of programs to teach traditional American history, civics, economics, geography, or government education; foreign language; and environmental education;\no Programs and activities that promote volunteerism and community involvement;\no Programs and activities that support educational programs that integrate multiple disciplines, such as programs that combine arts and mathematics; or\no Other activities and programs to support student access to, and success in, a variety of well-rounded education experiences.\n• Cover part or all of the fees for accelerated learning examinations taken by students from low-income families during the 2016-2017 school year.","x","x","x",null,null,null,null,null,null,null,"x",null,"x","x",null,"x"]
["ESSA",1.4108000000000001,"Local","Activities to Support Health Safe and Healthy Schools","Required","Each LEA, or consortium of such agencies that receives an allocation under Section 7115(a) of this title must use a portion of the funds to develop, implement, and evaluate comprehensive programs and activities that:\n• Are coordinated with other schools and community-based services and programs;\n• Goster safe, healthy, supportive, and drug-free environments that support student academic achievement; and\n• Promote the involvement of parents in the activity or program.",null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["ESSA",1.4108000000000001,"Local","Activities to Support Health Safe and Healthy Schools","Allowed","An LEA or consortium of such agencies may:\n• Be conducted in partnership with an IHE, business, nonprofit organization, community-based organization, or other public or private entity with a demonstrated record of success in implementing activities described in this section; and\n• Include a number of other programs and activities.",null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["ESSA","IV.A.4109","Local","Activities to Support the Effective Use of Technology","Required","Each LEA, or consortium of such agencies that receives an allocation under Section 7115(a) of this title, must use a portion of the funds to improve the use of technology to improve the academic achievement, academic growth, and digital literacy of all students, including by meeting the needs of such agency or consortium that is identified in the needs assessment conducted under Section 7116(d) of this title (if applicable).","x","x",null,null,null,null,null,null,null,null,"x","x"]
["ESSA","IV.A.4109","Local","Activities to Support the Effective Use of Technology","Allowed","An LEA or consortium of such agencies may use funds to:\n• Develop or use effective or innovative strategies for the delivery of specialized or rigorous academic courses and curricula through the use of technology, including digital learning technologies and assistive technology;\n• Carry out blended learning projects;\n• Provide professional development in the use of technology—which may be provided through partnerships with outside organizations—to enable teachers and instructional leaders to increase student achievement in the areas of STEM, including computer science; and\n• Provide students in rural, remote, and underserved areas with the resources to take advantage of high-quality digital learning experiences, digital resources, and access to online courses taught by effective educators.","x","x",null,null,null,null,null,null,null,null,"x",null,"x","x","x"]
["ESSA",1.4205000000000001,"Local","Local Activities","Required","A program developed with these funds must: \n• Be based on an assessment of objective data;\n• Be based on an established set of performance measures;\n• Be based upon evidence-based research, if appropriate; \n• Ensure that measures of student success align with the regular academic program of the school; and\n• Collect the data necessary for the measures of student success.",null,"x",null,null,"x",null,null,null,null,"x"]
["ESSA","I.A.1003","State","Direct Student Services",null,"Each state may use of up to 3% of its Part A allocation for LEA subgrants to provide direct student services, particularly in comprehensive and targeted support schools, to include advanced coursework, career and technical education coursework, credit recovery and academic acceleration courses, Advanced Placement/International Baccalaureate (AP/IB) coursework and tests, high-quality tutoring and other personalized learning activities, and transportation to public school choice schools, where applicable. ","x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["ESSA","I.A.1111","State","Challenging Academic Standards","Required","Each state must ensure that they have adopted challenging academic content standards in at least mathematics, reading, or English language arts (ELA) and science that apply to all public schools and students, which include at least three levels of achievement (i.e., academic achievement standards) and that are aligned to:\n• Entrance requirements to credit-bearing coursework in the state system of public education, and\n• Relevant state career and technical education standards.","x","x",null,null,null,null,null,null,null,null,"x",null,"x"]
["ESSA","I.A.1111","State","Accountability Indicators","Required","The statewide accountability system for states must annually measure, for all students and each subgroup in all public schools:\n• Proficiency, based on the long-term goals;\n• Student growth or another valid and reliable indicator that allows for meaningful differentiation in school performance (elementary and middle schools only);\n• Four-year adjusted cohort graduation rate, based on long-term goals (high school only);\n• Percentage of students achieving progress in English language proficiency (for the English learners subgroup only, in each of Grades 3–8 and once in high school); and\n• Additional indicators of school quality or student success that\no Allow for meaningful differentiation in school performance; and\no Are valid, reliable, comparable, and statewide (with the same indicator used for each grade span across all schools).",null,null,null,null,"x","x","x",null,"x"]
["ESSA","I.A.1111","State","Accountability Indicators","Allowed","The additional indicators of school quality or student success may include one or more measures of:\n• Student engagement,\n• Educator engagement,\n• Student access to and completion of advanced coursework,\n• Postsecondary readiness,\n• School climate and safety, and\n• Any other indicators the state chooses that meet the requirements of this clause. ",null,null,null,null,"x",null,"x"]
["ESSA","1.A.1111(g)","State","Annual Reporting","Required","Each state must (a) disseminate widely to the public an annual report that is developed in consultation with parents, and to the extent practicable, in a language that parents can understand and (b) make available on a single webpage:\n• The state report card,\n• All annual report cards from LEAs, and\n• The annual report to the state secretary of education.",null,null,null,null,"x",null,null,null,null,"x","x",null,"x"]
["ESSA","1.A.1111(g)","Local","Annual Reporting","Required","Each LEA must disseminate an annual report card that contains information on overall LEA performance and for each school individually in, to the extent practicable, a language that parents can understand; that is posted on an LEA website, where one exists; and includes the following information for all students and subgroups:\n• Student performance results on statewide assessments compared to statewide performance (for LEAs) or LEA overall performance (for schools), and\n• Any other information useful to parents and other members of the public.",null,null,null,null,"x",null,null,null,null,"x","x",null,"x"]
["ESSA","I.C.1418","State","Education of Migrant Children- Transition Services","Required","Each state must use between 15% and 30% of funds under this subpart to support:\n• Projects that facilitate the transition of youth from state institutions to schools, or\n• The successful reentry of youth offenders into postsecondary or career technical education (CTE) training programs, such as—\no Preplacement programs that allow adjudicated or incarcerated youth to audit or attend postsecondary courses;\no Worksite schools; and\no Essential support services, such as personal, CTE, and academic counseling; placement services; and financial aid information.",null,null,null,"x","x",null,"x",null,null,null,null,null,null,"x",null,"x"]
["ESSA","I.C.1424","State","Education of Migrant Children- Use of Funds","Allowed","This section describes the allowable uses of funds by LEAs under this subpart, which are:\n• Programs to assist in the transition of youth from correctional facilities to local schools and to help them remain in school through graduation;\n• Drop-out prevention programs serving at-risk children and youth; \n• Coordination of health and social services, including day care, drug and alcohol counseling, and mental health services;\n• Special programs, including CTE, special education, career counseling, curriculum-based youth entrepreneurship education, and assistance in securing student loans or grants for postsecondary education;\n• Programs providing mentoring and peer mediation;\n• Programs for at-risk Indian children; and\n• Pay for success initiatives.\n",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,"x"]
["ESSA","I.C.1431","State","Education of Migrant Children-Program Evaluations ","Required","SEAs must conduct program evaluations under Subpart 1 not less than every 3 years, based on disaggregated data according to gender, race, ethnicity, and age to determine the program’s impact on the ability of participants to:\n• Maintain and improve educational attainment and to graduate from high school in either 4 or 5 years,\n• Accrue course credits and meet state grade promotion and graduation requirements,\n• Make the transition to a regular program or other education program operated by the LEA,\n• Complete high school or equivalency requirements and obtain employment after leaving a correctional facility or institution, and\n• Participate in postsecondary education.\n","x","x",null,null,"x","x","x",null,null,"x",null,null,null,"x",null,"x"]
["ESSA","1.C.1603","State","Education of Migrant Children-State administration ","required","Each state receiving Title I funding must:\n• Establish a state committee of practitioners that will review and comment on any state rules, regulations, and policies pertaining to this title, before being issued in final form and will include the following members:\no As a majority of its members, representatives from LEAs;\no Administrators, including the administrators of programs described in other parts of this title;\no Teachers from traditional public schools and charter schools;\no CTE educators;\no Principals and other school leaders;\no Parents;\no Members of local school boards;\no Representatives of children in private schools;\no Specialized instructional support personnel and paraprofessionals;\no Representatives of authorized public chartering agencies; and\no Leaders of charter schools.\n• Ensure that any state rules, regulations, and policies for LEAs and schools conform to the purposes of this title; minimize the number of such rules, regulations, and policies; and identify them as state requirements;\n• Identify any duplicative or contrasting requirements between state and federal rules or regulations and eliminate the state rules and regulations that are duplicative; and\n• Eliminate or modify accounting requirements to facilitate the ability of schools to consolidate funds under schoolwide programs.\n",null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["ESSA","XX. A. 7112","Local ","Student Support and Academic Enrichment Grants","Allowed","Blended learning. The term \"blended learning\" means a formal education program that leverages both technology-based and face-to-face instructional approaches that include an element of online or digital learning, combined with supervised learning time and student-led learning, in which the:\n• Elements are connected to provide an integrated learning experience; and\n• Students are provided some control over time, path, or pace.\n",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x"]
["ESSA","XX. A. 7112","Local ","Student Support and Academic Enrichment Grants","Required","Digital learning. The term \"digital learning\" means any instructional practice that effectively uses technology to strengthen a student's learning experience and encompasses a wide spectrum of tools and practices, including:\n• Interactive learning resources, digital learning content (which may include openly licensed content), software, or simulations that engage students in academic content;\n• Access to online databases and other primary source documents;\n• The use of data and information to personalize learning and provide targeted supplementary instruction;\n• Online and computer-based assessments;\n• Learning environments that allow for rich collaboration and communication, which may include student collaboration with content experts and peers;\n• Hybrid or blended learning, which occurs under the direct supervision of an instructor at a school or other location away from home and, at least in part, through online delivery of instruction with some element of student control over time, place, path, or pace; and\n• Opportunities for students in rural or remote areas to access online courses.\n",null,null,null,null,null,null,null,null,"x","x","x","x",null,"x","x","x"]
["ESSA","IV.B.4201","State","21st Century Community Learning Centers","Allowed","Community learning center. The term \"community learning center\" means an entity that:\n• Assists students to meet the challenging state academic standards by providing them with academic enrichment activities and a broad array of other activities (such as programs and activities described in subsection (a)(2)) during nonschool hours or periods when school is not in session (such as before and after school or during summer recess) that:\no Reinforce and complement the regular academic programs of the schools attended by the students served; and\no Are targeted to the students' academic needs and aligned with the instruction that students receive during the school day; and\no Offers families of students served by such opportunities for active and meaningful engagement in their children's education, including opportunities for literacy and related educational development.\n",null,null,null,null,null,null,null,null,null,null,"x","x","x"]
["ESSA","IV.D.4402","Local","21st Century Schools","Allowed","\"Magnet School\" is a public elementary school, public secondary school, public elementary education center, or public secondary education center that offers a special curriculum that is capable of attracting substantial numbers of students of different racial backgrounds.","x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["ESSA","XX. F.7272","Local","Community Support for School Success ","Required","Pipeline services. The term \"pipeline services\" means a continuum of coordinated supports, services, and opportunities for children from birth through entry into and success in postsecondary education and career attainment. Such services shall include, at a minimum, strategies to address through services or programs (including integrated student supports) the following:\n• High-quality early childhood education programs;\n• High-quality school and out-of-school-time programs and strategies;\n• Support, including any comprehensive readiness assessment determined necessary, for a child's transition to elementary school, from elementary school to middle school, from middle school to high school, and from high school into and through postsecondary education and into the workforce;\n- Family and community engagement and supports, which may include engaging or supporting families at school or at home;\n- Activities that support postsecondary and workforce readiness, which may include job training, internship opportunities, and career counseling;\n- Community-based support for students who have attended the schools in the area served by the pipeline, or students who are members of the community, facilitating their continued connection to the community and success in postsecondary education and the workforce;\n- Social, health, nutrition, and mental health services and supports; and\n- Juvenile crime prevention and rehabilitation programs.\n",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x"]
["ESSA","IV. 7114","State","State Activities Under Formula Grants","Allowed","To offer well-rounded educational experiences to all students, including female students, minority students, English learners, children with disabilities, and students fron low-income families who are often underrepresented in critical and enriching subjects, which may include Increasing student access to and improving student engagement and achievement in:\n• High-quality courses in STEM, including computer science;\n• Activities and programs in music and the arts;\n• Foreign languages;\n• Accelerated learning programs that provide (a) postsecondary-level courses accepted for credit at IHEs, including dual or concurrent enrollment programs and early college high schools; or (b) postsecondary-level instruction and examinations that are accepted for credit at IHEs, including AP/IB programs;\n• American history, civics, economics, geography, social studies, or government education;\n• Environmental education; or\n• Other courses, activities, and programs or other experiences that contribute to a well-rounded education;.\n","x","x","x","x",null,null,null,null,null,null,null,null,null,"X","X"]
["ESSA","IV.A.4109","State","Activities to Support the Effective Use of Technology","Allowed","Section 7114 (b, c) outlines four allowable activities that SEAs may use formula grants to carry out. These activities include supporting LEAs in providing programs and activities that increase access to personalized, rigorous learning experiences supported by technology by developing or using strategies that are innovative or evidence-based (to the extent the state determines that such evidence is reasonably available) for the delivery of specialized or rigorous academic courses and curricula through the use of technology, including digital learning technologies and assistive technology, which may include increased access to online dual or concurrent enrollment opportunities, career and technical courses, and programs leading to a recognized postsecondary credential (as defined in Section 3102 of Title 29).","x","x","x","x",null,null,null,null,null,null,"x","x",null,"x","x"]
["ESSA","IV. A. 7117 ","Local","Support Well-Rounded Educational Opportunities","Allowed","Programs and activities allowable under Section 7117 (a)(3) include:\n• College and career guidance and counseling programs, such as postsecondary education and career awareness and exploration activities;\n• Training counselors to effectively use labor market information to help students with postsecondary education and career planning; financial literacy and federal financial aid awareness activities;\n• Programming and activities to improve instruction and student engagement in STEM, such as increasing access to high-quality courses for students through Grade 12 who are members of underrepresented groups, such as female students, minority students, English learners, children with disabilities, and students from economically disadvantaged families;\n• Supporting the participation of low-income students in nonprofit competitions related to STEM subjects (such as robotics, science research, invention, mathematics, computer science, and technology competitions);\n• Providing hands-on learning and exposure to STEM subjects, and supporting the use of field- or service-based learning to enhance students' understanding of STEM subjects;\n• Supporting the creation and enhancement of STEM-focused specialty schools;\n• Facilitating collaboration among personnel from school, after-school, and informal programs to improve the integration of programming and instruction in the identified subjects; and\n• Integrating other academic subjects, including the arts, into STEM subject programs to increase participation in STEM subjects, improve attainment of skills related to STEM subjects, and promote well-rounded education;\n• Facilitating efforts to raise the academic achievements of students through accelerated learning programs described in section 7114(b)(3)(A)(i)(IV) of this title, such as (a) reimbursing students from low-income families to cover part or all of the costs of accelerated learning examination fees, if the students from low-income families are enrolled in accelerated learning courses and plan to take accelerated learning examinations (b) increasing the availability of, and enrollment in, accelerated learning courses, accelerated learning examinations, dual or concurrent enrollment programs, and early college high school courses.\n","x","x","x",null,null,null,null,null,null,null,"x","x","x","x","x","x"]
["ESSA","IV.A.4108","Local","Support Safe and Healthy Students","Allowed","Programs and activities allowable under Section 7118 (5) include programs or activities that:\n• Improve instructional practices for developing relationship-building skills (e.g., effective communication) and improving safety through the recognition and prevention of coercion, violence, or abuse—including teen and dating violence, stalking, domestic abuse, and sexual violence and harassment; and\n• Establish learning environments and enhance students' effective learning skills that are essential for school readiness and academic success, such as by providing integrated systems of student and family supports.\n","x",null,"x",null,null,null,null,null,null,null,"x",null,"x","x","x"]
["ESSA","IV.A.4109","Local","Support The Effective Use of Technology ","Allowed","Programs and activities allowable under Section 7119 (a)(1-5) include those that:\n• Develop or use effective or innovative strategies to deliver specialized or rigorous academic courses and curricula through the use of technology, including digital learning technologies and assistive technology; and\n• Carry out blended learning projects, which includes ongoing professional development for teachers, principals, other school leaders, or other personnel involved in the project that is designed to support the implementation and academic success of the project.\n","x","x",null,null,null,null,null,null,null,null,"x",null,"x","x","x"]
["ESSA","IV.F.4624","Local ","Promise neighborhoods ","Required","Applications must include a description of how the pipeline services will facilitate the coordination of the following activities:\n• Providing early learning opportunities for children, including by (a) providing opportunities for families to acquire the skills to promote early learning and child development; and (b) ensuring appropriate diagnostic assessments and referrals for children with disabilities and children ages 3–9 years experiencing developmental delays, consistent with the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), where applicable;\n• Supporting, enhancing, operating, or expanding rigorous, comprehensive, effective educational improvements, which may include high-quality academic programs, expanded learning time, and programs and activities to prepare students for postsecondary education admissions and success;\n• Supporting partnerships between schools and other community resources with an integrated focus on academics and other social, health, and familial supports;\n• Providing social, health, nutrition, and mental health services and supports for children, family members, and community members, which may include services provided in the school building; and\n• Supporting evidence-based programs that help students through school transitions, which may include expanding access to postsecondary education courses and postsecondary education enrollment aid or guidance, and other supports for at-risk youth.","x","x",null,null,"x","x","x",null,"x",null,"x",null,"x","x",null,"x"]
["ESSA","I.A.1003","State","Direct Student Services","Allowed","Section 1003A outlines the option for states to, after meaningful consultation with LEAs serving comprehensive and targeted support schools, award up to 3% of its Title I, Part A allocation to LEAs to support the provision of direct student services. Not more than 1% of this amount may be used by the state for related administrative purposes. Awards shall be prioritized to LEAs serving comprehensive and targeted support schools. States must ensure that LEAs provide an adequate number of high-quality tutoring options to students, monitor the quality of direct service providers, and establish criteria and procedures for dealing with providers that are not successful in improving student outcomes. \n\nLEAs receiving an award under this section may use funds to pay for costs associated with one or more of the following direct student services:\n• Enrollment and participation in academic courses not otherwise available at a student’s school including\n• Advanced courses and\n• Career and technical education (CTE) coursework that is aligned with State academic standards and leads to industry-recognized credentials\n• Credit recovery and academic acceleration courses that lead to a regular high school diploma\n• Activities that support instruction and examinations that are accepted at the postsecondary level (e.g., advanced placement (AP) and International Baccalaureate (IB) courses), which may include reimbursing low-income students for the cost of taking such exams\n• Components of a personalized learning program, which may include high-quality academic tutoring (State must maintain a list of high-quality secular, non-ideological providers)\n• Transportation for students who are enrolled in a school receiving comprehensive or targeted support to enroll in another school\n","x","x",null,"x","x",null,null,null,"x",null,"x","x","x","x","x"]
["ESSA","I.A.1111","State","Statewide Assessments. ","Required","States must annually assess students in mathematics, reading or ELA, and science for accountability purposes. Section 1111(b)(2)(B) enumerates additional requirements for annual statewide assessments to those listed above, including that the assessments shall:\n• Be the same assessments administered in all public schools in the state, except with regard to alternate assessments;\n• Provide coherent and timely information about student attainment of the challenging academic standards and whether the student is performing at grade level;\n• Be valid and reliable; consistent with nationally recognized professional and technical testing standards; objectively measure academic achievement, knowledge, and skills; and be tests that do not evaluate or assess personal or family beliefs or attitudes, or publicly disclose personally identifiable information;\n• Be of adequate technical quality for each purpose required under this Act, the evidence of which will be made public on the SEA's website;\n• Include multiple measures (e.g., items) of student academic achievement, including measures that assess higher order thinking skills and understanding, which may include measures of student academic growth and may be partially delivered in the form of portfolios, projects, or extended performance tasks;\n• Provide for the participation in such assessments of all students, including accommodations for students with disabilities, students with the most severe cognitive disabilities, and English learners;\n• Provide for English learners, to the extent practicable, assessments in the language and form most likely to yield accurate data;\n• Be administered through a single summative assessment or multiple interim assessments that result in a single summative score;\n• Allow, for recently arrived English learners, reading or ELA assessments to be administered in such students’ native languages for up to 3 years initially, and 2 additional years on a case-by-case basis;\n• Produce for each student interpretive, descriptive, and diagnostic reports that allow parents and educators to address the specific academic needs of students in a language that parents can understand;\n• Enable results to be disaggregated by major racial and ethnic groups, economically disadvantaged status, English proficiency status, gender, and migrant status (wherever sample sizes are met);\n• Enable itemized score analyses (e.g., strand analyses) to determine the needs of students; and\n• Be developed, to the extent practicable, using the principles of universal design for learning. \n","x","x","x",null,"x",null,null,null,"x","x"]
["ESSA","I.A.1111","State","State Plans ","Required","Annual state report cards must contain the following elements: \n• A clear and concise description of the state’s accountability system, and\n• for all students and disaggregated by subgroups*:\no Performance-level results on statewide assessments and all other federally required indicators of the accountability system;\no Progress toward meeting long-term goals;\no Percentage of students assessed and not assessed;\no Measures of school quality, climate, and safety, including rates of in-school suspensions, out-of-school suspensions, expulsions, school-related arrests, referrals to law enforcement, chronic absenteeism, and incidences of violence, including bullying and harassment;\no Number and percentage of students enrolled in preschool programs;\no Number and percentage of students enrolled in accelerated coursework (AP/IB) or dual or concurrent enrollment programs;\no Homeless status;\no Foster care status; and\no Status as a student with a parent in the Armed Forces on active duty.\n",null,null,null,null,"x",null,null,null,"x","x"]
["ESSA","I.A.1112","Local","LEA Plans ","Required","Each LEA plan should describe:\n• How the LEA will monitor student’s progress in meeting the challenging state academic standards by:\no Developing and implementing a well-rounded program of instruction to meet the academic needs of all students,\no Identifying students who may be at-risk for academic failure,\no Providing additional educational assistance to students who need help in meeting the challenging state academic standards, and\no Implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for learning.\n• How the LEA, if determined to be appropriate, will support programs that support and integrate:\no Academic and CTE education content through coordinated instructional strategies that may incorporate experiential learning opportunities and promote skills attainment important to in-demand occupations or industries in the state, and\no Work-based learning opportunities that provide students with in-depth interactions with industry professionals and, if appropriate, with academic credit.\n• Any other information regarding how the LEA will use funds to meet purposes of this part, which may include: \no Assisting schools in identifying and serving gifted and talented students, and\no Developing school library programs to develop digital literacy skills and improve academic achievement.\n","x","x","x","x","x","x","x",null,null,null,null,null,null,"x","x"]
["ESSA","I.A.1114","Local ","School-Level Programs ","Required","Includes a description of strategies to address school needs, including the school will:\n• Provide opportunities for all disaggregated subgroups to meet the challenging state academic standards\n• Strengthen the academic program, increase the amount and quality of learning time and help provide an enriched and accelerated curriculum, consistent with a well-rounded education, and\n• Address the needs of all students, but particularly at-risk students, through activities that may include—\no Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas;\no Education on opportunities for postsecondary education and the workforce, which may include CTE programs and broadening students’ access to advanced coursework (e.g., AP/IB, dual or concurrent enrollment, early college high schools);\no Implementation of a tiered behavioral intervention model; \no Professional development and other activities to improve instruction and the use of assessment data, and to recruit and retain effective teachers, particularly in high-need subjects; and\no Supporting the transition of preschool children from early childhood education programs to local elementary school programs.\n","x","x",null,null,"x","x","x",null,"x","x","x",null,"x","x","x","x"]
["ESSA","I.A.1114","Local","School-Level Programs ","Allowed","A school under a schoolwide program may also use Part A funds to:\n• Establish or enhance preschool programs for children under 6 years of age, or \n• Operate a dual or concurrent enrollment program that addresses the needs of low achieving and at-risk students, to include:\no Professional development for teachers, including joint professional development in collaboration with CTE educators and educators from IHEs, for the purpose of integrating academic content;\no Tuition and fees, books, required instructional materials, and innovative delivery methods; and\no Transportation.\n",null,null,null,null,"x","x","x",null,null,null,"x","x","x"]
["ESSA","I.A.1115","Local ","Targeted Assistance Programs","Required","Each targeted assistance program must:\n• Determine which students will be served (according to eligibility requirements), and\n• Use resources under this part to help students meet challenging state academic standards, which may include programs, activities, and academic courses necessary to provide a well-rounded education.\n","x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["WIOA","I.B.134","State","Employment and Training Activities","Allowed","Funds reserved by a governor may be used to carry out additional statewide employment and training activities, which may include:\n• Implementing innovative programs and strategies designed to meet the needs of all employers (including small employers) in the state, which programs and strategies may include incumbent worker training programs, customized training, sectoral and industry cluster strategies and implementation of industry or sector partnerships, career pathway programs, microenterprise and entrepreneurial training and support programs, utilization of effective business intermediaries, layoff aversion strategies, activities to improve linkages between the one-stop delivery system in the state and all employers (including small employers) in the state, and other business services and strategies that better engage employers in workforce investment activities and make the workforce development system more relevant to the needs of state and local businesses, consistent with the objectives of this title;\n• Developing strategies for effectively serving individuals with barriers to employment and for coordinating programs and services among one-stop partners;\n• Developing or identifying education and training programs that respond to real-time labor market analysis; that utilize direct assessment and prior learning assessment to measure and provide credit for prior knowledge, skills, competencies, and experiences; that evaluate such skills and competencies for adaptability; that ensure credits are portable and stackable for more skilled employment; and that accelerate course or credential completion;\n• Implementing programs to increase the number of individuals trained for and placed in nontraditional employment; \n• Carrying out activities to facilitate remote access to services, including training services, provided through a one-stop delivery system, including facilitating access through the use of technology;\n• Supporting the provision of career services in the one-stop delivery systems in the state; \n• Coordinating activities with the child welfare system to facilitate provision of services for children and youth who are eligible for assistance \n• Conducting activities to improve coordination of workforce investment activities with economic development activities, to improve coordination of employment and training activities with:\no Child support services and assistance provided by state and local agencies carrying out the Social Security Act; \no Cooperative extension programs carried out by the U.S. Department of Agriculture; \no Programs carried out in local areas for individuals with disabilities, including programs carried out by state agencies related to intellectual disabilities and developmental disabilities, activities carried out by Statewide Independent Living Councils, programs funded by the Rehabilitation Act of 1973, and activities carried out by centers for independent living;\no Adult education and literacy activities, including those provided by public libraries;\no Activities in the corrections system that assist ex-offenders in reentering the workforce; \no Financial literacy activities; and\no Development and dissemination of workforce and labor market information. \n• Conducting research and demonstration projects related to meeting the employment and education needs of adult and dislocated workers; \n• Implementing promising services for workers and businesses, which may include providing support for education, training, skill upgrading, and statewide networking for employees to become workplace learning advisors and to maintain proficiency in carrying out the activities associated with such advising; \n• Providing incentive grants to local areas for performance by the local areas on local performance accountability measures; \n• Adopting, calculating, or commissioning for approval of an economic self-sufficiency standard for the state that specifies the income needs of families, by family size, the number and ages of children in the family, and substate geographical considerations; \n• Developing and disseminating common intake procedures and related items, including registration processes, materials, or software; and\n• Providing technical assistance to local areas that are implementing pay-for-performance contract strategies, for which technical assistance may include providing assistance with data collection, meeting data entry requirements, identifying levels of performance, and conducting evaluations of such strategies.\n","x","x","x","x","x",null,"x","x","x",null,null,null,null,"x","x","x"]
["WIOA","1.B.134","Local","Employment and Training Activities","Required","Funds allocated to a local area for adults and funds allocated to the local area for dislocated workers shall be used to:\n• Establish a one-stop delivery system;\n• Provide career services to adults and dislocated workers, respectively, through the one-stop delivery system;\n• Provide training services to adults and dislocated workers;\n• Establish and develop relationships and networks with large and small employers and their intermediaries; and\n• Develop, convene, or implement industry or sector partnerships.\n",null,"x","x","x",null,null,null,null,null,null,"x","x","x","x","x","x"]
["WIOA","1.B.134","Local","Career Services","Required","Funds shall be used to provide career services, which shall be available to individuals who are adults or dislocated workers, through the one-stop delivery system and shall, at a minimum, include\n• Determinations of whether an individual is eligible to receive assistance under this subtitle;\n• Outreach, intake (which may include worker profiling), and orientation to the information and other services available through the one-stop delivery system;\n• Initial assessment of skill levels (including literacy, numeracy, and English language proficiency), aptitudes, abilities (including skills gaps), and supportive service needs;\n• Labor exchange services, including:\no Job search and placement assistance and, in appropriate cases, career counseling, including provision of information about in-demand industry sectors and occupations; and provision of information on nontraditional employment; and\no Appropriate recruitment and other business services on behalf of employers, including small employers, in the local area, which services may include services described in this subsection, such as providing information and referral to specialized business services not traditionally offered through the one-stop delivery system.\n• Provision of referrals to and coordination of activities with other programs and services, including programs and services within the one-stop delivery system and, in appropriate cases, other workforce development programs; \n• Provision of workforce and labor market employment statistics and information, including the provision of accurate information related to local, regional, and national labor market areas, including job vacancy listings in such labor market areas; information on job skills necessary to obtain those jobs; and information related to local occupations in demand and the earnings, skill requirements, and opportunities for advancement for such occupations;\n• Provision of performance information and program cost information on eligible providers of training services, provided by program, and eligible providers of youth workforce investment activities, providers of adult education, providers of CTE activities at the postsecondary level, and CTE activities available to school dropouts, and providers of vocational rehabilitation services;\n• Provision of information, in formats that are usable by and understandable to one-stop center customers, regarding how the local area is performing on the local performance accountability measures and any additional performance information with respect to the one-stop delivery system in the local area; \n• Provision of information, in formats that are usable by and understandable to one-stop center customers, related to the availability of supportive services or assistance, including child care, child support, medical or child health assistance, benefits under the supplemental nutrition assistance program, assistance through the earned income tax credit under the Internal Revenue Code of 1986, and assistance under a state program for temporary assistance for needy families, funded under the Social Security Act and other supportive services and transportation, available in the local area and referral to these services or assistance, as appropriate;\n• Provision of information and assistance regarding filing claims for unemployment compensation;\n• Assistance in establishing eligibility for programs of financial aid assistance for training and education programs that are not funded under this Act;\n• Services, if determined to be appropriate in order for an individual to obtain or retain employment, that consist of:\no Comprehensive and specialized assessments of the skill levels and service needs of adults and dislocated workers, which may include diagnostic testing and use of other assessment tools; and in-depth interviewing and evaluation to identify employment barriers and appropriate employment goals;\no Development of an individual employment plan to identify the employment goals, appropriate achievement objectives, and appropriate combination of services for the participant to achieve the employment goals, including providing information about eligible providers of training services and career pathways to attain career objectives:\no Group counseling;\no Individual counseling;\no Career planning;\no Short-term prevocational services—including development of learning skills, communication skills, interviewing skills, punctuality, personal maintenance skills, and professional conduct—to prepare individuals for unsubsidized employment or training;\no Internships and work experiences that are linked to careers;\no Workforce preparation activities;\no Financial literacy services;\no Out-of-area job search assistance and relocation assistance; and\no English language acquisition and integrated education and training programs.\n• Followup services, including counseling regarding the workplace, for participants in workforce investment activities authorized under this subtitle who are placed in unsubsidized employment for not less than 12 months after the first day of the employment, as appropriate.\n",null,null,null,null,"x","x",null,null,"x",null,"x","x","x","x","x","x"]
["WIOA","I.C.148","Local ","Activities Provided by Job Corps Centers","Required","Each Job Corps center shall provide enrollees with an intensive, well-organized, and fully supervised program of education, including\n• English language acquisition programs,\n• CTE and training,\n• Work experience,\n• Work-based learning,\n• Recreational activities,\n• Physical rehabilitation and development,\n• Driver’s education, and \n• Counseling, which may include information about financial literacy. \n\nEach Job Corps center shall provide enrollees assigned to the center with access to career services.\n","x","x","x",null,null,null,null,null,null,null,"x",null,"x","x","x","x"]
["WIOA","I.D.171","Local ","YouthBuild Programs","Allowed","A YouthBuild program may include the following activities:\n• Education and workforce investment:\no Work experience and skills training (coordinated, to the maximum extent feasible, with preapprenticeship and registered apprenticeship programs) in the activities related to rehabilitation or construction, and, if approved by the secretary, in additional to in-demand industry sectors or occupations in the region in which the program operates;\no Occupational skills training; \no Other paid and unpaid work experiences, including internships and job shadowing; \no Services and activities designed to meet the educational needs of participants, including basic skills instruction and remedial education, language instruction educational programs for participants who are English language learners;\no Services and activities at the secondary education level—including tutoring, study skills training, and school dropout prevention and recovery activities—designed to lead to the attainment of a secondary school diploma or its recognized equivalent (including recognized certificates of attendance or similar documents for individuals with disabilities);\no Counseling and assistance in obtaining postsecondary education and required financial aid\no Alternative secondary school services; \no Counseling services and related activities, such as comprehensive guidance and counseling on drug and alcohol abuse and referral;\no Activities designed to develop employment and leadership skills, which may include community service and peer-centered activities encouraging responsibility and other positive social behaviors, and activities related to youth policy committees that participate in decision-making related to the program;\no Supportive services and provision of need-based stipends necessary to enable individuals to participate in the program and to assist individuals, for a period not to exceed 12 months after the completion of training, in obtaining or retaining employment, or applying for and transitioning to postsecondary education or training; and\no Job search and assistance.\n• Supervision and training for participants in the rehabilitation or construction of housing, including residential housing for homeless individuals or low-income families or transitional housing for homeless individuals, and, if approved by the secretary, in additional in-demand industry sectors or occupations in the region in which the program operates.\n• Supervision and training for participants:\no In the rehabilitation or construction of community and other public facilities, except that not more than 15% of funds appropriated to carry out this section may be used for such supervision and training;\no If approved by the secretary, in additional in-demand industry sectors or occupations in the region in which the program operates. \n• Payment of administrative costs of the applicant, including recruitment and selection of participants, except that not more than 10% of the amount of assistance provided under this subsection to the grant recipient may be used for such costs as:\n• Adult mentoring;\n• Provision of wages, stipends, or benefits to participants in the program; \n• Ongoing training and technical assistance that are related to developing and carrying out the program; and \n• Follow-up services.\n","x","x","x",null,null,null,null,null,null,null,"x","x","x","x","x","x"]
["WIOA","II.B.223","Local","Leadership Activities","Required","Each eligible agency shall use funds for the following adult education and literacy activities to develop or enhance the adult education system of the state or outlying area:\n• The alignment of adult education and literacy activities with other core programs and one-stop partners, including eligible providers, to implement the strategy identified in the unified state plan or the combined state plan, including the development of career pathways to provide access to employment and training services for individuals in adult education and literacy activities; \n• The establishment or operation of high-quality professional development programs to improve the instruction provided, including instruction incorporating the essential components of reading instruction as such components relate to adults, instruction related to the specific needs of adult learners, instruction provided by volunteers or by personnel of a State or outlying area, and dissemination of information about models and promising practices related to such programs; \n• The provision of technical assistance to eligible providers of adult education and literacy activities receiving funds under this title, including:\no The development and dissemination of instructional and programmatic practices based on the most rigorous or scientifically valid research available and appropriate in reading, writing, speaking, mathematics, English language acquisition programs, distance education, and staff training;\no The role of eligible providers as a one-stop partner to provide access to employment, education, and training services; and\no Assistance in the use of technology, including for staff training, to eligible providers, especially the use of technology to improve system efficiencies.\n• The monitoring and evaluation of the quality of, and the improvement in, adult education and literacy activities and the dissemination in the state of information about models and proven or promising practices.\n","x","x","x",null,"x",null,null,null,"x",null,"x","x","x","x","x","x"]
["WIOA","II.B.223","Local","Leadership Activities","Required","Each eligible agency may use funds for one or more of the following adult education and literacy activities:\n• The support of state or regional networks of literacy resource centers;\n• The development and implementation of technology applications, translation technology, or distance education, including professional development to support the use of instructional technology;\n• Developing and disseminating curricula, including curricula incorporating the essential components of reading instruction as such components relate to adults; \n• Developing content and models for integrated education and training and career pathways; \n• The provision of assistance to eligible providers in developing and implementing programs that achieve the objectives of this title and in measuring the progress of those programs in achieving such objectives, including meeting the state-adjusted levels of performance; \n• The development and implementation of a system to assist in the transition from adult education to postsecondary education, including linkages with postsecondary educational institutions or IHEs. \n• Integration of literacy and English language instruction with occupational skills training, including promoting linkages with employers. \n• Activities to promote adult education and literacy activities in the workplace. \n• Identifying curriculum frameworks and aligning rigorous content standards that specify what adult learners should know and be able to do in the areas of reading and language arts, mathematics, and English language acquisition—considering the following:\no State-adopted academic standards;\no The current adult skills and literacy assessments used in the State or outlying area. \no The primary indicators of performance; \no Standards and academic requirements for enrollment in nonremedial, for-credit courses in postsecondary educational institutions or IHEs supported by the state or outlying area; and\no Where appropriate, the content of occupational and industry skill standards widely used by business and industry in the state or outlying area.\n• The development and piloting of strategies for improving teacher quality and retention; \n• The development and implementation of programs and services to meet the needs of adult learners with learning disabilities or English language learners, which may include new and promising assessment tools and strategies that are based on scientifically valid research, where appropriate, and to identify the needs and capture the gains of such students at the lowest achievement levels. \n• Outreach to instructors, students, and employers. \n• Other activities of statewide significance that promote the purpose of this title.\n","x","x","x",null,"x","x","x","x","x","x","x","x","x","x","x","x"]
["WIOA","II.B.225","Local","Corrections Education","Required","Each eligible agency shall carry out corrections education and education for other institutionalized individuals. The funds shall be used for the cost of educational programs for criminal offenders in correctional institutions and for other institutionalized individuals, including academic programs for:\n• Adult education and literacy activities\n• Special education, as determined by the eligible agency\n• Secondary school credit\n• Integrated education and training\n• Career pathways\n• Concurrent enrollment\n• Peer tutoring\n• Transition to re-entry initiatives and other postrelease services with the goal of reducing recidivism.\n\nEach eligible agency shall give priority to serving individuals who are likely to leave the correctional institution within 5 years of participation in the program.\n","x","x",null,null,"x","x",null,null,null,null,"x",null,null,"x","x","x"]
["WIOA","II.D.242","State","Leadership Activities","Required","The national leadership activities shall include technical assistance, including:\n• Assistance to help states meet the requirements of the performance accountability system;\n• Upon request by a state, assistance to eligible providers in using performance accountability measures based on indicators and data systems for the improvement of adult education and literacy activities;\n• Carrying out rigorous research and evaluation on effective adult education and literacy activities, and estimating the number of adults functioning at the lowest levels of literacy proficiency, which shall be coordinated across relevant federal agencies, including the Institute of Education Sciences; and\n• Carrying out an independent evaluation of the programs and activities at least once every 4 years.\n",null,null,null,null,"x",null,"x","x","x","x","x",null,"x"]
["WIOA","II.D.242","State","National Leadership Activities","Allowed","The national leadership activities may include: \n• Technical assistance, including— \no Assistance related to professional development activities and assistance for the purposes of developing, improving, identifying, and disseminating the most successful methods and techniques for providing adult education and literacy activities, based on scientifically valid research where available; \no Assistance in distance education and promoting and improving the use of technology in the classroom, including instruction in English language acquisition for English language learners;\no Assistance in the development and dissemination of proven models for addressing the digital literacy needs of adults, including older adults; and\no Supporting efforts aimed at strengthening programs at the state and local levels, such as technical assistance in program planning, assessment, evaluation, and monitoring of activities carried out under this title;\n• Funding national leadership activities either directly or through grants, contracts, or cooperative agreements awarded on a competitive basis to or with postsecondary educational institutions, IHEs, public or private organizations or agencies (including public libraries), or consortia of such institutions, organizations, or agencies, which may include:\no Developing, improving, and identifying the most successful methods and techniques for addressing the education needs of adults, including instructional practices using the essential components of reading instruction based on the work of the National Institute of Child Health and Human Development;\no Supporting national, regional, or local networks of private nonprofit organizations, public libraries, or IHEs to strengthen the ability of such networks’ members to meet the performance requirements described in Section 116 of eligible providers;\no Increasing the effectiveness, and improving the quality, of adult education and literacy activities, which may include:\n-- Carrying out rigorous research;\n-- Carrying out demonstration programs;\n-- Accelerating learning outcomes for eligible individuals with the lowest literacy levels;\n-- Developing and promoting career pathways for eligible individuals;\n-- Promoting concurrent enrollment programs in adult education and credit-bearing postsecondary coursework;\n-- Developing high-quality professional development activities for eligible providers; and\n-- Developing, replicating, and disseminating information on best practices and innovative programs, such as\n>> The identification of effective strategies for working with adults with learning disabilities and with adults who are English language learners;\n>> Integrated education and training programs;\n>> Workplace adult education and literacy activities; and\n>> Postsecondary education and training transition programs.\no Conducting an independent evaluation and assessment of adult education and literacy activities through grants and contracts awarded on a competitive basis, which shall include descriptions of:\n>> The effect of performance accountability measures and other measures of accountability on the delivery of adult education and literacy activities'\n>> The extent to which adult education and literacy activities increase the literacy skills of eligible individuals, lead to involvement in education and training, enhance the employment and earnings of such participants, and, if applicable, lead to other positive outcomes, such as success in re-entry and reductions in recidivism in the case of prison-based adult education and literacy activities\n>> The extent to which the provision of support services to eligible individuals enrolled in adult education and literacy activities increases the rate of enrollment in, and successful completion of, such programs;\no The extent to which different types of providers measurably improve the skills of eligible individuals in adult education and literacy activities; \no Collecting data, such as data regarding the improvement of both local and state data systems, through technical assistance and development of model performance data collection systems;\no Determining how participation in adult education and literacy activities prepares eligible individuals for entry into postsecondary education and employment and, in the case of programs carried out in correctional institutions, has an effect on recidivism; and\no Designing other activities to enhance the quality of adult education and literacy activities nationwide.\n","x","x","x",null,"x","x","x","x",null,"x","x","x","x","x","x","x"]
["WIOA","IV.B.418","State","Training and Services for Employers","Allowed","A state may expend payments to educate and provide services to employers who have hired or are interested in hiring individuals with disabilities, including:\n• Providing training and technical assistance to employers regarding the employment of individuals with disabilities, including disability awareness, and the requirements of the Americans with Disabilities Act of 1990 and other employment-related laws;\n• Working with employers to:\no Provide opportunities for work-based learning experiences (including internships, short-term employment, apprenticeships, and fellowships) and opportunities for pre-employment transition services;\no Recruit qualified applicants who are individuals with disabilities;\no Train employees who are individuals with disabilities; and\no Promote awareness of disability-related obstacles to continued employment.\n• Providing consultation, technical assistance, and support to employers on workplace accommodations, assistive technology, and facilities and workplace access through collaboration with community partners and employers, across states and nationally, to enable the employers to recruit, job match, hire, and retain qualified individuals with disabilities who are recipients of vocational rehabilitation services under this title, or who are applicants for such services; and\n• Assisting employers with utilizing available financial support for hiring or accommodating individuals with disabilities.\n","x","x","x",null,null,null,null,null,null,null,"x","x",null,"x","x"]
["WIOA","IV.B.422","Local ","Pre-Employment Transition Services","Required","Funds shall be used to make available to students with disabilities:\n• Job exploration counseling;\n• Work-based learning experiences, which may include in-school or after school opportunities, or experiences outside the traditional school setting (including internships) that are provided in an integrated environment to the maximum extent possible;\n• Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at IHEs;\n• Workplace readiness training to develop social skills and independent living; and\n• Instruction in self-advocacy, which may include peer mentoring.\n","x",null,"x",null,"x",null,null,null,null,null,null,null,null,"x","x","x"]
["WIOA","IV.B.422","Local ","Pre-Employment Transition Services","Allowed","Funds may be used to improve the transition of students with disabilities from school to postsecondary education or an employment outcome by:\n• Implementing effective strategies to increase the likelihood of independent living and inclusion in communities and competitive, integrated workplaces;\n• Developing and improving strategies for individuals with intellectual disabilities and individuals with significant disabilities to live independently; participate in postsecondary education experiences; and obtain and retain competitive, integrated employment;\n• Providing instruction to vocational rehabilitation counselors, school transition personnel, and other persons supporting students with disabilities;\n• Disseminating information about innovative, effective, and efficient approaches to achieve the goals of this section;\n• Coordinating activities with transition services provided by LEAs under the Individuals with Disabilities Education Act;\n• Applying evidence-based findings to improve policies, procedures, practices, and the preparation of personnel to better achieve the goals of this section;\n• Developing model transition demonstration projects;\n• Establishing or supporting multistate or regional partnerships involving states, LEAs, designated state units, developmental disability agencies, private businesses, or other participants to achieve the goals of this section; and\n• Disseminating information and strategies to improve the transition to postsecondary activities of individuals who are members of traditionally unserved populations.\n","x","x","x",null,"x","x","x",null,null,null,"x","x","x","x","x","x"]
["WIOA","I.B.121","Local","One-Stop Delivery System","Required","A one-stop delivery system should be established in each local area to provide access to: \n• Career services;\n• Training services, including serving as the point of access to training services for participants;\n• Employment and training activities;\n• Programs and activities carried out by one-stop partners; and \n• Data, information, and analysis and all job search, placement, recruitment, and other labor exchange services authorized under the Wagner-Peyser Act. \n",null,null,null,null,"x",null,null,null,null,"x",null,null,null,"x","x","x"]
["WIOA","I.B.129","State","Youth Activities","Allowed","Funds may be used for statewide activities, which may include:\n• Conducting research related to meeting the education and employment needs of eligible youth, and demonstration projects related to meeting the education and employment needs of eligible youth;\n• Supporting the development of alternative, evidence-based programs and other activities that enhance the choices available to eligible youth and encouraging such youth to reenter and complete secondary education, enroll in postsecondary education and advanced training, progress through a career pathway, and enter into unsubsidized employment that leads to economic self-sufficiency;\n• Supporting the provision of career services described in Section 134(c)(2) in the one-stop delivery system in the state;\n• Supporting financial literacy, including: \no The ability of participants to create household budgets, initiate savings plans, and make informed financial decisions about education, retirement, home ownership, wealth building, or other savings goals;\no The ability to manage spending, credit, and debt, including credit card debt, effectively;\no Increasing awareness of the availability and significance of credit reports and credit scores in obtaining credit, including determining their accuracy (and how to correct inaccuracies in the reports and scores) and their effect on credit terms;\no The ability to understand, evaluate, and compare financial products, services, and opportunities; and\no Activities that address the particular financial literacy needs of non-English speakers, including providing the support through the development and distribution of multilingual financial literacy and education materials.\n• Providing technical assistance to, as appropriate, local boards, chief elected officials, one-stop operators, one-stop partners, and eligible providers in local areas, for which the provision of technical assistance shall include the development and training of staff, the development of exemplary program activities, the provision of technical assistance to local areas that fail to meet local performance accountability measures, and the provision of technology to facilitate remote access to services provided through the one-stop delivery system in the state.\n","X","X",null,null,null,null,null,null,null,null,null,null,null,"X","X","X"]
["WIOA","I.B.129","Local","Program Design","Required","Funds allocated to a local area for eligible youth shall be used to carry out, for eligible youth, programs that\n• Provide an objective assessment of the academic levels, skill levels, and service needs of each participant, which assessment shall include a review of basic skills, occupational skills, prior work experience, employability, interests, aptitudes (including interests and aptitudes for nontraditional jobs), supportive service needs, and developmental needs of such participant, for the purpose of identifying appropriate services and career pathways for participants, except that a new assessment of a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent assessment of the participant conducted pursuant to another education or training program;\n• Develop service strategies for each participant that are directly linked to one or more of the indicators of performance, and that shall identify career pathways that include education and employment goals (including, in appropriate circumstances, nontraditional employment), appropriate achievement objectives, and appropriate services for the participant, taking into account the assessment conducted, except that a new service strategy for a participant is not required if the provider carrying out such a program determines it is appropriate to use a recent service strategy developed for the participant under another education or training program;\n• Provide activities leading to the attainment of a secondary school diploma or its recognized equivalent, or a recognized postsecondary credential; preparation for postsecondary educational and training opportunities; strong linkages between academic instruction (based on state academic content and student academic achievement standards established under section 1111 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311)) and occupational education that lead to the attainment of recognized postsecondary credentials; preparation for unsubsidized employment opportunities, in appropriate cases; and effective connections to employers, including small employers, in in-demand industry sectors and occupations of the local and regional labor markets; \n• Implement, at the discretion of the local board, a pay-for-performance contract strategy for elements described in paragraph (2), for which the local board may reserve and use not more than 10% of the total funds allocated to the local area.\n","x",null,null,"x","x","x","x","x","x","x",null,null,null,"x","x","x"]
["ESSA","I.A.1112","Local","LEA Plans ","Required","Section 1112 of Title I, Part A describes requirements of plans submitted for the approval of states by LEAs seeking subgrants under this part. Each LEA plan shall describe--\n• How the LEA will monitor students’ progress in meeting the challenging state academic standards by—\no Developing and implementing a well-rounded program of instruction to meet the academic needs of all students;\no Identifying students who may be at risk for academic failure;\no Providing additional educational assistance to students who need help in meeting the challenging state academic standards; and\no Implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for learning\n• How LEAs will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education, including, where applicable:\no Through coordination with IHEs, employers, and other local partners, and\no Through increased access to early college high school or dual or concurrent enrollment, or through career counseling to identify student interests and skills.\n• How the LEA, if determined to be appropriate, will support programs that support and integrate—\no Academic and CTE content through coordinated instructional strategies that may incorporate experiential learning opportunities and promote skills attainment important to in-demand occupations or industries in the state and, and\no Work-based learning opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit.","X","X","X",null,"X","X",null,null,null,null,"X","X","X","X","X","X"]
["ESSA","I.A.1201","State","Competitive Assessment Grants","Allowed","This section authorizes the secretary to make competitive grants to SEAs or consortia of SEAs for the following assessment-related activities, provided that each SEA receiving a grant reports annually on covered activities and results:\n• Developing and improving statewide standards and assessments for any academic subject(s), including ensuring they meet technical quality requirements and collaboration with state IHEs;\n• Providing appropriate accommodations to English learners, including relevant professional development;\n• Developing or improving English language proficiency test or native-language tests of the regular statewide tests;\n• Developing or improving balanced assessment systems that include summative, interim, and formative assessments;\n• Refining science assessments to incorporate engineering design skills and practices;\n• Developing or improving models to measure and assess student progress or student growth, for statewide assessments or otherwise;\n• Improving assessments for students with disabilities, including embedding universal design for learning principles;\n• Developing comprehensive academic assessment instruments—such as performance and technology-based academic assessments, computer adaptive assessments, projects or extended performance task assessments— that emphasize the mastery of standards and aligned competencies in a competency-based education model; and\n• Designing state report cards.\n\n\n","X","X",null,null,"X","X","X",null,null,"X"]
["ESSA","II.A.2101","State","Formula Grants to States","Allowed","Section 2101(c)(4) outlines 21 allowable activities that the SEA may use formula grants to carry out. These activities may be conducted in partnership with a state higher education agency and carried out through a grant or contract with a for- or non-profit organization, including IHEs. These activities include the following:\n• Developing or assisting LEAs to develop strategies that provide educators with the skills, credentials, or certification needed to educate all students in postsecondary education coursework through early college high school or dual-enrollment programs;\n• Supporting opportunities for collaborative discussions about the transition to elementary school, including school-readiness issues;\n• Developing and providing professional development and other systems of support to promote high-quality instruction and leadership in STEM subjects, including computer science; and.\n• Supporting professional development and instructional strategies related to integrating CTE content into academic instructional practices.",null,null,null,null,null,null,null,null,null,null,"X","X","X"]
["IDEA","Part B, Sec. 612 (a) (1)","State","Definition of Free Appropriate Public Education","Required","(1) FREE APPROPRIATE PUBLIC EDUCATION.—\n(A) IN GENERAL.—A free appropriate public education is available to all children with disabilities residing in the State between the ages of 3 and 21, inclusive, including children with disabilities who have been suspended or expelled from school.\n(B) LIMITATION.—The obligation to make a free appropriate public education available to all children with disabilities does not apply with respect to children—\n(i) aged 3 through 5 and 18 through 21 in a State to the extent that its application to those children would be inconsistent with State law or practice, or the order of any court, respecting the provision of public education to children in those age ranges; and \n(ii) aged 18 through 21 to the extent that State law does not require that special education and related services under this part be provided to children with disabilities who, in the educational placement prior to their incarceration in an adult correctional facility— \n(I) were not actually identified as being a child with a disability under section 602; or (II) did not have an individualized education program under this part.","x","x"]
["IDEA","Part B, Sec. 612 (a) (2)","State","Free Appropriate Public Education","Required","(2) FULL EDUCATIONAL OPPORTUNITY GOAL.—The State has established a goal of providing full educational opportunity to all children with disabilities and a detailed timetable for accomplishing that goal.","x","x"]
["IDEA","Part B, Sec. 612 (a) (4)","State","Individualized Education Program","Required","(4) INDIVIDUALIZED EDUCATION PROGRAM.—An individualized education program, or an individualized family service that meets the requirements of section 636(d), is developed, reviewed, and revised for each child with a disability in accordance with section 614(d).","x","x"]
["IDEA","Part B, Sec. 612 (a) (5)","State","Least Restrictive Environment","Required","(5) LEAST RESTRICTIVE ENVIRONMENT.—\n(A) IN GENERAL.—To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes,  separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.","x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["IDEA","Part B, Sec. 300.157","State","Performance Goals and Indicators","Required","The State must—\n\n(a) Have in effect established goals for the performance of children with disabilities in the State that—\n\n(1) Promote the purposes of this part, as stated in §300.1;\n\n(2) Are the same as the State’s long-term goals and measurements of interim progress for children with disabilities under section 1111(c)(4)(A)(i) of the ESEA.\n\n(3) Address graduation rates and dropout rates, as well as such other factors as the State may determine; and\n\n(4) Are consistent, to the extent appropriate, with any other goals and academic standards for children established by the State;","x","x"]
["IDEA","Part F. Sec. 300.601","State","State Performance Plans and Data Collection","Required","(a) General. Not later than December 3, 2005, each State must have in place a performance plan that evaluates the State’s efforts to implement the requirements and purposes of Part B of the Act, and describes how the State will improve such implementation.\n\n(1) Each State must submit the State’s performance plan to the Secretary for approval in accordance with the approval process described in section 616(c) of the Act.\n\n(2) Each State must review its State performance plan at least once every six years, and submit any amendments to the Secretary.\n\n(3) As part of the State performance plan, each State must establish measurable and rigorous targets for the indicators established by the Secretary under the priority areas described in §300.600(d).",null,null,null,null,"x",null,null,null,"x","x"]
["IDEA","Part D. Sec 300.320","Local","Individualized Education Program","Required","(b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include—\n\n(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and\n\n(2) The transition services (including courses of study) needed to assist the child in reaching those goals.","x",null,null,null,"x","x","x",null,null,null,null,null,null,"x",null,null,null,"x"]
["IDEA","Part F. Sec 704","State","State-Level Activities","Allowed","(4) Funds reserved under paragraph (b)(1) of this section also may be used to carry out the following activities:\n\n(i) For support and direct services, including technical assistance, personnel preparation, and professional development and training;\n\n(ii) To support paperwork reduction activities, including expanding the use of technology in the IEP process;\n\n(iii) To assist LEAs in providing positive behavioral interventions and supports and mental health services for children with disabilities;\n\n(iv) To improve the use of technology in the classroom by children with disabilities to enhance learning;\n\n(v) To support the use of technology, including technology with universal design principles and assistive technology devices, to maximize accessibility to the general education curriculum for children with disabilities;\n\n(vi) Development and implementation of transition programs, including coordination of services with agencies involved in supporting the transition of students with disabilities to postsecondary activities;\n\n(vii) To assist LEAs in meeting personnel shortages;\n\n(viii) To support capacity building activities and improve the delivery of services by LEAs to improve results for children with disabilities;\n\n(ix) Alternative programming for children with disabilities who have been expelled from school, and services for children with disabilities in correctional facilities, children enrolled in State-operated or State-supported schools, and children with disabilities in charter schools;\n\n(x) To support the development and provision of appropriate accommodations for children with disabilities, or the development and provision of alternate assessments that are valid and reliable for assessing the performance of children with disabilities, in accordance with sections 1111(b) and 1201 of the ESEA; and\n\n(xi) To provide technical assistance to schools and LEAs, and direct services, including direct student services described in section 1003A(c)(3) of the ESEA, to children with disabilities, in schools or LEAs implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d) of the ESEA on the basis of consistent underperformance of the disaggregated subgroup of children with disabilities, including providing professional development to special and regular education teachers who teach children with disabilities, based on scientifically based research to improve educational instruction, in order to improve academic achievement based on the challenging academic standards described in section 1111(b)(1) of the ESEA.",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,"x"]
["IDEA","Part D. Sec 1462","State","Personnel Development to Improve Services and Results for Children with Disabilities","Allowed","(a) In generalThe Secretary, on a competitive basis, shall award grants to, or enter into contracts or cooperative agreements with, eligible entities to carry out 1 or more of the following objectives:\n(1)  To help address the needs identified in the State plan described in section 1453(a)(2) of this title for personnel, as defined in section 1451(b) of this title, who meet the applicable requirements described in section 1412(a)(14) of this title, to work with infants or toddlers with disabilities, or children with disabilities, consistent with the qualifications described in section 1412(a)(14) of this title.\n(2)  To ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined, through scientifically based research, to be successful in serving those children.\n(3)  To encourage increased focus on academics and core content areas in special education personnel preparation programs.\n(4)  To ensure that regular education teachers have the necessary skills and knowledge to provide instruction to students with disabilities in the regular education classroom.\n(5)  To ensure that all special education teachers meet the qualifications described in section 1412(a)(14)(C) of this title.\n(6) To ensure that preservice and in-service personnel preparation programs include training in—\n(A)  the use of new technologies;\n(B)  the area of early intervention, educational, and transition services;\n(C)  effectively involving parents; and\n(D)  positive behavioral supports.\n(7) To provide high-quality professional development for principals, superintendents, and other administrators, including training in—\n(A)  instructional leadership;\n(B)  behavioral supports in the school and classroom;\n(C)  paperwork reduction;\n(D)  promoting improved collaboration between special education and general education teachers;\n(E)  assessment and accountability;\n(F)  ensuring effective learning environments; and\n(G)  fostering positive relationships with parents.",null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["IDEA","Part D. Sec 1462","State","Personnel Development to Improve Services and Results for Children with Disabilities","Allowed","(2) Personnel development carrying out paragraph (1)(A), the Secretary shall support not less than 1 of the following activities:\n\n(A) Assisting effective existing, improving existing, or developing new, collaborative personnel preparation activities undertaken by institutions of higher education, local educational agencies, and other local entities that incorporate best practices and scientifically based research, where applicable, in providing special education and general education teachers, principals, administrators, and related services personnel with the knowledge and skills to effectively support students with disabilities, including—\n(i)  working collaboratively in regular classroom settings;\n(ii)  using appropriate supports, accommodations, and curriculum modifications;\n(iii)  implementing effective teaching strategies, classroom-based techniques, and interventions to ensure appropriate identification of students who may be eligible for special education services, and to prevent the misidentification, inappropriate overidentification, or underidentification of children as having a disability, especially minority and limited English proficient children;\n(iv)  effectively working with and involving parents in the education of their children;\n(v)  utilizing strategies, including positive behavioral interventions, for addressing the conduct of children with disabilities that impedes their learning and that of others in the classroom;\n(vi)  effectively constructing IEPs, participating in IEP meetings, and implementing IEPs;\n(vii)  preparing children with disabilities to participate in statewide assessments (with or without accommodations) and alternate assessments, as appropriate, and to ensure that all children with disabilities are a part of all accountability systems under the Elementary and Secondary Education Act of 1965 [20 U.S.C. 6301 et seq.]; and\n(viii)  working in high need elementary schools and secondary schools, including urban schools, rural schools, and schools operated by an entity described in section 6113(d)(1)(A)(ii) of the Elementary and Secondary Education Act of 1965 [20 U.S.C. 7423(d)(1)(A)(ii)], and schools that serve high numbers or percentages of limited English proficient children.",null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["IDEA","Part D. Sec 1462","State","Personnel Development to Improve Services and Results for Children with Disabilities","Allowed","(B) Developing, evaluating, and disseminating innovative models for the recruitment, induction, retention, and assessment of new, special education teachers who meet the qualifications described in section 1412(a)(14)(C) of this title to reduce teacher shortages, especially from groups that are underrepresented in the teaching profession, including individuals with disabilities.\n(C)  Providing continuous personnel preparation, training, and professional development designed to provide support and ensure retention of special education and general education teachers and personnel who teach and provide related services to children with disabilities.\n(D)  Developing and improving programs for paraprofessionals to become special education teachers, related services personnel, and early intervention personnel, including interdisciplinary training to enable the paraprofessionals to improve early intervention, educational, and transitional results for children with disabilities.\n(E)  In the case of principals and superintendents, providing activities to promote instructional leadership and improved collaboration between general educators, special education teachers, and related services personnel.\n(F)  Supporting institutions of higher education with minority enrollments of not less than 25 percent for the purpose of preparing personnel to work with children with disabilities.\n(G)  Developing and improving programs to train special education teachers to develop an expertise in autism spectrum disorders.\n(H) Providing continuous personnel preparation, training, and professional development designed to provide support and improve the qualifications of personnel who provide related services to children with disabilities, including to enable such personnel to obtain advanced degrees.",null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["IDEA","Part D. Sec 1462","State","Personnel Development to Improve Services and Results for Children with Disabilities","Allowed","(3) Enhanced support for beginning special educatorsIn carrying out paragraph (1)(B), the Secretary shall support not less than 1 of the following activities:\n(A)  Enhancing and restructuring existing programs or developing preservice teacher education programs to prepare special education teachers, at colleges or departments of education within institutions of higher education, by incorporating an extended (such as an additional 5th year) clinical learning opportunity, field experience, or supervised practicum into such programs.\n(B) Creating or supporting teacher-faculty partnerships (such as professional development schools) that—\n(i) consist of not less than—\n(I) 1 or more institutions of higher education with special education personnel preparation programs;\n(II) 1 or more local educational agencies that serve high numbers or percentages of low-income students; or\n(III)  1 or more elementary schools or secondary schools, particularly schools that have failed to make adequate yearly progress on the basis, in whole and in part, of the assessment results of the disaggregated subgroup of students with disabilities;\n(ii) may include other entities eligible for assistance under this subchapter; and\n(iii) provide—\n(I) high-quality mentoring and induction opportunities with ongoing support for beginning special education teachers; or\n(II) inservice professional development to beginning and veteran special education teachers through the ongoing exchange of information and instructional strategies with faculty.",null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["IDEA","Part B. Sec. 300.34","State","Related Services","Required","(a) General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training.\n(14) Social work services in schools includes—\n(i) Preparing a social or developmental history on a child with a disability;\n(ii) Group and individual counseling with the child and family;\n(iii) Working in partnership with parents and others on those problems in a child’s living situation (home, school, and community) that affect the child’s adjustment in school;\n(iv) Mobilizing school and community resources to enable the child to learn as effectively as possible in his or her educational program; and\n(v) Assisting in developing positive behavioral intervention strategies.\n(16) Transportation includes— \n(i) Travel to and from school and between schools;\n(ii) Travel in and around school buildings; and\n(iii) Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability.",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,"x","x"]
["IDEA","Part B. Sec. 300.43","State","Transition Services","Required","(a) Transition services means a coordinated set of activities for a child with a disability that—\n(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;\n(2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes—\n(i) Instruction;\n(ii) Related services;\n(iii) Community experiences;\n(iv) The development of employment and other post-school adult living objectives; and\n(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.\n(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x"]
["IDEA","Part D. Sec. 1465","State","Interim Alternative Educational Settings, Behavioral Supports, and Systemic School Interventions","Allowed","(a) Program authorizedThe Secretary may award grants, and enter into contracts and cooperative agreements, to support safe learning environments that support academic achievement for all students by—\n(1)  improving the quality of interim alternative educational settings; and\n(2)  providing increased behavioral supports and research-based, systemic interventions in schools.\n(b) Authorized activitiesIn carrying out this section, the Secretary may support activities to—\n(1) establish, expand, or increase the scope of behavioral supports and systemic interventions by providing for effective, research-based practices, including—\n(A)  training for school staff on early identification, prereferral, and referral procedures;\n(B)  training for administrators, teachers, related services personnel, behavioral specialists, and other school staff in positive behavioral interventions and supports, behavioral intervention planning, and classroom and student management techniques;\n(C)  joint training for administrators, parents, teachers, related services personnel, behavioral specialists, and other school staff on effective strategies for positive behavioral interventions and behavior management strategies that focus on the prevention of behavior problems;\n(D) developing or implementing specific curricula, programs, or interventions aimed at addressing behavioral problems;\n(E)  stronger linkages between school-based services and community-based resources, such as community mental health and primary care providers; or\n(F)  using behavioral specialists, related services personnel, and other staff necessary to implement behavioral supports; or\n(2) improve interim alternative educational settings by—\n(A)  improving the training of administrators, teachers, related services personnel, behavioral specialists, and other school staff (including ongoing mentoring of new teachers) in behavioral supports and interventions;\n(B)  attracting and retaining a high quality, diverse staff;\n(C)  providing for referral to counseling services;\n(D)  utilizing research-based interventions, curriculum, and practices;\n (E)  allowing students to use instructional technology that provides individualized instruction;\n(F)  ensuring that the services are fully consistent with the goals of the individual student’s IEP;\n(G)  promoting effective case management and collaboration among parents, teachers, physicians, related services personnel, behavioral specialists, principals, administrators, and other school staff;\n(H)  promoting interagency coordination and coordinated service delivery among schools, juvenile courts, child welfare agencies, community mental health providers, primary care providers, public recreation agencies, and community-based organizations; or\n(I)  providing for behavioral specialists to help students transitioning from interim alternative educational settings reintegrate into their regular classrooms.",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,"x"]
["Perkins ","Sec. 2","State","Purpose","Required","The purpose of this Act is to develop more fully the academic knowledge and technical and employability skills of secondary education students and postsecondary education students who elect to enroll in career and technical education programs and programs of study, by-- (1) building on the efforts of States and localities to develop challenging academic and technical standards and to assist students in meeting such standards, including preparation for high skill, high wage, or in-demand occupations in current or emerging professions; (2) promoting the development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating career and technical education students;","x","x","x"]
["Perkins ","Sec. 3","State","Definitions  ","Required","(5) CAREER AND TECHNICAL EDUCATION.-- The term ``career and technical education'' means organized educational activities that-- (A) offer a sequence of courses that-- (i) provides individuals with rigorous academic content and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions, which may include high-skill, high-wage, or in-demand industry sectors or occupations, which shall be, at the secondary level, aligned with the challenging State academic standards adopted by a State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965; (ii) provides technical skill proficiency or a recognized postsecondary credential which may include an industry-recognized credential, a certificate, or an associate degree ; and (iii) may include prerequisite courses (other than a remedial course) that meet the requirements of this subparagraph; (B) include competency-based, work-based, or other applied learning that supports the development of academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of an industry, including entrepreneurship, of an individual;","x","x","x","x"]
["Perkins ","Title I. Part 3. Sec. 133 ","State","Distribution of funds for postsecondary education programs","Allowed"," ‘‘(4) a description of how the eligible recipient will improve\nthe academic and technical skills of students participating in\ncareer and technical education programs by strengthening the\nacademic and career and technical education components of\nsuch programs through the integration of coherent and rigorous\ncontent aligned with challenging academic standards and relevant\ncareer and technical education programs to ensure\nlearning in the subjects that constitute a well-rounded education\n(as defined in section 8101)","x","x","x"]
["Perkins ","Title I. Part A. Sec. 113. ","State","Accountability","Required","2) INDICATORS OF PERFORMANCE.— (A) CORE INDICATORS OF PERFORMANCE FOR CTE CONCENTRATORS AT THE SECONDARY LEVEL.—Each eligible agency shall identify in the State plan core indicators of performance for CTE concentrators at the secondary level that are valid and reliable, and that include, at a minimum, measures of each of the following: (i) The percentage of CTE concentrators who graduate high school, as measured by— (I) the four-year adjusted cohort graduation rate (defined in section 8101 of the Elementary and Secondary Education Act of 1965); and (II) at the State’s discretion, the extended-year adjusted cohort graduation rate defined in such section 8101. (ii) CTE concentrator proficiency in the challenging State academic standards adopted by the State under section1111(b)(1) of the Elementary and Secondary Education Act of 1965, as measured by the academic assessments described in section 1111(b)(2) of such Act.( iii) The percentage of CTE concentrators who, in the second quarter after exiting from secondary education, are in postsecondary education or advanced training, military service or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are employed.",null,null,null,null,"x","x","x"]
["Perkins ","Title I. Part A. Sec. 113. ","State","Accountability","Required","(iii) The percentage of CTE concentrators who, in the second quarter after exiting from secondary education, are in postsecondary education or advanced training, military service or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are employed. \n(iv) Indicators of career and technical education program quality as follows: \n(I) That shall include at least 1 of the following: \n(aa) The percentage of CTE concentrators graduating from high school having attained a recognized postsecondary credential. \n(bb) The percentage of CTE concentrators graduating from high school having attained postsecondary credits in the relevant career and technical education program or program of study earned through a dual or concurrent enrollment program or another credit transfer agreement. \n(cc) The percentage of CTE concentrators graduating from high school having participated in work-based learning.",null,null,null,null,"x","x","x"]
["Perkins ","Title I. Part A. Sec. 113. ","State","Accountability","Required","(B) Core indicators of performance for CTE concentrators at the postsecondary level.—Each eligible agency shall identify in the State plan core indicators of performance for CTE concentrators at the postsecondary level that are valid and reliable, and that include, at a minimum, measures of each of the following: \n(i) The percentage of CTE concentrators who, during the second quarter after program completion, remain enrolled in postsecondary education, are in advanced training, military service, or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are placed or retained in employment. \n(ii) The percentage of CTE concentrators who receive a recognized postsecondary credential during participation in or within 1 year of program completion. \n(iii) The percentage of CTE concentrators in career and technical education programs and programs of study that lead to non-traditional fields.",null,null,null,null,"x","x","x",null,"x","x"]
["Perkins ","Title I. Part A. Sec. 113.","State","Accountability","Required","(ii) Data.—Except as provided in subparagraph (E), each eligible agency that receives an allotment under section 111 shall— \n(I) disaggregate data for each of the indicators of performance under paragraph (2)—\n(aa) for subgroups of students, as described in section 1111(h)(1)(C)(ii) of the Elementary and Secondary Education Act of 1965, and special populations, as described in section 3(48), that are served under this Act; and \n(bb) by the career and technical education programs or programs of study of the CTE concentrators, except that in a case in which reporting by such program or program of study is impractical, the data may be disaggregated by the career clusters of the CTE concentrators, if appropriate;",null,null,null,null,"x",null,null,null,null,"x"]
["Perkins ","Title I. Part B. Sec. 124 ","State","State Leadership Activities","Allowed","(5) for teachers, faculty, specialized instructional support personnel, and paraprofessionals providing career and technical education instruction, support services, and specialized instructional support services, high-quality comprehensive professional development that is, to the extent practicable, grounded in evidence-based research (to the extent a State determines that such evidence is reasonably available) that identifies the most effective educator professional development process and is coordinated and aligned with other professional development activities carried out by the State (including under title II of the Elementary and Secondary Education Act of 1965 and title II of the Higher Education Act of 1965), including programming that— \n(A) promotes the integration of the challenging State academic standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 and relevant technical knowledge and skills, including programming jointly delivered to academic and career and technical education teachers; \n(B) prepares career and technical education teachers, faculty, specialized instructional support personnel, and paraprofessionals to provide appropriate accommodations for students who are members of special populations, including through the use of principles of universal design for learning, multi-tier systems of supports, and positive behavioral interventions and support; and\n(C) increases the ability of teachers, faculty, specialized instructional support personnel, and paraprofessionals providing career and technical education instruction to stay current with industry standards and earn an industry-recognized credential or license, as appropriate, including by assisting those with relevant industry experience in obtaining State teacher licensure or credential requirements;","x","x",null,null,null,null,null,null,null,null,"x",null,"x"]
["Perkins ","Title I. Part B. Sec. 124 ","State","State Leadership Activities","Allowed","Permissible Uses of Funds.—The State leadership activities described in 5 subsection (a) may include— (13) partnering with qualified intermediaries to improve training, the development of public-private partnerships, systems development, capacity-building, and scalability of the delivery of high-quality career and technical education;",null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["Perkins ","Title 1. Part B. Sec. 135 ","Local ","Local Use of Funds ","Allowed","(5) plan and carry out elements that support the implementation of career and technical education programs and programs of study and that result in increasing student achievement of the local levels of performance established under section 113, which may include— \n(A) a curriculum aligned with the requirements for a program of study; \n(B) sustainable relationships among education, business and industry, and other community stakeholders, including industry or sector partnerships in the local area, where applicable, that are designed to facilitate the process of continuously updating and aligning programs of study with skills that are in demand in the State, regional, or local economy, and in collaboration with business outreach staff in one-stop centers, as defined in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102), and other appropriate organizations, including community-based and youth-serving organizations; \n(C) where appropriate, expanding opportunities for CTE concentrators to participate in accelerated learning programs (as described in section 4104(b)(3)(A)(i)(IV) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7114(b)(3)(A)(i)(IV)), including dual or concurrent enrollment programs, early college high schools, and the development or implementation of articulation agreements as part of a career and technical education program of study;",null,null,null,null,null,null,null,null,null,null,"x","x",null,"x","x",null,"x"]
["Perkins ","Title 1. Part B. Sec. 135 ","Local ","Local Use of Funds ","Required","(5) plan and carry out elements that support the implementation of career and technical education programs and programs of study and that result in increasing student achievement of the local levels of performance established under section 113, which may include— \n(D) appropriate equipment, technology, and instructional materials (including support for library resources) aligned with business and industry needs, including machinery, testing equipment, tools, implements, hardware and software, and other new and emerging instructional materials; \n(E) a continuum of work-based learning opportunities, including simulated work environments;\n(F) industry-recognized certification examinations or other assessments leading toward a recognized postsecondary credential; \n(G) efforts to recruit and retain career and technical education program teachers, faculty, school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, and paraprofessionals;  \n(H) where applicable, coordination with other education and workforce development programs and initiatives, including career pathways and sector partnerships developed under the Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et seq.) and other Federal laws and initiatives that provide students with transition-",null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Perkins ","Title 1. Part B. Sec. 134 ","Local ","Local Application for Career and Technical Education Programs ","Required","(4) a description of how the eligible recipient will improve the academic and technical skills of students participating in career and technical education programs by strengthening the academic and career and technical education components of such programs through the integration of coherent and rigorous content aligned with challenging academic standards and relevant career and technical education programs to ensure learning in the subjects that constitute a well-rounded education (as defined in section 8101 of the Elementary and Secondary Education Act of 1965);\n(5) a description of how the eligible recipient will—\n(A) provide activities to prepare special populations for high-skill, high-wage, or in-demand industry sectors or occupations that will lead to self-sufficiency; \n(B) prepare CTE participants for non-traditional fields; \n(C) provide equal access for special populations to career and technical education courses, programs, and programs of study; and \n(D) ensure that members of special populations will not be discriminated against on the basis of their status as members of special populations; \n(6) a description of the work-based learning opportunities that the eligible recipient will provide to students participating in career and technical education programs and how the recipient will work with representatives from employers to develop or expand work- based learning opportunities for career and technical education students, as applicable; ","x","x","x",null,null,null,null,null,null,null,null,null,null,"x","x","x",null,"x"]
["Perkins ","Title 1. Part B. Sec. 134 ","Local ","Local Application for Career and Technical Education Programs ","Required","7) a description of how the eligible recipient will provide students participating in career and technical education programs with the opportunity to gain postsecondary credit while still attending high school, such as through dual or concurrent enrollment programs or early college high school, as practicable; \n(8) a description of how the eligible recipient will coordinate with the eligible agency and institutions of higher education to support the recruitment, preparation, retention, and training, including professional development, of teachers, faculty, administrators, and specialized instructional support personnel and paraprofessionals who meet applicable State certification and licensure requirements (including any requirements met through alternative routes to certification), including individuals from groups underrepresented in the teaching profession; and \n(9) a description of how the eligible recipient will address disparities or gaps in performance as described in section 113(b)(3)(C)(ii)(II) in each of the plan years, and if no meaningful progress has been achieved prior to the third program year, a description of the additional actions such recipient will take to eliminate those disparities or gaps.",null,null,null,null,"x","x",null,null,null,null,null,null,null,"x",null,"x"]
["Perkins ","Title 1. Part B. Sec. 134 ","Local ","Local Application for Career and Technical Education Programs ","Required","a) Local Plan Application Required.—Any eligible recipient desiring financial assistance 12 under this part shall, in accordance with requirements established by the eligible agency (in 13 consultation with such other educational training entities as the eligible agency determines to 14 be appropriate) submit a local plan application to the eligible agency. Such local plan 15 application shall cover the same period of time as the period of time applicable to the State plan submitted under section 122.\n(b) Contents.—The eligible agency shall determine the requirements for local plans applications, except that each local applicationplan shall contain— \n(1) a description of the results of the comprehensive needs assessment conducted under subsection (c); \n(2) information on the career and technical education course offerings and activities that the eligible recipient will provide with funds under this part, which shall include not less than 1 program of study approved by a State under section 124(b)(2), including— \n(A) how the results of the comprehensive needs assessment described in subsection (c) informed the selection of the specific career and technical education programs and activities selected to be funded; \n(B) a description of any new programs of study the eligible recipient will develop and submit to the State for approval; and \n(C) how students, including students who are members of special populations, will learn about their school’s career and technical education course offerings and whether each course is part of a career and technical education program of study; \n(3) a description of how the eligible recipient, in collaboration with local workforce development boards and other local workforce agencies, one-stop delivery systems described in section 121(e)(2) of the Workforce Innovation and Opportunity Act (29 U.S.C. 3151(e)(2)), and other partners, will provide— \n(A) career exploration and career development coursework, activities, or services; \n(B) career information on employment opportunities that incorporate the most up-to-date information on high-skill, high-wage, or in-demand industry sectors or occupations, as determined by the comprehensive needs assessment described in subsection (c); and\n(C) an organized system of career guidance and academic counseling to students before enrolling and while participating in a career and technical education program; ",null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["Perkins ","Title I. Part B. Sec. 124 ","State","State Leadership Activities ","Allowed","(1) developing statewide programs of study, which may include standards, curriculum, and course development, and career exploration, guidance, and advisement activities and resources; \n(2) approving locally developed programs of study that meet the requirements established in section 122(d)(4)(B); \n(3) establishing statewide articulation agreements aligned to approved programs of study;\n(4) establishing statewide industry or sector partnerships among local educational agencies, institutions of higher education, adult education providers, Indian Tribes and Tribal organizations that may be present in the State, employers, including small businesses, and parents, as appropriate to— \n(A) develop and implement programs of study aligned to State and local economic and education needs, including, as appropriate, in-demand industry sectors and occupations; \n(B) facilitate the establishment, expansion, and integration of opportunities for students at the secondary level to—\n(i) successfully complete coursework that integrates rigorous and challenging technical and academic instruction aligned with the challenging State academic standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965; and \n(ii) earn a recognized postsecondary credential or credit toward a recognized postsecondary credential, which may be earned through a dual or concurrent enrollment program or early college high school, at no cost to the student or the student’s family; and \n(C) facilitate work-based learning opportunities (including internships,",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x"]
["Perkins ","Title I. Part B. Sec. 124 ","State","State Leadership Activities ","Allowed","(6) supporting eligible recipients in eliminating inequities in student access to— \n(A) high-quality programs of study that provide skill development; and\n(B) effective teachers, faculty, specialized instructional support personnel, and paraprofessionals; \n(7) awarding incentive grants to eligible recipients— \n(A) for exemplary performance in carrying out programs under this Act, which awards shall be based on— \n(i) eligible recipients exceeding the local level of performance on a core indicator of performance established under section 113(b)(4)(A) in a manner that reflects sustained or significant improvement;\n(ii) eligible recipients effectively developing connections between secondary education and postsecondary education and training; \n(iii) the integration of academic and technical standards; \n(iv) eligible recipients’ progress in closing achievement gaps among subpopulations who participate in programs of study; or\n(v) other factors relating to the performance of eligible recipients under this Act as the eligible agency determines are appropriate; or\n(B) if an eligible recipient elects to use funds as permitted under section 135(c); \n(8) providing support for—\n(A) the adoption and integration of recognized postsecondary credentials and work-based learning into programs of study, and for increasing data collection associated with recognized postsecondary credentials and employment outcomes; or\n(B) consultation and coordination with other State agencies for the identification and examination of licenses or certifications that—\n(i) pose an unwarranted barrier to entry into the workforce for career and technical education students; and \n(ii) do not protect the health, safety, or welfare of consumers;\n(9) the creation, implementation, and support of pay for success initiatives leading to a recognized postsecondary credential; \n(10) support for career and technical education programs for adults and out-of-school youth concurrent with their completion of their secondary school education in a school or other educational setting; \n(11) the creation, evaluation, and support of competency-based curricula; \n(12) support for the development, implementation, and expansion of programs of study or career pathways in areas declared to be in a state of emergency under section 501 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5191); \n(13) partnering with qualified intermediaries to improve training, the development of public-private partnerships, systems development, capacity-building, and scalability of the delivery of high-quality career and technical education;",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,"x"]
["Perkins ","Title I. Part B. Sec. 124 ","State","State Leadership Activities ","Allowed","(14) improvement of career guidance and academic counseling programs that assist students in making informed academic and career and technical education decisions, including academic and financial aid counseling; \n(15) support for the integration of employability skills into career and technical education programs and programs of study; \n(16) support for programs and activities that increase access, student engagement, and success in science, technology, engineering, and mathematics fields (including computer science, coding, and architecture), support for the integration of arts and design skills, and support for hands-on learning, particularly for students who are members of groups underrepresented in such subject fields, such as female students, minority students, and students who are members of special populations; \n(17) support for career and technical student organizations, especially with respect to efforts to increase the participation of students in nontraditional fields and students who are members of special populations; \n(18) support for establishing and expanding work-based learning opportunities that are aligned to career and technical education programs and programs of study; \n(19) integrating and aligning programs of study and career pathways; \n(20) supporting the use of career and technical education programs and programs of study aligned with State, regional, or local high-skill, high-wage, or in-demand industry sectors or occupations identified by the State workforce development board described in section 101 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3111) or local workforce development boards; \n(21) making all forms of instructional content widely available, which may include use of open educational resources; \n(22) developing valid and reliable assessments of competencies and technical skills and enhancing data systems to collect and analyze data on secondary and postsecondary academic and employment outcomes; \n(23) support for accelerated learning programs, as described in section 4104(b)(3)(A)(i)(IV) of the Elementary and Secondary Education Act of 1965, in the case of any such program that is part of a career and technical education program of study; \n(24) support for career academies to implement a postsecondary education and workforce-ready curriculum at the secondary education level that integrates rigorous academic, technical, and employability contents through career and technical education programs and programs of study that address needs described in the comprehensive needs assessment under section 134(c); and\n(25) other State leadership activities that improve career and technical education",null,null,null,null,"x",null,null,null,"x",null,null,null,null,"x","x","x","x","x"]
["Perkins ","Title 1. Part B. Sec. 122 ","State","State Plan ","Required","(d) Plan Contents.—The State plan shall include information that— \n(9) a description of the eligible agency’s program strategies for special populations, including a description of how individuals who are members of the special populations— \n(A) will be provided with equal access to activities assisted under this Act; \n(B) will not be discriminated against on the basis of status as a member of a special population; \n(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 113, and prepare special populations for further learning and for high-skill, high-wage, or in-demand industry sectors or occupations; \n(D) will be provided with appropriate accommodations; and \n(E) will be provided instruction and work-based learning opportunities in integrated settings that support competitive, integrated employment;",null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x"]

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