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pdfU. S. Department of Education
Office of Career, Technical, and Adult Education
***********
The Carl D. Perkins Career and Technical
Education Act of 2006
(Perkins V)
GUIDE FOR THE SUBMISSION
OF STATE PLANS
Proposed Revision
OMB Control Number:
Expiration Date:
1830-0029
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. The valid OMB control number for this information
collection is 1830-0029. Public reporting burden for this collection of information is estimated to average 19 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 (Carl D. Perkins Career and Technical Education Act, as amended by the Strengthening Career
and Technical Education Act for the 21st Century Act (Public Law 115-224)). If you have any comments concerning the
accuracy of the time estimate, suggestions for improving this individual collection, or if you have comments or concerns
regarding the status of your individual form, 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. directly.
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TABLE OF CONTENTS
INTRODUCTION AND SUBMISSION REQUIREMENTS ................................................ 1
I.
COVER PAGE............................................................................................................... 5
II.
NARRATIVE DESCRIPTIONS.................................................................................... 7
A. Plan Development and Consultation ..................................................................... 7
B. Program Administration and Implementation ....................................................... 7
1.
State’s Vision for Education and Workforce Development ......................... 7
2.
Implementing Career and Technical Education Programs
and Programs of Study ............................................................................... 10
3.
Meeting the Needs of Special Populations ................................................. 16
4.
Preparing Teachers and Faculty ................................................................. 16
C. Fiscal Responsibility ........................................................................................... 16
D. Accountability for Results .................................................................................. 18
III.
ASSURANCES, CERTIFICATIONS, AND OTHER FORMS .................................. 21
A. Statutory Assurances ........................................................................................... 21
B. EDGAR Certifications ........................................................................................ 22
C. Other Forms ........................................................................................................ 22
IV. BUDGET ..................................................................................................................... 23
A. Instructions .......................................................................................................... 23
B. Budget Form ....................................................................................................... 25
V.
STATE DETERMINED PERFORMANCE LEVELS ................................................ 26
A. Instructions .......................................................................................................... 26
B. State Determined Performance Levels (SDPL) Form ......................................... 31
TABLES:
Table 1:
Table 2:
Table 3:
Timeline for the Issuance of Perkins V Grant Awards ......................................... 2
Timeline for Submitting State Plans and Subsequent Revisions ......................... 4
Section 113(b) Core Indicators of Performance.................................................. 28
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INTRODUCTION
On July 31, 2018, The Strengthening Career and Technical Education for the 21st Century Act
(Public Law 115-224) (Perkins V, the Act, or statute), was signed into law and reauthorized and
amended the Carl D. Perkins Career and Technical Education Act of 2006. Section 122(a)(1) of
Perkins V requires each eligible agency desiring assistance for any fiscal year under the Act to
prepare and submit a State plan to the Secretary. Each eligible agency must develop its State
plan in consultation with key stakeholders, the Governor, and other State agencies with authority
for career and technical education (CTE), consistent with section 122(c) of Perkins V. Pursuant
to section 122(b)(1) of the Act, the eligible agency may choose to submit its State plan as part of
a Workforce Innovation and Opportunity Act (WIOA) Combined State Plan.
The U. S. Department of Education’s (Department) Office of Career, Technical, and Adult Education
(OCTAE) developed and first issued this guide on April 26, 2019, to assist each eligible agency in preparing
and submitting a new State Plan under Perkins V and applicable Federal regulations. Now, in January 2025
this guide has been updated to provide data specifications for numerators and denominators for the
section 113 core indicators of performance to ensure that the indicators are measured in a manner
that is consistent with the statute and to improve the consistency of the data collected from States to
facilitate the “aggregate analysis” of performance and State-by-State comparisons that sections
113(b)(3)(C)(iv) and 114(a)(1)) of the law, respectively, directs the Department to produce.
Accordingly, the Department has amended this Guide to include data specifications for the
numerators and denominators of the core indicators of performance (provided in Table 2) that each
eligible agency may use to inform their State determined performance levels (SDPLs) for the period
covered by its State plan. The data specifications are effective in Fiscal Year (FY) 2026, which
begins July 1, 2026.
General State Plan Submission Instructions
For years subsequent to those covered by the initial State plan submission,1 each eligible agency
must submit one of the following pursuant to section 122(a)(5) of Perkins V to ensure it remains in
compliance with the Act.
•
•
Option 1: A subsequent (new) 4-year State Plan including SDPLs for the fiscal years covered by
the plan and a budget for the upcoming fiscal year; or
Option 2: Annual revisions to establish SDPLs, any other State plan revisions that the eligible
agency determines to be necessary pursuant to section 122(a)(1) of Perkins V, and a budget for
the upcoming fiscal year.
Under either option, an eligible agency may continue to, or newly, submit its Perkins State plan as
part of a WIOA Combined State Plan.
1
To fulfill the obligation for the initial State plans, each eligible agency submitted a 1-Year Transition Plan for FY 2019,
covering July 1, 2019 – June 30, 2020, and then a 4-Year State Plan in FY 2020 covering FY 2020-23 (July 1, 2020 – June 30,
2024).
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Option 1: New 4-Year State Plan
Pursuant to section 122(a)(5) of Perkins V and applicable Federal regulations, an eligible agency
may submit, after the first 4-year State plan is submitted, subsequent 4-year plans not later than 120
days prior to the end of the 4-year period covered by the preceding State plan. The eligible agency
must include the same contents and use the same procedures it used to develop and submit its initial
4-year State Plan as described in section 122(c) of Perkins V and must include a response to Item
II.A. – State Plan Development and Consultation of this Guide in its State plan submission.
Each eligible agency must establish SDPLs that meet the requirements of section 113(b)(3)(A)(i)(III)
of Perkins V. In addition, the eligible agency must engage in a public comment process pursuant to
section 113(b)(3)(B) of Perkins V and include a response to Item D.5. of this Guide in its State plan
submission.
Pursuant to section 113(b)(3)(A)(iii), if unanticipated circumstances arise in a State or changes
occur related to the improvement in data or measurement approaches, the eligible agency may, at the
end of any program year, revise its SDPLs for the remaining years covered by its State plan using the
public comment process pursuant to section 113(b)(3)(B) of Perkins V and must include a response to
Item D.5 of this Guide in its State plan submission. If the SDPL revisions require a change to its
baseline data, the eligible agency should update its response to Item D.4 of this Guide in its State
plan submission, as applicable.
For any fiscal years following the submission of the new 4-year State plan, an eligible agency must
use the amendment procedure described in 34 CFR 76.140 when “there is a significant and relevant
change in the information or the assurances in the plan.” Unless otherwise prescribed by the
Secretary, the amendment procedure requires the eligible agency to use the same procedures it used
to prepare and submit its initial State plan as described in section 122(c) of Perkins V and must
include a response to Item II.A. – State Plan Development and Consultation of this Guide in its State
plan submission.
Option 2: Annual Revisions to An Approved 4-Year State Plan
Each eligible agency must establish SDPLs that meet the requirements of section 113(b)(3)(A)(i)(III)
of Perkins V. In addition, the eligible agency must engage in a public comment process pursuant to
section 113(b)(3)(B) of Perkins V and include a response to Item D.5. of this Guide in its State plan
submission. Pursuant to section 113(b)(3)(A)(iii), if unanticipated circumstances arise in a State or
changes occur related to the improvement in data or measurement approaches, the eligible agency
may, at the end of any program year, revise its SDPLs for the remaining years covered by its State
plan using the public comment process pursuant to section 113(b)(3)(B) of Perkins V and must
include a response to Item D.5 of this Guide in its State plan submission. If the SDPL revisions
require a change to its baseline data, the eligible agency should update its response to Item D.4 of
this Guide in its State plan submission, as applicable.
An eligible agency must use the amendment procedure described in 34 CFR 76.140. when “there is a
significant and relevant change in the information or the assurances in the plan. Unless otherwise
prescribed by the Secretary, the amendment procedure requires the eligible agency to use the same
procedures it used to prepare and submit its initial State plan as described in section 122(c) of
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Perkins V and include a response to Item II.A. – State Plan Development and Consultation of this
Guide in its State plan submission.
Contents of Perkins V State Plans
State Plans under Perkins V must include the following items—
•
•
•
•
•
A cover page, including a letter providing joint signature authority from the
Governor;
Narrative descriptions required by statute;
Assurances, certifications, and other forms required by statute and/or applicable
Federal regulations, including the Education Department General Administrative
Regulations (EDGAR) at 34 CFR Part 76;
A budget for the upcoming year;
State determined levels of performance (SDPLs).
State Plan Submissions for FY 2026
For FY 2026, which begins July 1, 2026, each eligible agency has the same options (1 and 2) as
noted above in making their State plan submission. We believe that some States may need to revise
certain SDPLs in response to the updated data specifications. When an eligible agency makes any
changes to its data specifications and chooses to make corresponding changes to its SDPLs, it must
provide baseline data for that core indicator and include a response to Item D.4 of this Guide in its
State plan submission, as applicable. As noted in Option 2, above, the State must follow the public
comment process under section 113(b)(3)(B) of Perkins V and must include an updated response to
Item D.5 of this Guide in its State plan when it revises its SDPLs for the remaining years covered by
its State plan. Because the Perkins statute provides specific procedures for SDPL revisions, the
regulatory provisions related to other State Plan amendments in 34 CFR 76.140 are not required.
State Plans and Revisions in Subsequent Years
In subsequent years, each eligible agency has the same options (1 and 2) as noted above in
making its State plan submission.
Timeline for the Issuance of Perkins V Grant Awards
Table 1 below provides the annual timeline for the Department to issue Perkins V grant awards.
Congress appropriates funding for Perkins V State grants in two installments, one of which
becomes available on July 1 and a second which becomes available on October 1. In each fiscal
year, the Secretary will issue program memoranda with a reminder about the State plan
submission requirements and due dates, and estimated State allocations, respectively, for the
upcoming fiscal year.
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Table 1: Timeline for the Issuance of Perkins V Grant Awards
Timeline
1
2
Actions
January
Department issues memorandum with procedural reminders for the
submission of Perkins V State Plans for the upcoming program
year.
No later than March1
Department issues memorandum with estimated allocations for
State’s Perkins V grant awards for the upcoming program year.
Spring Date To Be
Determined2
Eligible agencies submit their Perkins V State Plans, revisions, if
any, and budgets for the upcoming program year to the Perkins
State Plan Portal.
June 30
Department approves Perkins V State Plans and/or revisions that
meet the requirements of the statute for the upcoming program year.
July 1
Department issues 1st installment of State’s Perkins V grant awards
for the upcoming program year.
October 1
Department issues supplemental and final installment of State’s
Perkins V grant awards for the upcoming program year.
The Department will publish estimated State allocations no later than March provided that an appropriation for
the next fiscal year has been enacted into law by this time.
Where practicable, the Department may determine that it does not need the full 120 day period allowable
under section 122(f) of Perkins V to review State plans and/or revisions and issue Perkins grant awards on
schedule on July 1.
Submission Instructions
Each eligible agency must submit its Perkins V State Plan and any annual revisions, including
budgets and SDPLs, no later than close of business (5:00 pm EST) of each submission year on
the date established by the Secretary in accordance with 34 CFR 76.703(b)(3)(ii). Submissions
must be entered into the Perkins V State Plan Portal at https://perkins.ed.gov.3 As in years past,
the Department will provide eligible agencies with online training and technical assistance before
and throughout the Perkins V State Plan submission process.
Approval of State Plans
Section 122(f)(1) of Perkins V requires the Secretary, not less than 120 days after the eligible
agency submits its State Plan to approve such State Plan, or a revision of the plan under section
122(a)(2), including a revision of State determined performance levels in accordance with
section 113(b)(3)(A)(ii) and (iii), if the Secretary determines that the State has submitted State
determined performance levels that meet the criteria established in section 113(b)(3), including
the minimum requirements described in section 113(b)(3)(A)(i)(III). The Secretary shall not
disapprove such plan unless the Secretary determines it does not meet the requirements of the
Act pursuant to section 122(f)(1) and takes the disapproval actions described in section 122(f)(2)
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of the Act.
Publication Information
The Department plans to publish Perkins V State Plans, including SDPLs on its website or
through other means available.
For Further Information
For questions regarding the Perkins V State Plan submission requirements or process, an eligible
agency should contact its Perkins Regional Coordinator (PRC) under the “Contact Us” tab on the
Perkins Collaborative Resource Network (PCRN) at https://cte.ed.gov.
3
Hard copy submissions will not be accepted as the Department met the requirement of 2 CFR 76.720(b)(3) for
the transition from hard copy to electronic submission of State plans and revisions during implementation of the
Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV).
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U. S. Department of Education
Office of Career, Technical, and Adult Education
Carl D. Perkins Career and Technical Education Act of 2006 (Perkins V)
State Plan
I. COVER PAGE
A.
State Name:
B.
Eligible Agency (State Board)4 submitting plan on behalf of the State:
C.
Authorized Representative (i.e., Chair, President) of the Eligible Agency identified in Item B.
1. Name:
2. Official Position Title:
3. Agency:
4. Address:
5. Telephone: ( )
5. Email:
D.
State Agency delegated responsibilities by Eligible Agency under section 131(b) for the
administration, operation, or supervision of activities of the State plan (if applicable):
E.
Individual serving as the State Director for Career and Technical Education:
F.
4
1.
Name:
2.
Official Position Title:
3.
Agency:
4.
Telephone: (
)
5. Email:
Type of Perkins V State Plan Submission - Subsequent Years (Check one):
4-Year State Plan, covering [insert fiscal years]
Annual Revisions, covering [insert upcoming fiscal year] – Narrative Items
Annual Revisions, covering [insert upcoming fiscal year] – State Determined Performance Levels
Under section 3(18) the term eligible agency means a State board designated or created consistent with State law as the
sole State agency responsible for the administration of career and technical education in the State or for the supervision
of the administration of career and technical education in the State.
8
G.
Submitting Perkins V State Plan as Part of a Workforce Innovation and Opportunities Act
(WIOA) Combined State Plan – Subsequent Years (Check one):
Yes (If yes, please indicate year of submission:
No
)
H.
Governor’s Joint Signatory Authority of the Perkins V State Plan (Fill in text box and then check
one box below):
I.
Date that the State Plan was sent to the Governor for signature:
J.
The Governor has provided a letter that he or she is jointly signing the State plan for
submission to the Department.
The Governor has not provided a letter that he or she is jointly signing the State plan for
submission to the Department.
By signing this document, the eligible entity, through its authorized representative, agrees:
1. To the assurances, certifications, and other forms enclosed in its State plan submission; and
2. That, to the best of my knowledge and belief, all information and data included in this State
plan submission are true and correct.
Authorized Representative Identified in Item C Above
(Printed Name)
Telephone:
Signature of Authorized Representative
Date:
9
II. NARRATIVE DESCRIPTIONS
A.
Plan Development and Consultation
7. Describe how the State plan was developed in consultation with the stakeholders and in
accordance with the procedures in section 122(c)(2) of Perkins V. See Text Box 1 for the
statutory requirements for State plan consultation under section 122(c)(1) of Perkins V.
8. Consistent with section 122(e)(1) of Perkins V, each eligible agency must develop the
portion of the State plan relating to the amount and uses of any funds proposed to be
reserved for adult career and technical education, postsecondary career and technical
education, and secondary career and technical education after consultation with the State
agencies identified in section 122(e)(1)(A)-(C) of the Act. If a State agency, other than the
eligible agency, finds a portion of the final State plan objectionable, the eligible agency
must provide a copy of such objections and a description of its response in the final plan
submitted to the Secretary. (Section 122(e)(2) of Perkins V)
9. Describe opportunities for the public to comment in person and in writing on the State plan.
(Section 122(d)(14) of Perkins V)
B.
Program Administration and Implementation
7. State’s Vision for Education and Workforce Development
a.
Provide a summary of State-supported workforce development activities (including
education and training) in the State, including the degree to which the State's career
and technical education programs and programs of study are aligned with and address
the education and skill needs of the employers in the State identified by the State
workforce development board. (Section 122(d)(1) of Perkins V)
b.
Describe the State's strategic vision and set of goals for preparing an educated and
skilled workforce (including special populations) and for meeting the skilled
workforce needs of employers, including in existing and emerging in-demand industry
sectors and occupations as identified by the State, and how the State's career and
technical education programs will help to meet these goals. (Section 122(d)(2) of
Perkins V)
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Text Box 1: Statutory Requirements for State Plan Consultation
(c) PLAN DEVELOPMENT.—
(1) IN GENERAL.—The eligible agency shall—
(A) develop the State plan in consultation with—
(i) representatives of secondary and postsecondary career and technical education
programs, including eligible recipients and representatives of 2-year minority
serving institutions and historically Black colleges and universities and tribally
controlled colleges or universities in States where such institutions are in existence,
adult career and technical education providers, and charter school representatives
in States where such schools are in existence, which shall include teachers, faculty,
school leaders, specialized instructional support personnel, career and academic
guidance counselors, and paraprofessionals;
(ii) interested community representatives, including parents, students, and community
organizations;
(iii) representatives of the State workforce development board established under section
101 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3111) (referred
to in this section as the ‘‘State board’’);
(iv) members and representatives of special populations;
(v) representatives of business and industry (including representatives of small
business), which shall include representatives of industry and sector partnerships in
the State, as appropriate, and representatives of labor organizations in the State;
(vi) representatives of agencies serving out-of-school youth, homeless children and
youth, and at-risk youth, including the State Coordinator for Education of
Homeless Children and Youths established or designated under section 722(d)(3)
of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11432(d)(3));
(vii) representatives of Indian Tribes and Tribal organizations located in, or providing
services in, the State; and
(viii) individuals with disabilities; and
(B) consult the Governor of the State, and the heads of other State agencies with authority
for career and technical education programs that are not the eligible agency, with respect
to the development of the State plan.
(2) ACTIVITIES AND PROCEDURES.—The eligible agency shall develop effective activities
and procedures, including access to information needed to use such procedures, to allow the
individuals and entities described in paragraph (1) to participate in State and local decisions
that relate to development of the State plan.
(3) CONSULTATION WITH THE GOVERNOR.—The consultation described in paragraph
(1)(B) shall include meetings of officials from the eligible agency and the Governor’s office
and shall occur—
(A) during the development of such plan; and
(B) prior to submission of the plan to the Secretary.
(Section 122(c)(1) of Perkins V)
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c.
Describe the State’s strategy for any joint planning, alignment, coordination, and
leveraging of funds between the State's career and technical education programs and
programs of study with the State's workforce development system, to achieve the
strategic vision and goals described in section 122(d)(2) of Perkins V, including the
core programs defined in section 3 of the Workforce Innovation and Opportunity Act
(WIOA)(29 U.S.C. 3102) and the elements related to system alignment under section
102(b)(2)(B) of WIOA (29 U.S.C. 3112(b)(2)(B)); and for programs carried out under
this title with other Federal programs, which may include programs funded under the
Elementary and Secondary Education Act of 1965 and the Higher Education Act of
1965. (Section 122(d)(3) of Perkins V)
d.
Describe how the eligible agency will use State leadership funds made available under
section 112(a)(2) of Perkins V for each of the purposes under section 124(a) of the
Act. See Text Box 2 for the required uses of State leadership funds under section
124(a) of Perkins V. (Section 122(d)(7) of Perkins V)
Text Box 2: Required Uses of State Leadership Funds
(a) GENERAL AUTHORITY.—
From amounts reserved under section 112(a)(2), each eligible agency shall—
(1) conduct State leadership activities to improve career and technical education, which shall
include support for—
(A) preparation for non-traditional fields in current and emerging professions, programs
for special populations, and other activities that expose students, including special
populations, to high-skill, high-wage, and in-demand occupations;
(B) individuals in State institutions, such as State correctional institutions, including
juvenile justice facilities, and educational institutions that serve individuals with
disabilities;
(C) recruiting, preparing, or retaining career and technical education teachers, faculty,
specialized instructional support personnel, or paraprofessionals, such as preservice,
professional development, or leadership development programs; and
(D) technical assistance for eligible recipients; and
(2) report on the effectiveness of such use of funds in achieving the goals described in section
122(d)(2) and the State determined levels of performance described in section
113(b)(3)(A), and reducing disparities or performance gaps as described in section
113(b)(3)(C)(ii)(II).
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8.
5
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)
b.
Describe the process and criteria to be used for approving locally developed programs
of study or career pathways (see Text Box 3 for the statutory definition of career
pathways under section 3(8) of Perkins V), 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 1325 will—
i.
promote continuous improvement in academic achievement and technical skill
attainment;
ii. expand access to career and technical education for special populations; and
iii. support the inclusion of employability skills in programs of study and career
pathways. (Section 122(d)(4)(B) of Perkins V)
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 parents, as
appropriate), representatives of secondary and postsecondary education, and
special populations, and to the extent practicable, provide that information and
those resources in a language students, parents, and educators can understand;
ii. facilitate collaboration among eligible recipients in the development and
coordination of career and technical education programs and programs of study
and career pathways that include multiple entry and exit points;
iii. use State, regional, or local labor market data to determine alignment of eligible
recipients' programs of study to the needs of the State, regional, or local
economy, including in-demand industry sectors and occupations identified by
the State board, and to align career and technical education with such needs, as
appropriate;
iv. ensure equal access to approved career and technical education programs of
study and activities assisted under this Act for special populations;
v.
coordinate with the State board to support the local development of career
pathways and articulate processes by which career pathways will be developed
by local workforce development boards, as appropriate;
Based on the context of this requirement, the reference to the local application process under “section 132” appears
to be a typographical error in the Perkins V statute. The correct section for local applications in Perkins V is section
134. Therefore, eligible agencies should respond to this item using the provisions in section 134 of Perkins V.
13
vi.
support effective and meaningful collaboration between secondary schools,
postsecondary institutions, and employers to provide students with experience
in, and understanding of, all aspects of an industry, which may include workbased learning such as internships, mentorships, simulated work environments,
and other hands-on or inquiry-based learning activities; and
vii. improve outcomes and reduce performance gaps for CTE concentrators,
including those who are members of special populations. (Section 122(d)(4)(C)
of Perkins V)
Text Box 3: Statutory Definition of Career Pathways
The term ‘career pathways’ has the meaning given the term in section 3 of the
Workforce Innovation and Opportunity Act (29 U.S.C. 3102)
i.
Career pathway.--The term ``career pathway'' means a combination of rigorous
and high-quality education, training, and other services that—
(A) aligns with the skill needs of industries in the economy of the State or
regional economy involved;
(B) prepares an individual to be successful in any of a full range of secondary
or postsecondary education options, including apprenticeships registered
under the Act of August 16, 1937 (commonly known as the ``National
Apprenticeship Act''; 50 Stat. 664, chapter 663; 29 U.S.C. 50 et seq.)
(referred to individually in this Act as an ``apprenticeship'', except in
section 171);
(C) includes counseling to support an individual in achieving the individual's
education and career goals;
(D) includes, as appropriate, education offered concurrently with and in the
same context as workforce preparation activities and training for a
specific occupation or occupational cluster;
(E) organizes education, training, and other services to meet the particular
needs of an individual in a manner that accelerates the educational and
career advancement of the individual to the extent practicable;
(F) enables an individual to attain a secondary school diploma or its
recognized equivalent, and at least 1 recognized postsecondary
credential; and
(G) helps an individual enter or advance within a specific occupation or
occupational cluster. (Section 3(7) of the Workforce Innovation and
Opportunity Act [Public Law 113- 128])
(Section 3(8) of Perkins V)
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d.
Describe how the eligible agency, if it opts 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)
e.
Describe how the eligible agency will involve parents, academic and career and
technical education teachers, administrators, faculty, career guidance and academic
counselors, local business (including small businesses), labor organizations, and
representatives of Indian Tribes and Tribal organizations, as appropriate, in the
planning, development, implementation, and evaluation of its career and technical
education programs. (Section 122(d)(12) of Perkins V)
f.
Include a copy of the local application template that the eligible agency will require
eligible recipients to submit pursuant to section 134(b) of Perkins V. See Text Box 4
for the statutory requirements for local applications under section 134(b) of Perkins V.
g.
Include a copy of the comprehensive local needs assessment template and/or
guidelines that the eligible agency will require of eligible recipients to meet the
requirements of section 134(c) of Perkins V. See Text Box 5 for the requirements for
the comprehensive local needs assessment under section 134(c) of Perkins V.
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.
15
Text Box 4: Statutory Requirements for Local Applications
(b) CONTENTS.—The eligible agency shall determine the requirements for local
applications, except that each local application shall contain—
(1) a description of the results of the comprehensive needs assessment conducted under
subsection (c);
(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—
(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;
(B) a description of any new programs of study the eligible recipient will develop and
submit to the State for approval; and
(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;
(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—
(A) career exploration and career development coursework, activities, or services;
(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
(C) an organized system of career guidance and academic counseling to students before
enrolling and while participating in a career and technical education program;
(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);
(Continued on the following page)
16
Text Box 4: Statutory Requirements of Local Applications (continued))
(5) a description of how the eligible recipient will—
(A) provide activities to prepare special populations for high-skill, high-wage, or indemand industry sectors or occupations that will lead to self-sufficiency;
(B) prepare CTE participants for non-traditional fields;
(C) provide equal access for special populations to career and technical education
courses, programs, and programs of study; and
D) ensure that members of special populations will not be discriminated against on the
basis of their status as members of special populations;
(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 workbased learning opportunities for career and technical education students, as applicable;
(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;
(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
(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.
(Section 134(b) of Perkins V)
17
Text Box 5: Statutory Requirements for Comprehensive Local Needs Assessment
(c) COMPREHENSIVE NEEDS ASSESSMENT.—
(1) IN GENERAL.—To be eligible to receive financial assistance under this part, an
eligible recipient shall—
(A) conduct a comprehensive local needs assessment related to career and technical
education and include the results of the needs assessment in the local
application submitted under subsection (a); and
(B) not less than once every 2 years, update such comprehensive local needs
assessment.
(2) REQUIREMENTS.—The comprehensive local needs assessment described in
paragraph (1) shall include each of the following:
(A) An evaluation of the performance of the students served by the eligible
recipient with respect to State determined and local levels of performance
established pursuant to section 113, including an evaluation of performance for
special populations and each subgroup described in section 1111(h)(1)(C)(ii) of
the Elementary and Secondary Education Act of 1965.
(B) A description of how career and technical education programs offered by the
eligible recipient are—(i) sufficient in size, scope, and quality to meet the needs
of all students served by the eligible recipient; and (ii)(I) aligned to State,
regional, Tribal, or local 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) (referred to in
this section as the ‘‘State board’’) or local workforce development board,
including career pathways, where appropriate; or (II) designed to meet local
education or economic needs not identified by State boards or local workforce
development boards.
(C) An evaluation of progress toward the implementation of career and technical
education programs and programs of study.
(D) A description of how the eligible recipient will improve recruitment, retention,
and training of career and technical education teachers, faculty, specialized
instructional support personnel, paraprofessionals, and career guidance and
academic counselors, including individuals in groups underrepresented in such
professions.
(E) A description of progress toward implementation of equal access to highquality career and technical education courses and programs of study for all
students, including— (i) strategies to overcome barriers that result in lower
rates of access to, or performance gaps in, the courses and programs for special
populations; (ii) providing programs that are designed to enable special
populations to meet the local levels of performance; and (iii) providing
activities to prepare special populations for high-skill, high-wage, or in-demand
industry sectors or occupations in competitive, integrated settings that will lead
to self-sufficiency.
(Section 134(c) of Perkins V)
18
9.
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 members of special populations—
i.
will be provided with equal access to activities assisted under this Act;
ii. will not be discriminated against on the basis of status as a member of a special
population;
iii. 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;
iv. will be provided with appropriate accommodations; and
v.
will be provided instruction and work-based learning opportunities in integrated
settings that support competitive, integrated employment. (Section 122(d)(9) of
Perkins V)
10. Preparing Teachers and Faculty
a.
C.
Describe how the eligible agency will support the recruitment and preparation of
teachers, including special education teachers, faculty, school principals,
administrators, specialized instructional support personnel, and paraprofessionals to
provide career and technical education instruction, leadership, and support, including
professional development that provides the knowledge and skills needed to work with
and improve instruction for special populations. (Section 122(d)(6) of Perkins V)
Fiscal Responsibility
1. Describe the criteria and process for how the eligible agency will approve eligible recipients for
funds under this Act, including how—
a.
b.
c.
each eligible recipient will promote academic achievement;
each eligible recipient will promote skill attainment, including skill attainment that
leads to a recognized postsecondary credential; and
each eligible recipient will ensure the local needs assessment under section 134(c)
takes into consideration local economic and education needs, including, where
appropriate, in-demand industry sectors and occupations. (Section 122(d)(5) of Perkins
V)
2. Describe how funds received by the eligible agency through the allotment made under section
111 of the Act will be distributed—
a. among career and technical education at the secondary level, or career and technical
education at the postsecondary and adult level, or both, including how such distribution
will most effectively provide students with the skills needed to succeed in the
workplace; and
b. among any consortia that may be formed among secondary schools and eligible
institutions, and how funds will be distributed among the members of the consortia,
including the rationale for such distribution and how it will most effectively provide
19
students with the skills needed to succeed in the workplace. (Section 122(d)(8) of
Perkins V)
3. Describe how the eligible agency will adjust the data used to make the allocations to reflect any
changes in school district boundaries that may have occurred since the population and/or
enrollment data was collected, and include local education agencies without geographical
boundaries, such as charter schools and secondary schools funded by the Bureau of Indian
Education. (Section 131(a)(3) of Perkins V)
4. 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
b.
describe how the waiver demonstrates that a proposed alternative formula more
effectively targets funds on the basis of poverty (as defined by the Office of
Management and Budget and revised annually in accordance 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 Perkins V)
Also indicate if this is a waiver request for which you received approval under the prior
Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV).
5. 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
b. describe how the formula does not result in a distribution of funds to the eligible
institutions or consortia with the State that have the highest numbers of economically
disadvantaged individuals and that an alternative formula will result in such a
distribution. (Section 132(b) of Perkins V)
Also indicate if this is a waiver request for which you received approval under the prior
Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV).
6. If the eligible agency will award reserve funds to eligible recipients under section 112(c) of
Perkins V, describe the process and criteria for awarding those funds.
7. Provide the State’s fiscal effort per student, 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 the baseline is a continuing level or new level.
If the baseline is new, please provide the fiscal effort per student, or aggregate expenditures for
the State, for the preceding fiscal year. (Section 211(b)(1)(D) of Perkins V)
20
D.
Accountability for Results
1. Identify and include at least one (1) of the following indicators of career and technical
education program quality—
a. the percentage of CTE concentrators (see Text Box 6 for the statutory definition of a
CTE concentrator under section 3(12) of Perkins V) graduating from high school
having attained a recognized postsecondary credential;
b. the percentage of CTE concentrators graduating high school having attained
postsecondary credits in relevant career and technical education programs and programs
of study earned through a dual or concurrent enrollment program or another credit
transfer agreement; and/or
c. the percentage of CTE concentrators graduating from high school having participated in
work-based learning. (Section 113(b)(2)(A)(iv)(I) of Perkins V)
2. Optional: Include any other measure(s) of student success in career and technical education that
are statewide, valid, and reliable, and comparable across the State. (Section
113(b)(2)(A)(iv)(II) of Perkins V) Please note that inclusion of “other” program quality
measure(s) is optional for States.
3. Provide on the form in Section V.B, for each year covered by the 4-year State plan or annual
revisions State determined performance levels for each of the secondary and postsecondary core
indicators, with the levels of performance being the same for all CTE concentrators in the State.
(Section 113(b)(3)(A)(i)(I) of Perkins V)
21
Text Box 6: Statutory Definition of CTE Concentrator
The term ‘CTE concentrator’ means—
(A) at the secondary school level, a student served by an eligible recipient
who has completed at least 2 courses* in a single career and technical
education program or program of study; and
(B) at the postsecondary level, a student enrolled in an eligible recipient who
has—
(i) earned at least 12 credits within a career and technical education
program or program of study; or
(ii) completed such a program if the program encompasses fewer than 12
credits or the equivalent in total. (Section 3(12) of Perkins V)
*
This means that once a student completes 2 courses in a single CTE program
or program of study, they are counted as a CTE concentrator.
(Section 3(12) of Perkins V)
[UPDATED] The numerator and denominator data specifications in Table 2 must be used to collect and
report performance data for FY 2026 (which begins July 1, 2026) and for subsequent years. An eligible
agency must report on FY 2026 performance in its Consolidated Annual Report (OMB #1830-0569) for
that year, which may be submitted as early as October 1, 2027, but no later than January 31, 2028. If
the eligible agency wishes to modify its SDPLs, it should do so by FY 2026. States continue to be solely
responsible for establishing SDPLs at the numerical values of their choice and must engage in the public
comment process detailed in section 113(b)(3)(B) of Perkins to the extent that its SDPLs are adjusted.
4. Describe the procedure the eligible agency adopted for determining State determined levels of
performance described in section 113 of Perkins V, which at a minimum shall include—
i. a description of the process for public comment under section 113(b)(3)(B) of
Perkins V as part of the development of the State determined levels of
performance (see Text Box 7 for the statutory requirements for consultation on
State determined performance levels under section 113(b)(3)(B) of Perkins V);
ii. an explanation for the State determined levels of performance that meet each
of the statutory requirements in Text Box 8; and
iii. a description of how the State determined levels of performance set by the
eligible agency align with the levels, goals and objectives other Federal and
State laws, (Section 122(d)(10) of Perkins V).
As part of the procedures for determining State determined levels of performance, describe
the process that will be used to establish a baseline for those levels.
5. Provide a written response to the comments regarding State determined performance levels
received during the public comment period pursuant to section 113(b)(3)(B) of Perkins V.
(Section 113(b)(3)(B)(iii) of Perkins V).
As part of the written response, include a description of any the changes made to the State
22
determined performance levels as a result of stakeholder feedback.
6. Describe how the eligible agency will address disparities or gaps in performance as described
in section 113(b)(3)(C)(ii)(II) of Perkins V 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 the eligible agency will take to eliminate these disparities or gaps. (Section 122(d)(11)
of Perkins V)
As part of the written response, and pursuant to the Report of the Senate Committee on
Health, Education, Labor, and Pensions (HELP),6 the eligible agency could indicate that it
will analyze data on the core indicators of performance to identify gaps in performance,
explain how they will use evidence-based research to develop a plan to provide support and
technical assistance to eligible recipients to address and close such gaps, and how they will
implement this plan.
Text Box 7: Statutory Requirements for Consultation on
State Determined Performance Levels
(B) PUBLIC COMMENT.—
(i) IN GENERAL.—Each eligible agency shall develop the levels of
performance under subparagraph (A) in consultation with the
stakeholders identified in section 122(c)(1)(A).
(ii) WRITTEN COMMENTS.—Not less than 60 days prior to submission
of the State plan, the eligible agency shall provide such stakeholders
with the opportunity to provide written comments to the eligible agency,
which shall be included in the State plan, regarding how the levels of
performance described under subparagraph (A)—
(I) meet the requirements of the law;
(II) support the improvement of performance of all CTE concentrators,
including 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); and
(III) support the needs of the local education and business community.
(iii) ELIGIBLE AGENCY RESPONSE.—Each eligible agency shall
provide, in the State plan, a written response to the comments provided
by stakeholders under clause (ii).
(Section 113(b)(3)(B) of Perkins V)
6
See page 11 of Committee Report at https://www.congress.gov/115/crpt/srpt434/CRPT-115srpt434.pdf.
23
III.
A.
Statutory Assurances
7
ASSURANCES, CERTIFICATIONS, AND OTHER FORMS
The eligible agency assures that:
1.
It made the State plan publicly available for public comment7 for a period of not less
than 30 days, by electronic means and in an easily accessible format, prior to
submission to the Secretary for approval and such public comments 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 or occupations 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 in the State with technical assistance, including technical
assistance on how to close gaps in student participation and performance in career and
technical education programs. (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 a financial audit of funds received under this Act, which
may be included as part of an audit of other Federal or State programs. (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 any instance in which such acquisition results in a
direct financial benefit to any organization representing the interests of the acquiring
entity or the employees of the acquiring entity, or any affiliate of such an
organization. (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 programs of study for individuals in State correctional
institutions, including juvenile justice facilities. (Section 122 (d)(13)(D) of Perkins
V)
An eligible agency that submitted a 1-Year Transition Plan in FY 2019 was not required to hold a public comment
period on the 1-Year Transition Plan. Such agency had to assure that it met this public comment requirement prior to
submitting its Perkins V State Plan in FY 2020.
24
B.
EDGAR Certifications
By submitting a Perkins V State Plan, consistent with 34 CFR 76.104, the eligible agency
certifies that:
1.
2.
3.
4.
5.
6.
7.
8.
C.
It is eligible to submit the Perkins State plan.
It has authority under State law to perform the functions of the State under the Perkins
program(s).
It legally may carry out each provision of the plan.
All provisions of the plan are consistent with State law.
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.
The State officer who submits the plan, specified by title in Item C on the Cover Page,
has authority to submit the plan.
The entity has adopted or otherwise formally approved the plan.
The plan is the basis for State operation and administration of the Perkins program.
By submitting a Perkins V State Plan revision, consistent with 34 CFR 76.141, the eligible
agency certifies that it used the same procedures as those it used to prepare and submit its
original State plan.
Other Forms
The eligible agency certifies and assures compliance with the following enclosed forms:
1.
2.
3.
4.
Assurances for Non-Construction Programs (SF 424B) Form (OMB Control No.
0348-0040) - https://www2.ed.gov/fund/grant/apply/appforms/sf424b.pdf
Disclosure of Lobbying Activities (SF LLL) (OMB Control No. 4040-0013):
https://apply07.grants.gov/apply/forms/sample/SFLLL_1_2-V1.2.pdf
Certification Regarding Lobbying (ED 80-0013 Form):
https://www2.ed.gov/fund/grant/apply/appforms/ed80-013.pdf
General Education Provisions Act (GEPA) 427 Form (OMB Control No. 1894-0005):
https://www2.ed.gov/fund/grant/apply/appforms/gepa427.pdf
25
IV. BUDGET
A.
Instructions
1.
On the form in Item IV.B below, provide a budget for the upcoming fiscal year. As you
prepare your budget, refer to the statutory descriptions and assurances in Section II.C and
Section III.A, respectively, of this guide.
2.
In completing the budget form, provide-Line 1: The total amount of funds allocated to the eligible agency under section 112(a) of
Perkins V. This amount should correspond to the amount of funds noted in the
Department’s program memorandum with estimated State allocations for the
fiscal year.
Line 2: The amount of funds made available to carry out the administration of the State
plan under section 112(a)(3). The percent should equal not more than 5 percent
of the funds allocated to the eligible agency as noted on Line 1, or $250,000,
whichever is greater.
Line 3: The amount of funds made available to carry out State leadership activities under
section 112(a)(2) of Perkins V. The percent should equal not more than 10
percent of the funds allocated to the eligible agency as noted on Line 1.
Line 4: The percent and amount of funds made available to serve individuals in State
institutions, such as: (a) correctional institutions; (b) juvenile justice facilities; (c)
educational institutions that serve individuals with disabilities; or (d) other State
institutions pursuant to section 112(a)(2)(A) of Perkins V. The percent of funds
should equal not more than 2 percent of the funds allocated to the eligible agency
as noted on Line 1.
Line 5: The amount of funds to be made available for services that prepare individuals for
non-traditional fields pursuant to section 112(a)(2)(B) of Perkins V. The amount
of funds should be not less than $60,000 and not more than $150,000.
Line 6: The amount of funds to be made available for the recruitment of special
populations to enroll in career and technical education programs pursuant to
section 112 (a)(2)(C) of Perkins V. The percent of funds shall not be less than the
lesser of an amount equal to 0.1 percent of the funds made available by the
eligible agency for State leadership activities as noted on Line 3, or $50,000.
Line 7: The percent and amount of funds to be made available to eligible recipients [local
education agencies (secondary recipients) and institutions of higher education
(postsecondary recipients)] pursuant to section 112(a)(1) of Perkins V. The
percent of funds should be not less than 85 percent of the funds allocated to the
eligible agency as noted on Line 1.
26
Line 8: The percent and amount, if any, of funds to be reserved and made available to
eligible recipients under section 112(c) of Perkins V. The percent of funds should
be not more than 15 percent of the 85 percent of funds noted on Line 7.
Line 9: The percent and amount, if any, of funds to be reserved and made available to
secondary recipients under section 112(c) of Perkins V.
Line 10: The percentage and amount, if any, of funds to be reserved and made available to
postsecondary recipients under section 112(c) of Perkins V.
Line 11: The percent and amount of funds to be made available to eligible recipients under
section 112(a)(1) of Perkins V. The percent and amount of funds should represent
the funds remaining after subtracting any reserve as noted on Line 8.
Line 12: The percent and amount of funds to be distributed to secondary recipients under
the allocation formula described in section 131 of Perkins V.
Line 13: The percent and amount of funds to be distributed to postsecondary recipients
under the allocation formula described in section 132 of Perkins V.
Line 14: The amount of funds to be made available for the State administration match
requirement under section 112(b) of Perkins. The amount of funds shall be
provided from non-Federal sources and on a dollar-for-dollar basis.
27
B:
Budget Form
State Name:
Fiscal Year (FY):
Line
Number
Percent of
Funds
Budget Item
Amount of
Funds
1
Total Perkins V Allocation
2
State Administration
%
$
3
State Leadership
%
$
%
$
Not required
$
Not required
$
4
•
4a
Not applicable
Individuals in State Institutions
- Correctional Institutions
4b
- Juvenile Justice Facilities
$
4c
- Institutions that Serve
Individuals with Disabilities
Not required
$
4d
- Other State Institutions
Not required
$
Not applicable
$
5
•
Non-traditional Training and
Employment
6
•
Special Populations Recruitment
7
8
•
10
12
13
14
$
%
$
Reserve
%
$
- Secondary Recipients
%
$
- Postsecondary Recipients
%
$
Allocation to Eligible Recipients
%
$
- Secondary Recipients
%
$
%
$
Local Formula Distribution
9
11
%
•
- Postsecondary Recipients
State Match (from non-federal
funds)
28
Not applicable
$
V.
A.
STATE DETERMINED PERFORMANCE LEVELS
Instructions
1.
[UPDATED] On the form in Item V.B, provide State determined performance levels
(SDPLs), for the period covered by your State plan submission for each of the secondary
and postsecondary core indicators of performance for all CTE concentrators in the State
described in section 113(b) of Perkins V (see Table 3). In preparing your SDPLs, refer to
your narrative descriptions in Section II.D of this guide.
2.
[UPDATED] You must begin collecting and reporting performance data consistent with
the numerator and denominator specifications in Table 3 of this Guide no later than FY
2026, beginning July 1, 2026.
3.
In completing the SDPL form, provide—
[UPDATED] Column 2: Baseline level - A State must establish a baseline level of
performance in instances where an indicator of performance is added or is
significantly modified in a subsequent program year. In any reporting year,
if a State’s measurement approach changes, the State must determine if it is
necessary to establish a new baseline level of performance.
.
Columns 3-10: State determined levels of performance for each year covered by the State
plan, beginning for FY 2020, expressed in percentage or numeric form and
that meets the requirements of section 113(b)(3)(A)(III) of Perkins V. See
Text Box 8 for the statutory requirements for setting State determined levels
of performance under section 113(b)(3)(A)(i)(III) of Perkins V.
4.
Revise, as applicable, the State determined levels of performance for any of the core
indicators of performance—
i.
ii.
Prior to the third program year covered by the State plan for the subsequent program
years covered by the State plan pursuant to section 113(b)(3)(A)(ii); and/or
Should unanticipated circumstances arise in a State or changes occur related to
improvement in data or measurement approaches pursuant to section
113(b)(3)(A)(iii).
29
Text Box 8: Statutory Requirements for State Determined
Performance Levels
(III) REQUIREMENTS.—Such State determined levels of performance shall, at a
minimum—
(aa) be expressed in a percentage or numerical form, so as to be objective,
quantifiable, and measurable;
(bb) require the State to continually make meaningful progress toward improving
the performance of all career and technical education students, including the
subgroups of students 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); and
(cc) have been subject to the public comment process described in subparagraph
(B), and the eligible agency has provided a written response;
(dd) when being adjusted pursuant to clause (ii), take into account how the levels
of performance involved compare with the State levels of performance
established for other States, considering factors including the characteristics
of actual (as opposed to anticipated) CTE concentrators when the CTE
concentrators entered the program, and the services or instruction to be
provided;
(ee) when being adjusted pursuant to clause (ii), be higher than the average actual
performance of the 2 most recently completed program years, except in the
case of unanticipated circumstances that require revisions in accordance with
clause (iii); and
(ff) take into account the extent to which the State determined levels of
performance advance the eligible agency's goals, as set forth in the State
plan.
(Section 113(b)(3)(A)(i)(III) of Perkins V)
30
[UPDATED] Table 3: Section 113(b) Core Indicators of Performance
Indicator Codes
Numerator and Denominator Data Specifications
Indicator Names
Secondary Level
The percentage of CTE concentrators who graduate high school, as measured by
the four-year adjusted cohort graduation rate (defined in section 8101 of the
Elementary and Secondary Education Act of 1965 (ESEA)).
Numerator: The number of CTE concentrators at the secondary level who, in the
reporting year, are included in the numerator for the four-year adjusted cohort
graduation rate under ESEA section 8101(25)(A)(ii) (i.e., the number of CTE
concentrators at the secondary level who graduated from high school with a
regular high school diploma as defined in ESEA section 8101(43)* before,
during, or at the conclusion of the fourth year of high school or the summer
session immediately following the fourth year of high school; plus, if the State
has adopted an alternate diploma, all CTE concentrators with the most
significant cognitive disabilities who were assessed using an alternate
assessment aligned with alternate academic achievement standards under ESEA
section 1111(b)(2)(D) of and who graduated with a State-defined alternate
diploma that is standards-based, aligned with the State requirements for the
regular high school diploma, and obtained within the time period for which the
State ensures the availability of a free appropriate public education under
section 612(a)(1) of the Individuals with Disabilities Education Act, in the
reporting year).
Denominator: The number of CTE concentrators at the secondary level who, in
the reporting year, were included in the four-year adjusted cohort (i.e.,
denominator) used to calculate the four-year adjusted cohort graduation rate (as
defined in ESEA section 8101(25)).
* Consistent with sections 8101(25)(A)(ii)(II) and 8101(43)(B) of the ESEA, this
shall not include any student awarded a recognized equivalent of a diploma,
31
1S1
Four-Year Graduation Rate
such as a general equivalency diploma, certificate of completion, certificate of
attendance, or similar lesser credential.
(At the State’s discretion) The percentage of CTE concentrators who graduate
high school, as measured by the extended-year adjusted cohort graduation rate
(defined in ESEA section 8101).
Numerator: The number of CTE concentrators at the secondary level who, in the
reporting year, are included in the numerator for the extended-year adjusted
cohort graduation rate under ESEA section 8101(23)(A)(ii) (i.e., the number of
CTE concentrators at the secondary level who earned a regular high school
diploma as defined in ESEA section 8101(43)* before, during, or at the
conclusion of one or more additional years beyond the fourth year of high
school, or a summer session immediately following the additional year of high
school; and all students with the most significant cognitive disabilities in the
cohort assessed using the alternate assessment aligned to alternate academic
achievement standards under ESEA section 1111(b)(2)(D) and awarded a Statedefined alternate diploma that is standards-based; aligned with the State
requirements for the regular high school diploma; and obtained within the time
period for which the State ensures the availability of a free appropriate public
education under section 612(a)(1) of the Individuals with Disabilities Education
Act (20 U.S.C. 1412(a)(1) in the reporting year).
Denominator: The number of CTE concentrators at the secondary level who, in
the reporting year, were included in the adjusted cohort (i.e., denominator) used
to calculate the extended-year adjusted cohort graduation rate (as defined in
ESEA section 8101(23)).
* Consistent with sections 8101(23)(A)(ii)(II) and 8101(43)(B) of the ESEA, this
shall not include any student awarded a recognized equivalent of a diploma, such
as a general equivalency diploma, certificate of completion, certificate of
attendance, or similar lesser credential.
32
1S2
Extended Graduation Rate
CTE concentrator proficiency in the challenging State academic standards
adopted by the State under ESEA section 1111(b)(1), as measured by the
academic assessments in reading/language arts as described in ESEA section
1111(b)(2).
2S1
Academic Proficiency in
Reading/Language Arts
2S2
Academic Proficiency in
Mathematics
Numerator: The number of CTE concentrators who achieved proficiency or
higher in reading/language arts in the challenging State academic standards
adopted by the State under section 1111(b)(1) of ESEA, as measured by the
academic assessments described in ESEA section 1111(b)(2), whose scores were
reported by the State in accordance with ESEA section 1111(h)(1)(C)(ii) for any
year in which the student was enrolled in the school, and who, in the reporting
year, exited secondary education.
Denominator: The number of CTE concentrators who took the ESEA assessment
in reading/language arts whose scores were reported by the State in accordance
with ESEA section 1111(h)(1)(C)(ii) for any year in which the student was
enrolled in school, and who, in the reporting year, exited secondary education.
CTE concentrator proficiency in the challenging State academic standards
adopted by the State under ESEA section 1111(b)(1) , as measured by the
academic assessments in mathematics as described in ESEA section 1111(b)(2).
Numerator: The number of CTE concentrators who achieved proficiency or
higher in mathematics in the challenging State academic standards adopted by
the State under ESEA section 1111(b)(1), as measured by the academic
assessments described in section 1111(b)(2) of such Act, whose scores were
reported by the State in accordance with ESEA section 1111(h)(1)(C)(ii) for any
year in which the student was enrolled in the school, and who, in the reporting
year, exited secondary education.
Denominator: The number of CTE concentrators who took the ESEA assessment
in mathematics whose scores were reported by the State in accordance with
ESEA section 1111(h)(1)(C)(ii) for any year in which the student was enrolled in
school, and who, in the reporting year, exited secondary education.
33
CTE concentrator proficiency in the challenging State academic standards
adopted by the State under ESEA section 1111(b)(1) , as measured by the
academic assessments in science as described in ESEA section 1111(b)(2).
2S3
Academic Proficiency in Science
3S1
Post-Program Placement
Numerator: The number of CTE concentrators who achieved proficiency or
higher in science in the challenging State academic standards adopted by the
State under ESEA section 1111(b)(1), as measured by the academic assessments
described in ESEA section 1111(b)(2), whose scores were reported by the State
in accordance with ESEA section 1111(h)(1)(C)(ii) for any year in which the
student was enrolled in the school, and who, in the reporting year, exited
secondary education.
Denominator: The number of CTE concentrators who took the ESEA assessment
in science whose scores were reported by the State in accordance with ESEA
section 1111(h)(1)(C)(ii) for any year in which the student was enrolled in
school, and who, in the reporting year, exited secondary education.
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.
Numerator: The number of students who were CTE concentrators and exited
secondary education during the preceding reporting year, who, in the second
quarter after exiting from secondary education, were enrolled in postsecondary
education, 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.), or were volunteers as described in section 5(a) of Peace Corps
Act (22 U.S.C. 2504(a)), or were employed.
Denominator: The number of CTE concentrators who exited secondary education
in the preceding reporting year.
34
Table 3: Section 113(b) Core Indicators of Performance (continued)
Indicator Codes
Numerator and Denominator Data Specifications
Indicator Names
Secondary Level (continued)
The percentage of CTE concentrators in career and technical education programs
and programs of study that lead to non-traditional fields. **
4S1
Non-traditional Program
Concentration
Numerator: The number of CTE concentrators in secondary CTE programs and
programs of study that lead to non-traditional fields who are a gender that
comprises less than 25 percent of the individuals employed in the occupation or
field of work for which the CTE program prepares students.
Denominator: The number of CTE concentrators in secondary CTE programs
and programs of study that lead to non-traditional fields.
* * This means that a student gets counted under this indicator if individuals from their gender
comprise less than 25 percent of the individuals employed in the related occupation or field of
work.
The eligible agency must include at least one program quality indicator—5S1, 5S2, or 5S3—and may include any other quality measure(s)
that are statewide, valid, reliable, and comparable across the State.
The percentage of CTE concentrators graduating from high school having
attained a recognized postsecondary credential.
Numerator: The number of CTE concentrators who graduated from high school
in the reporting year who have attained a recognized postsecondary credential.
Denominator: The number of CTE concentrators who graduated from high
school in the reporting year.
35
5S1
Program Quality – Attained
Recognized Postsecondary
Credential
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 or
another credit transfer agreement.
5S2
Program Quality – Attained
Postsecondary Credits
Numerator: The number of CTE concentrators who graduated from high school
in the reporting year having attained through dual or concurrent enrollment or
another credit transfer agreement postsecondary credits in the relevant career
and technical education program or program of study in which each student
concentrated their studies.
Denominator: The number of CTE concentrators who graduated from high
school in the reporting year.
The percentage of CTE concentrators graduating from high school having
participated in work-based learning.
5S3
Program Quality – Participated in
Work-Based Learning
Numerator: The number of CTE concentrators graduating from high school in
the reporting year having participated in work-based learning.
Denominator: The number of CTE concentrators who graduated from high
school in the reporting year.
Other(s) (optional): The percentage of CTE concentrators achieving on any other
measure of student success in career and technical education that is statewide,
valid, and reliable, and comparable across the State. Please identify.
Numerator: Specified by the eligible agency.
Denominator: Specified by the eligible agency.
36
5S4, 5S5, 5S6, …
Program Quality – Other
Table 3: Section 113(b) Core Indicators of Performance (continued)
Indicator Codes
Numerator and Denominator Data Specifications
Indicator Names
Postsecondary Level
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.
1P1
Post-Program Placement
2P1
Earned Recognized
Postsecondary Credential
Numerator: The number of students who were CTE concentrators at the
postsecondary level who completed a CTE program or program of study during
the preceding reporting year and who, during the second quarter after program
completion, remained enrolled in postsecondary education, were 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.),
were volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C.
2504(a)), or were placed or retained in employment.
Denominator: The number of students who were CTE concentrators at the
postsecondary level who completed a CTE program or program of study during
the preceding reporting year.
The percentage of CTE concentrators who receive a recognized postsecondary
credential during participation in or within 1 year of program completion. ±
Numerator: The number of CTE concentrators at the postsecondary level who
received a recognized postsecondary credential in the reporting year or who
were enrolled in the previous reporting year and earned their credential in the
reporting year.
Denominator: The number of CTE concentrators at the postsecondary level who
were enrolled in the reporting year or who were enrolled in the previous
37
reporting year and earned a recognized postsecondary credential in the
reporting year.
± This means that a student gets counted under this indicator whether the student obtains the
credential during participation or within 1 year of completion. The Department interprets “within
1 year of completion” to have the plain meaning of those words: that the student would be
counted if the student obtains the credential in the 1 year following that student’s completion of
the program.
The percentage of CTE concentrators in career and technical education programs
and programs of study that lead to non-traditional fields. **
Numerator: The number of CTE concentrators in postsecondary CTE programs
and programs of study that lead to non-traditional fields who are a gender that
comprises less than 25 percent of the individuals employed in the occupation or
field of work for which the CTE program prepares students.
Denominator: The number of CTE concentrators in postsecondary CTE
programs and programs of study that lead to non-traditional fields.
** This means that a student gets counted under this indicator if individuals from their gender
comprise less than 25 percent of the individuals employed in the related occupation or field of
work.
B:
[UPDATED] State Determined Performance Levels (SDPL) Form
State Name:
38
3P1
Non-traditional Program
Concentration
Column
1
Indicators
Column
2
Baseline
Level
Column
3
Column
4
Column
5
Column
6
Performance Levels
PY 2025-26
PY 2026-27
PY 2027-28
1S1: Four-Year Graduation
Rate
1S2: Extended Graduation
Rate
2S1: Academic Proficiency in
Reading Language Arts
2S2: Academic Proficiency in
Mathematics
2S3: Academic Proficiency in
Science
3S1: Post-Program Placement
4S1: Non-traditional Program
Concentration
5S1: Program Quality –
Attained Recognized
Postsecondary Credential
39
PY 2028-29
B:
State Determined Performance Levels (SDPL) Form (continued)
Column
1
Column
2
Indicators
Baseline
Level
Column
3
Column
4
Column
5
Column
6
Performance Levels
PY 2025-26
PY 2026-27
PY 2027-28
PY 2028-29
5S2: Program Quality –
Attained Postsecondary
Credits
5S3: Program Quality –
Participated in WorkBased Learning
5S4: Program Quality –
Other13
7
The Perkins V State Plan Portal will allow an eligible agency to include on this form as many “other” program quality indicators as they choose.
40
B:
Column
1
State Determined Performance Levels (SDPL) Form (continued)
Column
2
Baseline
Level
Indicators
Column
3
Column
4
Column
5
Column
6
Performance Levels
PY 2025-26
PY 2026-27
PY 2027-28
PY 2028-29
1P1: Post-Program Placement
2P1: Earned Recognized
Postsecondary Credential
3P1: Non-traditional Program
Concentration
Provide any additional information regarding SDPLs, as necessary:
41
| File Type | application/pdf |
| Author | Browne, Charles |
| File Modified | 2024-11-25 |
| File Created | 2024-11-25 |