§ 2344. State leadership activities
(b)
Required uses of funds
The State leadership activities described in subsection (a) shall include—
(1)
an assessment of the career and technical education programs carried out with funds under this subchapter, including an assessment of how the needs of special populations are being met and how the career and technical education programs are designed to enable special populations to meet State adjusted levels of performance and prepare the special populations for further education, further training, or for high skill, high wage, or high demand occupations;
(2)
developing, improving, or expanding the use of technology in career and technical education that may include—
(A)
training of career and technical education teachers, faculty, career guidance and academic counselors, and administrators to use technology, including distance learning;
(3)
professional development programs, including providing comprehensive professional development (including initial teacher preparation) for career and technical education teachers, faculty, administrators, and career guidance and academic counselors at the secondary and postsecondary levels, that support activities described in section
2342 of this title and—
(A)
provide in-service and preservice training in career and technical education programs—
(B)
are high quality, sustained, intensive, and classroom-focused in order to have a positive and lasting impact on classroom instruction and the teacher’s performance in the classroom, and are not 1-day or short-term workshops or conferences;
(C)
will help teachers and personnel to improve student achievement in order to meet the State adjusted levels of performance established under section
2323 of this title;
(D)
will support education programs for teachers of career and technical education in public schools and other public school personnel who are involved in the direct delivery of educational services to career and technical education students to ensure that teachers and personnel—
(ii)
can effectively develop rigorous and challenging, integrated academic and career and technical education curricula jointly with academic teachers, to the extent practicable;
(4)
supporting career and technical education programs that improve the academic and career and technical skills of students participating in career and technical education programs by strengthening the academic and career and technical components of such career and technical education programs, through the integration of coherent and relevant content aligned with challenging academic standards and relevant career and technical education, to ensure achievement in—
(5)
providing preparation for non-traditional fields in current and emerging professions, and other activities that expose students, including special populations, to high skill, high wage occupations;
(6)
supporting partnerships among local educational agencies, institutions of higher education, adult education providers, and, as appropriate, other entities, such as employers, labor organizations, intermediaries, parents, and local partnerships, to enable students to achieve State academic standards, and career and technical skills, or complete career and technical programs of study, as described in section
2342
(c)(1)(A) of this title;
(7)
serving individuals in State institutions, such as State correctional institutions and institutions that serve individuals with disabilities;
(c)
Permissible uses of funds
The leadership activities described in subsection (a) may include—
(1)
improvement of career guidance and academic counseling programs that assist students in making informed academic and career and technical education decisions, including—
(2)
establishment of agreements, including articulation agreements, between secondary school and postsecondary career and technical education programs in order to provide postsecondary education and training opportunities for students participating in such career and technical education programs, such as tech prep programs;
(3)
support for initiatives to facilitate the transition of subbaccalaureate career and technical education students into baccalaureate degree programs, including—
(4)
support for career and technical student organizations, especially with respect to efforts to increase the participation of students who are members of special populations;
(6)
support for career and technical education programs that offer experience in, and understanding of, all aspects of an industry for which students are preparing to enter;
(8)
support for partnerships between education and business or business intermediaries, including cooperative education and adjunct faculty arrangements at the secondary and postsecondary levels;
(9)
support to improve or develop new career and technical education courses and initiatives, including career clusters, career academies, and distance education, that prepare individuals academically and technically for high skill, high wage, or high demand occupations;
(10)
awarding incentive grants to eligible recipients—
(A)
for exemplary performance in carrying out programs under this chapter, which awards shall be based on—
(i)
eligible recipients exceeding the local adjusted levels of performance established under section
2323
(b) of this title 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 adoption and integration of coherent and rigorous content aligned with challenging academic standards and technical coursework;
(12)
providing career and technical education programs for adults and school dropouts to complete their secondary school education, in coordination, to the extent practicable, with activities authorized under the Adult Education and Family Literacy Act [20 U.S.C. 9201 et seq.];
(13)
providing assistance to individuals, who have participated in services and activities under this subchapter, in continuing the individuals’ education or training or finding appropriate jobs, such as through referral to the system established under section
2841 of title
29;
(15)
developing and enhancing data systems to collect and analyze data on secondary and postsecondary academic and employment outcomes;
(16)
improving—
(17)
support for occupational and employment information resources, such as those described in section
2328 of this title.