4740(45);4740(00)

The Education for Employment Regional Delivery System – Department of Human Services, Office of Mental Health and Office of Development Disabilities – works with all public state mental health and developmental centers to ensure a comprehensive career development system providing career awareness, career exploration, and career preparation to prepare individuals with disabilities to succeed in postsecondary education or training and careers. As the eligible agency, the state shall fund public educational institutions that serve individuals with disabilities pursuant to the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V).

105 ILCS 5, 105 ILCS 435 , and Strengthening Career and Technical Education for the 21st Century Act (Perkins V)

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The purpose of this grant is to develop more fully the academic knowledge and technical and employability skills of secondary education students and postsecondary education students who elect to enroll in career and technical education programs and programs of study, by: 1) building on the efforts of States and localities to develop challenging academic and technical standards and to assist students in meeting the Illinois Learning Standards, including preparation for high skill, high wage, or in-demand occupations in current or emerging professions; 2) promoting the development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating career and technical education students; 3) increasing State and local flexibility in providing services and activities designed to develop, implement, and improve career and technical education; 4) conducting and disseminating national research and disseminating information on best practices that improve career and technical education programs and programs of study, services, and activities; 5) providing technical assistance that— (A) promotes leadership, initial preparation, and professional development at the State and local levels; and (B) improves the quality of career and technical education teachers, faculty, administrators, and counselors; 6) supporting partnerships among secondary schools, postsecondary institutions, baccalaureate degree granting institutions, area career and technical education schools, local workforce investment boards, business and industry, and intermediaries; 7) providing individuals with opportunities throughout their lifetimes to develop, in conjunction with other education and training programs, the knowledge and skills needed to keep the United States competitive; and 8) increasing the employment opportunities for populations who are chronically unemployed or underemployed, including individuals with disabilities, individuals from economically disadvantaged families, out-of-workforce individuals, youth who are in, or have aged out of, the foster care system, and homeless individuals.

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Education Organizations;

The Education for Employment Regional Delivery System – Department of Human Services, Office of Mental Health and Office of Development Disabilities – works with all public state mental health and developmental centers to ensure a comprehensive career development system providing career awareness, career exploration, and career preparation to prepare individuals with disabilities to succeed in postsecondary education or training and careers.

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Formula Grants

Education

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Eligible applicants are required to complete a comprehensive local needs assessment, as outlined in section 134(c) of Perkins V, not less than every 2 years and submit a local application and budget in IWAS – Perkins Secondary e-grant.

Applications are found within ISBE’s IWAS system

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Applications are reviewed using modified Merit Based Review Process

Applications are due within 30 calendar days of receipt

Applications are generally approved or returned for changes within 30 calendar days of receipt

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This program is renewed annually. Funding in the subsequent years will be contingent upon compliance with federal and state law, state grant-making rules, passage of sufficient appropriations for the program, and satisfactory performance in the preceding grant period.

No match or MOE is required.

Perkins V section 124(b) – Grant funding may be used to support the following: 1) developing statewide programs of study, which may include standards, curriculum, and course development, and career exploration, guidance, and advisement activities and resources; 2) approving locally developed programs of study that meet the requirements established in section 122(d)(4)(B); 3) establishing statewide articulation agreements aligned to approved programs of study; 4) establishing statewide industry or sector partnerships among local educational agencies, institutions of higher education, adult education providers, Indian Tribes and Tribal organizations that may be present in the State, employers, including small businesses, and parents, as appropriate to— (A) develop and implement programs of study aligned to State and local economic and education needs, including, as appropriate, in-demand industry sectors and occupations; (B) facilitate the establishment, expansion, and integration of opportunities for students at the secondary level to— i. successfully complete coursework that integrates rigorous and challenging technical and academic instruction aligned with the challenging State academic standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965; and ii. earn a recognized postsecondary credential or credit toward a recognized postsecondary credential, which may be earned through a dual or concurrent enrollment program or early college high school, at no cost to the student or the student’s family; and (C) facilitate work-based learning opportunities (including internships, externships, and simulated work environments) into programs of study; 5) for teachers, faculty, specialized instructional support personnel, and paraprofessionals providing career and technical education instruction, support services, and specialized instructional support services, high-quality comprehensive professional development that is, to the extent practicable, grounded in evidence-based research (to the extent a State determines that such evidence is reasonably available) that identifies the most effective educator professional development process and is coordinated and aligned with other professional development activities carried out by the State (including under title II of the Elementary and Secondary Education Act of 1965 and title II of the Higher Education Act of 1965), including programming that— (A) promotes the integration of the challenging State academic standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 and relevant technical knowledge and skills, including programming jointly delivered to academic and career and technical education teachers; (B) prepares career and technical education teachers, faculty, specialized instructional support personnel, and paraprofessionals to provide appropriate accommodations for students who are members of special populations, including through the use of principles of universal design for learning, multi-tier systems of supports, and positive behavioral interventions and support; and (C) increases the ability of teachers, faculty, specialized instructional support personnel, and paraprofessionals providing career and technical education instruction to stay current with industry standards and earn an industry-recognized credential or license, as appropriate, including by assisting those with relevant industry experience in obtaining State teacher licensure or credential requirements; 6) supporting eligible recipients in eliminating inequities in student access to— (A) high-quality programs of study that provide skill development; and (B) effective teachers, faculty, specialized instructional support personnel, and paraprofessionals; 7) awarding incentive grants to eligible recipients— (A) for exemplary performance in carrying out programs under this Act, which awards shall be based on— i. eligible recipients exceeding the local level of performance on a core indicator of performance established under section 113(b)(4)(A) in a manner that reflects sustained or significant improvement; ii. eligible recipients effectively developing connections between secondary education and postsecondary education and training; iii. the integration of academic and technical standards; iv. eligible recipients’ progress in closing achievement gaps among subpopulations who participate in programs of study; or v. other factors relating to the performance of eligible recipients under this Act as the eligible agency determines are appropriate; or (B) if an eligible recipient elects to use funds as permitted under section 135(c); 8) providing support for— (A) the adoption and integration of recognized postsecondary credentials and work-based learning into programs of study, and for increasing data collection associated with recognized postsecondary credentials and employment outcomes; or (B) consultation and coordination with other State agencies for the identification and examination of licenses or certifications that— i. pose an unwarranted barrier to entry into the workforce for career and technical education students; and ii. do not protect the health, safety, or welfare of consumers; 9) the creation, implementation, and support of pay for success initiatives leading to a recognized postsecondary credential; 10) support for career and technical education programs for adults and out-of-school youth concurrent with their completion of their secondary school education in a school or other educational setting; 11) the creation, evaluation, and support of competency- based curricula; 12) support for the development, implementation, and expansion of programs of study or career pathways in areas declared to be in a state of emergency under section 501 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5191); 13) partnering with qualified intermediaries to improve training, the development of public-private partnerships, systems development, capacity-building, and scalability of the delivery of high-quality career and technical education; 14) improvement of career guidance and academic counseling programs that assist students in making informed academic and career and technical education decisions, including academic and financial aid counseling; 15) support for the integration of employability skills into career and technical education programs and programs of study; 16) support for programs and activities that increase access, student engagement, and success in science, technology, engineering, and mathematics fields (including computer science, coding, and architecture), support for the integration of arts and design skills, and support for hands-on learning, particularly for students who are members of groups underrepresented in such subject fields, such as female students, minority students, and students who are members of special populations; 17) support for career and technical student organizations, especially with respect to efforts to increase the participation of students in nontraditional fields and students who are members of special populations; 18) support for establishing and expanding work-based learning opportunities that are aligned to career and technical education programs and programs of study; 19) integrating and aligning programs of study and career pathways; 20) supporting the use of career and technical education programs and programs of study aligned with State, regional, or local high-skill, high-wage, or in-demand industry sectors or occupations identified by the State workforce development board described in section 101 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3111) or local workforce development boards; 21) making all forms of instructional content widely available, which may include use of open educational resources; 22) developing valid and reliable assessments of competencies and technical skills and enhancing data systems to collect and analyze data on secondary and postsecondary academic and employment outcomes; 23) support for accelerated learning programs, as described in section 4104(b)(3)(A)(i)(IV) of the Elementary and Secondary Education Act of 1965, in the case of any such program that is part of a career and technical education program of study; 24) support for career academies to implement a postsecondary education and workforce-ready curriculum at the secondary education level that integrates rigorous academic, technical, and employability contents through career and technical education programs and programs of study that address needs described in the comprehensive needs assessment under section 134(c); and 25) other State leadership activities that improve career and technical education. Section 124 (c) RESTRICTION ON USES OF FUNDS.—An eligible agency that receives funds under section 112(a)(2) may not use any of such funds for administrative costs, unless expressly authorized under subsection (a).

Comprehensive local needs assessment required under section 134(c) and the local report required under section 113(b)(4)(B) of Perkins V; Expenditure reports to be submitted on quarterly basis via IWAS. Programmatic reports are submitted on semi-annual basis via IWAS. Final programmatic report due 30 days after completion of grant period.

In accordance with the provisions of 2 CFR 200, Subpart F - Audit Requirements, nonfederal entities that expend financial assistance of $750,000 or more in Federal awards will have a single or a program-specific audit conducted for that year. Non-Federal entities that expend less than $750,000 a year in Federal awards are exempt from Federal audit requirements for that year, except as noted in 2 CFR 200.503

As required by 2CFR 200.333. Generally, the eligible agency and its subgrantees must retain records related to grant funds and compliance for a period of 3 years from the date the grantee or subgrantee submits its final expenditure report for that funding period. 2 CFR 200.333. Also, all records supporting claims for Federal funds or relating to the accountability of the grantee for the expenditure of such funds must be accessible for administrative review. See also section 443 of GEPA.

561-58669-4400-01-00-02

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Strengthening Career and Technical Education for the 21st Century Act (Perkins V); Applicable regulations may be found at the Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 76, 77, 79, 81, 82, 84, 86, 97, 98, and 99. The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485 also apply. The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474, also apply. OCR Guidelines for Vocational Education and CFR Parts 100-101, 104-106, 108, and 110.Other information may be found at the program website.

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Illinois State Board of Education 100 North First Street Springfield IL 62777-0001

105 ILCS 5, http://www.ilga.gov/legislation/ilcs/ilcs5.asp?ActID=1005 105 ILCS 435, http://ilga.gov/legislation/ilcs/ilcs3.asp?ActID=1039 Strengthening Career and Technical Education for the 21st Century Act (Perkins V), https://legcounsel.house.gov/Comps/Carl%20D.%20Perkins%20Career%20And%20Technical%20Education%20Act%20Of%202006(not-in-effect).pdf Education Department General Administrative Regulations (EDGAR), https://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html

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10/21/2021

FY 2020 : $192,314
FY 2023 : $1,000,000