Cover Page narrative descriptions budget lead individual who may be contacted to answer questions Cover Page According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is 1830- 0029. The time required to complete this information collection is estimated to average 68 hours per response, including the time to review instructions, search existing data resources, gather and maintaining the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington DC 20202-4651. If you have comments or concerns regarding the status of your individual submission, please contact your State's Perkins Regional Coordinator (PRC) who can be located under the "Contact Us" tab on the Perkins Collaborative Resource Network (PCRN) at https://cte.ed.gov. 1. Eligible Agency (State Board) Submitting Plan on Behalf of State: Agency Name: Arizona State Board of Education 2. Lead individuals completing this plan: Select the lead individuals completing the plan. If additional individuals without accounts will be completing the plan, return to the Submit Your Report page and click "Request Access" to submit a request for additional user accounts. 1. A. Please select the individual responsible for the narrative descriptions in this plan: Cathie Raymond 2. B. Please select the individual responsible for the budget in this plan: Marilyn Gardner 3. C. Please select the lead individual who may be contacted to answer questions about this plan: Cathie Raymond 3. Type of Perkins V State Plan Submission: 1-Year Transition Plan (FY 2019 only) State Plan (FY 2019-2023) 4. Submission of Perkins V State Plan as part of a Workforce Innovation and Opportunities Act (WIOA) combined State Plan: Yes No 5. Governor's Joint Signatory Authority of the Perkins V State Plan: Date Governor was sent State Plan for signature: If the Governor has provided a letter that he or she is jointly signing the State Plan for submission to the Department, please upload the letter.
Transcript
Cover Page
narrative descriptions
budget
lead individual who may be contacted to answer questions
Cover Page
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of informationunless it displays a valid OMB control number. The valid OMB control number for this information collection is 1830-0029. The time required to complete this information collection is estimated to average 68 hours per response, includingthe time to review instructions, search existing data resources, gather and maintaining the data needed, and complete andreview the information collection. If you have any comments concerning the accuracy of the time estimate(s) orsuggestions for improving this form, please write to: U.S. Department of Education, Washington DC 20202-4651. If youhave comments or concerns regarding the status of your individual submission, please contact your State's Perkins Regional Coordinator (PRC) who can be located under the "Contact Us" tab on the Perkins Collaborative Resource Network (PCRN) at https://cte.ed.gov.
1. Eligible Agency (State Board) Submitting Plan on Behalf of State: Agency Name: Arizona State Board of Education
2. Lead individuals completing this plan:
Select the lead individuals completing the plan. If additional individuals without accounts will be completing theplan, return to the Submit Your Report page and click "Request Access" to submit a request for additional user accounts.
1. A. Please select the individual responsible for the narrative descriptions in this plan:
Cathie Raymond
2. B. Please select the individual responsible for the budget in this plan:
Marilyn Gardner
3. C. Please select the lead individual who may be contacted to answer questions about this plan:
Cathie Raymond 3. Type of Perkins V State Plan Submission: 1-Year Transition Plan (FY 2019 only) State Plan (FY 2019-2023)4. Submission of Perkins V State Plan as part of a Workforce Innovation and Opportunities Act (WIOA) combined State
Plan: Yes No 5. Governor's Joint Signatory Authority of the Perkins V State Plan:
Date Governor was sent State Plan for signature:
If the Governor has provided a letter that he or she is jointly signing the State Plan for submission to theDepartment, please upload the letter.
2. Implementing Career and Technical Education Programs and Programs of Study
a. Describe the career and technical education programs or programs of study that will be supported, developed, or improved at the State level, including descriptions of the programs of study to be developed at the State level and made available for adoption by eligible recipients. (Section 122(d)(4)(A) of Perkins V)
The Arizona Department of Education Career and Technical Education unit (ADE/CTE) will:
• Produce a list of CTE approved programs every two years based on State labor market data (LMD) provided by Arizona office of Economic Opportunity.
• Support secondary CTE by developing program standards determined appropriate by a committee composed of program specific representative from the related business or industry.
• Require each specific program/program of study to consist of a minimum of 2 courses in its program coherent sequence.
• Allow and encourage subrecipients the option of adding more courses to their program coherent sequences.
• Support program specialists’ in providing professional development to support these programs and standards.
• Require sub-recipients (Local Education Agency (LEA), Charter Holder; Postsecondary Institutions) to use the list of CTE approved programs as their guide to develop compliant programs/programs of study.
• Provide an approved programs list that will have a description to guide the sub-recipient’s institution in choosing programs or programs of study.
• Provide a process whereby a sub-recipient can submit a needs assessment that includes local/regional LMD. An application will be provided for approval by the ADE/CTE for a Local Proposed Occupational Program (LOP) that is focused on meeting the needs of the sub-recipient’s district and community.
• Support the innovation of fully integrated Career Pathways academies that provide multiple entries and exits to careers.
See attached CTE approved programs list.
b. Describe the process and criteria to be used for approving locally developed programs of study or career pathways, including how such programs address State workforce development and education needs and the criteria to assess the extent to which the local application under section 132 will—
i. Promote continuous improvement in academic achievement and technical skill attainment:
ADE/CTE will • collect data based on the Statewide Arizona Menu of Assessments for
academic attainment and will use that data to provide technical assistance to sub-recipients to increase academic achievement.
• develop a process to embed academic standards into programs /programs of study.
• develop a state technical skills assessment for each approved secondary CTE program. Technical Skills Assessments item bank will be revised on a rotating basis every four years, at a minimum and will convene CTE instructors to develop assessment items.
• will include business and industry in the development of all State standards for each approved CTE program or program of study.
• encourage and support innovative Career Pathways academies that fully integrate academics within a CTE pathway as a full part of that Career Pathways academy.
To be eligible for Secondary Perkins funding, district’s must:
• Provides Career Explorations to the middle grades (5-9) • Offer at least one approved CTE program
o Program approval will be based on the following criteria:
• must be taught for one year; • is on the approved program list or is an
approved Local Occupational Program; • delivers the program coherent sequence; • an appropriately CTE certified teacher is
teaching the program; • addresses and aligns with all the program’s
technical standards; • is inclusive for all special populations • Professional Skills and work-based learning are
embedded into the program; • meets all Performance Measures, when
appropriate; • and, offers a Career Technical Student
Organization appropriate to the program. To be eligible for Post-secondary Perkins funding:
• Offers career advisement • Teacher is appropriately certified • Work-based learning is included in program • Professional Skills are integrated in the program • Program is inclusive for all special populations
ii. expand access to career and technical education for special populations; ADE/CTE will
• provide disaggregated data reports and professional development to educate sub-recipients, and CTE associated personnel (CTE Administrators, school counselors, caseworkers, teachers/faculty, site administrators, district personnel), about CTE programs and the need to include all special populations in those programs.
• support a state Guidance Counselor Liaison who will provide professional development to school counselors and others who may have an influence over student course selections of special populations at an LEA.
• provide a Special Populations/OCR program specialist who will monitor school compliance.
• provide professional development for Special Education Caseworkers and CTE teachers/faculty to increase enrollment and completion for special education students.
• Collaborate and share data with other Arizona Department of Education departments serving special populations such as homeless, foster care, and migrant.
Postsecondary institutions will develop strategies to encourage special populations students to self-identify and seek appropriate student services to assist in successful completion of a CTE program/program of study. Secondary school counselor will promote self-identifying to high school seniors enrolling in post-secondary education.
iii. Support the inclusion of employability skills in programs of study and career pathways. (Section 122(d)(4)(B) of Perkins V) ADE/CTE refers to employability skills as Professional Skills. These skills were developed by business and industry across Arizona. Through professional development opportunities provided by ADE/CTE, the sub-recipients will have the opportunity to participate in developing strategies to integrate the Professional Skills into CTE programs and career pathways. Rubrics have been developed for each Professional Skill standard and can be utilized by sub-recipients to evaluate student level of attainment of each Professional Skills. The Professional Skill standards and rubric are available on the ADE/CTE website. This will be included in the grant’s application for both secondary and postsecondary recipients.
c. Describe how the eligible agency will— i. make information on approved programs of study and career pathways
(including career exploration, work-based learning opportunities, early college high schools, and dual or concurrent enrollment program opportunities) and guidance and advisement resources, available to students (and parent, as appropriate), representatives of secondary and postsecondary education, and special populations, and to the extent practicable, provide that information and those resources in a language students, parents, and educators can understand; ADE/CTE will
• Maintain a website with valid information accessible to all sub-recipients, and the public that will provide information on all aspects of CTE programs. Google translator is available for general information.
• Publish the State approved Perkins V plan as approved. • Office for Civil Rights (OCR) reviews will be conducted by the ADE/CTE
unit. • Monitor the accessibility of CTE programs to all students, and the
availability of communication for ADE/CTE with stakeholders. • Hold quarterly CTE Administrator meeting to update sub-recipients on
the new standards approved by the Arizona CTE Quality Commission. • Provide professional development on all aspects of a sub-recipient’s
accountability for Perkins, as well as, information and regulations
regarding Perkins implementation and programming.
d. Describe how the eligible agency, if it chooses to do so, will include the opportunity for secondary school students to participate in dual or concurrent enrollment programs, early college high school, or competency-based education. (Section 122(d)(4)(D) of Perkins V)
ADE/CTE will support sub-recipients in their efforts to offer a variety of opportunities including:
• dual or concurrent enrollment programs; • early college high school; • or competency-based education. Opportunities for dual or concurrent enrollment programs, early college high school, or competency-based education will be a local decision with local control and will depend on the community college district the sub-recipient resides in as Arizona has no Statewide articulation agreement. ADE/CTE will provide professional development regarding best practices in forming meaningful partnerships aligned to the local community need to facilitate successful dual or concurrent enrollment programs, early college high school, or competency-based education.
h. Provide the eligible agency’s definition for “size, scope, and quality” that will be used to make funds available to eligible recipients pursuant to section 135(b) of Perkins V.
Size: Enrollment supports a program coherent sequence in order to produce concentrators.
Scope: Offers the required program coherent sequence of courses for the program/program of study
Quality Meets all criteria to be an approved CTE programStudents pass the Arizona Technical Skills AssessmentLeads to or provides industry certifications Stakeholder involvement 51% of time in program is spent in labs/shops Includes work-based learning Embeds Professional Skills into curriculum Adequate equipment and supplies are provided
3. Meeting the Needs of Special Populations
a. Describe the eligible agency’s program strategies for special populations, including a description of how individuals who are member of special populations--
i. will be provided with equal access to activities assisted under this ACT; ADE/CTE will
• provide professional development to sub-recipients, and CTE associated personnel (CTE Administrators, school counselors, caseworkers, teachers, site administrators, district and post-secondary personnel), who are responsible
for assisting students in course selection. • Create and provide professional development and training to
teachers on strategies to increase achievement for special populations students.
• Provide professional development and training to increase the understanding of CTE programs provided by the sub-recipient and how those programs increase employability for special populations.
• encourage sub-recipient’s continuous notification of CTE program opportunities and appropriate guidance counseling/advising practices of course selection.
• ADE/CTE will consult with state and national organizations to learn best practices to share with sub-recipients.
ii. will not be discriminated against on the basis of status as a member of a special population;
There will be a review of data collected from sub-recipients reflecting efforts toward non-discrimination of special populations. OCR reviews will show the percentages of students in special populations that are being served in CTE programs. This data will be shared with sub-recipients to assist them in understanding their current reality with the goal of helping them improve enrollment of special populations in CTE programs. It will provide opportunities for outside agencies and associations to develop and implement professional development that addresses student engagement, participation, and performance, and provide resources for instruction specific to special populations in
CTE programs across the state.
iv. will be provided with appropriate accommodations; and • Sub-recipients will insure that teachers are aware of the
appropriate specific accommodations or modifications for the special population students enrolled in their courses.
• Sub-recipients will assist teachers/faculty in meeting those accommodations or modifications.
• ADE/CTE will partner with the various agencies within the Arizona Department of Education Unit and other identified groups to specifically support their partners in providing professional development to teachers regarding the appropriate modifications and accommodations for each program CTE program.
• There will be multiple opportunities to attend this professional development including development of webinars.
10
20
30
40
50
-
5
15
25
35
45
55
2020 Rank CIP # CTE Program
CarnegieUnits
Required
Non Traditional
Designation
1 46.0300.20 Electrical and Power Transmission Installation (incorporated Residential/Industrial Electrician)*** 2 Female
2 43.0100.00 Law and Public Safety 2 Female 3 51.0900.30 Emergency Medical Services 2 * 4 52.0200.00 Business Management 2 *
47.0200.00 Heating, Ventilation and Air Conditioning 2 Female 11 46.0400.20 Construction Technologies 2 Female 12 52.0900.00 Hospitality Management 2 * 13 49.0200.00 Heavy Equipment Operations 2 Female 14 48.0500.30 Precision Machining 3 Female
48.0508.00 Welding Technologies 2 Female 16 51.0707.00 Medical Records Technologies 2 Male 17 51.3900.00 Nursing Services 2 Male 18 51.0800.60 Medical Assisting Services 2 Male 19 51.0600.00 Dental Assisting 2 Male
51.0800.20 Pharmacy Support Services 2 Male 21 51.0800.50 Sports Medicine and Rehabilitation 2 Male 22 51.0800.30 Laboratory Assisting 2 Male 23 51.0808.00 Veterinary Assisting 3 Male 24 01.0000.00 AgriScience 3 Female
48.0500.20 Automation and Robotics 2 Female 26 52.1800.20 Marketing 2 * 27 15.1200.40 Software and App Design 2 * 28 52.0400.00 Business Operations 2 Male 29 12.0500.00 Culinary Arts 2 Female
13.1210.00 Early Childhood Education 2 Male 31 52.0800.00 Finance 2 * 32 13.1200.00 Education Professions 2 Male 33 51.2602.00 Home Health Aide 2 Male 34 12.0400.00 Cosmetology and Related Services 2 Male
51.3500.00 Therapeutic Massage 2 Male 36 51.1500.00 Mental and Social Health Technician 2 Male 37 52.0300.00 Accounting 2 Male 38 15.1300.20 Architectural Drafting 2 * 39 15.1300.30 Electronics Drafting 2 Female
10.0200.90 Film and TV Production 2 Female 51 10.0200.50 Digital Photography 2 Female 52 52.1900.20 Fashion Design and Merchandising 2 * 53 52.1900.30 Interior Design and Merchandising 2 * 54 10.0200.40 Digital Communication 2 *
10.0200.00 Music and Audio Production 2 Female 56 10.0200.60 Animation 2 * E 41.0100.00 Bioscience (Emerging Program) 2 * E 15.0000.00 Engineering (Emerging Program) 3 Female
C. Fiscal Responsibility
1. Describe the criteria and process for how the eligible agency will approveeligible recipients for funds under this Act, including how— a. each eligible recipient will promote academic achievement;
The secondary and postsecondary career and technical education grant applications have been revamped to specifically address this element and must be completed fully before grant approval is given. Grant recipients must provide narrative (based on their Local Needs Assessment) regarding all the following elements:
i. How they will go about utilizing Perkins fund to plans and carry out elements that support implementation of career and technical education programs/programs of study that result in increased student achievement.
ii. How they will ensure equal access for all specialist population students to career and technical education programs/programs of study.
iii. How they will ensure that members of specials populations are not discriminated against based on their status as members of specials populations.
iv. How students participating in career and technical education will be offered the opportunity to gain postsecondary credit while still attending high school, such as dual or concurrent enrollment programs.
v. How they will go about supporting career and technical education student achievement by promoting access to industry-recognized certification examinations or other assessments leading towards a recognized postsecondary credential.
b. each eligible recipient will promote skill attainment,includingskillattainment that leads to a recognized postsecondary credential; and The secondary and postsecondary career and technical education grant applications have been revamped to specifically address this element and must be completed fully before grant approval is given. This area was partially addressed in the previous answer (#5), however, is further expanded upon in the grant application. Grant recipients must provide narrative (based on their Local Needs Assessment) regarding all the following additional elements related to skill development:
i. How the career and technical education programs are offered to students will ensure they have the skills necessary to pursue careers in high-skill, high-wage andin-demand industry sectors or occupations.
ii. How the results of their Local Needs Assessment supports the choice of programs/programs of study being offered by the entity this year (including evidence of the analysis that supports their choice of programs).
iii. How all students will learn about thecareer and technical education programs being offered.
iv. What additional steps they will take inform/recruit special population students into career and technical education programs.
v. Provide a description of the work-based learning activities to be provided to student participating in career and technical education programs.
vi. How they will work with representatives from employer to developor expandwork-based learning opportunities for career and technical education students.
vii. Additionally, postsecondary must address how they willcoordinate with localworkforce development boards, local workforce agencies, one-stop delivery systems and other partners in their communities.
c. eacheligiblerecipient will ensurethe localneeds assessment under section 134 takes into consideration local economic and education needs,including,whereappropriate,in-demand industry sectors and occupations.(Section122(d)(5)ofPerkinsV) On abiennual basis, the Arizona Department of Education conducts an evaluation of the approved CTE Program List for the state which is based on current labor market data to identify careers in high-skill, high-wage and in-demand industry sectors or occupations for Arizona. Grant recipients utilize this as a part of their selection process in determining what career and technical education programs they wish to offer. In addition, they must also consider local/regional economic and education needs as a part of their planning process. Grant recipients are also able to propose Local Occupational Programs that have been identified as “high need” in their locale. All local occupation programs are vetted by the Arizona Department of Education through a screening and approval process. Both the secondary and postsecondary CTE Local Needs Assessment address the consideration of local economic and educational needs (and where appropriate,in-demand industry sectors and occupations.
Both the secondary and postsecondary career and technical education grant applications have been revamped to specifically address this area. Based on the results of the needs assessment, grant recipients must provide narrative regarding the following element:
i. How the results of their Local Needs Assessment support the choice of programs/programs of study being offered by the entity this year (including evidence of the analysis that supports their choice of programs).
2. Describe how funds received by the eligible agency through the allotment madeunder section 111 of the Act will be distributed— a. among career and technical education at the secondary level, or career and
technicaleducationatthe postsecondary and adultlevel,or both,includinghow such distribution will most effectively provide students with the skillsneededtosucceedintheworkplace; and
Funds will be distributed in accordance with Section 112(a)(1) of the Act with at least 85% of the allocation being set aside for secondary and postsecondary assistance funding. At the secondary level, funds will be distributed under the provisions of Section 131(a) of the Act. Postsecondary funds will be distributed in accordance with Section 132(a)(2)ofthe Act.
The percentage distribution of formula funds has historically been divided with 15% of the funds awarded to postsecondary recipients and 85% of the funds awarded to secondary recipients. Of the funds distributed to Arizona postsecondary recipients, 50% will be awarded per the provisions of Section 132(a)(2) focused on Pell and BIA students. The other 50% of the funds will be awardedon thepercent of individuals 18 years of age and older identified by census data as living in poverty by county, relative to Arizona’s ten community college districts.
Arizona currently serves a total of 108 union or unified high school districts, 7 high school charter schools and a total of ten community college districts. Because our educational system is so diversified around the state, we believe our method for the distribution of funds specifically provides needed resources for entities to address local and regional workforce needs, as well as, education needs to ensure students have the skills to succeed in their field of choice.
b. among any consortia that may be formed among secondary schools andeligibleinstitutions,andhow fundswill bedistributed among the membersoftheconsortia,includingtherationaleforsuchdistributionandhow it will most effectively provide students with the skills needed to succeed inthe workplace.(Section122(d)(8) of Perkins V) The Arizona Department of Education (through the fiscal and grant program specialists) do make secondary eligible institutions aware of the ability to form consortia under the provisions of Section 122(d)(8)(B). In Arizona we do have a small number of consortia that consist of two or more funding recipients. Since each member of a consortia must be an eligible recipient of Perkins funding to participate, individual allocations are determined based on the provisions of Section 131(a) of the Act. A single fiscal agent is then identified for the group of recipients who is then responsible for coordinating activities for the consortia. The fiscal agent then submits a single grant application for the consortia, with all individual allocations being pooled. Most of the consortia participants are looking for the increases in efficiency and program quality that can result from this kind of arrangement. Any other approved operational arrangements would take the form of an intergovernmental or interagency agreement under the provisions of Arizona law. By pooling resources, each consortia member is hoping to be able to provide students with a broader range of career and technical education services and/or higher-quality programs. The net result of which contributes to student skill acquisition making them better able to succeed in the workplace.
3. For the upcoming year, provide the specific dollar allocations made available bythe eligible agency for career and technical education programs and programs ofstudy under section 131(a)-(e)ofthe Act and describe how these allocations aredistributed to local educational agencies, areas career and technical educationschools and educational service agencies within the State. (Section 131(g) of PerkinsV) Funds will continue to be allocated to eligible secondary education districts, area career and technical education districts, public charter schools and Bureau of Indian Affairs recipients utilizing the current formulamethod.
FY19-20 Basic Grant Award- $30,287,504 Total Local Formula Distribution (87.79%)- $26,620,977 Secondary Recipients (85%)- $22,383,227 Postsecondary Recipients (15%)- $3,949,982 Reserve (Secondary Only)- $287,768
Based on census data (specifically the Small Area Income & Poverty Estimates report) 70% of the secondary funds will be based on the number of individuals 5-17 years of age that reside in the area being served by an eligible recipient and who are from families below the poverty level for the preceding fiscal year. The balance of the secondary funds available (30%) will be awarded based on the number of individuals 5-17 years of age residing in the area being served by an eligible recipient.
Awards to eligible charter schools or Bureau of Indian Affairs recipients willbe made on acounty-by-county basis. Funding will reflect the percentage of a county’s charter school or Bureau of Indian Affairs students being served relative to a county’s total attending high school average daily membership (ADM) counts for all participating eligible recipients.
Arizona has both union high school districts (9-12) with separate elementary districts and unified school districts (K-12).Noelementary school district receives Perkins funding, however, we align “feeder” elementary districts with their corresponding union high school district under the specifications of Section 131(d) for the purposes of determining the ADM counts for all participating eligible recipients. Waivers to the minimal allocation restrictions are made based on the requirements listed in Section 131(c)(2) of the Act. Please note that Small Isolated Arizona Schools is defined per Arizona Revised Statute ARS Section 15- 901(A)(26). The URL for this section of the statutes is as follows:
Allocations to this CTED is based on written cooperative agreements based on the provisions of Section 131(e) of the Act. Cooperative agreements will be in the form of an intergovernmental or interagency agreement under theprovisions of Arizona law.
4. For the upcoming program year, provide the specific dollar allocations madeavailable bythe eligible agency for career and technical education programs andprograms of study under section 132(a) of the Act and describe how theseallocations are distributed to eligible institutions and consortiaof eligible institutionswithintheState. Arizona has a total of ten community college districts with eight of the districts located in rural communities. The Pima County Community College District is the state’s second largest and is located in the Tucson metropolitan area.TheMaricopaCountyCommunity College District is the largest community college district in the nation and has numerous locations across the county. Arizona’s postsecondary system receives 15% of the funds awarded under Section 112(a)(1). Arizona would like to continue using an alternate formula for the award of funds at the postsecondary level under the provisions of Section 132 (a)(1) to make a more equitable distribution of funds to the postsecondary recipients.
The postsecondary formula relies on a combination of number of Federal Pell Grant recipients, recipients of assistance from the Bureau of Indian Affairs and county poverty data to award Perkins funds to the ten community college districts. A total of 50% of the funds would be awarded based on the number of Federal Pell Grant recipients and recipients of assistance from the Bureau of Indian Affairs. The final 50% would be awarded based on the percentage of persons 18 years old and older who are economically disadvantaged by county. Census Bureau data is again used for this part of the formula.
The formula would be as follows: C= Ax .5offormulafunds
B
F= D x .5 of formula funds E
G=C+F
Definitions: A. Number of Pell Grant recipients + the number of BIA recipients
enrolled in career and technical education programs in a community college during the preceding fiscal year.
B. Total number of Pell Grant recipients + the number of BIA recipients in all community colleges during the preceding fiscal year.
C. Part I: (50% based upon Pell & BIA Assistance). D. Percentage of persons 18 years and older by county who is
classified as economically disadvantaged. E. 100% of the persons 18 years and older by county who are
classified as economically disadvantaged.
F. Part II: (50% based upon percentage of persons 18 years old and older who are economically disadvantaged).
G. Total proposed postsecondary eligible recipient allocation.
No postsecondary community college will be awardedanallocationunder $50,000.
Arizona has had no community colleges express an interest in creating a consortia arrangement (to date). However, should this occur, each member of the consortia would need to be an eligible recipient of Perkins funding to participate. Individual allocations would be determined based on the process noted above. A single fiscal agent would then be identified for the consortia who would be responsible for coordinating activities for the consortia. The fiscal agent would submit a single grant application for the consortia, with all individual allocations being pooled. Any other approved operational arrangements would take the form of an intergovernmental or interagency agreement under the provisions of Arizona law.
The specific dollar amounts below are based on the allocation notification receivedfromOCTAE forFY19-20:
FY19-20 Basic Grant Award- $30,287,504 TotalLocal Formula Distribution (87.79%)- $26,620,977 Secondary Recipients (85%)- $22,383,227 Postsecondary Recipients (15%)- $3,949,982 Reserve (Secondary Only)- $287,768
5. Describe how theeligibleagencywill adjustthe dataused to make the allocations to reflect any changes in school district boundaries that may haveoccurred since the population and/or enrollment data was collected, and includelocaleducationagencies withoutgeographicalboundaries,such as charter schools and secondary schools funded by the Bureau of Indian Education.(Section131(a)(3)ofPerkinsV) Arizona intends to use the same process to allocate secondary funds as was utilized under the previous Perkins Act. We will continue to use the Small AreaIncome & Poverty Estimates report from the Census Bureau which is statistically adjusted annually between census years. Data on the number of5-17-year-olds and 5-17-year-olds living in poverty will specifically be targeted.
The data on the census website for Arizona school districts reflects data on the5-17-year-old students. Arizona has unified school district’s that serve K-12 grades and union high school districts that serve only grades 9-12. The5-17-year-olds data presented on the census database are grossly understated for union high school districts given the K-12 structure of the other districts reported that do offer career and technical education instruction. It is our process, therefore, to add the elementary feeder census counts to the union high school census counts. Feeder districts are separate elementary school districts which are physically located within the geographical boundaries of the union high school districts. By doing
so, we “level the playing field,” by treating all districts as K-12 districts for this purpose.
Arizona is largely rural, with some counties containing elementary school districts that do not have sufficient high school age populations to support a high school. These are called “common school districts” or “Type 03”and only offer grades K-8. They are not physically located within the boundaries of an existing union or unified school district. Common school district students must leave their home district to attend an adjoining district that offers high school programs. Arizona tracks these students and the “district of attendance” census counts are also adjusted based on high school ADM accordingly in order to account for them.
Charter schools do lack physical boundaries and therefore collection of census data based solely on district geographical boundaries is not possible. Public charter schools do report high school average daily membership counts (ADM) to the Arizona Department of Education. While census information is collected on Indian Tribes, census figures for Bureau of Indian Education (BIE) are not provided via the census database. BIE contract schools that wish to apply for Perkins finds will continue to submit enrollment information equivalent to the state required public and charter school high school ADM counts. In the absence of district census data, attending high school ADM data is used, in conjunction with county ADM and census data, to allocate Perkins funds to eligible charter and BIE schools.
Based on census data, 70% of the secondary funds will be awarded based on the number of individuals 5-17 year of age residing in the area being served by an eligible recipient and who are from families below the poverty level for the preceding fiscal year. The balance of the funds (30%) willbe awarded based on the number of individuals 5-17 years of age residing in the area being served by an eligible recipient. Awards to eligible charter or BIE recipients will be made on a county-by-county basis. Funding will reflect the percentage of a county’s charter or BIE students being served relative to a county’s total attending ADM counts for all participating eligible recipients.
6. If the eligible agency will submit an application for a waiver to the secondary allocation formula described in section 131(a)— a. include a proposal for such an alternative formula; and Arizona is not requesting to submit an application for a waiver to the secondary allocation formula described in Section 131(a) and will continue touse the same allocation procedures previously employed (and as described above in C-5).
b. describe how the waiver demonstrates that a proposed alternative formulamore effectively targets funds on the basis of poverty (as defined by theOffice of Management and Budgetand revised annuallyinaccordance with section 673(2) of the Community Services Block Grant Act (42 U.S.C.9902(2)) to local educational agencies with the State. (Section 131(b) of PerkinsV)
A waiver to the allocation formula is not being requested.
Also indicate if this is a waiver request for which you received approval underthe prior Carl D. Perkins Career and Technical Education Act of 2006 (PerkinsIV). No waiver was previously requested for the secondary allocation formula.
7. If the eligible agency will submit an application for a waiver to the postsecondary allocation formula described in section 132(a)— a. include a proposal for such an alternative formula; and Arizona would like to continue to use the same allocation procedures previously employed (and as described above in C-4). Postsecondary funds will be distributed under the provisions of Section 133(1)(B). The postsecondary formula relies on a combination of number of Federal Pell Grant recipients, recipients of assistance from the Bureau of Indian Affairs and county poverty data to award Perkins funds to the ten community college districts. A total of 50% of the funds would be awarded based on the number of Federal Pell Grant recipients and recipients of assistance from the Bureau of Indian Affairs. The final 50% would be awarded based on the percentage of persons 18 years old and older who are economically disadvantaged by county.
b. describe how the formula does not result in a distribution of funds to the eligible institutions or consortiawith the State thathave the highestnumbers of economically disadvantaged individuals and that an alternativeformula will result in such a distribution. (Section 132(b) of Perkins V)
Arizona has a total of ten permanent community college districts, eight of which are located in very rural areas of the state. The Pima County Community College District is the state’s second largest and is located in the Tucson metropolitan area. The Maricopa County Community College District is the largest community college district in the nation and has locations across all of Maricopa County. Arizona would like to continue to use an alternative formula for the award of monies at the postsecondary level to make a more equitable distribution of funds to postsecondary recipients and better meet their needs. The addition of the county poverty data within the formula helps to support the rural community college districts within the State that have significant populations at or below the federal poverty line as identified by the federal census data.
Also indicate if this is a waiver request for which you received approval underthe prior Carl D. Perkins Career and Technical Education Act of 2006 (PerkinsIV). Arizona has used the same postsecondary allocation procedures for Perkins IV, Perkins III and Perkins II with satisfactory results for the subrecipients.
8. If theeligibleagencywillaward reservefunds toeligiblerecipients under Section112(c)ofPerkinsV,describetheprocessand criteriaforawardingthosefunds. Only State funds allocated for secondary programs will be awarded to eligible secondary recipients for the purposes of Section 112(c).
Allocations will target secondary recipients that are rural, have a significant percentage of participants in CTE programs, large numbers of CTE students or where gaps in performance as described in Section 113(b)(3)(C)(ii) are noted. Postsecondary funds will only be awarded under the provisions of Section 132(a).
For the purposes of the new state plan, Arizona will limit its definition of “rural” to “small isolated” school districts as defined by ARS 15-901.26or “small” school districts as defined by ARS 15-901.27, outside of Maricopa County and not located within 30 miles of the nearest high schools in Tucson, Flagstaff or Yuma metropolitan areas.
The State plans to award Reserve Funds to eligible districts for projects that foster innovation. For this purpose, $875,000 is planned (depending on the actual state allocation received in the GAN letter) for the transition year. Awards will be made on a competitive basis and projects must target one or more of the groups identified in Section 112(c). Proposals will be submitted though the Arizona Department of Education’s Grants Management Enterprise system. An impartial team of reviewers will each complete a scoring rubric for every eligible application. The rubric facilitates discussion by the team to determine the merits of each application, whether a project should be funded and if funded,atwhat level. Grants are awarded based on the scope of work, anticipated outcomes, the likelihood of statewide application and relevancy to current CTE initiatives.
9. ProvidetheState’sfiscal effort perstudent,or aggregate expenditures for the State, that will establish the baseline for the Secretary’s annual determination on whether the State has maintained its fiscal effort, and indicate whether thebaseline is acontinuinglevelor newlevel.If the baseline is new, please provide the fiscaleffortper student,or aggregate expenditures for the State,for the precedingfiscalyear.(Section211(b)(1)(D)of Perkins V. The Arizona Department of Education receives funds annually through the StateBlockGrantfor Vocations Education in the amount of $11,576,300 and is a continuing level. Most of these funds are provided as grants to school districts and charter schools within the state that provide career and technical education programs. In addition to supporting career and technical education activities across the state, the block grant is also intended to meet the provisions of Section 211(b) for maintenance-of-effort (MOE) as required in Perkins V.
Request for Additional Information- Transition Plan
FY19-20 Allocations- Secondary
Please Note: CTE grants opened on March 1st, 2019 for subrecipients to begin working on their Perkins applications. We use “starter” allocations because of this very early start date, with preliminary allocations being submitted to our Grants Management Enterprise (GME) system in early February 2019. Full allocations will not be added to the grants until the end of August/early September by GME. To determine “starter” allocations, we take a portion of the funds made available for secondary Perkins grants last year and run them through our FY2018-2019 allocation spreadsheet (using previous year data). We use only a portion of the funds in case there is a decrease in funding to Arizona as a whole (we did not have our state Perkins allocation when these were determined). These allocations are entered onto subrecipient grant applications to begin the new grant year. During the month of June, the FY2019-2020 allocation spreadsheet will be developed, and actual funding levels will be determined. Subrecipients will complete a revision of their grant application once actual FY2019-2020 funding levels are reflected in the grants this fall. Below are the “starter” allocations provided to participating secondary entities this coming year:
Agua Fria Union High School District $315,138.93 Ajo Unified District $7,136.23 American Leadership Academy- Gilbert $8,000.00 American Leadership Academy- Ironwood $8,000.00 American Leadership Academy- Queen Creek $8,000.00 Amphitheater Unified District $302,533.79 Antelope Union High School District $18,742.05 Apache Junction Unified District $117,397.58 Arizona Agribusiness and Equine Center - Paradise Valley $22,504.34 Arizona Agribusiness and Equine Center - Red Mtn $9,863.36 Arizona Agribusiness and Equine Center - South Mtn CC $24,800.58 Arizona Agribusiness and Equine Center- Estrella $28,127.13 Arizona Agribusiness and Equine Center- Prescott $12,028.01 Arizona Call-a-Teen Youth Resources, Inc $6,858.38 Ash Fork Joint Unified District $4,543.02 Baboquivari Unified District $43,181.00 Bagdad Unified School District $4,442.51 Benson Unified School District $28,020.25 Bicentennial Union High School District $15,303.75 Greyhills Academy (BIE) $13,103.75 Bisbee Unified District $29,530.38 Blue Ridge Unified District $53,383.04 Bowie Unified District $1,159.47 Buckeye Union High School District $199,389.03 Camp Verde Unified District $30,584.67 Casa Grande Union High School District $298,843.63 Catalina Foothills Unified District $38,228.69 Cave Creek Unified District $63,810.53 Chandler Unified District $453,077.70 Chinle Unified District $133,684.82 Chino Valley Unified District $39,633.55 Colorado City Unified District $50,555.83
Colorado River Union High School District $157,191.25 Coolidge Unified District $125,501.97 Deer Valley Unified District $485,253.79 Douglas Unified District $121,635.25 Duncan Unified District $8,528.83 Dysart Unified District $415,230.85 Flagstaff Unified District $160,699.52 Florence Unified School District $172,113.74 Flowing Wells Unified District $119,745.04 Fort Thomas Unified District $29,726.69 Fountain Hills Unified District $23,288.83 Fredonia-Moccasin Unified District $6,069.04 Ganado Unified District $44,052.41 Gila Bend Unified District $11,759.68 Gilbert Unified District $377,350.63 Glendale Union High School District $1,286,088.57 Globe Unified District $28,926.30 Grand Canyon Unified District $3,342.82 Hayden-Winkelman Unified District $3,764.44 Heber-Overgaard Unified District $9,196.49 Higley Unified District $128,897.24 Holbrook Unified District $48,704.39 Humboldt Unified District $114,183.49 J. O. Combs Unified School District $100,861.35 Joseph City Unified District $9,760.99 Kayenta Unified District $69,985.36 Kingman Unified School District $164,765.46 Lake Havasu Unified District $103,040.38 Mammoth-San Manuel Unified District $21,664.50 Marana Unified District $178,162.99 Maricopa Unified School District $130,627.44 Mayer Unified District $16,260.64 Mesa Unified District $1,291,686.04 Miami Unified District $30,880.69 Mingus Union High School District $69,332.68 Morenci Unified District $11,023.65 Nogales Unified District $124,204.20 Page Unified District $43,748.70 Paradise Valley Unified District $479,501.79 Parker Unified School District $39,900.06 Pategonia Union High School District $8,000.00 Payson Unified District $49,150.21 Peoria Unified School District $459,113.70 Phoenix Union High School District $3,255,837.56 Pima Unified District $15,700.11 Pinon Unified District $44,974.86 Prescott Unified District $66,660.84 Queen Creek Unified District $56,450.05
Ray Unified School District $12,272.73 Red Mesa Unified District $51,966.69 Round Valley Unified District $26,534.57 Saddle Mountain Unified School District $26,437.26 Safford Unified District $60,547.17 Sahuarita Unified District $69,544.64 San Carlos Unified District $34,038.50 San Simon Unified District $1,203.84 San Tan Charter School $8,000.00 Sanders Unified District $37,679.07 Santa Cruz Valley Unified District $66,874.24 Santa Cruz Valley Union High School District $48,575.43 Scottsdale Unified District $295,682.01 Sedona-Oak Creek Joint Unified District $15,799.38 Seligman Unified District $1,766.47 Show Low Unified District $58,430.64 Sierra Vista Unified District $152,201.63 Snowflake Unified District $43,812.06 St. David Unified District $6,970.09 St. Johns Unified District $18,651.59 Sunnyside Unified District $440,224.00 Superior Unified School District $9,326.72 Tanque Verde Unified District $16,005.97 Tempe Union High School District $562,607.80 Thatcher Unified District $23,178.12 Tolleson Union High School District $690,210.33 Tombstone Unified District $24,013.91 Trivium Preparatory Academy $14,688.38 Tuba City Unified District $69,735.22 Tucson Unified District $1,336,280.84 Vail Unified District $91,683.87 Valley Union High School District $11,419.33 Whiteriver Unified District $76,864.69 Wickenburg Unified District $48,320.53 Willcox Unified District $27,407.89 Williams Unified District $16,100.58 Window Rock Unified District $64,137.29 Winslow Unified District $49,148.63 Young Elementary School District $1,415.73 Yuma Union High School District $658,389.70
FY19-20 Allocations- Postsecondary
Like the process for secondary Perkins applications, the postsecondary subrecipients receive an abridged “starter” allocation for the March 1st, 2019 opening of the Perkins grant application. In early June 2019, the actual allocations for FY2019-2020 were determined and notification sent to the postsecondary subrecipients. The allocations will be updated at the end of August/early September in the GME system. Postsecondary subrecipients will need to complete a revision to adjust the funding levels in their grant application. Below are the actual allocations for this coming year:
-Cochise County Community College $229,301.62 -Coconino Community College $262,007.13 -Graham County Community College $254,862.06 -Maricopa County Community Colleges $1,424,832.99 -Mohave County Community College $277,756.83 -Northland Pioneer College $324,117.94 -Pima Community College $374,937.64 -Pinal County Community College $226,986.13 -Yavapai College $238,837.37 -Arizona Western College $337,862.29
Funding Split Between Secondary/Postsecondary
We have requested to continue the 85%/15% split in funding for the secondary and postsecondary subrecipients in Arizona. This would be a continuation of the standard split in funding utilized throughout implementation of Perkins IV. The previous state plan indicates the primary reason for the division is to more equitably distribute funds to rural community college districts within the State that have significant populations at or below the federal poverty line as identified by census data. This justification continues to be true for the Perkins V plan.
There are ten community college districts across the state (all of whom are Perkins participants) as opposed to approximately 116 secondary Perkins subrecipients this year, requiring a larger split in funding. It is very unlikely that additional community college districts will develop at this point, however, is it likely that we will have additional secondary districts expressing interest in Perkins funding. This is being spurred on by national attention on career and technical education, as well as, initiatives by Arizona state government to highlight the college and career opportunities available to students in Arizona.
Finally, funding levels for secondary and postsecondary are being maintained at current levels due to historical capacity to utilize the funding. The ten postsecondary entities have not shown a need for a larger split of the funds since, as a group, they have not expended all their allocation in single year. Increasing the postsecondary portion of the assistance funds would seem to predictably result in a larger amount of carry over funding.
The Reserve funds are used in a competitive grant process for our CTE Innovative grants, with applications due by the first Friday in May. Applicants submit a completed grant application into our Grants Management Enterprise System, including the following elements: -Contact Information -Budget -Program Narrative Questions (Scope of Work, SMART Objectives, Expenditure Descriptions)
The following information appeared in the most recent grant for 2019-2020 to provide guidance:
PROGRAM INFORMATION / INSTRUCTION
The purpose of the CTE Innovative grant is to provide support to eligible recipients for statewide projects and initiatives of career and technical education activities as described in Carl D. Perkins, Section 135 (for rural areas; areas with high percentages of career and technical education students; and areas with high numbers of career and technical education students). Grants will be awarded based on the scope of work, anticipated outcomes, statewide implementation and relevancy to current CTE initiatives using a competitive scoring rubric and neutral review team.
Any Perkins eligible recipient can apply for and become the fiscal agent for an Innovative grant on behalf of the members of a CTE consortia. Eligible applicants must submit an electronic proposal describing a project which addresses one of the following five CTE Innovative Program statewide initiatives: Data Collection and Statewide Systems, Curriculum Enhancements, Career Readiness, Teacher Induction and Retention and Industry Certifications. Grants will be awarded based on competitive rubric scores related to the scope of work, anticipated outcomes, statewide implementation and relevancy to current CTE initiatives.
Once the grant competition closes, we set up a review committee to evaluate the grant submissions. Each person individually reviews the grants and scores them based on an established scoring rubric (see attached).
Our Innovative review procedures are as follows:
-The review team consists of appropriate members of the ADE-CTE team along with at least one member from another program area within ADE. -All members of the review team receive copies of the applications along with a scoring rubric. Each member is requested to review applications independently and bring completed rubrics to the scheduled review team meeting. -The scoring rubric is intended to provide team members with a framework to review applications across common measures. The rubric facilitates discussion by the team to determine the merits of each application. -There is no set minimum score required for the funding rubric- it is intended to give the review team an overall impression of the group consensus for each application (and a general ranking). The review team discusses the merits of each application to determine whether the project should be funded and, if funded, at what level. Each element of the rubric is reviewed by the team and, based on their unique knowledge of CTE in Arizona, participants make determinations for funding. Discussion continues until group agreement is reached on each application. -Although applicants must include a budget and request a specific funding level, the review team allocates funding based on the specific activities of the proposal and may choose to offer more/less funding accordingly. The review team may require modification/clarification to the project as a condition of funding. The applicant has the choice to accept or decline the offer.
Applicants are then notified regarding the outcome of their grant application through the Grants Management Enterprise System. Feedback from the review team is often posted on the Comment Log within the grant application, particularly if there are further instructions for the applicant.
We also require the following progress reports for those who are ultimately awarded funding. -Mid-year Narrative (due March 31st) -Final Narrative (due September 15th)
Statutory AssurancesStatutory Assurances
The eligible agency assures that:
1. It made the State plan publicly available for public comment for a period of not less than 30 days, by electronicmeans and in an easily accessible format, prior to submission to the Secretary for approval and such publiccomments were taken into account in the development of this State plan. (Section 122(a)(4) of Perkins V)
2. It will use the funds to promote preparation for high-skill, high-wage, or in-demand industry sectors oroccupations and non-traditional fields, as identified by the State. (Section 122(d)(13)(C) of Perkins V)
3. It will provide local educational agencies, area career and technical education schools, and eligible institutions inthe State with technical assistance, including technical assistance on how to close gaps in student participationand performance in career and technical education programs. (Section 122(d)(13)(E) of Perkins V)
4. It will comply with the requirements of this Act and the provisions of the State plan, including the provision of afinancial audit of funds received under this Act, which may be included as part of an audit of other Federal or Stateprograms. (Section 122(d)(13)(A) of Perkins V)
5. None of the funds expended under this Act will be used to acquire equipment (including computer software) in anyinstance in which such acquisition results in a direct financial benefit to any organization representing theinterestes of the acquiring entity or the employees of the acquiring entity, or any affiliate of such an organization.(Section 122(d)(13)(B) of Perkins V)
6. It will use the funds provided under this Act to implement career and technical education programs and programsof study for individuals in State correctional institutions, including juvenile justice facilities. (Section 122(d)(13)(D)of Perkins V)
I understand that the use of the Personal Identification Number (PIN) supplied to me by the Department to certify andsubmit these assurances is the same as certifying and signing the document with a hand-written signature.
Signature of Authorized Individual (PIN): **** Title/Agency: State CTE Director Arizona
Date: 4/29/2019 12:00:00 AM
EDGAR CertificationsEDGAR Certifications
By submitting a Perkins V State Plan, consistent with 34 CFR 76.104, the eligible agency certifies that:
1. It is eligible to submit the Perkins State plan. 2. It has authority under State law to perform the functions of the State under the Perkins program(s). 3. It legally may carry out each provision of the plan. 4. All provisions of the plan are consistent with State law. 5. A State officer, specified by title in Item C on the Cover Page, has authority under State law to receive, hold, and
disburse Federal funds made available under the plan. 6. The State officer who submits the plan, specified by title in Item C on the Cover Page, has authority to submit the
plan. 7. The entity has adopted or otherwise formally approved the plan. 8. The plan is the basis for State operation and administration of the Perkins program.
I understand that the use of the Personal Identification Number (PIN) supplied to me by the Department to certify andsubmit these assurances is the same as certifying and signing the document with a hand-written signature.
Signature of Authorized Individual (PIN): **** Title/Agency: State CTE Director Arizona
Date: 4/29/2019 12:00:00 AM
Arizona Department of Education /Career and Technical Education does not use federal funds.
CERTIFICATION REGARDING LOBBYING
Certification for Contracts, Grants, Loans, and Cooperative Agreements
The undersigned certifies, to the best of his or her knowledge and belief, that:
(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of an agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement.
(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its instructions.
(3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,00 0 and not more than $100,000 for each such failure.
Statement for Loan Guarantees and Loan Insurance
The undersigned states, to the best of his or her knowledge and belief, that:
If any funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this commitment providing for the United States to insure or guarantee a loan, the undersigned shall complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its instructions. Submission of this statement is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required statement shall be subjec t to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.
* APPLICANT'S ORGANIZATION
* PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE
Prefix: * First Name:
* Last Name:
* Title:
Middle Name:
Suffix:
* SIGNATURE: * DATE:
OMB Control No. 1894-0005 (Exp. 04/30/2020)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you about the following provision in the Department of Education's General Education Provisions Act (GEPA) that applies to applicants for new grant awards under Department programs. This provision is Section 427 of GEPA, enacted as part of the Improving America's Schools Act of 1994 (Public Law (P.L.) 103-382).
To Whom Does This Provision Apply?
Section 427 of GEPA affects applicants for new grant awards under this program. ALL APPLICANTS FOR NEW AWARDS MUST INCLUDE INFORMATION IN THEIR APPLICATIONS TO ADDRESS THIS NEW PROVISION IN ORDER TO RECEIVE FUNDING UNDER THIS PROGRAM.
(If this program is a State-formula grant program, a State needs to provide this description only for projects or activities that it carries out with funds reserved for State-level uses. In addition, local school districts or other eligible applicants that apply to the State for funding need to provide this description in their applications to the State for funding. The State would be responsible for ensuring that the school district or other local entity has submitted a sufficient section 427 statement as described below.)
What Does This Provision Require?
Section 427 requires each applicant for funds (other than an individual person) to include in its application a description of the steps the applicant proposes to take to ensure equitable access to, and participation in, its Federally-assisted program for students, teachers, and other program beneficiaries with special needs. This provision allows applicants discretion in developing the required description. The statute highlights six types of barriers that can impede equitable access or participation: gender, race, national origin, color, disability, or age. Based on local circumstances, you should determine whether these or other barriers may prevent your students, teachers, etc. from such access or participation in, the Federally-funded project or activity. The description in your application of steps to be taken to overcome these barriers need not be lengthy; you may provide a clear and succinct description of how you plan to address those barriers that are applicable to your circumstances. In addition, the information may be provided in a single
narrative, or, if appropriate, may be discussed in connection with related topics in the application.
Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure that, in designing their projects, applicants for Federal funds address equity concerns that may affect the ability of certain potential beneficiaries to fully participate in the project and to achieve to high standards. Consistent with program requirements and its approved application, an applicant may use the Federal funds awarded to it to eliminate barriers it identifies.
What are Examples of How an Applicant Might Satisfy the Requirement of This Provision?
The following examples may help illustrate how an applicant may comply with Section 427.
1) An applicant that proposes to carry out an adult literacy project serving, among others, adults with limited English proficiency, might describe in its application how it intends to distribute a brochure about the proposed project to such potential participants in their native language.
2) An applicant that proposes to develop instructional materials for classroom use might describe how it will make the materials available on audio tape or in braille for students who are blind.
3) An applicant that proposes to carry out a model science program for secondary students and is concerned that girls may be less likely than boys to enroll in the course, might indicate how it intends to conduct "outreach" efforts to girls, to encourage their enrollment.
4) An applicant that proposes a project to increase school safety might describe the special efforts it will take to address concern of lesbian, gay, bisexual, and transgender students, and efforts to reach out to and involve the families of LGBT students
We recognize that many applicants may already be implementing effective steps to ensure equity of access and participation in their grant programs, and we appreciate your cooperation in responding to the requirements of this provision.
Estimated Burden Statement for GEPA Requirements According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 1.5 hours per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Public Law 103-382. Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or email [email protected] and reference the OMB Control Number 1894-0005.
I certify that to the best of my knowledge and belief, all information and data included in this State plan submission aretrue and correct.
I understand that the use of the Personal Identification Number (PIN) supplied to me by the Department to certify andsubmit these assurances is the same as certifying and signing the document with a hand-written signature.
Signature of Authorized Individual (PIN): **** Title/Agency: State CTE Director/Arizona
