Office of Student Pathways & Opportunities

2025 VACTEA Annual Conference

Planning, Administration, and Accountability Update

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Session Overview

• Federal Perkins V Funding
• State Funding
• Program Administration
• Perkins V Special Populations
• State Determined Performance Measures
• CTE Civil Rights and Federal Program Monitoring Reviews
• Comprehensive Local Needs Assessment

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Federal Perkins V Funding

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Perkins V: FY 2025-2026 Allocation

#2025-23 Virginia Education Update June 20, 2025

Article 2025-23-307

Estimated State Allocations under the Strengthening Career and Technical Education for the 21^st Century Act (Perkins V) for July 1, 2024 through June 30, 2025

• The following federal regulations impact the calculation of the school division allocations: 
• Poverty:  Seventy percent of local funding allocations must be distributed based on this federal poverty data. 
• Enrollment: Thirty percent of the local funding allocations must be distributed based on this federal school-age population data.

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Perkins V: FY 2025-2026 Allocation

• Virginia’s Award Year 2025 Perkins V funding allocation is $32,464,074.
• Perkins V 2025-2026 Funds
• Administration at (5%)
• State Leadership at (10%)
• Among many other funding uses, supports the VDOE CTE Initiatives, the Virginia Community College System, and Correctional Institutions
• Local Distribution at (85%)
• Amount to Secondary and Postsecondary is $26,573,467.77.

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Perkins V: FY 2025-2026 Allocation

• Reimbursement and budget transfer requests for Perkins V funds must be submitted through the VDOE Single Sign-on for Web Systems portal using the Online Management of Education Grant Awards (OMEGA) application.
• All expenditures must be consistent with the approved Perkins V local plan and budget for school year 2025-2026.
• The grant award period is from July 1, 2025, through June 30, 2026, all funds must be expended or obligated by June 30, 2026, and submitted no later than September 30, 2026.

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State Funding

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State Funding

• $1,800,000 – CTE State Equipment, CTE Memo #XXX-25
• $1,400,000 – CTE State Equipment for High-Demand, High-Skill, & Fast-Growth Industry Sectors (Special Equipment), CTE Memo #XXX-25
• $600,000 – Competitive Innovative Program Equipment Grants, (CTE Memo pending November/December 2025)
• $1,831,465 – Industry Certification Examinations, Licensure Tests and Occupational Competency Assessments (Industry Certifications), CTE Memo #XXX-25
• $308,655 – Workplace Readiness Skills for the Commonwealth Examinations (WRS Examinations) (may be used for any Board-approved industry certification preparation and testing), CTE Memo #XXX-25
• $500,000 – Industry Credentialing Testing Materials for Student and Professional Development for Instructors in STEM-H CTE Programs (STEM-H Credentials), CTE Memo #XXX-25

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8

CTE State Equipment Allocations

Career and Technical Education Equipment Allocations and Reimbursement Request Form for School Year 2025-2026

• $1,800,000 State Lottery Funding
• School Division and Regional Technical Center Allocations
• $2,000 Floor Allocation
• Enrollment-Based Allocation

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CTE State Equipment Allocations

Additional State Funding to Update Career and Technical Education (CTE) Equipment to Industry Standards

• $2,000,000 State Lottery Funding
• $1,400,000 Equipment in high-demand, high-skill, and fast-growth sector (Special Equipment)
• $600,000 competitive innovative program equipment grants for high-demand and fast-growth industry sectors will be announced under a separate CTE Memo in the Fall of School Year 2025-2026

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CTE State Equipment Allocations

Competitive Innovative Program Equipment Grants

• From the Additional State Funding to Update Career and Technical Education Equipment to Industry Standards state entitlement grant, an additional $600,000 is available for SY 2025-2026 to award competitive innovative program equipment grants for high-demand, high-skill, and fast growth industry sectors.
• Will be announced in a separate Virginia Education Update Newsletter in November/December of 2025.

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CTE State Equipment Allocations

• State equipment funds must be used:
• 100% before requesting any Perkins Federal funds reimbursements for equipment (Object Code 8000)
• To supplement, not supplant, any funds currently provided within the locality
• Equipment purchases may be split between local, state, and federal funding sources.
• Reimbursement request forms must be submitted to the VDOE by Friday, May 1, 2026.

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CTE Industry Certifications, WRS, and STEM-H Certifications

• Industry Certification Examinations, Licensure Tests and Occupational Competency Assessments
• may be used for any Board-approved industry certification testing
• Workplace Readiness Skills for the Commonwealth Examinations
• may be used for any Board-approved industry certification preparation and/or testing
• Industry Credentialing Testing Materials for Student and Professional Development for Instructors in STEM-H CTE Programs
• may be used for any Board-approved STEM-H certification preparation and/or testing

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Using Perkins V Funds for CTE State Equipment and/or Special Equipment

• School divisions must first use ALL their state allocations for CTE State Equipment and Special Equipment BEFORE submitting any equipment for reimbursement with Federal Perkins funs.
• The following statement is required in Perkins V Plan Schedule 17:
• “This amount will be utilized after spending the state equipment and state special equipment allocations.”

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CTE Industry Certifications, WRS, and�STEM-H Certifications

Funding Reimbursement will be Available for the Following Periods

• Industry Certification Exams taken May 1 through June 30, 2025
• Industry Certification Exams taken from July 1, 2025 – May 1, 2026

Reimbursement Request Actions

• Must be included on the Board of Education approved list of credentials.
• Must use the specific name of the examination, credential, and/or license as listed on the Board of Education approved list on all reimbursement request forms.

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State Funding

Requests for State Entitlement Reimbursement

Forms for School Year 2025-2026 (on CTE Webpage)

• Special Equipment Allocation for High-Demand, High-Skill, Fast-Growth Industry Sectors Request for Reimbursement form – SY 2025-2026 (docx)
• State and Special Equipment Inventory Form – NA. 011 (docx)
• State Equipment Request for Reimbursement Form - SY 2025-2026 (docx) 
• State Industry Certification Examinations, Licensure Tests, and Occupational Competency Assessments Reimbursements Request Form – SY 2025-2026 (docx) 
• STEM-H Student Credentials, Materials, and Teacher Professional Development Reimbursement Request Form – SY 2025-2026 (docx) 
• Workplace Readiness Skills Examinations Reimbursement Request Form – SY 2025-2026 (docx) 

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CTE Industry Certifications, WRS, and STEM-H Certifications

• The following statement is required in Perkins V Plan Schedule 17:
• “This amount will be utilized after spending the state credential allotments.”
• Initial CTE State Certification Reimbursement Request Form must be for 100 percent or less of the allocation amount.
• Subsequent CTE State Certification reimbursement requests and any that Exceed the initial collection amount must be submitted on a separate reimbursement request form(s).
• State Lottery funds payments for CTE State Equipment and Certification reimbursement requests will be posted for payment after January 2, 2026.
• Reimbursement request forms must be submitted to the VDOE by Friday, May 1, 2026.

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Career and Technical Education Financial Report (CTEFR)

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Career and Technical Education Financial Report (CTEFR)

SUBJECT: Career and Technical Education Financial Report (CTEFR) for Fiscal year 2025-2026 (School Year 2024-2025)

• CTEFR data submission via the VDOE Single Sign-On for Web Systems report application for the CTEFR actual expenditures by school divisions and regional technical centers for school year (SY) 2024-2025
• CTE Secondary Expenditures – State and Local Funds
• CTE Adult Education Expenditures – State and Local Funds

NOTE: CTE Memo expected to be posted in December 2025

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CTEFR: CTE State Program Entitlements

State funding provided for operation, improvement, and expansion of CTE secondary preparation and CTE adult education programs including:

• Secondary principals and assistant principals of CTE local technical centers and regional technical centers where at least 50 percent of their time is spent in CTE program administration or supervision. (Does not include comprehensive high schools)
• Secondary extended contracts of instructors for activities related to the coordination, development, or improvement of CTE programs
• CTE adult education expenditures (using state approved CTE courses) including full-time and part-time teacher salaries and salary supplements that provide opportunities for adults to prepare initial employment, retraining, or career advancement.

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CTE Program Administration

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CTE Program Administration

CTE Program Administration & Management (CTE Webpage)

• CTE Size, Scope, and Quality
• CTE Local Plan and Budget Application
• Comprehensive Local Needs Assessment is required to be conducted or updated at least every two years.
• CTE Federal Program Monitoring Review – Federally required review that is designed to focus on continuous program improvement and student achievement.
• CTE Civil Rights Review (Method of Administration) – The VDOE is responsible for assisting the Office for Civil Rights to provide technical assistance and identify and remedy discrimination on the basis of race, color, national origin, sex, or disability
• CTE Data Collection and Reporting – CTERS User’s Manual 2025-2026

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Perkins V Local Plan and Budget Application

• Allocated Perkins funds at both the secondary and postsecondary levels must be approved through a Perkins V Local Plan and Budget Application (Perkins V Plan).
• Perkins Plans must promote continuous improvement in academic achievement and include an analysis of local data, and the alignment of the Perkins V required Comprehensive Local Needs Assessment (CLNA) to the expenses in its planned budget.
• Local school divisions must meet the Virginia’ State Determined Levels of Performance.

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State Determined Performance Measures

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State Determined Performance Measures

Accountability – Perkins Section 113

• State Determined Performance Measures
• Each eligible agency, with input from eligible subrecipients, shall establish State Determined Performance Measures that consist of:
• the core indicators of performance, and
• a State Determined Levels of Performance for each core indicator

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State Determined Levels of Performance Measures (SDLP)

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Perkins V: Special Populations

Special Populations are identified in Perkins V as CTE students that are eligible for additional supports and services to help ensure program accessibility and assist in overcoming barriers that my limit their opportunity for success.

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Under Perkins V – the nine special populations include:

(A) individuals with disabilities;

(B) individuals from economically disadvantaged families, including low-income youth and adults;

(C) individuals preparing for non-traditional fields;

(D) students who are single parents, including single pregnant women;

(E) out-of-workforce individuals;

(F) English learners;

(G) homeless individuals;

(H) youth who are in, or have aged out of, the foster care system; and

(I) youth with a parent who is a member of the armed forces and on active duty

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Comprehensive Local Needs Assessment (CLNA)

• Introduction to the CLNA
• One of the most significant changes introduced in the Strengthening Career and Technical Education for the 21st Century Act (Perkins V).
• Designed as the foundation of Perkins V implementation at the local level.
• Data-driven decision-making with aligned planning, spending, and accountability
• Priority strategies identified in the CLNA bridge the connection to the use of Perkins V funding outlined in Schedule 17 of the Local Plan Application.

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Establishing the CLNA Team

• Establishing the CLNA Team
• The required CTE Advisory Committee members represent the stakeholders that are required, at a minimum, to comprise the CLNA team.
• May seek additional CLNA team members to fill gaps in expertise or diversity to build partnerships for stronger career pathways between education, workforce, and the community.

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Elements of the CLNA

• Elements of the CLNA
• CTE Student Performance
• An evaluation of CTE concentrators’ performance on the secondary level performance indicators, including an analysis of special populations and student groups defined in Elementary and Secondary Education Act of 1965 (ESEA).
• CTE Program Size, Scope, and Quality
• A consideration of how the CTE program is sufficient in size, scope, and quality to meet the needs of all students served.
• CTE Program Alignment to Labor Market
• An analysis of how the CTE program is meeting local, state, and regional workforce needs.

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Elements of the CLNA (continued)

• Elements of the CLNA (continued)
• CTE Program and Plans of Study Implementation:
• A review of CTE programs and Plans of Study currently offered in order to develop new and revised programs and Plans of Study for the future.
• CTE Program Professional Recruitment, Retention, and Development:
• A description of activities related to the recruitment, retention, and training of administrators, CTE teachers, support personnel, and counselors; including professionals in underrepresented groups.
• CTE Program Equal Access:
• A focus on designing supports for special populations, directing resources or supports to close performance gaps, and removing barriers.

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Element Analysis

Process to analyze each of the six elements of the CLNA

• Perkins V Requires:
• Perkins V citation and text
• Data, Materials, and Sources of Evidence:
• Suggested information to review
• Team Talking Points:
• Questions to focus team discussion
• Worksheets:
• Forms to organize draft information; included in CLNA Template in finalized version
• Team Work Space:
• Draft information that will be useful when completing the template, i.e. notes, areas of strength and improvement, and short- and/or long-term strategies

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Translating Results

Translating CLNA Results into the Perkins Local Plan Application

• Overarching team questions to assist with prioritizing the CLNA findings
• Prioritize areas of focus, consider the program areas that need the greatest attention, and/or areas that will have the greatest impact on student achievement

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CLNA Summary

After the CLNA team analyses the compiled data from each required element:

• indicate school division’s Perkins 2025-2026 allocation amount
• assign rating for each element
• identify a priority strategy or strategies for each element
• estimate the amount of funding needed for each priority strategy
• indicate a funding source for each priority strategy

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CLNA Template Directions

• In completing the CLNA Template, refer to the information that your CLNA team compiled in the CLNA Guidance document (Team Guide Sections A through F).
• Each of the six element sections will have a prompt aligned to the relevant Perkins V requirement with a writeable space to enter the division response.
• Worksheets in Sections A and C must be completed.
• Refer to CLNA Guidance Document for Worksheets A1 and C1.
• Each of three subsections in Section F must be completed.

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Perkins V Local Uses of Funds- Section 135 �(Local Plan Welcome and Instructions/Appendix B)�

CTE Programs to Increase Student Achievement in Performance Measures (5 A-T)

Purpose of the CTE Federal Program Monitoring Review

• Fulfill VDOE’s obligation to the U.S. Department of Education to ensure that school divisions are meeting requirements of the Perkins V
• Assess school divisions’ compliance with state and federal laws, regulations, and standards, including:
• Regulations Governing Career and Technical Education (8 VAC 20-120)
• Perkins V
• Provide technical assistance to school divisions to work toward and/or maintain compliance

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CTE Federal Program Monitoring

• The Career and Technical Education (CTE) Federal Program Monitoring Review System is designed to focus on continuous program improvement and student achievement. See Newsletter Article #2025-35-523 for more information.�
• Six-Year Cyclical Schedule 2025-2026 (docx)
• 2025-2026 Federal Program Monitoring Review System Self-Assessment Guidance Document (docx)
• 2025-2026 Federal Program Monitoring Review System Self-Assessment Guidance Template (docx)
• Overview of the Federal Program Monitoring Review Process (docx)

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CTE Federal Program Monitoring Review Schedule

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1. Monitor Corrective Action Plan (CAP) reviews conducted in previous years.
2. School divisions identified for a 2025-2026 review will by mid-October 2025.
3. 2025-2026 Self-Assessment due with the 2026-2027 CTE Local Plan (April 30, 2026).

Purpose of CTE Civil Rights Reviews

• Fulfill the Virginia Department of Education’s (VDOE’s) obligations to the U.S. Department of Education’s Office for Civil Rights (OCR) to review and/or assist school division's CTE programs, that receive federal funding, in complying with the federal civil rights laws
• Provides for methods of administration (MOA) by states to give reasonable assurance that each state and federal funding recipients will comply with requirements.

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CTE Civil Rights

Monitoring the prohibition of discrimination in Virginia school divisions that have career and technical programs and receive federal financial assistance.

As the state education agency responsible for assisting the Office for Civil Rights (OCR) in the accomplishment of its mission, VDOE, Office of Student Pathways & Opportunities, identifies school divisions based on a target plan pre-approved by the OCR. This plan is designed to identify school divisions with the greatest potential for noncompliance with civil rights laws. See Newsletter Article 2025-35-524 for more information.

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• CTE Civil Rights Review Six-Year Cyclical Schedule 2025-2026 (docx)
• Overview of the CTE Civil Rights Review Process (docx)
• CTE Civil Rights Review Checklist (docx)
• Helpful links (docx)

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CTE Civil Rights Review Schedule

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Civil Rights Six-Year Review Schedule 2025-2026

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1. School divisions that have been subdivided into independent clusters for CTE Civil Rights Review purposes.
2. Monitor Voluntary Compliance Plan (VCP) from review conducted in previous years.
3. School divisions identified for a 2025-2026 review will be notified by mid-October 2025.

Perkins V Submission Date and Requirements

Submit the following to VDOE by Thursday, April 30, 2026

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In OMEGA:

1. Upload and submit the Perkins V 2026-2027 Local Plan and Budget Application an Excel file.

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Email to CTE@doe.virginia.gov

1. Completed Certification and Assurances signature page
2. Microsoft Word file of your completed 2026-2027 Plan(s) of Study
3. Completed CLNA Template Document, including worksheets and CLNA Summary form

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Questions

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Office of Student Pathways & Opportunities �Contact Information

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Office of Student Pathways & Opportunities

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Curriculum and Instruction

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Program Administration

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Contact Information

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Virginia Department of Education

Office of Student Pathways & Opportunities

CTE@doe.virginia.gov

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Seal of Biliteracy

• HB2360 (2025) required the Board of Education to include on its list of industry workforce credentials its diploma seal of biliteracy and to consider such seal to be a high-demand industry workforce credential for the purpose of satisfying graduation requirements.
• Earning the Seal of Biliteracy does meet the Additional Graduation Requirements, however, it is not eligible for the 3E Readiness Accountability Model, CTE State Entitlement, or Perkins V Reimbursement .

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High-Demand Industry Recognized Credentials

• The Virginia Office of Education Economics (VOEE) collaborated with the VBWD and related stakeholders to develop the High Demand Occupations Dashboard. This dashboard presents high demand occupations including their current employment, median annual earnings, and annual and five-year job projection data.
• The 2024 High Demand List includes 361 High Demand Occupations.
• 2025-2026 Board Of Education Approved Industry Certifications, Occupational Competency Assessments, And Professional Licenses

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