[Federal Register: February 24, 1999 (Volume 64, Number 36)]
[Notices]
[Page 9229-9256]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr24fe99-141]
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DEPARTMENT OF EDUCATION
[CFDA No.: 84.314B]
Even Start Statewide Family Literacy Initiative Grants
AGENCY: Department of Education.
ACTION: Notice inviting State applications for new awards for fiscal
year (FY) 1999 funds for Even Start Statewide Family Literacy
Initiative grants.
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Note to Applicants: This notice is a complete application package.
Together with the statute authorizing these grants, and the Education
Department General Administrative Regulations (EDGAR), this notice
contains all of the information, application forms, and instructions
needed to apply for a grant under this competition. These grants are
authorized by Section 1202(c) of the Elementary and Secondary Education
Act (ESEA), as amended by the Reading Excellence Act (REA) (enacted as
Title VIII of the Labor-Health and Human Services-Education
Appropriations Act, 1999 by Section 101(f) of Public Law 105-277, the
Omnibus Appropriations Act for FY 1999).
Summary of Program: Even Start Statewide Family Literacy Initiative
grants are awarded to States for planning and implementing Statewide
family literacy initiatives, consistent with the Even Start Family
Literacy Program (Part B of Title I of the ESEA). The purpose of Even
Start is to help break the cycle of poverty and illiteracy by improving
the educational opportunities of the Nation's low-income families by
integrating early childhood education, adult literacy or adult basic
education, and parenting education into a unified family literacy
program. These initiatives coordinate and, where appropriate, integrate
existing Federal, State, and local literacy resources to strengthen and
expand family literacy services in the State.
States must conduct Even Start Statewide family literacy initiative
activities through a consortium that includes at least the following
State-level programs:
* Title I of the ESEA, Part A (LEA grants);
* Even Start (Title I, Part B);
* Migrant Education Program (Title I, Part C);
* Comprehensive School Reform Demonstration Program (Title
I, Part E, Section 1502);
* Head Start;
* Adult Education and Family Literacy Act; and
* All other State-funded preschool programs and State-funded
programs providing literacy services to adults.
The State must include in its application a plan developed by the
consortium to use a portion of the State's resources (monetary or non-
monetary, or both) from one or more of the programs required to be in
the consortium, to strengthen and expand family literacy services in
the State. The consortium also may include other programs, such as
programs for infants and toddlers with disabilities under Part C of the
Individuals with Disabilities Act (IDEA), and programs for children
with disabilities under Sections 611 and 619 of the IDEA.
The law specifically requires the programs listed above to be part
of the consortium that conducts the initiative's activities. The law
also requires the consortium to coordinate and integrate activities and
resources from specified programs. Please note that these programs
differ slightly from the State-level programs required to be part of
the consortium.
The initiative must coordinate and integrate resources and
activities from, at least, the following programs: Part A of Title I of
the ESEA (LEA grants); Even Start (Title I, Part B); the Adult
Education and Family Literacy Act; Head Start; and the State's block
grant under Part A of Title IV of the Social Security Act for Temporary
Assistance for Needy Families (TANF). The law also requires the
consortium to coordinate its activities with the activities of the
reading and literacy partnership for the State established under
Section 2253(d) of the REA if the State Educational Agency receives a
reading and literacy grant under the REA. The consortium is encouraged
to coordinate and integrate resources and appropriate activities from
other programs as well, such as programs for infants and toddlers with
disabilities and children with disabilities under the IDEA, and
programs included in the consortium such as Migrant Education (Title I,
Part C), Comprehensive School Reform Demonstration (Title I, Part E),
and State-funded preschool and adult literacy programs.
Eligible Applicants: One State office or agency from each State,
the District of Columbia, and Puerto Rico.
Deadline for Transmittal of Applications: States will have two
opportunities to submit their applications under this competition for
FY 1999 funds. Transmittal deadline for the first stage of
applications: April 26, 1999. Transmittal deadline for the second stage
of applications: August 20, 1999.
Deadline for Intergovernmental Review: First stage: April 30, 1999.
Second stage: September 3, 1999.
Applications Available: February 24, 1999.
Available Funds: $10,000,000.
Note: The Secretary intends to reserve about $328,000 from these
funds to provide technical assistance to the Even Start Statewide
Family Literacy Initiative.
Matching and Use of Funds Requirements: A State receiving a grant
for an Even Start Statewide Family Literacy Initiative must make
available non-Federal contributions (cash or in-kind) in an amount at
least equal to the Federal funds awarded under the grant. These non-
Federal contributions may be from State or local resources, or both.
Grantees may not use these grant funds for indirect costs, either as a
direct charge or as part of the matching requirement.
Estimated Range of Awards: $75,000-$250,000 for each of two years.
Estimated Average Size of Awards: $186,000 for 52 grants.
Estimated Number of Awards: 40-52.
Note: This Department is not bound by any estimates in this
notice. The Secretary expects that the amount of available funds
will be sufficient for all States with high-quality applications to
receive awards. Funding for each stage of this competition will be
based initially on the estimated average size of awards ($186,000)
multiplied by the number of approved applicants (grantees) in each
stage. If the sum total of the approved application budgets in
either stage exceeds the total funding available for that stage of
the competition, all of the budgets will be reduced proportionately.
If there are remaining funds at the end of the second stage, each
grantee's budget will be increased proportionately up to the amount
of the approved budget.
Project Period: 24 months (comprised of two one-year budget
periods).
Applicable Regulations: The Education Department General
Administrative Regulations (EDGAR) as follows:
* 34 CFR Part 75 (Direct Grant Programs).
* 34 CFR Part 77 (Definitions that Apply to Department
Regulations).
[[Page 9230]]
* 34 CFR Part 79 (Intergovernmental Review of Department of
Education Programs and Activities).
* 34 CFR Part 80 (Uniform Administrative Requirements for
Grants and Cooperative Agreements to State and Local Governments).
* 34 CFR Part 81 (General Education Provisions Act--
Enforcement).
* 34 CFR Part 82 (New Restrictions on Lobbying).
* 34 CFR Part 85 (Governmentwide Debarment and Suspension
(Nonprocurement) and Governmentwide Requirements for Drug-Free
Workplace (Grants)).
Absolute Priority: The Secretary has published elsewhere in this
issue of the Federal Register a notice of final priority, which
establishes an absolute priority for applicants for these grants. The
absolute priority is for any State applicant that includes in its
application (1) indicators of program quality as described in Section
1210 of the ESEA (as amended by the Reading Excellence Act) that the
State has developed for Even Start family literacy projects; or (2) a
plan and timeline for the development of those indicators within a
reasonable time period, not to exceed one year from the date of the
grant award. The law requires States to base these program quality
indicators on the best available research and evaluation data. Once
developed, the law requires States to use the indicators in evaluating
Even Start projects' program performance and improvement for the
purpose of continued funding. The Secretary will fund under this
competition only applicants that meet this priority (34 CFR
75.105(c)(3)).
Invitational Priorities: The Secretary is particularly interested
in applications that meet one or more of the following invitational
priorities. However, an application that meets an invitational priority
does not receive competitive or absolute preference over other
applications (34 CFR 75.105(c)(1)).
Invitational Priorities--Statewide family literacy initiatives that
propose any or all of the following activities:
* Adopting and implementing recommendations and findings
from the best available research on reading and literacy, such as the
following: those reported in two publications by the National Research
Council (NRC), Preventing Reading Difficulties in Young Children and
NRC's practitioner's guide, Starting Out Right, A Guide to Promoting
Children's Reading Success (National Academy Press, 1998)
(www.nap.edu); reading research pertaining to persons with learning
disabilities and limited English proficiency, such as Educating
Language-minority Children (www.nap.edu); and research reflected in the
joint position statement by the National Association for the Education
of Young Children and International Reading Association (www.naeyc.org/
about/position/psread1.htm). Information on reading and literacy
research is also available from the National Institute for Literacy
(www.nifl.gov).
* Implementing a professional development plan, for staff
working in family literacy programs, based upon the best available
research on emerging literacy, language development, and reading
instruction, especially for families who are limited English
proficient, migrant or homeless and adults and children with
disabilities.
* Strategies to increase the intensity of local family
literacy activities for school-age children through seven years old
through before- and after-school, weekend, and summer literacy
activities, including family literacy activities for families who are
limited English proficient, migrant or homeless and adults and children
with disabilities.
* Strategies to strengthen local evaluations for Even Start
family literacy projects (required by Section 1205(10) of the ESEA) so
that those evaluations generate data that can be used for continuous
improvement efforts, including improved literacy outcomes for adults
and children.
SUPPLEMENTARY INFORMATION: This two-stage FY 1999 competition is
designed to allow all interested States adequate time to submit high-
quality applications, including States that have existing statewide
family literacy plans and those that are developing those plans.
States that received Even Start Statewide Family Literacy
Initiative grants in the two previous competitions in 1996 and 1998 are
eligible to apply under this competition. However, 1998 grant
recipients must propose to use the funds under this competition for
activities that are different than for which they are using their
current Even Start Statewide Family Literacy Initiative grant funds,
which were awarded under a previous authority.
To receive a grant, the consortium established by a State must
create a plan to use a portion of the State's resources (monetary or
non-monetary), derived from one or more of the required programs in the
consortium, to strengthen and expand the State's family literacy
services. The law requires the consortium to include the following
programs: Part A of Title I of the ESEA (LEA grants); Even Start (Title
I, Part B); Migrant Education Program (Title I, Part C); Comprehensive
School Reform Demonstration Program (Title I, Part E, Section 1502);
Head Start; the Adult Education and Family Literacy Act; and all other
State-funded preschool programs and State-funded programs providing
literacy services to adults. The State may include in the consortium
other programs and resources as well, such as programs for infants and
toddlers with disabilities and for children with disabilities under the
IDEA. The programs that the law requires to be in the consortium differ
slightly from the programs that the law requires the consortium to
coordinate and integrate. The State, in forming its consortium and
planning its coordination of activities and resources, may expand the
two sets of programs so that they are identical, such as by adding the
State-level TANF program to the consortium, and including all of the
programs in the consortium in coordination and integration activities.
Two specific statutory definitions apply to these grants: ``family
literacy services'' and ``scientifically-based reading research.'' The
law defines ``family literacy services'' as services provided to
participants on a voluntary basis that are of sufficient intensity in
terms of hours, and of sufficient duration, to make sustainable changes
in a family, and that integrate all of the following activities:
* Interactive literacy activities between parents and their
children.
* Training for parents regarding how to be the primary
teacher for their children and full partners in their children's
education.
* Parent literacy training that leads to economic self-
sufficiency.
* An age-appropriate education to prepare children for
success in school and life experiences. (Section 1202(e)(3) of the
ESEA.)
In addition, Statewide family literacy initiatives that receive
grant awards must base reading instruction on ``scientifically-based
reading research,'' as that term is defined in Section 2252 of the REA.
The Secretary will review applications on the basis of the absolute
priority and the selection criteria included in this notice. All funded
projects must meet the absolute priority. However, applicants have
discretion in determining how best to address that priority. The
absolute priority requires that States receiving these grants include
in their applications indicators of program quality for Even Start
family literacy projects, or a plan and timeline to develop those
indicators within a
[[Page 9231]]
reasonable period, not to exceed one year. These indicators of program
quality, which States are required to develop under Section 1210 of the
ESEA (Even Start), must be based upon the best available research and
evaluation data. Once developed, the law requires States to use the
indicators in evaluating Even Start projects' program performance and
improvement for the purpose of continued funding. Even Start quality
indicators will provide a measure of accountability to assess the
extent to which overall program goals and objectives are being achieved
and provide the basis for continuous improvement of local family
literacy projects.
Indicators of Program Quality. Section 1210 of the ESEA requires
these Even Start indicators of program quality to include:
(1) With respect to eligible participants in a program who are
adult--
* achievement in the areas of reading, writing, English
language acquisition, problem solving, and numeracy;
* receipt of a high school diploma or a general equivalency
diploma;
* entry into a postsecondary school, job retraining program,
or employment or career advancement, including the military; and
* such other indicators as the State may develop.
(2) With respect to eligible participants in a program who are
children--
* improvement in ability to read on grade level or reading
readiness;
* school attendance;
* grade retention and promotion; and
* such other indicators as the State may develop.
When developing specific State measures of performance for Even
Start indicators for family literacy projects, States may wish to
coordinate these quality indicators with the objectives and performance
indicators in the Even Start Family Literacy Program Performance Plan
that the Department has developed in accordance with the Government
Performance and Results Act (GPRA). The GPRA indicators, included with
this application notice, have been approved by the Office of Management
and Budget and shared with the Congress. GPRA indicators may be used to
guide local family literacy projects in strengthening their local
evaluations.
Selection Criteria:
The Secretary uses the following selection criteria to evaluate
applications for grants under this competition. The word ``project,''
as used in the selection criteria, refers for the purposes of this
grant competition to the proposed Statewide family literacy initiative.
(1) The maximum composite score for all of these criteria is 100
points. To ensure the quality of funded submissions, applications must
receive a total of at least 70 points to qualify for funding.
(2) The maximum score for each criterion is indicated in
parentheses, and further divided between each subcriterion.
(a) Meeting the purposes of the authorizing statute. (10 points).
The Secretary considers how well the project will meet the purpose of
Section 1202(c) of the ESEA (Even Start Statewide family literacy
initiative grants). In making this determination, the Secretary
considers how well the project will enable the State to plan and
implement a Statewide family literacy initiative that will strengthen
and expand the State's family literacy services, and coordinate and
integrate existing Federal, State, and local literacy resources,
consistent with the purpose of the Even Start Family Literacy Program
(Part B of Title I of the ESEA).
(Note: As required by Section 1202(c)(2) of the ESEA, the
initiative must be conducted through a consortium that includes
representatives from the following programs: Part A of Title I of
the ESEA (LEA grants); Even Start (Title I, Part B), Migrant
Education Program (Title I, Part C); Comprehensive School Reform
Demonstration Program (Title I, Part E, Section 1502); Head Start;
the Adult Education and Family Literacy Act; and all other State-
funded preschool programs and State-funded programs providing
literacy services to adults. In addition, the State's application
must include a plan developed by the consortium to use a portion of
the State's resources (monetary or non-monetary) from one or more of
those programs to strengthen and expand family literacy services in
the State. The consortium also may include representatives from
other programs, such as programs for infants and toddlers with
disabilities and children with disabilities under the IDEA.)
(b) Need for project. (10 points). The Secretary considers the need
for the proposed project. In determining the need for the proposed
project, the Secretary considers the following factors:
(i) The extent to which the proposed project will focus on serving
or otherwise addressing the needs of low-income families. (5 points).
(Note: The Secretary invites applicants to describe any existing
State initiatives that promote family literacy for families with
economic and educational needs.)
(ii) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed initiative, including the nature and
magnitude of those gaps or weaknesses. (5 points).
(c) Significance. (20 points). The Secretary considers the
significance of the proposed project. In determining the significance
of the proposed project, the Secretary considers the following factors:
(i) The likelihood that the proposed project will result in system
change or improvement. (5 points).
(ii) The extent to which the proposed project is likely to build
local capacity to provide, improve, or expand services that address the
needs of the target population. (15 points).
(d) Quality of the project design. (20 points). The Secretary
considers the quality of the design of the proposed project. In
determining the quality of the design of the proposed project, the
Secretary considers the following factors:
(i) The extent to which the proposed project is part of a
comprehensive effort to improve teaching and learning and support
rigorous academic standards for students. (10 points).
(ii) The extent to which the proposed project will be coordinated
with similar or related efforts, and with other appropriate community,
State, and Federal resources. (10 points).
(Note: The proposed initiative must coordinate and, where
appropriate, integrate existing Federal, State, and local literacy
resources, consistent with the purpose of the Even Start Family
Literacy Program (Part B of Title I of the ESEA). These must include
resources, monetary or non-monetary, from the following programs:
the Adult Education and Family Literacy Act; Head Start; Part A of
Title I of the ESEA (LEA Grants); Even Start (Title I, Part B), and
the State's block grant for Temporary Assistance for Needy Families
(TANF) (Part A of Title IV of the Social Security Act). In addition,
the consortium must coordinate its activities with the activities of
the reading and literacy partnership for the State established under
Section 2253(d) of the REA if the State Educational Agency receives
a reading and literacy grant under the REA. The consortium is
encouraged to coordinate and integrate resources and appropriate
activities from other programs as well, such as programs for infants
and toddlers with disabilities and children with disabilities under
the IDEA and other programs represented in the consortium such as
Migrant Education and Comprehensive School Reform Demonstration
programs, and State-funded preschool and adult literacy programs.
Applicants may address this criteria in any way that is
reasonable. In addressing an initiative's proposed coordination
efforts, the Secretary encourages applicants to describe how the
initiative will coordinate and ensure compatibility among (to the
extent possible)
[[Page 9232]]
the different performance indicators and standards being developed
for literacy-related programs, such as the Even Start indicators of
program quality required under Section 1210 of the ESEA and the
absolute priority in this competition, the Adult Education and
Family Literacy Act performance indicators required under Section
212 of that Act, and the Head Start quality performance standards
required under Section 641A (a) of the Head Start Act.)
(e) Quality of project personnel. (10 points). The Secretary
considers the quality of the personnel who will carry out the proposed
project. (1) In determining the quality of project personnel, the
Secretary considers the extent to which the applicant encourages
applications for employment from persons who are members of groups that
have traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. (2) In addition, the Secretary
considers the following factors:
(i) The qualifications, including relevant training and experience,
of key project personnel. (5 points).
(ii) The qualifications, including relevant training and
experience, of project consultants or subcontractors. (5 points).
(f) Adequacy of resources. (10 points). The Secretary considers the
adequacy of resources for the proposed project. In determining the
adequacy of resources for the proposed project, the Secretary considers
the following factors:
(i) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
(5 points).
(Note: ``Partner'' in the context of this grant competition
refers to the programs comprising the consortium that conducts the
Statewide family literacy initiative activities. That consortium
must include representatives from the following programs at the
State level: Part A of Title I of ESEA (LEA grants); Even Start
(Title I, Part B); Migrant Education (Title I, Part C);
Comprehensive School Reform Demonstration Program (Title I, Part E,
Section 1502); the Head Start Act; the Adult Education and Family
Literacy Act; and all other State-funded preschool programs and
State-level programs providing literacy services to adults. The
consortium must plan to use a portion of the State's resources
(monetary or non-monetary), derived from one or more of those
programs, to strengthen and expand family literacy services in the
State. The consortium also may include representatives from other
programs, and resources from those programs, such as programs for
infants and toddlers with disabilities and for children with
disabilities under the IDEA.)
(ii) The extent to which the costs are reasonable in relation to
the objectives, design, and potential significance of the proposed
project. (5 points).
(g) Quality of the management plan. (10 points). The Secretary
considers the quality of the management plan for the proposed project.
In determining the quality of the management plan for the proposed
project, the Secretary considers the following factor:
How the applicant will ensure that a diversity of perspectives are
brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate.
(h) Quality of project evaluation. (10 points). The Secretary
considers the quality of the evaluation to be conducted of the proposed
project. In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project. (5 points).
(ii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes. (5 points).
(Note: In accordance with 34 CFR 75.118 and 80.40 of EDGAR,
grant recipients in this competition must submit an annual
performance report at the end of the first budget period to the
Secretary to support a continuation award, and a final performance
report at the completion of the project. This is in contrast to
former Even Start Statewide Family Literacy Initiative grants that
were awarded through a single award cycle and required only a final
performance report. Consistent with administrative practice, the
Department will provide specific instructions on what information
must be addressed in the annual performance report.)
Even Start Family Literacy Program Performance Plan
Objectives and Indicators
Objective 1. The literacy of participating families will improve.
1.1 Adult literacy achievement. By fall 2001, 40 percent of Even
Start adults will achieve significant learning gains on measures of
math skills and 30 percent of adults will achieve such gains on
measures of reading skills. In 1995-96, 24% of adults achieved a
moderate- to large-sized gain between pretest and posttest on a test of
math achievement, and 20% on a test of reading achievement.
1.2 Adult educational attainment. By fall 2001, 25 percent of
adult secondary education (ASE) Even Start participants will obtain
their high school diploma or equivalent. In 1995-96, 18% of all ASE/GED
participants earned a GED.
1.3 Children's language development and reading readiness. By fall
2001, 60 percent of Even Start children will attain significant gains
on measures of language development a and reading readiness. In 1995-
96, 81% of children made better than expected gains on a test of school
readiness, and 50% achieved moderate to large gains on a test of
language development.
1.4 Parenting skills. Increasing percentages of parents will show
significant improvement on measures of parenting skills, home
environment, and expectations for their children. In 1995-96, 41% of
parents scored 75% or higher correct on the posttest measuring the
quality of cognitive stimulation and emotional support provided to
children in the home.
Objective 2. Even Start projects will reach their target population
of families that are most in need of services.
2.1 Recruitment of most in need. The projects will continue to
recruit low-income, disadvantaged families with low literacy levels. In
1996-97, 90% of families had incomes at or substantially below the
federal poverty level and 45% of parents had less than a ninth grade
education at intake.
Objective 3. Local Even Start projects will provide comprehensive
instructional and support services of high quality to all families in a
cost-effective manner.
3.1 Service hours. By fall 2001, half of projects will offer at
least 60 hours of adult education per month, at least 20 hours of
parenting education per month, and at least 65 hours of early childhood
education per month. In 1995-96, half of projects offered 32 hours or
more of adult education per month, 13 hours or more of parenting
education per month, and 34 hours or more of early childhood education
per month.
3.2 Participation, retention and continuity. Projects will
increasingly improve retention and continuity of services. By fall
2001, at least 60 percent of all families will stay in the program for
more than one year. Of all families participating in Even Start in
1994-95 38 percent stayed in the program for more than one year. Of new
families entering in 1995-96, 41 percent stayed for more than one year.
Objective 4. The Department of Education will provide effective
guidance and technical assistance and will identify and disseminate
reliable information on effective approaches.
4.1 Federal technical assistance. An increasing percentage of
local project
[[Page 9233]]
directors will be satisfied with technical assistance and guidance.
Baseline to be determined.
Intergovernmental Review of Federal Programs
This program is subject to the requirements of Executive Order
12372 (Intergovernmental Review of Federal Programs) and the
regulations in 34 CFR Part 79.
The objective of the Executive Order is to foster an
intergovernmental partnership and to strengthen federalism by relying
on State and local processes for State and local government
coordination and review of proposed Federal financial assistance.
Applicants must contact the appropriate State Single Points of
Contact to find out about, and to comply with, the State's process
under Executive Order 12372. Applicants proposing to perform activities
in more than one State should immediately contact the Single Point of
Contact for each of those States and follow the procedure established
in each State under the Executive Order. The addresses of individual
State Single Point of Contact are in the Appendix to this notice.
In States that have not established a process or chosen a program
for review, State, areawide, regional, and local entities may submit
comments directly to the Department.
Any State Process Recommendation and other comments submitted by a
State Single Point of Contact and any comments from State, areawide,
regional, and local entities must be mailed or hand-delivered by the
date indicated in this notice to the following address: The Secretary,
E.O. 12372--CFDA #84.314B, U.S. Department of Education, Room 7E200,
400 Maryland Avenue, SW, Washington, DC 20202-0125.
Proof of mailing will be determined on the same basis as
applications (see 34 CFR 75.102). Recommendations or comments may be
hand-delivered until 4:30 p.m. (Eastern Standard Time) on the date
indicated in this notice.
Please note that the above address is not the same address as the
one to which the applicant submits its completed application. Do not
send applications to the above address.
Instructions for transmittal of applications:
(a) If an applicant wants to apply for a grant, the applicant
shall--
(1) Mail the original and two copies of the application on or
before the deadline date to: U.S. Department of Education, Application
Control Center, Attention: Mary LeGwin (CFDA #84.314B), Compensatory
Education Programs, Room 3633, Regional Office Building #3, 7th and D
Streets, SW, Washington, DC 20202-4725, or
(2) Hand deliver the original and two copies of the application by
4:30 p.m. (Washington, DC time) on or before the deadline date to: U.S.
Department of Education, Application Control Center, Attention: Mary
LeGwin (CFDA #84.314B), Compensatory Education Programs, Room 3633,
Regional Office Building #3, 7th and D Streets, SW, Washington, DC
20202-4725.
(b) An applicant must show one of the following as proof of
mailing:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary.
(c) If any application is mailed through the U.S. Postal Service,
the Secretary does not accept either of the following as proof of
mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
Notes: (1) The U.S. Postal Service does not uniformly provide a
dated postmark. Before relying on this method, an applicant should
check with its local post office.
(2) The Application Control Center will mail a Grant Application
Receipt Acknowledgment to each applicant. If an applicant fails to
receive the notification of application receipt within 15 days from
the date of mailing the application, the applicant should call the
U.S. Department of Education Application Control Center at (202)
708-9494.
(3) The applicant must indicate on the envelope and--if not
provided by the Department--in Item 10 of the Application for
Federal Assistance (Standard Form 424) the CFDA number--and suffix
letter, if any--of the competition under which the application is
being submitted.
Application Instructions and Forms
The appendix to this application is divided into three parts plus a
statement regarding estimated public reporting burden and various
assurances and certifications. The State should organize and submit its
application in the same manner in which these parts and additional
materials are organized. The parts and additional materials are as
follows:
Part I: Application for Federal Education Assistance (ED 424
(approved OMB 1875-0106, exp. 06/30/2001) and instructions.
Part II: Budget Information--Non-Construction Programs (ED Form No.
524) and instructions.
Part III: Application Narrative.
Additional Materials
* Estimated Public Reporting Burden.
* Assurances--Non-Construction Programs (Standard Form 424).
* Certifications Regarding Lobbying; Debarment, Suspension,
and Other Responsibility Matters; and Drug-Free Workplace Requirements
(ED 80-0013).
* Certification regarding Debarment, Suspension,
Ineligibility and Voluntary Exclusion--Lower Tier Covered Transactions
(ED 80-0014, 9/90) and instructions. (NOTE: ED 80-0014 is intended for
the use of grantees and should not be transmitted to the Department.)
* Disclosure of Lobbying Activities (Standard Form LLL) (if
applicable) and instructions; and Disclosure of Lobbying Activities
Continuation Sheet (Standard Form LLL-A). (See amendments by 61 FR 1412
(1/19/96).
* Notice to all Applicants (Section 427 of the General
Education Provisions Act).
An applicant may submit information on photostatic copies of the
application, budget forms, assurances, and certifications. However, the
application form, assurances, and certifications must each have an
original signature. No grant may be awarded unless a completed
application form, including the signed assurances and certifications,
has been received.
FOR FURTHER INFORMATION CONTACT: Mary LeGwin, Compensatory Education
Programs, Office of Elementary and Secondary Education, U.S. Department
of Education, 400 Maryland Avenue, SW, Washington, DC 20202-6132.
Telephone (202) 260-2499. Individuals who use a telecommunications
device for the deaf (TDD) may call the Federal Information Relay
Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8 p.m., Eastern
time, Monday through Friday.
Individuals with disabilities may obtain this document in an
alternate format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed in the preceding
paragraph.
Individuals with disabilities may obtain a copy of the application
package in an alternate format, also, by contacting that person.
However, the Department is not able to reproduce in an alternate format
the standard forms included in the application package.
Electronic Access to This Document
Anyone may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or
portable
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document format (pdf) on the World Wide Web at either of the following
sites:
http://ocfo.ed.gov/fedreg.htm
http://www.ed.gov/news html
To use the pdf you must have the Adobe Acrobat Reader Program with
Search, which is available free at either of the previous sites. If you
have questions about using the pdf, call the U.S. Government Printing
Office toll free at 1-888-293-6498.
Anyone may also view these documents in text copy only on an
electronic bulletin board of the Department. Telephone (202) 219-1511
or, toll free, 1-800-222-4922. The documents are located under Option
G--Files/Announcements, Bulletins and Press Releases.
Note: The official version of a document is the document
published in the Federal Register.
You may view information about the Department's funding
opportunities, including copies of application notices for
discretionary grant competitions, on the Department's electronic
bulletin board (ED Board), telephone (202) 260-9950; or on the Internet
Gopher Server at GOPHER.ED.GOV (under Announcements, Bulletins, and
Press Releases). However, the official application notice for a
discretionary grant competition is the notice published in the Federal
Register.
Program Authority: 20 U.S.C. Section 6362(c).
Dated: February 19, 1999.
Judith Johnson,
Acting Assistant Secretary, Elementary and Secondary Education.
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[FR Doc. 99-4552 Filed 2-23-99; 8:45 am]
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