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Search verified grants from Arizona Department of Education →Strengthening Career and Technical Education for the 21st Century (Perkins V) is sponsored by Arizona Department of Education. This grant, also known as Perkins V, is for secondary-level Arizona Local Education Agencies to strengthen career and technical education programs. The CTE State Priority grant component is calculated based on CTE student enrollment and related placements.
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Perkins V | Texas Education Agency College, Career, and Military Prep Career and Technical Education 2026-2027 Comprehensive Local Needs Assessment Guidebook One of the most significant changes introduced in the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) is the comprehensive local needs assessment (CLNA).
The law states local eligible recipients must complete a comprehensive local needs assessment related to career and technical education once every two years. The 2024-2025 CLNA (SC5600) is required for local education agencies (LEAs) applying for 2024-2025 Perkins funding. The CLNA guidebook is designed to assist Texas LEAs with the completion of the local needs assessment.
The local needs assessment process is intended to be a regular part of a LEA's data-driven decision making and program improvement system. CLNA Guidebook (2026-27) (Updated 4-17, only Part 6) 2024-25 Non-Traditional List WDA Labor Market Information 2021-2031 (updated 12/05/2023) On July 31, 2018, the president signed the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) into Law.
Perkins V includes key changes that will impact the implementation of CTE programs, such as an added emphasis on programs of study, the addition of a Comprehensive Local Needs Assessment, and the introduction of new program quality indicators.
The Texas Perkins V four-year state plan, covering all of the requirements of the Act, will be submitted to the US Department of Education upon approval by the Governor and State Board of Education in spring 2020.
The full plan can be viewed here: Perkins V State Plan 2024-2028 (Updated Oct 2024) Perkins V Executive Summary (PDF) Perkins V Overview Presentation (PPT) Help Wanted Online-Employment Information for Secondary School Students Find more information at: Help Wanted Online-Employment Information for Secondary School Students (PDF) The transition from self-reported data to an autocoded course completion system reported in PEIMS is effective for the 2020-2021 school year.
The Perkins V Indicator report is generated from this data set to measure the performance of CTE programs in Texas at the local and state levels. The following resources will provide local education agencies (LEA) and stakeholders with information on the new autocode system.
LEAs interested in developing a local version of the CTE autocode system can access the technical documents at PEIMS Calculation Tech Tips (updated for 2022-23) under CTE auto calculation. Autocode Informational Presentation CTE Indicator Autocode FAQ CTE Course List with Tiered Funding Texas CTE Indicator Autocoding Codes and Definitions A Student who never completed any high school CTE courses.
A student who completes wither one high school CTE course for any number of credits or more than one high school CTE course for less than two credits (the student does not have to pass or receive credit).
A student who completes two or more high school CTE courses for a total of two or more credits and not a Participant, Concentrator, or Completer (the student does not have to pass or receive credit), or A student who completes, possess, and receives enough credits to be coded as a Concentrator or Completer in a Regional Program of Study, but completes the year in an unapproved region.
A student who completes and passes two or more high school CTE courses for a total of at least two credits within the same Program of Study and not a Completer. A student who completes and passes three or more high school CTE courses for a total of four or more credits, including one level three or level four course, from within the same Program of Study.
*Regional programs of study may be approved in ESC geographic regions where there is specialized regional labor market demand for specific occupations. Students who complete the school year in an unapproved region and are a code 6 (Concentrator) or code 7 (Completer) in a regional program of study outside of approved geographic ESC regions are reassigned as a code E (Explorer).
An Introduction to the Texas CTE Indicator Auto Code Project (Video) Perkins V Indicator Data Statewide Report The Perkins V Indicator Data Statewide report provides summary data on the performance of Texas secondary career and technical education (CTE) programs for school years as required by Sec.
113(C),(D), and (E) of the Strengthening Career and Technical Education for the 21st Century Act (PL 115-224, Enacted July 31, 2018), Perkins V.
Perkins V Indicator Data Statewide Report 2018-2019 Perkins V Indicator Data Statewide Report 2019-2020 The state-level data is disaggregated by: Race, Gender, and Ethnicity Perkins V identified Special Populations In the 5S4 (CTE Completers) tab – Programs of Study The disaggregated report will open to show federally reported performance indicator: 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 5S4 – Program Quality – CTE Completer The report is an accompaniment to the data available to local education agencies (LEAs) in Texas Education Agency Login (TEAL) system through the career and technical education report (CTER) application.
Requests for access to data in the CTER application must be submitted to LEA leadership, who will forward the request to the Texas Education Agency in the TEAL system.
Based on current listing details, eligibility includes: Secondary-level Arizona Local Education Agencies (LEAs), including public school districts, public charter schools, and private, non-profit charter schools. Applicants should confirm final requirements in the official notice before submission.
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The National Leadership Grants for Libraries Program (NLG-L) supports projects that address critical needs of the library and archives fields and have the potential to advance practice and strengthen library and archival services for the American public. Successful proposals will generate results such as new models, tools, research findings, services, practices, and/or alliances that can be widely used, adapted, scaled, or replicated to extend and leverage the benefits of federal investment. Applications to IMLS should both advance knowledge and understanding and ensure that the federal investment made generates benefits to society. Specifically, the goals for this program are to generate projects of far-reaching impact that: • Build the workforce and institutional capacity for managing the national information infrastructure and serving the information and education needs of the public. • Build the capacity of libraries and archives to lead and contribute to efforts that improve community well-being and strengthen civic engagement. • Improve the ability of libraries and archives to provide broad access to and use of information and collections with emphasis on collaboration to avoid duplication and maximize reach. • Strengthen the ability of libraries to provide services to affected communities in the event of an emergency or disaster. • Strengthen the ability of libraries, archives, and museums to work collaboratively for the benefit of the communities they serve. Throughout its work, IMLS places importance on diversity, equity, and inclusion. This may be reflected in an IMLS-funded project in a wide range of ways, including efforts to serve individuals of diverse geographic, cultural, and socioeconomic backgrounds; individuals with disabilities; individuals with limited functional literacy or information skills; individuals having difficulty using a library or museum; and underserved urban and rural communities, including children from families with incomes below the poverty line. Application Process: The application process for the NLG-L program has two phases; applicants must begin by applying for Phase I. For Phase I, all applicants must submit Preliminary Proposals by the September 20th deadline listed for this Notice of Funding Opportunity. For Phase II, only selected applicants will be invited to submit Full Proposals, and only those Invited Full Proposals will be considered for funding. Invited Full Proposals will be due March 20, 2024. Funding Opportunity Number: NLG-LIBRARIES-FY24. Assistance Listing: 45.312. Funding Instrument: G. Category: AR,HU. Award Amount: $50K – $1M per award.
The California Department of Education (CDE) Early Education Division is making approximately .7 million available to expand California State Preschool Program (CSPP) services statewide, appropriated under the 2021 Budget Act. Eligible applicants are local educational agencies (LEAs), including school districts, county offices of education, community college districts, and direct-funded charter schools—both current CSPP contractors and new applicants. Funding supports full-day/full-year or part-day/part-year preschool services for income-eligible children beginning in FY 2024–25. Awards are allocated by county based on Local Planning Council priority areas and application scores, with redistribution provisions if county allocations are underutilized.
Strengthening Community Colleges Training Grants is sponsored by U.S. Department of Labor, Employment and Training Administration. This grant program builds the capacity of community colleges to collaborate with employers and the public workforce development system to meet local and regional labor market demand for a skilled workforce. The purpose is to increase the capacity and responsiveness of community colleges to address skill development needs, offer accelerated career pathways, and address challenges associated with the COVID-19 health crisis.