(1) Develop or participate in the development of accountability measurements specified in section    -2(b)(7) for school-to—career programs to ensure that the goals of the program are being met;

(2) Award grants to eligible applicants that meet or exceed the criteria specified in section -2(b);

(3) Report to the governor and the legislature not less than twenty day prior to the convening of each regular session, on school—to—career performance outcomes specified in section -2(b);

(4) Provide technical and professional assistance to all local partnerships;

(5) Consult and offer advice to partnerships; and

(6) Provide an informational link where local partnerships can collaborate and exchange successful and innovative methods and ideas.

(1) All pupils shall be eligible and have access to the activities developed in the geographic region. For the purposes of this paragraph, "all pupils" means every pupil, including pupils who are college bound, at high-risk, disabled pupils, special education pupils, pupils pursuing nontraditional careers, gifted pupils, pupils with limited English proficiency, and pupils who are economically disadvantaged;

(2) The ability to leverage funds and contributions from public and private entities;

(3) The ability to build on and integrate other beneficial workforce development and educational programs currently operating in the State;

(4) The ability to provide school-based learning, work-based learning, and service learning at an appropriate level for that local partnership geographic area;

(5) A significant level of participation and contributions from business and organized labor, including internal school—to-career coordinator salaries, pupil wages in paid work-based learning, supplies, and equipment necessary for relevant school—to—career activities;

(6) The ability to be as inclusive as possible and engage all interested, appropriate, and relevant parties in the activities of the local partnership. The local partnership shall demonstrate participation from representatives of local education agencies, representatives of local postsecondary educational institutions, representatives of local vocational education schools, local educators, parent organizations, employers, employer organizations, and organized labor. The interagency partnership for school-to—career programs, as it deems necessary, may require additional participation from other parties, including community—based organizations, national trade associations, industrial extension centers, rehabilitation agencies and organizations, proprietary institutions of higher education, county agencies, parent organizations, teacher organizations, private industry councils, and the office of Hawaiian affairs;

(7) Accountability measurements shall demonstrate increased academic performance, postsecondary enrollment, decreased dropout rates, transition to appropriate employment, apprenticeship or any other job training school when applicable, and measurements of pupil, parent, and employer satisfaction.

(1) Matching pupils with work—based opportunities;

(2) Using schoolsite mentors as liaisons between educators, business, parents, and community partners;

(3) Providing technical assistance to help employers and educators design comprehensive school-to-career systems;

(4) Providing technical assistance to help teachers integrate school-based and work-based learning, as well as academic and occupational subject matter;

(5) Encouraging active business involvement in school-based and work-based activities;

(6) Assisting pupils in finding appropriate work, continuing their education or training, and linking them to other community services;

(7) Evaluating post-program outcomes to assess program success, particularly with reference to selected populations; and

(8) Linking existing youth development activities with employer and industry strategies to upgrade worker skills."