[Federal Register: November 14, 1995 (Volume 60, Number 219)] [Notices ] [Page 57275-57301] From the Federal Register Online via GPO Access [wais.access.gpo.gov] [[Page 57275]] _______________________________________________________________________ Part II Department of Labor Employment and Training Administration Department of Education Office of Vocational and Adult Education; Urban/Rural Opportunities Grants; Application Procedures; Notice [[Page 57276]] DEPARTMENT OF LABOR Employment and Training Administration DEPARTMENT OF EDUCATION Office of Vocational and Adult Education; School-to-Work Opportunities; Urban/Rural Opportunities Grants; Application Procedures AGENCIES: Employment and Training Administration, Department of Labor. Office of Vocational and Adult Education, Department of Education. ACTION: Notice of availability of funds, solicitation for grant application (SGA), an administrative cost cap, a definition of administrative costs, and final selection criteria for School-to-Work Urban/Rural Opportunities Grants. ----------------------------------------------------------------------- SUMMARY: This notice announces the fiscal year (FY) competition for Urban/Rural Opportunities Grants authorized under Title III of the School-to-Work Opportunities Act of 1994 (the Act). This notice contains all of the necessary information and forms needed to apply for grant funding in FY 1995. The Departments of Labor and Education (the Departments) also establish final selection criteria to be used in evaluating applications submitted under the Urban/Rural Opportunities Grant competition in FY 1995 and in succeeding years. Urban/Rural Opportunities Grants will enable local partnerships serving youth who reside or attend school in high poverty areas to develop and implement School-to-Work Opportunities intiatives in high poverty areas of urban and rural communities. These intiatives will offer young Americans in such communities access to School-to-Work Opportunities programs specifically designed to address barriers to their successful participation in such programs and to prepare them for first jobs in high-skill, high-wage careers and further education and training. DATES: Applications for grant awards will be accepted commencing November 14, 1995. The closing date for receipt of applications is January 29, 1996, at 2 p.m. (Eastern time) at the address below. Telefacsimile (FAX) applications will not be accepted. ADDRESSES: Applications must be mailed to: U.S. Department of Education, Application Control Center, Attention: CFDA #84.278D, Washington, DC 20202-4725. FOR FURTHER INFORMATION CONTACT: Karen Clark, National School-to-Work Office, Telephone: (202) 401-6222 (this is not a toll-free number). 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. SUPPLEMENTARY INFORMATION: Section A. Background The Departments of Labor and Education are reserving funds appropriated for FY 1995 under the Act (Public Law 103-329) for a competition for Urban/Rural Opportunities Grants authorized under Title III of the Act. Grants under this competition will be awarded to local partnerships that serve high poverty areas and that are also prepared to develop and implement local School-to-Work Opportunities initiatives in these areas. The Departments recognize that high poverty areas face particular challenges in implementing such initiatives, including: few large private or public employers in high poverty areas; dropout rates that, in many cases, are over 50 percent; poorer students who may be much less aware of college opportunities than students in other areas; strong peer pressure that does not necessarily promote achievement among youth; pressure on youth from situations outside of school which may affect their school performance; schools with students of more diverse ethnic and racial backgrounds than schools in other areas; proportionately more out-of-school youth than in other areas; and uneven quality in educational and employment opportunities among high poverty area youth. Due to these particular challenges, a local partnership in a high poverty area must identify and address a great variety of needs of youth residing or attending school in these areas. The Departments encourage applications from only those local partnerships that propose innovative and effective ways to deliver the common features and basic program components as outlined in Title I of the Act and that have the potential to serve large numbers of students who reside or attend school in the targeted area. Further, the Departments wish to emphasize the importance of a local partnership's ability to coordinate its strategies for serving in-school and out-of-school youth; for achieving its planned goals and outcomes; for assessing and addressing the multiple needs of high poverty area youth, particularly human service needs; and for linking effectively with both schoolwide reform efforts and with the State's plan for a comprehensive School-to-Work Opportunities system. In accordance with the authority provided in Section 5 of the Act, the Departments have determined that the administrative provisions contained in the Education Department General Administrative Regulations (EDGAR), at 34 CFR Parts 74, 75, 77, 79, 80, 82, 85 and 86, will apply to grants awarded to local partnerships under this Urban/ Rural Opportunities Grant competition. This notice establishes a definition of the term ``administrative costs,'' a 10 percent cap on administrative costs incurred by local partnerships receiving grants under Title III, and the selection criteria that will be used in evaluating applications submitted in response to this year's competition, and contains all of the other necessary information and forms needed to apply for grant funding. Public Comment It is the practice of the Secretaries to offer to interested parties the opportunity to comment on proposed solicitations under the Act. However, as explained elsewhere in this notice, the selection criteria contained in this notice were previously published for public comment (See 60 FR 46984-47009, September 8, 1995). The eligibility criteria and funding priority contained in this notice are statutory. For these reasons, the Secretaries have determined that further public comment on the content of this notice is unnecessary and contrary to the public interest. Section B. Purpose Under this competition, the Departments will award grants to local partnerships serving youth who reside or attend school in high poverty areas that have built a sound planning and development base for their school-to-work programs, to begin implementation of School-to-Work Opportunities initiatives that will become part of statewide School-to- Work Opportunities systems. These local initiatives will offer young Americans access to programs designed to prepare them for first jobs in high-skill, high-wage careers, to increase their opportunities for further education and training, and to address the special needs of youth residing or attending school in high poverty areas. Section C. Application Process 1. Eligible Applicants (A) Local Partnership Definition A local entity that meets the definition of ``local partnership'' in section 4(11) of the Act, is eligible to [[Page 57277]] apply for an Urban/Rural Opportunities Grant. As defined in the Act, an eligible partnership must include employers, representatives of local educational agencies and local postsecondary educational institutions (including representatives of area vocational education schools, where applicable), local educators, representatives of labor organizations or nonmanagerial employee representatives, and students. Other entities appropriate to effective implementation of a local School-to-Work Opportunities initiative should also be included in the partnership. Under section 302(b)(2) of the Act, a local partnership is eligible to receive only one (1) Urban/Rural Opportunities Grant. (B) High Poverty Area Definition In addition to meeting the definition of ``local partnership'' in section 4(11) of the Act, under section 307 of the Act, applicants seeking funding under this notice are required to meet the definition of ``high poverty area'' as stated in that section and describe the urban or rural high poverty area to be served. The description must include-- * A map indicating the urban census tract, contiguous group of urban census tracts, block number area, contiguous group of block number areas, or Indian reservation to be served by the local partnership; * The population of each urban census tract, block number area, or Indian reservation to be served, along with the total population of the entire area to be served; and * The poverty rate for each urban census tract, block number area, or Indian reservation to be served, among individuals under the age of 22, as determined by the Bureau of the Census, along with an average poverty rate among this age group for the entire area to be served. In accordance with section 307 of the Act, only those applicants that both provide the required population/poverty rate data in their applications in the format outlined in this subsection of this notice and that meet the definition of a high poverty area as described in this subsection will be considered for funding. The Departments intend to pre-screen all applications for high poverty area eligibility prior to the panelists' review and will not consider any applications that do not contain the required population/poverty rate data. Information in addition to what is required in this notice with regard to population/ poverty rate data is not necessary and will have no influence upon meeting the high poverty area definition. Applicants will not have the opportunity to submit additional or revised information should a determination be made that the identified area does not meet the high poverty definition. Note: Census information may be obtained through a local college or university, city planning department, State data center, or through the Data User Service Division of the Bureau of the Census. Applicants are encouraged to utilize local providers of census data. For those applicants who are unable to locate such data, please contact the Census Bureau State Data Center for your local area. A list of State and Local Data Center contacts is included in an appendix to this notice. Population/poverty rate data published by the Bureau of the Census is provided in age ranges: 0-5, 6-11, 12- 17, 18-24, and 25 and up. The Departments will accept poverty rate data for either age range up to 17 or up to 25, whichever is higher, for the purposes of eligibility. In order to be considered for funding, areas to be served must be characterized by a poverty rate of 20.0 percent or greater among the age group. 2. State Comments The local partnership must submit its application to the State for review and comment before submitting the application to the Departments, in accordance with section 303(a) of the Act. The application should be submitted to the State's School-to-Work Contact. A list of State School-to-Work Contacts is included in an appendix to this notice. The Departments expect that the State School-to-Work Contact will provide all members of the State School-to-Work Partnership listed in section 213(b)(4) (A)-(K) of the Act, an opportunity to review and comment on the local partnership's application. Of particular importance to the Departments are each State's comments on the consistency of the local partnership's planned activities with the State's plan for a comprehensive statewide School- to-Work Opportunities system and the relationship of any proposed activities with other local plans, especially if the grant applicant is not specifically identified as a local partnership within the State system. In accordance with section 305 of the Act, if a State has an approved State School-to-Work Opportunities plan, the State must confirm that the plan submitted by the local partnership is in accordance with the State plan. The application from the local partnership must contain this confirmation. Section 303(b)(1) of the Act requires that each State review and comment on a local partnership's application within 30 days from the date on which the State receives the application from the local partnership. Therefore, even though an applicant has 75 days to apply for a Urban/Rural Opportunties Grant under this notice, it must provide its application to its State in time for the State to have at least 30 days before the due date to review and comment on the application. Furthermore, under section 303(c)(2) of the Act, the State's comments must be included in the local partnership's application. However, if the State does not provide review and comment within the 30-day time period described above, the local partnership may submit the application without State comment. In such a case, the local partnership should provide proof that the State received a copy of the local partnership's application at least 30 days prior to the application due date. 3. Period of Performance The period of performance for Urban/Rural Opportunities Grants is twelve (12) months from the date of award by the Departments. 4. Option to Extend Urban/Rural Opportunities Grants may be extended up to four additional years, regardless of the State Implementation Grant status of the State in which the partnership is located. Extensions will be based upon availability of funds and the progress of the local partnership toward its objectives as approved in its application and will be subject to the annual approval of the Secretaries of Labor and Education (the Secretaries). It is likely that the amount of Federal funds, if any, that are awarded to local partnerships under this notice in subsequent years will decrease. 5. Available Funds Approximately $15 million is available for this competition. 6. Estimated Range of Awards The amount of an award under this competition will depend upon the scope, quality, and comprehensiveness of the proposed initiative and the relative size of the high poverty area to be served by the local partnership. While there is no limitation on the size of a high poverty area, the Departments expect that the resources available for individual grants will effectively serve high poverty areas of no more than a total of 50,000 in population. The Departments further expect that first-year award amounts will range from a minimum award of $200,000 to a maximum award of $650,000. These estimates are provided to assist applicants in developing their plans. [[Page 57278]] 7. Estimated Number of Awards The Departments expect to award 25-35 grants under this competition. Note: The Departments are not bound by any estimates in this notice. 8. Reporting Requirements/Deliverables (a) Reporting requirements. The local partnership will be required, at a minimum, to submit-- * Quarterly Financial Reports (SF 269 A); * Quarterly Narrative Progress Reports; * An Annual Continuation Application package, if appropriate, including-- --A revised SF 524 and renewed Assurances and Certifications; --A Narrative Report describing progress toward stated goals, and identifying goals and objectives for the coming year; --Annual Financial Reports (ED Form 524 B, and SF 269); --Budget Information for Upcoming Years; * An Annual Performance Report providing data on performance measures; and * A close-out report at the end of the grant. (b) Deliverables. The local partnership will be required to-- * Provide information on best practices and innovative school- and work-based curricula suitable for dissemination to States and other stakeholders; * Participate in two grantee meetings per year sponsored by the National School-to-Work Office; * Act as a host to outside visitors who are interested in developing and implementing School-to-Work Opportunities initiatives in urban or rural areas of high poverty and to other visitors interested in the replication, adaptation and/or impact of successful program elements; and * Participate as needed in national evaluation and special data collection activities. 9. Application Transmittal Instructions An application for an award must be mailed or hand delivered by the closing date. (A) Applications Delivered by Mail An application sent by mail must be addressed to the U.S. Department of Education, Application Control Center, Attention CFDA #84.278D, 600 Independence Avenue, SW, Washington, DC 20202-4725. An application must show proof of mailing consisting of one of the following: * A legibly dated U.S. Postal Service Postmark; * A legible mail receipt with the date of mailing stamped by the U.S. Postal Service; * A dated shipping label, invoice, or receipt from a commercial carrier; or * Any other proof of mailing acceptable to the U.S. Secretary of Education. If an application is sent through the U.S. Postal Service, the Secretaries do not accept either of the following as proof of mailing: * A private metered postmark; or * A mail receipt that is not dated by the U.S. Postal Service. An applicant should note that 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. An applicant is encouraged to use registered or at least first class mail. Each late applicant will be notified that its application will not be considered. (B) Applications Delivered by Hand An application that is hand delivered must be taken to the U.S. Department of Education, Application Control Center, Room 3633, Regional Office Building 3, 7th and D Streets, SW, Washington, DC. The Application Control Center will accept hand delivered applications between 8:00 a.m. and 4:30 p.m. (Eastern time) daily, except Saturdays, Sundays and Federal holidays. Individuals delivering applications must use the D Street Entrance. Proper identification is necessary to enter the building. In order for an application sent through a courier service to be considered timely, the courier service must be in receipt of the application on or before the closing date. Section D. Organization and Content of Applications Applicants are encouraged to submit an original and four (4) copies of their application. The Departments suggest that the application be divided into six distinct parts: detachable description addressing the high poverty area definition, budget and certifications, abstract, State comments, program narrative, and appendices. To ensure a comprehensive and expedient review, the Departments strongly suggest that applicants submit an application formatted follows: Table of Contents I. Eligibility Requirements Part I must contain detailed information as described in the Eligible Applicants, High Poverty Area Definition subsection of this notice and, for pre-screening purposes, should be separate and easily detachable from the remainder of the application. II. Budget and Certifications Part I should contain the Standard Form (SF) 424, ``Application for Federal Assistance,'' and SF 524, ``Budget.'' All copies of the SF 424 must have original signatures of the designated fiscal agent. In addition, the budget should include--on a separate page(s)--a detailed cost break-out of each line item on SF 524. All Assurances and Certifications found in an appendix to this notice should also be included in Part II of the application. III. Abstract Part III should consist of a one-page abstract summarizing the essential components and key features of the local partnership's plan. IV. State Comments Part IV should contain the State's comments on the application. Details on this section can be found under the State Comments heading of this notice. V. Program Narrative Part V should contain the application narrative that demonstrates the applicant's plan and capabilities in accordance with the selection criteria contained in this notice. In order to facilitate expeditious evaluation by the panels, applicants should describe their proposed plan in light of each of the selection criteria. No cost data or reference to price should be included in this part of the application. The Departments strongly request that applicants limit the program narrative section to no more than 40 one-sided, double-spaced pages. VI. Appendices All applicable appendices including letters of support, resumes, and organizational charts should be included in this section. The Departments recommend that all appendix entries be cross-referenced back to the applicable sections in the program narrative. Note: Applicants are advised that the peer review panels evaluate each application solely on the basis of the selection criteria contained in this notice and the School-to-Work Opportunities Act. Appendices may be used to provide supporting information. However, in scoring applications, reviewers are required to take into account only information that is presented in the application narrative, which must address the selection criteria and requirements of the Act. Letters of support are welcome, but applicants should be aware that support letters contained in the application will strengthen the application only if they contain commitments that pertain to the selection criteria. Section E. Safeguards The Departments will apply certain safeguards, as required under section [[Page 57279]] 601 of the Act, to School-to-Work Opportunities programs funded under this notice. The application must include a brief assurance that the following safeguards will be implemented and maintained throughout all program activities: (a) No student shall displace any currently employed worker (including a partial displacement, such as a reduction in the hours of non-overtime work, wages, or employment benefits). (b) No School-to-Work Opportunities program shall impair existing contracts for services or collective bargaining agreements, and no program funded under this notice shall be undertaken without the written concurrence of the labor organization and employer concerned. (c) No student shall be employed or fill a job-- (1) When any other individual is on temporary layoff, with the clear possibility of recall, from the same or any substantially equivalent job with the participating employer; or (2) When the employer has terminated the employment of any regular employee or otherwise reduced its workforce with the intention of filling the vacancy so created with the student. (d) Students shall be provided with adequate and safe equipment and safe and healthful workplaces in conformity with all health and safety requirements of Federal, State, and local laws. (e) Nothing in the Act shall be construed so as to modify or affect any Federal or State law prohibiting discrimination on the basis of race, religion, color, ethnicity, national origin, gender, age, or disability. (f) Funds awarded under the Act shall not be expended for wages of students or workplace mentors. (g) The grantee shall implement and maintain such other safeguards as the Secretaries may deem appropriate in order to ensure that School- to-Work Opportunities participants are afforded adequate supervision by skilled adult workers, or to otherwise further the purposes of the Act. Section F. Waivers Under Title V of the Act, the Secretaries may waive certain Federal requirements that impede the ability of a State or local partnership to carry out the purposes of the Act. Only local partnerships in States with approved School-to-Work Opportunities plans may apply for waivers. A local partnership that seeks a waiver should contact its State School-to-Work Contact to determine what documentation is required and to whom it should be sent. In May, 1995, the National School-to-Work Opportunities Office issued a document entitled ``School-to-Work Opportunities Waiver and Plan Approval Process Questions and Answers.'' This document was sent to every Governor and State School-to-Work Contact. The document contains answers to many of the questions that localities may have when preparing their waiver requests. Local Partnerships interested in applying for waivers should contact the National School-to-Work Opportunities Office or their State School-to-Work Contact for a copy of the waivers document. Section G. Bidders' Conferences Bidders' Conferences for interested School-to-Work Urban/Rural Opportunities representatives are scheduled from 1:00 p.m. to 4:00 p.m., on the following dates and locations: * November 17, 1995 Mary Burch Theater Essex County College 303 University Avenue Newark, NJ 07102 1:00-4:00 p.m., Registration: 12:00-1:00 p.m. (Eastern time). * November 20, 1995 Arlington Convention Center 1200 Ballpark Way Arlington, TX 76011 1:00-4:00 p.m., Registration 12:00-1:00 p.m. (Central time) Participants at each of the Conferences will receive a detailed description of the School-to-Work Opportunities Act, the selection criteria and high poverty area definition and how they will be applied, and will have the opportunity to ask questions of Federal School-to- Work officials. All partnerships should pre-register by faxing the names and addresses of up to three members of the local partnership planning to attend, the name of the local partnership, and a phone number to: Kevin Shelton, Training and Technical Assistance Corporation, 2409 18th Street, NW, Washington, DC; FAX #: (202) 408-8308. Questions regarding the solicitation may be submitted in advance. If you are unable to attend one of the Bidders' Conferences but would like the conference materials and a conference transcript, submit your request via fax to the fax number listed above. All information must be submitted no later than November 15, 1995. You will be sent a confirmation along with hotel accommodation information once your registration has been received; walk-in registration will also be permitted. Urban/Rural Opportunities Grant Competition Previous Comments and Changes On September 8, 1995, the Departments of Labor and Education published a notice establishing final selection criteria, a 10 percent cap on administrative costs, and a definition of the term ``administrative costs'' for the Local Partnership Grant competition and competitions in succeeding years in the Federal Register (60 FR 46984-47009). That notice further contained an analysis of the comments received in response to its prior publication (May 25, 1995, 60 FR 27812-27814) and of the changes made in response to those comments. Since, pursuant to section 302(b)(3) and section 307 of the Act, the only distinctions between the Local Partnership Grant and the Urban/ Rural Opportunities Grant are statutory, the Secretaries have chosen to use the same selection criteria that have been subject to notice and comment and to forego publication of proposed selection criteria and proposed definition for this Urban/Rural Opportunities Grant competition. Distinctions established by these sections of the Act can be found under the Eligible Applicants and Selection Criteria headings of this notice. School-to-Work Local Partnership Grants Administrative Cost Cap The Departments are applying the 10 percent cap on administrative costs contained in section 215(b)(6) of the Act to local partnerships receiving grants directly under this competition. Section 215(b)(6) of the Act applies the 10 percent administrative cap to subgrants received by local partnerships from a State. The Departments have concluded that applying the 10 percent cap to local partnerships under this competition is consistent with the Act's intent and its broader limitations on administrative costs. Further, this limitation is consistent with section 305 of Title III, which requires conformity between School-to-Work Opportunities plans of local partnerships and State School-to-Work Opportunities plans. Definition All definitions in the Act apply to local School-to-Work Opportunities systems funded under this and future Urban/Rural Opportunities Grant competitions. Since the Act does not contain a definition of the term ``administrative costs'' as used in section 217 of the Act, the Departments will apply the following definition to [[Page 57280]] this and future competitions for Urban/Rural Opportunities Grants. The term ``administrative costs'' means the activities of a local partnership that are necessary for the proper and efficient performance of its duties under the Urban/Rural Opportunities Grant pursuant to the School-to-Work Opportunities Act and that are not directly related to the provision of services to participants or otherwise allocable to the program's allowable activities listed in section 215(b)(4) and section 215(c) of the Act. Administrative costs may be either personnel or non- personnel costs, and may be either direct or indirect. Costs of administration include those costs that are related to this grant in such categories as-- A. Costs of salaries, wages, and related costs of the grantee's staff engaged in-- * Overall system management, system coordination, and general administrative functions; * Preparing program plans, budgets, and schedules, as well as applicable amendments; * Monitoring of local initiatives, pilot projects, subrecipients, and related systems and processes; * Procurement activities, including the award of specific subgrants, contracts, and purchase orders; * Developing systems and procedures, including management information systems, for ensuring compliance with the requirements under the Act; * Preparing reports and other documents related to the Act; * Coordinating the resolution of audit findings; B. Costs for goods and services required for administration of the School-to-Work Opportunities system; C. Costs of system-wide management functions; and D. Travel costs incurred for official business in carrying out grants management or administrative activities. Selection Criteria Under the School-to-Work Urban/Rural Opportunities Grant competition, the Departments will use the following selection criteria in evaluating applications and will utilize a peer review process in which review teams, including peers, will evaluate applications using the selection criteria and the associated point values. The Departments will base final funding decisions on the ranking of applications as a result of the peer review, and such other factors as replicability, sustainability, innovation, geographic balance, and diversity of system approaches. Further, as established in section 302(b)(3) of the Act, the Secretaries, in awarding grants under this notice, shall give priority to local partnerships that have demonstrated effectiveness in the delivery of comprehensive vocational preparation programs with successful rates in job placement through cooperative activities among local educational agencies, local businesses, labor organizations, and other organizations. In addition, the Secretaries may consider, as part of the basis for funding decisions under this competition, any other priorities giving special consideration to applications proposing to implement School-to-Work initiatives in areas designated as Empowerment Zones or Enterprise Communities (EZ/EC) under section 1391 of the Internal Revenue Code, as amended, that the Departments may publish in the Federal Register. Selection Criterion 1: Comprehensive Local School-to-Work Opportunities System (40 Points) Considerations: In applying this criterion, reviewers will consider-- A. 20 Points. The extent to which the partnership has designed a comprehensive local School-to-Work Opportunities plan that-- * Includes effective strategies for integrating school-based and work-based learning, integrating academic and vocational education, and establishing linkages between secondary and postsecondary education; * Is likely to produce systemic change that will have substantial impact on the preparation of all students for a first job in a high-skill, high-wage career and in increasing their opportunities for further learning; * Ensures all students will have a full range of options, including options for higher education, additional training and employment in high-skill, high-wage jobs; * Ensures coordination and integration with existing school- to-work programs, and with related programs financed from State and private sources, with funds available from Federal education and training programs (such as the Job Training Partnership Act and the Carl D. Perkins Vocational and Applied Technology Education Act); and where applicable, communities designated as Empowerment Zones or Enterprise Communities (EZ/EC); * Serves a geographical area that reflects the needs of the local labor market (i.e., considers the needs of the local labor market that encompasses the high poverty area), and is able to adjust to regional structures that the State School-to-Work Opportunities plan may identify; * Targets occupational clusters that represent growing industries in the partnership's geographic area; and, where applicable, demonstrates that the clusters are included among the occupational clusters being targeted by the State School-to-Work Opportunities system; and * Consistent with section 301(2) of the Act, includes an effective strategy for assessing and addressing the academic and human service needs of students and dropouts within the high poverty area, making improvements or adjustments as necessary, with particular emphasis on the coordination of various human services provided within the community. B. 20 Points. The extent to which the partnership's plan demonstrates its capability to achieve the statutory requirements and to effectively put in place the system components in Title I of the School-to-Work Opportunities Act, including-- * A work-based learning component that includes the statutory ``mandatory activities'' and that contributes to the transformation of workplaces into active learning components of the education system through an array of learning experiences such as mentoring, job-shadowing, unpaid work experiences, school-sponsored enterprises, and paid work experiences; * A school-based learning component that provides students with high-level academic and technical skills consistent with academic standards that the State establishes for all students, including, where applicable, standards established under the Goals 2000: Educate America Act; * A connecting activities component to provide a functional link between students' school and work activities, and between workplace partners, educators, community organizations, and other appropriate entities; * Effective processes for assessing skills and knowledge required in career majors, and issuing portable skill certificates that are benchmarked to high-quality standards such as those States will establish under the Goals 2000: Educate America Act, and for periodically assessing and collecting information on student outcomes, as well as a realistic strategy and timetable for implementing the process in concert with the State; * A flexible School-to-Work Opportunities system that allows students participating in the local system to develop new career goals over time, and to change career majors; and [[Page 57281]] * Effective strategies for: providing staff development for teachers, worksite mentors and other key personnel; developing model curricula and innovative instructional methodologies; expanding career and academic counseling in elementary and secondary schools; and utilizing innovative technology-based instructional techniques. Selection Criterion 2: Quality and Effectiveness of the Local Partnership (20 Points) Considerations: In applying this criterion, reviewers will refer to section 4(11) of the Act and consider-- * Whether the partnership's plan demonstrates an effective and convincing strategy for continuing the commitment of required partners and other interested parties in the local School-to-Work Opportunities system. As defined by the Act, partners must include employers, representatives of local educational agencies and local postsecondary educational institutions (including representatives of area vocational education schools, where applicable), local educators (such as teachers, counselors, or administrators), representatives of labor organizations or nonmanagerial employee representatives, and students, and may include other relevant stakeholders such as those listed in section 4(11)(B) of the Act, including employer organizations; community-based organizations; national trade associations working at the local levels; industrial extension centers; rehabilitation agencies and organizations; registered apprenticeship agencies; local vocational education entities; proprietary institutions of higher education; local government agencies; parent organizations; teacher organizations; vocational student organizations; private industry councils under JTPA; Federally recognized Indian tribes, Indian organizations, and Alaska Native villages; and Native Hawaiian entities; * Whether the partnership's plan demonstrates an effective and convincing strategy for continuing the commitment of workplace partners and other interested parties in the local School-to-Work Opportunities system; * The effectiveness of the partnership's plan to include private sector representatives as joint partners with educators in both the design and the implementation of the local School-to-Work Opportunities system; * The extent to which the local partnership has developed strategies to provide a range of opportunities for workplace partners to participate in the design and implementation of the local School-to- Work Opportunities system, including membership on councils and partnerships; assistance in setting standards, designing curricula, and determining outcomes; providing worksite experiences for teachers; helping to recruit other employers; and providing worksite learning activities for students such as mentoring, job shadowing, unpaid work experiences, and paid work experiences; * The extent to which the roles and responsibilities of the key parties and any other relevant stakeholders, are clearly defined and are likely to produce the desired changes in the way students are prepared for the future; * The extent to which the partnership demonstrates the capacity to build a quality local School-to-Work Opportunities system; and * Whether the partnership has included methods for sustaining and expanding the partnership, as the program expands in scope and size. Note: As indicated in the Background section of this notice, in accordance with section 301(2) of the Act, the Departments recognize the significance of a local partnership's capability to provide for a broad range of services that sufficiently address the various needs of high poverty area youth. Applicants are, therefore, reminded that local partnerships should include members that are appropriate to the effective implementation of the local initiative, particularly community-based organizations and others experienced in dealing with the distinctive needs of youth residing or attending schools in high poverty areas. Selection Criterion 3: Participation of All Students (15 Points) Considerations: In applying this criterion, reviewers will refer to the definition of the term ``all students'' in section 4(2) of the Act, and consider-- * The extent to which the partnership will implement effective strategies and systems to provide all students with equal access to the full range of program components specified in sections 102 through 104 of the Act and related activities such as recruitment, enrollment, and placement activities, and to ensure that all students have meaningful opportunities to participate in School-to-Work Opportunities programs; * Whether the partnership has identified potential barriers to the participation of any students, and the degree to which it proposes effective ways of overcoming these barriers; * The degree to which the partnership has developed realistic goals and methods for assisting young women to participate in School-to-Work Opportunities programs leading to employment in high- performance, high-paying jobs, including non-traditional jobs; * The partnership's methods for ensuring safe and healthy work environments for students, including strategies for encouraging schools to provide students with general awareness training in occupational safety and health as part of the school-based learning component, and for encouraging workplace partners to provide risk- specific training as part of the work-based learning component, as well the extent to which the partnership has developed realistic goals to ensure environments free from racial and sexual harassment; and * The extent to which the partnership's plan provides for the participation of a significant number or percentage of students in School-to-Work Opportunities activities listed under Title I of the Act. Selection Criterion 4: Collaboration With State (15 Points) Considerations: In applying this criterion, reviewers will consider-- * The extent to which the local partnership has effectively consulted with its State School-to-Work Opportunities Partnership, and has established realistic methods for ensuring consistency of its local strategies with the statewide School-to-Work Opportunities system being developed by that State Partnership; * Whether the local partnership has developed a sound strategy for integrating its plan, as necessary, with the State plan for a statewide School-to-Work Opportunities system; * The extent to which the local partnership has developed effective processes through which it is able to assist and collaborate with the State in establishing the statewide School-to-Work Opportunities system, and is able to provide feedback to the state on their system-building process; and * Whether the plan includes a feasible workplan which describes the steps that will be taken in order to make the local system part of the State School-to-Work Opportunities System, including a timeline that includes major planned objectives during the grant period. Selection Criterion 5: Management Plan (10 Points) Considerations: In applying this criterion, reviewers will consider-- * The feasibility and effectiveness of the partnership's strategy for using other resources, including private sector resources, to maintain the system when Federal resources under the School-to- [[Page 57282]] Work Opportunities Act are no longer available; * The extent to which the partnership's management plan anticipates barriers to implementation and proposes effective methods for addressing barriers as they arise; * Whether the plan includes feasible, measurable goals for the School-to-Work Opportunities system, based on performance outcomes established under section 402 of the Act, and an effective method for collecting information relevant to the local partnership's progress in meeting its goals; * Whether the plan includes a regularly scheduled process for improving or redesigning the School-to-Work Opportunities system based on performance outcomes established under section 402 of the Act; * The extent to which the resources requested will be used to develop information, products, and ideas that will assist other States and local partnerships as they design and implement local systems; and * The extent to which the partnership will limit equipment and other purchases in order to maximize the amounts spent on delivery of services to students. Note: Experience with the 1994 Urban/Rural Opportunities Grant competition provided the Departments with a greater awareness with regard to a local partnership's responsibilty for understanding and coordinating an array of programs and services available to high poverty area youth. In considering this criterion, applicants should address the partnership's capacity to manage the implementation of the local School-to-Work Opportunities initiative. Program Authority: Pub. L.103-329. Dated: November 8, 1995. Tim Barnicle, Assistant Secretary for Employment and Training, Department of Labor. Patricia McNeil, Acting Assistant Secretary for Vocational and Adult Education, Department of Education. BILLING CODE 4000-01-P [[Page 57283]] [image omitted] [[Page 57284]] [image omitted] [[Page 57285]] [image omitted] [[Page 57286]] [image omitted] [[Page 57287]] [image omitted] [[Page 57288]] [image omitted] [[Page 57289]] [image omitted] [[Page 57290]] [image omitted] BILLING CODE 4000-01-C [[Page 57291]] Estimated Public Reporting Burden Under terms of the Paperwork Reduction Act of 1980, as amended, and the regulations implementing that Act, the Department of Education invites comment on the public reporting burden in this collection of information. Public reporting burden for this collection of information is estimated to average 90 hours per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. You may send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, Information Management and Compliance Division, Washington, DC 20202-4651; and to the Office of Management and Budget, Paperwork Reduction Project 1830-0530, Washington, DC 20503. (Information collection approved under OMB control number 1830- 0530, Expiration date: 6/30/98.) BILLING CODE 4000-01-P [[Page 57292]] [image omitted] [[Page 57293]] [image omitted] [[Page 57294]] [image omitted] [[Page 57295]] [image omitted] [[Page 57296]] [image omitted] [[Page 57297]] [image omitted] BILLING CODE 4000-01-C [[Page 57298]] 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 such 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 intends 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 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. (OMB Control No. 1801-0004 (Exp. 8/31/98) Census Bureau Telephone Contacts National, State, & Local Data Centers Business/Industry Data Centers--DUSD.......................301-457-1305 Clearinghouse for Census Data Services--Larry Carbaugh (DUSD) .............301-457-1242 National Census Information Centers--Barbara Harris (DUSD) ................301-457-1305 State Data Center Program--Tim Jones.......................301-457-1305 State data centers (SDC's) and business/industry data centers (BIDC's) (Data centers are usually State government agencies, universities and libraries that head up a network of affiliate centers. Below are listed the SDC and BIDC lead agency contacts. All States except Alaska have SDC's. Asterisks (*) identify States that also have BIDC's. In some States, one agency serves as the lead for both the SDC and the BIDC; the BIDC is listed separately where there is a separate agency serving as the lead.) Alabama--Annette Walters, University of Alabama............205-348-6191 *Arizona--Betty Jefferies, Department of Security..........602-542-5984 Arkansas--Sarah Breshears, University of Arkansas at Little Rock 501-569-8530 California--Linda Gage, Department of Finance..............916-322-4651 Colorado--Rebecca Picaso, Department of Local Affairs......303-866-2156 Connecticut--Bill Kraynak, Office of Policy & Management...203-566-8285 *Delaware--Staff Development Office........................302-739-4271 District of Columbia--Gan Ahuja, Mayor's Office of Planning ...............202-727-6533 *Florida--Valerie Jugger, State Data Center................904-487-2814 BIDC--Nick Leslie, Department of Commerce..................904-487-2971 Georgia--Marty Sik, Office of Planning & Budget............404-656-0911 Guam--Art De Oro, Department of Commerce...................671-646-5841 Hawaii--Jan Nakamoto, Department of Business, Economic Development & Tourism......................................808-586-2493 Idaho--Alan Porter, Department of Commerce.................208-334-2470 Illinois--Suzanne Ebetsch, Bureau of the Budget............217-782-1381 *Indiana--Laurence Hathaway, State Library.................317-232-3733 BIDC--Carol Rogers, Business Research Center...............317-274-2205 Iowa--Beth Henning, State Library..........................515-281-4350 Kansas--Marc Galbraith, State Library......................913-296-3296 *Kentucky--Ron Crouch, Center for Urban & Economic Research ...............502-852-7990 Louisiana--Karen Paterson, Office of Planning & Budget.....504-342-7410 Maine--Jean Martin, Department of Labor....................207-287-2271 Maryland--Robert Dadd/Jane Traynham, Department of State Planning 410-225-4450 *Massachusetts--Valerie Conti, University of Massachusetts ................413-545-3460 Michigan--Eric Swanson, Department of Management & Budget .................517-373-7910 *Minnesota--David Birkholz, State Demographer's Office.....612-297-2557 BIDC--David Rademacher, State Demographer's Office.........612-297-3255 *Mississippi--Rachael McNeely University of Mississippi....601-232-7288 BIDC--Bill Rigby, Division of Research & Information Systems ..............601-359-2674 [[Page 57299]] *Missouri--Kate Graf, State Library........................314-751-1823 BIDC--Terry Maynard, Small Business Development Centers....314-882-0344 *Montana--Patricia Roberts, Department of Commerce.........406-444-2896 Nebraska--Jerome Deichert, University of Nebraska-Omaha....402-595-2311 Nevada--Laura Witschi, State Library.......................702-687-8327 New Hampshire--Thomas J. Duffy, Office of State Planning...603-271-2155 *New Jersey--Connie O. Hughes, Department of Labor.........609-984-2593 *New Mexico--Kevin Kargacin, University of New Mexico......505-277-6626 BIDC--Bobby Leitch, University of Mexico...................505-277-2216 *New York--Staff, Department of Economic Development.......518-474-1141 *North Carolina--Staff, State Library......................919-733-3270 North Dakota--Richard Rathge, North Dakota State University ...............701-231-8621 Northern Mariana Islands--Juan Borja, Department of Commerce & Labor......................................................670-322-0874 *Ohio--Barry Bennett, Department of Development............614-466-2115 *Oklahoma--Jeff Wallace, Department of Commerce............405-841-5184 Oregon--George Hough, Portland State University............503-725-5159 *Pennsylvania--Diane Shoop, Pennsylvania State University at Harrisburg.................................................717-948-6336 Puerto Rico--Irmgard Gonzalez Segarra, Planning Board......809-728-4430 Rhode Island--Paul Egan, Department of Administration......401-277-6493 South Carolina--Mike MacFarlane, Budget & Control Board....803-734-3780 South Dakota--DeVee Dykstra, University of South Dakota....605-677-5287 Tennessee--Charles Brown, State Planning Office............615-741-1676 Texas--Steve Murdock, Texas A&M University.................409-845-5115 *Utah--Brenda Weaver, Office of Planning & Budget..........801-538-1036 Vermont--Sybil McShane, Department of Libraries............802-828-3261 Virgin Islands--Frank Mills, University of the Virgin Islands .............809-776-9200 *Virginia--Dan Jones, Virginia Employment Commission.......804-786-8308 *Washington--David Lamphere, Office of Financial Management ...............206-586-2504 *West Virginia--Mary C. Harless, Office of Community & Industrial Development................................................304-558-4010 BIDC--Randy Childs, Center for Economic Research...........304-293-7832 *Wisconsin--Robert Naylor, Department of Administration....608-266-1927 BIDC--Michael Knight, University of Wisconsin-Madison......608-265-3044 Wyoming--Wenlin Liu, Department of Administration & Fiscal Control....................................................307-777-7504 National census information centers (National Census Information Centers, in partnership with the Census Bureau, coordinate information networks that disseminate census data on the Black, Hispanic, Asian and Pacific islander, and American Indian/ Alaska Native populations) Asian American Health Forum, Inc. San Francisco--Clarissa Tom .............415-541-0866 Indian Net Information Center Arkadelphia, AR--George Baldwin .............501-230-5294 National Council of La Raza Washington, DC--Sonia Perez....202-289-1380 National Urban League, Washington, DC--Billy Tidwell.......202-898-1604 Southwest Voter Research Institute, San Antonio, Texas--Robert Brischetto.................................................210-222-8014 State Grant Contacts District of Columbia Deborah Evans Center for Workforce Development 441 N. 4th Street, NW., Suite 5105 Washington, DC 20001 T: 202-727-2578 F: 202-727-3486 Puerto Rico Augustin Marquez Metro Center Building, 1st Floor 5 Mayaguez Street Hato Rey, PR 00917 T: 809-765-3644 F: 809-754-3478 State of Alabama Stephen Franks 50 N. Ripley St. Montgomery, AL 36130 T: 205-242-9111 F: 205-242-0234 State of Alaska Nancy Buell 801 W. 10th St, Ste 200 Department of Education Juneau, AK 99810-1894 T: 907-465-8689 F: 907-465-3396 State of Arizona William Morrison STW State Director 1700 W. Washington, Rm 320 Governor's Office of Com. & Family Prog. Phoenix, AZ 85007 T: 602-542-3478 F: 602-542-3520 State of Arkansas Mary Swoope Vocational & Technical Education Division Three Capitol Mall Little Rock, AR 72201-1083 T: 501-682-1666 F: 501-682-1509 State of California Robert Hotchkiss Program and Policy Development Branch 800 Capitol Mall, MC 88 Sacramento, CA 95814 T: 916-654-8656 F: 916-654-5981 State of Colorado Alaine Ginocchio Office of the Governor 136 State Capitol Denver, CO 80203 T: 303-866-2155 F: 303-866-2003 State of Connecticut Susan Vinkowski Bureau of Applied Curriculum, Technology & Careers 25 Industrial Park Road Middletown, CT 06457 T: 203-638-4021 F: 203-638-4062 State of Delaware Nikki Castle Executive Director Carvel State Office Building 820 N. French St, 3rd Fl. Wilmington, DE 19801 T: 302-577-3762 F: 302-577-3922 State of Florida Michael Brawer Director, School-to-Work Programs Florida Department of Education 325 W. Gaines St., Ste. 1232 Tallahassee, FL 32399 T: 904-488-7394 F: 904-487-0426 State of Georgia Gail Trapnell 148 International Blvd., NE, STE 638 Atlanta, GA 30303 T: 404-657-6740 F: 404-656-2683 State of Hawaii Anthony Calabrese 2530 10th Ave, Rm A22 Department of Education Honolulu, HI 96816 T: 808-733-9120 F: 808-733-9138 State of Idaho Trudy Anderson PO Box 83720 State Division of Vocational Education Boise, ID 83720-0095 [[Page 57300]] T: 208-334-3216 F: 208-334-2365 State of Illinois Fran Beaumann Dept. of Adult, Vocational & Technical Education 100 N. First Street, E-426 Springfield, IL 62777-0001 T: 217-782-4620 F: 217-782-9224 State of Indiana Peggy O'Malley Deputy Commissioner, Education & Training Indiana Department of Workforce Development 10 N. Senate Ave, SE., Rm 302 Indianapolis, IN 46204 T: 317-232-1832 F: 317-233-1670 State of Iowa Dennis Guffey 150 Des Moines St. Department of Economic Development Des Moines, IA 50309 T: 515-281-9036 F: 515-281-9033 State of Kansas Lee Droegemueller Kansas State Board of Education 120 SE 10th Avenue Topeka, KS 66612-1182 T: 913-296-3202 F: 913-296-7933 State of Kentucky Beth Brinly Executive Director Berry Hill Annex 700 Louisville Road Frankfort, KY 40601 T: 502-564-5901 F: 502-564-5904 State of Louisiana Chris Weaver Department of Education 626 N. Fourth, 3rd Floor Baton Rouge, LA 70804 T: 504-342-3524 F: 504-342-2059 State of Maine Chris Lyons Director, Division of Applied Technology Department of Education 23 State House Station Augusta, ME 04333-0023 T: 207-287-5854 F: 207-287-5894 State of Maryland Katherine Oliver 20 W. Baltimore St. Department of Education Baltimore, MD 21201-2595 T: 410-767-0158 F: 410-333-2099 State of Massachusetts John Niles Executive Director MA Office for School-to-Work Transition 101 Summer St., 4th Floor Boston, MA 02110 T: 617-451-5130 F: 617-451-1291 State of Michigan Willard Walker Director, Office of School-to-Work 201 N. Washington Sq. Victor Office Center, 1st Fl. Lansing, MI 48906 T: 517-373-6432 F: 517-373-8179 State of Minnesota John Mercer Department of Education 550 Cedar St. St. Paul, MN 55101 T: 612-297-3115 F: 612-297-7201 State of Mississippi Worth Haynes Department of Education 500 High St. Jackson, MS 39205 T: 601-359-5743 F: 601-359-2326 State of Missouri Don Eisinger Missouri Dept. of Elementary & Secondary Education 400 Dix Rd. Jefferson City, MO 65101 T: 314-751-7563 F: 314-526-3897 State of Montana Jane Karas Office of the Commissioner of Higher Education 2500 Broadway Helena, MT 59260-3101 T: 406-444-0316 F: 406-444-1469 State of Nebraska Darl Naumann STW Interim Director 301 Centennial Mall S. PO. Box 94666 Lincoln, NE 68509-4666 T: 402-471-3741 F: 402-471-3778 State of Nevada Barbara Weinberg Dept. of Employment, Training & Rehabilitation 400 W. King St., Suite 108 Bismark, NV 89710 T: 702-687-4310 F: 702-687-8917 State of New Hampshire Paul Leather Director, Vocational Rehabilitation & Adult Learning 101 Pleasant Street NH Department of Education Concord, NH 03301 T: 603-271-6354 F: 603-271-7095 State of New Jersey Thomas Henry Director, Office of School-to-Work Initiatives 240 W. State St. CN500, 11th Fl. Trenton, NJ 08625-0500 T: 609-633-0665 F: 609-633-0658 State of New Mexico James Jimenez Department of Finance Battaan Memorial Building Santa Fe, NM 87503 T: 505-827-4986 F: 505-827-4984 State of New York Johanna Duncan-Poitier Asst. Commissioner, Workforce, Prep. & Cont. Education NY State Education Department 89 Washington Ave, Rm 319EB Albany, NY 12234 T: 581-474-8892 F: 518-474-0319 State of North Carolina Sandra Babb 116 W. Jones St. Commission on Workforce Preparedness Raleigh, NC 27603-8001 T: 919-715-3300 F: 919-715-3974 State of North Dakota Dean Monteith State Board of Vocational & Technical Education State Capitol, 15th Fl. Carson City, ND 58505 T: 701-224-3180 F: 701-328-1255 State of Ohio Mary McCullough Director, Ohio STW Office 145 S. Front St, Rm 646 Columbus,OH 43215 T: 614-728-4630 F: 614-466-5025 [[Page 57301]] State of Oklahoma Richard Makin State Coordinator Department of Vocational & Technical Education 1500 W. Seventh Ave. Stillwater, OK 74074-4364 T: 405-743-5434 F: 405-743-5541 State of Oregon Bill Braly Coordinator, School-to-Work Public Service Bldg. 255 Capitol St, NE Salem, OR 97310 T: 503-378-3584, ext. 327 F: 503-378-5156 State of Pennsylvania Michael Snyder School-to-Work Opportunities Liaison 333 Market St. Department of Education/10th Floor Harrisburg, PA 17126-0333 T: 717-787-4860 F: 717-783-6802 State of Rhode Island Miriam Coleman Department of Employment & Training 101 Friendship St. Providence, RI 02903-3740 T: 401-277-3930 F: 401-861-8030 State of South Carolina Bob Falls Employment Security Commission 1550 Gadsen St. Columbia, SC 29202 T: 803-737-0459 F: 803-737-2642 State of South Dakota Mary Ellen Johnson Department of Labor 700 Governors Dr. Pierre, SC 57501 T: 605-773-5017 F: 605-773-4211 State of Tennessee Russell Smith Division of Vocational-Technical Education 710 James Robertson Parkway Nashville, TN 37243 T: 615-532-4725 F: 615-532-8226 State of Texas Ann Dorsey Council on Workforce/Economic Competitiveness 3000 South IH 35, Suite 200 Austin, TX 78768 T: 512-912-7150 F: 512-912-7172 State of Utah Scott Hess STW Coordinator 250 East 500 South Utah State Office of Education Salt Lake City, UT 84111 T: 801-538-7852 F: 801-538-7868 State of Vermont Jeanie Crosby Office of the Governor 109 State St. Montpelier, VT 05609 T: 802-828-3333 F: 802-828-3339 State of Virginia Randolph Beales Virginia Department of Education 200-202 North 9th St. Richmond, VA 23219 T: 804-692-0244 F: 804-692-0430 State of Washington Steve Hodes. Executive Policy Assistant State Office of Financial Management 302 14th St, Rm 100 Olympia, WA 98504 T: 360-586-6771 F: 360-586-8380 State of West Virginia David Mohr Senior Program Analyst State Capitol Building 1 1900 Kanawha Blvd, E./Rotunda R-151 Charleston, WV 25305 T: 304-558-2440 F: 304-558-1311 State of Wisconsin Vicki Poole Director, Office for Workforce Excellence Dept of Ind. Labor & Human Relations 201 E. Washington Ave, Rm 231 Madison, WI 53702 T: 608-266-0223 F: 608-261-6698 State of Wyoming Marcia Price School-to-Work Manager 1710 Pacific Avenue Cheyenne, WY 82007 T: 307-632-5527 F: 307-632-5548 [FR Doc. 95-28108 Filed 11-13-95; 8:45 am] BILLING CODE 4000-01-P