[Federal Register: May 12, 1998 (Volume 63, Number 91)]
[Notices]
[Page 26393-26411]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr12my98-170]
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_______________________________________________________________________
Part VIII
Department of Education
_______________________________________________________________________
Even Start Family Literacy Program for Federally Recognized Indian
Tribes and Tribal Organizations; Inviting Applications for New Awards
Using Fiscal Year 1998 Funds; Notices
[[Page 26394]]
DEPARTMENT OF EDUCATION
[CFDA No.: 84.258]
Even Start Family Literacy Program for Federally Recognized
Indian Tribes and Tribal Organizations; Notice Inviting Applications
for New Awards Using Fiscal year (FY) 1998 Funds
AGENCY: Department of Education.
Note to Applicants: This notice is a complete application
package. Together with the statute authorizing the program and the
Education Department General Administrative Regulations (EDGAR), the
notice contains all of the information, application forms, and
instructions needed to apply for a grant under this competition.
Purpose of Program: The Even Start Family Literacy Program for
Indian tribes and tribal organizations is designed to help break the
cycle of poverty and illiteracy by improving the educational
opportunities of low-income families by integrating early childhood
education, adult literacy or adult basic education, and parenting
education into a unified family literacy program for federally
recognized Indian tribes and tribal organizations.
Eligible Applicants: Federally recognized Indian tribes and tribal
organizations.
Deadline for Transmittal of Applications: July 15, 1998.
Available Funds: The Department estimates that there will be
sufficient FY 1998 funds for one to two new projects after funding
continuation awards in FY 1998.
Estimated Range of Awards: $100,000-$250,000.
Estimated Average Size of Awards: $175,000.
Estimated Number of Awards: 1-2
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 48 months.
Applicable Regulations: The Education Department General
Administrative Regulations (EDGAR) as follows:
(1) 34 CFR Part 75 (Direct Grant Programs).
(2) 34 CFR Part 77 (Definitions that Apply to Department
Regulations).
(3) 34 CFR Part 80 (Uniform Administrative Requirements for Grants
and Cooperative Agreements to State and Local Governments).
(4) 34 CFR Part 81 (General Education Provisions Act--
Enforcement).
(5) 34 CFR Part 82 (New Restrictions on Lobbying).
(6) 34 CFR Part 85 (Governmentwide Debarment and Suspension
(Nonprocurement) and Governmentwide Requirements for Drug-Free
Workplace (Grants)).
Description of Program: Under the authority of section
1202(a)(1)(C) of the Elementary and Secondary Education Act (ESEA), the
Assistant Secretary of Elementary and Secondary Education (Assistant
Secretary) awards grants to eligible applicants for projects that--
(1) Improve the educational opportunities of low-income families by
integrating early childhood education, adult literacy or adult basic
education, and parenting education into a unified family literacy
program for federally recognized Indian tribe and tribal organization
projects;
(2) Are implemented through cooperative activities that build on
existing community resources to create a new range of services for
federally recognized Indian tribe and tribal organization projects;
(3) Promote achievement of the National Education Goals one, three,
five, and eight that address school readiness, student achievement,
adult literacy, and parent involvement in the education of their
children; and
(4) Assist children and adults to achieve to challenging State
content standards and challenging State student performance standards.
Eligible participants. Eligible participants are children and their
parents who also meet the following conditions specified in section
1206(a) of the ESEA:
(1) The parent or parents must be eligible for participation in an
adult education program under the Adult Education Act; or
(2) For a parent or parents within the State's compulsory school
attendance age range, a local educational agency must provide (or
ensure the availability of) the basic education component; and
(3) The child or children must be younger than eight years of age.
Note: Family members of eligible participants described in
paragraphs one through three, above, also may participate in Even
Start Family Literacy Program activities when appropriate to serve
Even Start purposes. In addition, section 1206(b) of the ESEA
generally permits families to remain eligible for Even Start Family
Literacy services until all family members become ineligible for
participation. For example, in the case of a family in which the
parent or parents have become ineligible due to educational
advancement, eligibility would continue until all children in the
family reach age eight. If all children in a family have reached the
age of eight, the family continues to be eligible for two more
years, or until the parents no longer are eligible for adult
education under the Adult Education Act, whichever occurs earlier.
Budget period. Under 34 CFR 75.112 and 75.117, an eligible
applicant must propose a project period (up to four years) and provide
budgetary information for each year of that proposed project period in
its initial application. The budgetary information provided should
include, for each year, an amount for each key project component with
an accompanying breakdown of any subcomponents. A written justification
for all requested amounts should be provided.
An applicant is also required under 34 CFR 75.112(b) to describe
how and when, in each budget period of the project, it plans to meet
each objective of the project.
Note: This information will be used by the Assistant Secretary,
in conjunction with the grantee's annual performance report required
under 34 CFR 75.118(a), to determine whether to make a continuation
award for the subsequent budget year. Under 34 CFR 75.253 a grantee
may receive a continuation award only if it demonstrates that it
either has made substantial progress toward meeting the objectives
of the approved project, or has received the Assistant Secretary's
approval of changes in the project to enable it to meet the
objectives in the succeeding budget periods.
Federal and local funding. An Even Start Family Literacy project's
funding is comprised of both a Federal portion of funds (Federal share)
and a portion contributed by the eligible applicant (local project
share). The local share of the project may be provided in cash or in
kind and may be obtained from any source, including other Federal
programs funded by the ESEA. The Federal share of the project may not
exceed--
* 90 percent of the total cost of the project in the first
year;
* 80 percent in the second year;
* 70 percent in the third year;
* 60 percent in the fourth year; and
* 50 percent in any subsequent year.
The Federal share for any grantee receiving a grant for a second
grant cycle may not exceed 50 percent. Any grantee that wishes to
reapply for a second grant cycle at the end of its first project period
(up to 4 years) must recompete for funding with new applicants.
Indirect costs. Even Start Family Literacy Program funds generally
may not be used for the indirect costs of a project. Recipients of an
Even Start Indian tribe and tribal organization grant may request the
Secretary to waive this requirement. To obtain a waiver, however, the
recipient must demonstrate to the Secretary's satisfaction that the
recipient otherwise would not be able to participate in the Even Start
Family Literacy Program.
National and Local Evaluations: The Department is conducting a
national
[[Page 26395]]
evaluation of Even Start Family Literacy projects. Grantees are
required to participate in the Department's national evaluation and to
conduct a separate independent local evaluation consistent with the
grantee's responsibilities under 34 CFR 75.590.
The Even Start Family Literacy Program has a set of performance
indicators developed for use in managing and reporting purposes. These
indicators, which follow this application notice, have been approved by
the Office of Management and Budget and shared with the Congress.
Applicants are encouraged to use these indicators as a framework when
developing their programs.
The Secretary suggests that each applicant budget for evaluation
activities as follows: a project with an estimated cost of up to
$120,000 should designate $5,000 for this purpose; a project with an
estimated cost of over $120,000 should designate $10,000 for these
activities. These funds will be used for expenditures related to the
collection and aggregation of data required for the Department's
national evaluation. The Secretary also recommends that projects budget
for the cost of travel to Washington, DC, and two nights' lodging for
the project director and the project evaluator, for their participation
in annual evaluation meetings.
Technical Assistance: The Department holds annual technical
assistance conferences for professional development. Grantees are
strongly encouraged to participate in these conferences.
The Secretary suggests that each applicant budget $2,000 each year
for these activities. These funds should cover the cost of travel to
the West Coast, and two nights' lodging for the project director and
one staff member, for their participation in annual technical
assistance conferences.
Selection Criteria: The Secretary uses the following selection
criteria to evaluate applications for grants under this competition.
(1) The maximum composite score for all of these criteria is 100
points.
(2) The maximum score for each criterion is indicated in
parentheses.
(a) Meeting the purposes of the authorizing statute. (10 points).
The Secretary considers how well the project will meet the purpose of
the Even Start Family Literacy Program for federally recognized Indian
tribes and tribal organizations, which under sections 1201 and
1202(a)(1)(C) of the ESEA is to help break the cycle of poverty and
illiteracy by awarding grants for projects that--
* Improve the educational opportunities of low-income
families by integrating early childhood education, adult literacy or
adult basic education, and parenting education into a unified family
literacy program for federally recognized Indian tribe and tribal
organization projects;
* Are implemented through cooperative projects that build on
existing community resources to create a new range of services for
Indian tribe and tribal organization projects;
* Promote achievement of the National Education Goals; and
* Assist children and adults from low-income families to
achieve to challenging State content standards and challenging State
student performance standards.
(b) Need for project. (15 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 magnitude of the need for the services to be provided or
the activities to be carried out by the proposed project.
(ii) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses.
Note: The Secretary invites applicants to address such factors
as the following: the number of families in the area who need Even
Start services, the lack of availability of comprehensive family
literacy services for that population, other resources that will be
used to benefit project participants, and any other factors that the
applicant considers relevant to the extent of need for the project.
(c) Significance. (10 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 extent to which the proposed project involves the
development or demonstration of promising new strategies that build on,
or are alternatives to, existing strategies.
(ii) The potential replicability of the proposed project or
strategies, including, as appropriate, the potential for implementation
in a variety of settings.
(iii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project.
(d) Quality of the project design. (15 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 design of the proposed project includes
a thorough, high-quality review of the relevant literature, a high-
quality plan for project implementation, and the use of appropriate
methodological tools to ensure successful achievement of project
objectives.
(ii) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs.
(iii) The extent to which the proposed project will be coordinated
with similar or related efforts, and with other appropriate community,
State, and Federal resources.
Note: In designing the project, an eligible applicant must
propose a project that incorporates, at a minimum, the following
program elements required by section 1205 of the ESEA:
(A) Identification and recruitment of families most in need of
services provided under the Even Start Family Literacy Program, as
indicated by a low level of income, a low level of adult literacy or
English language proficiency of the eligible parent or parents, and
other need-related indicators.
(B) Screening and preparation of parents, including teenage
parents and children, to enable those parents to participate fully
in the activities and services provided under the Even Start Family
Literacy Program, including testing, referral to necessary
counseling, other developmental and support services, and related
services.
(C) Design that accommodates the participants' work schedule and
other responsibilities, including the provision of support services,
when those services are unavailable from other sources, but are
necessary for participation in the activities assisted under the
Even Start Family Literacy Program, such as--
* Scheduling and location of services to allow joint
participation by parents and children;
* Child care for the period that parents are involved in
the project; and
* Transportation to enable parents and their children to
participate in the project.
(D) High-quality, intensive instructional programs that promote
adult literacy and empower parents to support the educational growth
of their children, developmentally appropriate early childhood
educational services, and preparation of children for success in
regular school programs.
(E) Special training of staff, including child care staff, to
develop the skills necessary to work with parents and young children
in the full range of instructional services offered through the Even
Start Family Literacy Program.
(F) Providing and monitoring of integrated instructional
services to participating parents and children through home-based
programs.
[[Page 26396]]
(G) Operation on a year-round basis, including the provision of
some program services, instructional or enrichment, during the
summer months.
(H) Coordination with--
* Programs assisted under other parts of Title I and
other programs under the ESEA;
* Any relevant programs under the Adult Education Act,
the Individuals with Disabilities Education Act, and the Job
Training Partnership Act; and
* The Head Start program, volunteer literacy programs,
and other relevant programs.
(I) Ensuring that the proposed project will serve those families
most in need of the activities and services provided by the Even
Start Family Literacy Program.
(J) An independent evaluation of the project.)
(e) Quality of project services. (20 points). The Secretary
considers the quality of the services to be provided by the proposed
project. In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. In addition, the Secretary
considers the following factors:
(i) The likelihood that the services to be provided by the proposed
project will lead to improvements in the achievement of students as
measured against rigorous academic standards.
(ii) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services.
Note: An eligible applicant must propose a project that has
``high-quality, intensive instructional programs'' in the three core
instructional areas (early childhood education, adult education, and
parenting education), as required by section 1205(d) of the ESEA.
Concerning the quality of project services, the Secretary invites
applicants to describe the level of intensity in these three core
instructional services that the applicant believes sufficient to
produce positive and sustainable outcomes for families, and how the
project will provide that level of intensity of services.
(f) Quality of project personnel. (5 points). The Secretary
considers the quality of the personnel who will carry out the proposed
project. 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. In addition, the Secretary
considers the following factors:
(i) The qualifications, including relevant training and experience,
of key project personnel.
(ii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
(g) Adequacy of resources. (5 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 adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization.
Note: Applicants may address this criteria in any way that is
reasonable. An eligible applicant must provide an increasing local
project share over the grant period (at least the following amounts:
10% in the first year, 20% in the second year, 30% in the third
year, and 40% in the fourth year), as required by section 1204(b) of
the ESEA. In addressing adequacy of resources, the Secretary invites
applicants to describe the resources that they will use to increase
the amount of the local project's share over the four years of the
grant, which will contribute to the applicant's ability to sustain
the project at the end of the Federal funding.
(ii) The extent to which the costs are reasonable in relation to
the objectives, design, and potential significance of the proposed
project.
(iii) The potential for the incorporation of project purposes,
activities, or benefits into the ongoing program of the agency or
organization at the end of Federal funding.
(h) 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 factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(ii) The adequacy of procedures for ensuring feedback and
continuous improvement in the operation of the proposed project.
(iii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(iv) 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.
(i) 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 include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
(ii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
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: Patricia McKee (CFDA #84.258), 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:
Patricia McKee (CFDA #84.258), 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 an 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.
[[Page 26397]]
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 notice
contains the following forms and instructions, plus a statement
regarding estimated public reporting burden, a notice to applicants
regarding compliance with section 427 of the General Education
Provisions Act, and various assurances and certifications.
a. Instructions for the Application Narrative.
b. Estimated Public Reporting Burden Statement.
c. Notice to All Applicants.
d. Objectives and Performance Indicators for the Even Start Family
Literacy Program.
e. Application for Federal Assistance (Standard Form 424 (Rev. 4-
88)) and instructions.
f. Budget Information--Non-Construction Programs (ED Form No. 524)
and instruction.
g. Assurances--Non-Construction Programs (Standard Form 424B).
h. Certifications regarding Lobbying; Debarment, Suspension, and
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED
80-0013, 6/90).
i. 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.)
j. Disclosure of Lobbying Activities (Standard Form LLL) (if
applicable) and instructions. This document has been marked to reflect
statutory changes. See the notice published in the Federal Register (61
FR 1413) by the Office of Management and Budget on January 19, 1996.
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,
have been received.
FOR FURTHER INFORMATION CONTACT: Laura Chow, Compensatory Education
Programs, Office of Elementary and Secondary Education, U.S. Department
of Education, 600 Independence Avenue, SW (4400, Portals), Washington,
DC 20202-6132. Telephone (202) 260-2683. 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 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.
Program Authority: 20 U.S.C. section 6362(a)(1)(C).
Dated: May 7, 1998.
Gerald N. Tirozzi,
Assistant Secretary, Elementary and Secondary Education.
Instructions for the Application Narrative
Before preparing the Application Narrative an applicant should read
carefully the description of the program and the selection criteria the
Secretary uses to evaluate applications.
The narrative should encompass each function or activity for which
funds are being requested and should--
1. Begin with an Abstract; that is, a summary of the proposed
project;
2. Describe the proposed project in light of the selection criteria
in the order in which the criteria are listed in this application
package; and
3. Provide the following in response to the attached ``Notice to
all Applicants'': (1) a reference to the portion of the application in
which information appears as to how the applicant is addressing steps
to promote equitable access and participation, or (2) a separate
statement that contains that information.
4. Provide a copy of the signed set of assurances specified in
section 14306(a) of the ESEA (20 U.S.C. 8856(a)) that the applicant has
filed with its SEA and that is applicable to this grant application.
5. Include any other pertinent information that might assist the
Secretary in reviewing the application.
The Secretary strongly requests the applicant to limit the
Application Narrative to no more than 20 double-spaced, typed pages (on
one side only), although the Secretary will consider applications of
greater length. The Department has found that successful applications
for similar programs generally meet this page limit.
Instructions for Estimated Public Reporting Burden
According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless it displays a
valid OMB control Number. The valid OMB control number for this
information collection is 1810-0540. The time required to complete this
information collection is estimated to average 15 hours per response,
including the time to review instructions, search existing data
resources, gather and maintain the data needed, and complete and review
the information collection. If you have any comments concerning the
accuracy of the time estimate or suggestions for improving this form,
please write to: U.S. Department of Education, Washington, D.C. 20202-
4651. If you
[[Page 26398]]
have comments or concerns regarding the status of your individual
submission of this form, write directly to: Patricia McKee,
Compensatory Education Programs, Office of Elementary and Secondary
Education, U.S. Department of Education, 600 Independence Avenue, SW,
Room 4400, Portals Building, Washington D.C. 20202-6132.
Notice to All Applicants
Thank you for your interest in this program. The purpose of this
enclosure is to inform you about a new provision in the Department of
Education's General Education Provisions Act (GEPA) that applies to
applicants for new grant awards under Department programs. This
provision is section 427 of GEPA, enacted as part of the Improving
America's Schools Act of 1994 (Pub. L. 103-382).
To Whom Does This Provision Apply?
Section 427 of GEPA affects applicants for new discretionary grant
awards under this program. All Applicants for New Awards Must Include
Information in Their Applications To Address This New Provision in
Order To Receive Funding Under This Program.
What Does This Provision Require?
Section 427 requires each applicant for funds (other than an
individual person) to include in its application a description of the
steps the applicant proposes to take to ensure equitable access to, and
participation in, its federally assisted program for students,
teachers, and other program beneficiaries with special needs.
This section allows applicants discretion in developing the
required description. The statute highlights six types of barriers that
can impede equitable access or participation that you may address:
gender, race, national origin, color, disability, or age. Based on
local circumstances, you can determine whether these or other barriers
may prevent your students, teachers, etc. from equitable access or
participation. Your description need not be lengthy; you may provide a
clear and succinct description of how you plan to address those
barriers that are applicable to your circumstances. In addition, the
information may be provided in a single narrative, or, if appropriate,
may be discussed in connection with related topics in the application.
Section 427 is not intended to duplicate the requirements of civil
rights statutes, but rather to ensure that, in designing their
projects, applicants for Federal funds address equity concerns that may
affect the ability of certain potential beneficiaries to fully
participate in the project and to achieve to high standards. Consistent
with program requirements and its approved application, an applicant
may use the Federal funds awarded to it to eliminate barriers it
identifies.
What are Examples of How an Applicant Might Satisfy the Requirement of
This Provision?
The following examples may help illustrate how an applicant may
comply with section 427.
(1) An applicant that proposes to carry out an adult literacy
project serving, among others, adults with limited English proficiency,
might describe in its application how it intends to distribute a
brochure about the proposed project to such potential participants in
their native language.
(2) An applicant that proposes to develop instructional materials
for classroom use might describe how it will make the materials
available on audio tape or in braille for students who are blind.
(3) An applicant that proposes to carry out a model science program
for secondary students and is concerned that girls may be less likely
than boys to enroll in the course, might indicate how it tends to
conduct ``outreach'' efforts to girls, to encourage their enrollment.
We recognize that many applicants may already be implementing
effective steps to ensure equity of access and participation in their
grant programs, and we appreciate your cooperation in responding to the
requirements of this provision.
Estimated Burden Statement
According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless it displays a
valid OMB control number. The valid OMB control number for this
information collection is 1801-0004 (Exp. 8/31/98). The time required
to complete this information collection is estimated to vary from 1 to
3 hours per response, with an average of 1.5 hours, including the time
to review instructions, search existing data resources, gather and
maintain the data needed, and complete and review the information
collection. If you have any comments concerning the accuracy of the
time estimate(s) or suggestions for improving this form, please write
to: U.S. Department of Education, Washington, DC 20202-4651.
Objectives and Performance Indicators for the Even Start Family
Literacy Program
For your information, following are objectives and performance
indicators for the Even Start Family Literacy Program (Part B of Title
I of the ESEA) that the Department has developed in accordance with the
Government Performance and Results Act.
Objective 1. The literacy of participating families will improve.
1.1 Adult literacy achievement. Increasing percentages of adults
will achieve significant learning gains on literacy measures. In 1996,
53% of adults achieved and posttest a moderate-to large-sized gain
between pretest on a test of functional math skills, 19% on a test of
functional reading skills, 17% on a test of math achievement, and 14%
on a test of reading achievement.
1.2 Adult educational attainment. Increasing percentages of adults
will obtain their high school diploma or equivalent. In 1996, 10% of
adults earned a GED since participating in Even Start.
1.3 Children's school readiness and success. Increasing percentages
of children participating in Even Start will attain significant gains
on measures of school readiness and achievement. In 1996, 80% of
children made better than expected gains on a test of school readiness,
and 63% achieved moderate to large gains on a test of language
development.
1.4 Parenting skills. Increasing percentages of parents will show
significant gains on measures of parenting skills, knowledge, and
expectations for their children. In 1996, 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. Self-sufficiency outcomes of participating families
will improve.
2.1 Adult employment. Increasing percentages of adults will attain
employment during or after participating in Even Start. In 1996, 13% of
parents unemployed at intake found employment by the end of the year.
2.2 Continuing adult education. Increasing percentages of adults
will continue in their education.
Objective 3. Even Start projects will reach their target population
of families that are most in need of services.
3.1 Recruitment of most in need. The projects will recruit low-
income, disadvantaged families with low literacy levels. In 1996, 71%
of families had less
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than $12,000 in annual income and 47% of parents had less than a ninth
grade education at intake.
Objective 4. Local Even Start projects will provide comprehensive
instructional and support services of high quality to all families in a
cost-effective manner.
4.1 Service hours. Projects will offer increasingly higher levels
of service hours annually. In 1996, projects averaged 371 hours of
adult education, 201 hours of parenting education, and 530 hours of
early childhood education.
4.2 Participation, retention and continuity. Projects will
increasingly improve retention and continuity of services. In 1996, 60%
of families were expected to continue. The adult education
participation national average in 1996 was 114 hours, parenting
education, 27 hours.
4.3 Local collaborations. Projects will increasingly promote high-
quality, cost-effective collaborations. In 1996, on average, projects
had 11 collaborators. Objective 5. The Department of Education will
provide effective guidance and technical assistance and will identify
and disseminate reliable information on effective approaches.
5.1 Federal technical assistance. An increasing percentage of local
project directors will be satisfied with technical assistance and
guidance.
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[FR Doc. 98-12653 Filed 5-11-98; 8:45 am]
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