[Federal Register: May 7, 2002 (Volume 67, Number 88)]
[Notices]
[Page 30654-30675]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr07my02-44]
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[CFDA No.: 84.195N]
English Language Acquisition: National Professional Development
Program; Notice Inviting Applications for New Awards for Fiscal Year
(FY) 2002
Note to Applicants
This notice is a complete application package. Together with the
statute authorizing the program and the applicable regulations
governing this program, including 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 program.
Purpose of Program
This program provides grants for professional development
activities that will improve classroom instruction for
[[Page 30655]]
limited English proficient (LEP) children and assist educational
personnel working with such children to meet high professional
standards, including standards for certification and licensure as
teachers who work in language instruction educational programs or serve
LEP students.
Eligible Applicants: One or more institutions of higher education
(IHEs) that have entered into consortia arrangements with local
educational agencies (LEAs) or State educational agencies (SEAs).
Deadline for Transmittal of Applications: June 6, 2002.
Deadline for Intergovernmental Review: July 8, 2002.
Available Funds: $37.5 million.
Estimated Range of Awards: $200,000-$300,000 per year for single
IHEs applying in consortia with LEAs or SEAs. $300,000-$400,000 per
year for multiple IHEs applying in consortia with LEAs or SEAs.
Estimated Average Size of Awards: $250,000 per year.
Estimated Number of Awards: 150.
Project Period: Up to 60 Months.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria reviewers
use to evaluate your application. You must limit the application
narrative to the equivalent of no more than 35 pages, using the
following standards:
A page is 8.5 X 11", on one side only, with 1" margins at
the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs, except that within the 35-page
limit you may include five pages or less of single-spaced text in one
chart describing the management plan.
Use a font that is either 12-point or larger or no smaller
than 10 pitch (characters per inch).
The page limit does not apply to Part I, the cover sheet; Part II,
the budget section, including budget justification and the cost
itemization; Part IV, the assurances and certifications; the table of
contents, or the one-page abstract, or the letters attached to the one-
page abstract signed by consortia representatives. However you must
include all of the application narrative in Part III.
If, to meet the page limit, you use more than one side of the page,
you use a larger page, or you use a print size, spacing, or margins
smaller than the standards in this notice, we will reject your
application.
Applicable Regulations
(a) The Education Department General Administrative Regulations
(EDGAR) in 34 CFR Parts 74, 75, 77, 79, 80, 81, 82, 85, 86, 97, 98 and
99.
Description of Program
The statutory authorization for this program, and the application
requirements that apply to this competition, are set out in section
3131 of Public Law 107-110, the Elementary and Secondary Education Act
of 1965 as amended by the No Child Left Behind Act of 2001.
Grants awarded under this program may be used for preservice
professional development programs that will assist local schools and
IHE's to upgrade the qualifications and skills of educational personnel
who are not certified or licensed, especially educational
paraprofessionals; for the development of curricula appropriate to the
needs of the consortia participants involved; and in conjunction with
other Federal need-based student financial assistance programs, for
financial assistance, and costs related to tuition, fees, and books for
enrolling in courses required to complete the degree involved, to meet
certification or licensing requirements for teachers who work in
language instruction educational programs or serve limited English
proficient children.
Priorities
Competitive Priority
Under 34 CFR 75.105(c)(2)(i), we award 15 points to applications
that meet the following priority. These points are in addition to any
points the applicant earns under the selection criteria.
IHE's, applying as lead agencies, in consortia with LEAs or SEAs,
that are novice grantees, and which propose to assist participants to
meet certification requirements for teachers of LEP students. For the
purpose of this priority a novice grantee is defined as an institution
of higher education that has not received funding since FY 1995 under
Title VII of the Elementary and Secondary Education Act or 1965, as
amended by the Improving America's Schools Act of 1994 (Pub. L. 103-
382, enacted October 20, 1994)
Invitational Priorities
The Secretary is particularly interested in applications that meet
the following invitational priorities. However, an application that
meets any of these invitational priorities receives no competitive or
absolute preference over other applications (34 CFR 75.105(c)(1)).
(a) Applications proposing partnerships involving IHEs experienced
in preparing teachers of LEP students, SEAs, and institutions proposing
to develop new programs for teachers of LEP students, which may include
Hispanic-Serving Institutions, Historically Black Colleges and
Universities, and 2-year colleges,
(b) Applications which propose alternative teacher certification
programs for individuals with high academic qualifications.
(c) Applications which propose professional development in
research-based reading instruction for reading teachers of LEP
students, other teachers of LEP students, or school administrators.
(d) Applications which address the needs of schools in rural areas
with emerging populations of LEP students.
Waiver of Proposed Rulemaking
In accordance with the Administrative Procedure Act (5 U.S.C. 553),
it is the practice of the Department of Education to offer interested
parties the opportunity to comment on proposed priorities that are not
taken directly from statute. Ordinarily, this practice would have
applied to the competitive priority and selection criteria in this
notice. Section 437(d)(1) of the General Education Provisions Act
(GEPA), however, exempts rules that apply to the first competition
under a new program from this requirement. The program covered by this
notice, the National Professional Development Program, is a new program
that is authorized by the No Child Left Behind Act of 2001, P.L. 107-
110. The Secretary, in accordance with section 437(d)(1) of GEPA, in
order to ensure timely awards, has decided to forego public comment
with respect to the competitive priority and selection criteria. The
competitive priority and selection criteria will apply only to the FY
2002 grant competition, unless the Department issues a notice for
proposed rulemaking for 2003.
Selection Criteria
The Secretary uses the following selection criteria to evaluate
applications for new grants under this competition.
The maximum score for all of these criteria is 100 points.
The maximum score for each criterion is indicated in parentheses.
(a) Need for project. (10 points) (1) The Secretary considers the
need for the proposed project.
[[Page 30656]]
(2) In determining the need for the proposed project, the Secretary
considers the following factors:
(i) The extent to which the applicant has identified specific needs
for improving the quality and increasing the quantity of educational
personnel to serve LEP students in the targeted schools and districts.
(ii) The extent to which the applicant has coordinated with SEAs
and LEAs in identifying needs to be addressed by the proposed project.
(b) Quality of the project design. (40 points) (1) The Secretary
considers the quality of the design of the proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the project design represents a cohesive
plan, which effectively links identified needs, goals, objectives and
activities.
(ii) The extent to which the project objectives specify measurable
outcomes for the quality and quantity of participants recruited, the
progress of participants in completing program requirements, the
success of participants in achieving high standards and completing
program requirements, the placement and the effectiveness of graduates
in the instructional setting, and the improved capacity of the
institution to prepare educational personnel to serve LEP students
effectively.
(iii) The extent to which project curricula reflect state standards
for educational personnel preparing to serve LEP students.
(iv) The extent to which the proposed project will effectively
prepare participants who are preservice teachers in the content of
subjects they will teach, and prepare all participants in instructional
strategies and assessment measures appropriate for LEP students.
(v) The extent to which field practice activities will provide
participants with adequate time, guidance, and experience in school
settings with LEP students.
(vi) The extent to which the proposed project will be coordinated
within the institution and with consortia members and will assist
participants to progress effectively through their course of study and
obtain employment in schools that serve LEP students.
(vii) The extent to which the proposed selection of participants
who are preservice teachers is based on language proficiency in English
and a language other than English, if appropriate, academic
qualifications, and the demonstrated commitment to work in schools
serving LEP students.
(viii) The extent to which the proposed project incorporates
research-based instructional practices and professional development
practices with demonstrated effectiveness in increasing children's
English proficiency, and increasing participants' teaching skills and
subject matter knowledge.
(ix) The extent to which the proposed project is designed to
improve professional development for all teachers and other educational
personnel in the IHE and in the schools to be served.
(c) Quality of the management plan. (20 points) (1) The Secretary
considers the quality of the management plan for the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the effectiveness of the
management plan in demonstrating how the objectives and activities of
the proposed project will be achieved effectively on time, and within
budget, including clearly defined responsibilities of staff, timelines,
benchmarks, and milestones for accomplished tasks.
(d) Quality of project personnel. (5 points) (1) The Secretary
considers the quality of the personnel who will carry out the proposed
project.
(2) 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.
(3) In addition, the Secretary considers the following factor: the
qualifications, including relevant training and experience, of key
project personnel as required by job descriptions of key personnel.
(e) Quality of the project evaluation. (25 points) (1) The
Secretary considers the quality of the evaluation to be conducted of
the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the evaluation plan will provide
performance feedback on program activities, including participant
progress, and permit periodic assessment of participant and project
progress toward achieving intended outcomes.
(ii) The extent to which the evaluation will provide data on the
quality and quantity of participants recruited, the progress of
participants in completing program requirements, the success of
participants in achieving high standards and completing project
requirements, the placement and the effectiveness of graduates in the
instructional setting, and the improved capability of the institution
to prepare educational personnel to serve LEP students.
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.
One of the objectives of the Executive order is to foster an
intergovernmental partnership and a strengthened federalism. The
Executive order relies on processes developed by State and local
governments for coordination and review of proposed Federal financial
assistance.
If you are an applicant you must contact the appropriate State
Single Point of Contact (SPOC) to find out about, and to comply with,
the State's process under Executive order 12372.
If you propose to perform activities in more than one State, you
should immediately contact the SPOC for each of those States and follow
the procedure established in each State under the Executive order. If
you want to know the name and address of any SPOC, you may view the
latest official SPOC list on the Web site of the Office of Management
and Budget at the following address: http://www.whitehouse.gov/omb/
grants/spoc.html.
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
SPOC 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#
84.195N, U.S. Department of Education, FB-6, Room 7E200, 400 Maryland
Avenue, SW., Washington, DC 20202-0125.
We will determine proof of mailing under 34 CFR 75.102 (Deadline
date for applications). Recommendations or comments may be hand-
delivered until 4:30 p.m. (Washington, DC 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.
[[Page 30657]]
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, questions and answers on this
program (located at the end of the notice) and various assurances,
certifications, and required documentation:
a. Estimated Public Reporting Burden
b. Application Instructions
c. Nonregulatory Guidance: Questions and Answers
d. Application for Federal Education Assistance (ED 424) and
instructions
e. Budget Information
f. Participant Data Form
g. Assurances--Non-Construction Programs (Standard Form 424B) and
instructions
h. Certifications Regarding Lobbying; Debarment, Suspension, and
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED
80-0013) and instructions
i. Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014) and
instructions (Note: This form 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. The document has been marked to reflect
statutory changes
k. Notice to All Applicants (GEPA Requirement) and instructions
(OMB No. 1801-0004)
You may submit information on a photocopy of the application and
budget forms, the assurances, and the certifications. However, the
application form, the assurances, and the certifications must each have
an original signature. All applicants must submit one original signed
application, including ink signatures on all forms and assurances, and
two copies of the application. Please mark each application as
``original'' or ``copy''. We will not award a grant unless we have
received a completed application form.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the program contact person listed under FOR
FURTHER INFORMATION CONTACT. However, the Department is not able to
reproduce in an alternative format the standard forms included in this
application package.
Electronic Access to this Document
You 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 Internet at the following site:
www.ed.gov/legislation/FedRegister.
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office toll free at 1-888-293-6498; or in the
Washington, DC area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available at GPO access at: http://
www.access.gpo.gov.nara.index.html
FOR FURTHER INFORMATION CONTACT: Applicants west of the Mississippi
River may contact: Brenda Compton-Turner, US Department of Education,
400 Maryland Avenue, SW., Room 5090, Switzer Building, Washington, D.C.
20202-6510. Telephone: (202) 205-9839; E-mail address:
Brenda.Turner@ed.gov Applicants east of the Mississippi River may
contact: Mahal May, at the address above. Telephone: (202) 205-8727; E-
mail address: Mahal.May@ed.gov.
If you use a telecommunications device for the deaf (TDD) you may
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.
Instructions for Transmitting Applications
If you want to apply for a grant and be considered for funding you
must meet the following deadline requirements:
(a) If You Send Your Application By Mail. You must mail the
original and two copies of the application on or before the deadline
date. Mail your application to: U.S. Department of Education,
Application Control Center, Attention: (CFDA# 84.195N), Room 3671,
Regional Office Building 3, 7th and D Streets, SW, Washington, DC
20202-4725.
You 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.
If you mail an application through the U.S. Postal Service, we do
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.
Note: Due to recent disruptions to normal mail delivery, the
Department encourages you to consider using an alternative delivery
method (for example, a commercial carrier, such as Federal Express
or United Parcel Service; U.S. Postal Service Express Mail; or a
courier service) to transmit your application for this competition.
If you use an alternative delivery method, please obtain the
appropriate proof of mailing under this section (a) ``If you Send
Your Application by Mail,'' then follow the instructions in section
(b) ``If You Deliver Your Application by Hand.''
(b) If You Deliver Your Application By Hand.--You or your courier
must hand-deliver the original and two copies of the application by
4:30 p.m. (Washington, D.C. time) on or before the deadline date.
Deliver your application to: U.S. Department of Education, Application
Control Center, Attention: (CFDA#84.195N), Room #3671, Regional Office
Building #3, 7th and D Streets, SW., Washington, DC.
The Application Control Center accepts application deliveries daily
between 8:00 a.m. and 4:30 p.m. (Washington DC time), except Saturdays,
Sundays and Federal holidays. The Center accepts application deliveries
through the D Street entrance only. A courier delivering an application
must show identification to enter the building.
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) If you send your application by mail or you or your courier
deliver it by hand, 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-
9493.
(3) If your application is late, we will notify you that we will
not consider the application.
(4) You must indicate on the envelope and--if not provided by the
Department--in Item 4 of the Application for Federal Assistance (ED 424
(exp 11/30/2004)) the CFDA number and suffix letter, if any, of the
competition under which you are submitting your application.
Program Authority: Section 3131 of Public Law 107-110.
[[Page 30658]]
Dated: May 1, 2002.
Maria Hernandez Ferrier,
Acting Director, Office of English Language Acquisition, Language
Enhancement and Academic Achievement for Limited English Proficient
Students.
Appendix
Instructions for Estimated Public Reporting Burden
According to the Paperwork Reduction Act of 1995, you are not
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 OMB No.1885-0550. Expiration
Date: April 30, 2004. We estimate the time required to complete this
information collection is estimated to average 102 hours per
response, including the time to review instructions, search existing
data resources, gather 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 have any comments or concerns regarding the
status of your individual submission of this form, write directly
to: Office of English Language Acquisition, Language Enhancement and
Academic Achievement for Limited English Proficient Students, U.S.
Department of Education, 400 Maryland Avenue, SW., Washington, DC
20202-6510.
Instructions for Application Narrative
Abstract
The narrative section should be preceded by a one-page single-
spaced abstract that includes a short description of the project
design, project objectives, activities, and competitive and
invitational priorities the project proposes to address; the SEAs
and LEAs with which you have entered into consortia arrangements;
and a description of how the proposed program will not duplicate the
activities of other proposed projects under this program or
currently funded projects under Subpart 3 of Part A of Title VII of
the Elementary and Secondary Education Act of 1965, as amended by
the Improving America's Schools Act (Pub L. 103-382). You may attach
to the abstract letters acknowledging participation in your
consortium signed by representatives of LEAs or SEAS. These will not
count against the page limit.
Selection Criteria
The narrative should address fully all aspects of the selection
criteria in the order listed and should give detailed information
regarding each criterion. Do not simply paraphrase the criteria. Do
not include resumes. Instead, provide position descriptions for key
personnel. Do not include bibliographies, letters of support, or
appendices in your application. Paginate all pages of the narrative.
This package includes questions and answers to assist you in
preparing the narrative portion of your application.
Table of Contents
The application should include a table of contents listing the
various parts of the narrative in the order of the selection
criteria. Be sure that the table includes the page numbers where the
parts of the narrative are found.
Budget
Budget line items must support the goals and objectives of the
proposed project and be directly applicable to the program design
and all other project components. A separate budget summary and cost
itemization must be provided. Prepare an itemized budget for each
year of requested funding. Requested budgets for each of years two
through five should not exceed the requested budget for year one.
Indirect costs for institutions of higher education, which are the
fiscal agents for National Professional Development Program, are
limited to the lower of either 8 percent of a modified total direct
cost base or the IHE's actual indirect cost agreement. A modified
direct cost base is defined as total direct costs less stipends,
tuition and related fees and capital expenditures of $5,000 or more.
In describing student support costs, distinguish costs for tuition
and fees from costs for other stipends.
Final Application Preparation
Use the following checklist to verify that all necessary items
are addressed. Prepare one original with an original signature, and
include two additional copies. Do not use elaborate bindings or
covers. The application package must be delivered to the Application
Control Center (ACC) and postmarked by the deadline date published
in this notice. Applicants are encouraged to use a courier service
to deliver applications.
Checklist for Applicants
The following forms and other items must be included in the
application:
1. Application for Federal Assistance (SF 424)
2. Budget Information (ED Form No. 524)
3. Itemized Budget for each year (attached to ED Form No. 524)
4. Participant Data Form
5. Assurances--Non-Construction Programs (SF 424B)
6. Certifications Regarding Lobbying; Debarment, Suspension and
Other Responsibility Matters; and Drug-Free Workplace Requirements
(ED 80-0013)
7. Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014)
8. Disclosure of Lobbying Activities (SF-LLL)
9. GEPA Response
10. Table of Contents
11. One-page single-spaced abstract
12. Application narrative (Not to exceed 35 double-spaced paginated
pages, see page limits)
Department of Education
Questions and Answers
What Activities Are Allowable Under the National Professional
Development Program?
Allowable activities are those which serve teachers and other
educational personnel who are either involved with, or preparing to
be involved with, serving students with limited English proficiency.
Such activities may include, but are not limited to: Providing
career ladder programs for paraprofessionals; Developing program
curricula; Collaborating with local school districts in designing
high-quality professional development activities for new teachers;
Improving teacher training programs to reflect high standards of
professionalism; Providing programs to assist regular classroom
teachers to meet State certification requirements for teachers of
LEP students. Only institutions of higher education, applying in
consortia arrangements with one or more local educational agencies
or State educational agencies, are eligible to apply for the
National Professional Development Program. This means the
institution of higher education would be the lead agency and the
fiscal agent for the grant.
What Type of Educational Personnel May Be Served Under the National
Professional Development Program?
Applicants have flexibility in selecting methods and approaches
for training participants; schools and school districts to be
served, and types of personnel to be trained. These may include, but
are not limited to, career ladder paraprofessionals, new teachers
working toward alternative certification, regular classroom teachers
working toward ESL or bilingual certification or endorsement,
bilingual teachers preparing for recertification. In making choices
about schools, types of personnel and training approaches, an
applicant should consider the state plan for serving LEP students
and the needs of schools and districts it proposes to serve.
May an Applicant Propose Training for More Than One Type of Personnel?
An applicant may propose training for more than one type of
educational personnel, for example, career ladder paraprofessionals
pursuing degrees and certification and regular classroom teachers
working toward ESL endorsement. In determining the number of types
of personnel to be trained, applicants should consider the
identified needs of the districts to be served and the capacity of
the institution to provide services for multiple types of
educational personnel. In addition, applicants should also consider
that service to multiple types of personnel may require goals,
objectives, project activities and evaluation activities for each
type of personnel. Applicants are reminded of the 35-page limit.
How Does an Applicant Demonstrate That it Is Not Duplicating Activities
of Currently Funded Grants?
An applicant that proposes activities that duplicate those under
another proposal under this program or funded under a current grant
awarded under subpart 3 of Part A of Title VII of the Elementary and
Secondary Education Act of 1965, as amended by the Improving
America's Schools Act of 1994 (Pub. L. 103-382) will be rejected. An
applicant should describe in the 1-page abstract how the proposed
project will
[[Page 30659]]
extend or expand activities it is currently conducting or that are
currently conducted by another entity. Some examples of extended or
expanded activities include: Extending services to districts or
schools which are currently not served; Implementing a new service
delivery model, such as a distance learning program or a
professional practice school; Implementing professional development
for a new category of training participants, such as
paraprofessionals preparing to become teachers.
What Information May Be Helpful in Planning a Budget?
For each of project years two through five, an applicant's
requested budget should not exceed the amount of the budget
requested for year 1. Project budgets should reflect proposed
project activities. It is expected that the major portion of budget
costs for National Professional Development Program will be related
to costs for student support. In addition to student support costs,
budget items may include costs for personnel, supplies or equipment,
and other costs to support developmental activities.
What Information May Be Helpful in Preparing a Narrative for the
National Professional Development Program?
Technical assistance information on professional development
grants is available through the OELA website: www.ed.gov/offices/
OELA. In responding to the selection criteria, applicants may wish
to consider the following questions as a guide for preparing the
application narrative.
Does the project plan describe specific
responsibilities of districts, schools, institutions of higher
education, and other partnership organizations in planning,
implementing, and evaluating the proposed project? How were
teachers, administrators and others involved in planning and
designing the project? What resources and support will be provided
by each of the contributing partners?
Does the management plan effectively demonstrate the
relationship among project objectives and activities (including
benchmarks and milestones), budget expenditures (such as personnel,
travel, and supplies) for accomplishing project tasks? Is the
information conveyed clearly in a chart or graph?
Will support services be provided for participants to
ensure that they make progress and complete project requirements,
such as special academic support, mentoring, enhanced advisement,
test preparation, coordinated release time? How will the project
coordinate with other departments in the institution and with LEAs
to be served or other consortia partners to ensure that services are
provided?
Are coursework and field practice well described? Are
expected competencies of participants described? Does the narrative
explain how project requirements support state certification
requirements and State k-12 instructional standards?
How will the project improve professional development
in the IHE and in the target schools? For example, will project
activities result in improved curricula related to preparing all
teachers to provide instruction to LEP students, or to strengthening
content knowledge of teachers; in improved field practice,
assessment of teacher skills, or improved skills of higher education
faculty; in better support services for participants?
How will the project coordinate with other departments
in the institution, partner schools, the SEA or national
organizations to ensure graduates are placed in a school setting
serving LEP students?
What are the expected outcomes for participant
recruitment, participant progress in meeting project requirements,
participant success in achieving program standards, graduate
effectiveness in the instructional setting, improved professional
development in the school or the university? Do objectives include
indicators of expected performance? Will the project use multiple
measures to assess participant and program effectiveness? What
measures will the proposed program use to collect data on the
effectiveness of the program in meeting its objectives, such as:
field practice assessments, National or State benchmark tests,
surveys of graduates, mentor teachers, school administrators, rates
of transfer from 2-year to 4-year institutions, graduation rates,
placement rates, achievement of k-12 students?
How will the project assess progress and performance of
participants; communicate meaningful, regular and timely feedback to
participants? How will the project collect data and report on
recruitment, participants' progress in meeting program requirements,
participants' success in achieving program standards and graduate
placement and effectiveness in the instructional setting? What
evaluation questions related to project, participant, graduate
effectiveness are proposed to guide the evaluation design?
Other
Applicants are reminded to consider delivery of
applications by courier service to the Application Control Center.
Applicants applying as novice grantees should indicate
their status as novice grantee on item 6 of the Application Face
Page and in the 1-page abstract.
BILLING CODE 4000-01-U
[[Page 30660]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.004
[[Page 30661]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.005
[[Page 30662]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.006
[[Page 30663]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.007
[[Page 30664]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.008
[[Page 30665]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.009
[[Page 30666]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.010
[[Page 30667]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.011
[[Page 30668]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.012
[[Page 30669]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.013
[[Page 30670]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.014
[[Page 30671]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.015
[[Page 30672]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.016
[[Page 30673]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.017
[[Page 30674]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.018
[[Page 30675]]
[GRAPHIC] [TIFF OMITTED] TN07MY02.019
[FR Doc. 02-11307 Filed 5-6-02; 8:45 am]
BILLING CODE 4000-01-C