[Federal Register: September 1, 2000 (Volume 65, Number 171)]
[Notices]
[Page 53437-53469]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr01se00-174]
[[Page 53437]]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[CFDA No.: 84.288S]
Bilingual Education: Program Development and Implementation
Grants; Notice Inviting Applications for New Awards for Fiscal Year
(FY) 2001
Note to Applicants
This notice is a complete application package. Together with the
statute authorizing the program and the Education Department General
Administrative Regulations (EDGAR), this notice contains all of the
information, application forms, and instructions needed to apply for a
grant under this program.
Purpose of Program
The purpose of this program is to provide grants to develop and
implement new comprehensive, coherent, and successful bilingual
education programs (including dual language education programs) or
special alternative instructional programs for limited English
proficient (LEP) students, including programs of early childhood
education, kindergarten through twelfth grade education, gifted and
talented education, and vocational and applied technology education.
SUPPLEMENTARY INFORMATION:
``Proficiency in English and one other language is something
that we need to encourage among all young people. That is why I am
delighted to see and highlight the growth and promise of so many
dual-language bilingual programs across the country. They are
challenging young people with high standards, high expectations, and
curriculum in two languages. They are the wave of the future * * *.
That is why I am challenging our nation to increase the number of
dual-language schools to at least 1,000 over the next five years,
and with strong federal, state and local support we can have many
more * * *. Our nation can only grow stronger if all our children
grow up learning two languages * * *. Our global economy demands it;
our children deserve it.''
(From Excelencia Para Todos-Excellence for All: The Progress of
Hispanic Education and the Challenges of a New Century. Remarks by U.S.
Secretary of Education Richard W. Riley at Bell Multicultural High
School, Washington, D.C., March 15, 2000.)
Strong language skills are becoming increasingly important at the
outset of the twenty-first century as computers and the Internet
facilitate and expand communication. Individuals who are proficient in
multiple languages will be able to benefit the most from these new
technologies that give access to information in all the languages of
the world.
The new age of information highlights the importance of assisting
all students to achieve competence in more than one language. Research
has shown that dual language education programs are a logical and
effective way to help LEP students develop their primary language
skills and become proficient in English and to help native English
speakers develop their English skills and become proficient in a second
language.
Research has also shown that dual language education programs, in
addition to fostering bilingual proficiency, provide cognitive, socio-
cultural, and economic benefits. Biliterate students tend to perform
better than monolingual students on tasks that call for pattern
recognition and problem solving. Knowing other languages facilitates
greater intercultural understanding and appreciation. Individuals with
bilingual proficiency enhance their job opportunities and their
community's economic competitiveness in the global marketplace.
Underscoring the importance of helping all students develop
proficiency both in English and in another language, the Secretary in
his remarks cited above has challenged the Nation to increase the
number of schools providing dual language education programs to at
least 1,000 over the next five years. Accordingly, this notice invites
applications that aim to implement high-quality dual language education
projects. Applicants should refer to the appendix of this notice for
nonregulatory guidance on commonly asked questions about dual language
education.
Only applications that meet the absolute priority for dual language
education projects, as specified in this notice, will be considered for
funding. Other notices will be published later inviting other types of
applications for new FY 2001 awards under the Program Development and
Implementation Grants Program and other programs, including the Foreign
Language Assistance Program.
Eligible Applicants: (a) One or more local educational agencies
(LEAs), (b) one or more LEAs in collaboration with an institution of
higher education (IHE), community-based organization (CBO), or a State
educational agency (SEA); or (c) a CBO or an IHE that has an
application approved by the LEA to develop and implement early
childhood education or family education programs or to conduct an
instructional program that supplements the educational services
provided by an LEA.
Deadline for Transmittal of Applications: October 20, 2000.
Deadline for Intergovernmental Review: December 19, 2000.
Available Funds: $7.5 million.
The Administration has requested $18 million for new grants under
this program in FY 2001. This amount includes funds for both the dual
language education awards specified in this notice and other Program
Development and Implementation awards that will be specified in a later
notice. The actual level of funding, if any, depends on final
congressional action.
Estimated Range of Awards: $100,000-$175,000.
Estimated Average Size of Awards: $150,000.
Estimated Number of Awards: 50.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 36 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.
* 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 the budget justification and the cost
itemization; Part IV, the assurances and certifications; or the table
of contents, the one-page abstract, the resumes, the bibliography, or
the letters of support. 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. (b) The regulations in 34 CFR part 299.
[[Page 53438]]
Description of Program
The statutory authorization for this program, and the application
requirements that apply to this competition, are set out in sections
7112 and 7116 of the Elementary and Secondary Education Act of 1965, as
amended by the Improving America's Schools Act of 1994 (Pub. L. 103-
382, enacted October 20, 1994 (the Act) (20 U.S.C. 7422 and 7426)).
The grants awarded under this section are to be used to improve the
education of limited English proficient students and their families.
Specifically, grantees are required to serve limited English proficient
students by: (a) Developing and implementing comprehensive preschool,
elementary, or secondary bilingual education or special alternative
instructional programs that are coordinated with other relevant
programs and services; and (b) providing inservice training to
classroom teachers, administrators, and other school or community-based
organizational personnel. Grantees may also implement family education
programs, improve the instructional program, compensate personnel, and
provide tutorials and academic or career counseling to limited English
proficient students.
Priorities
Absolute Priority
Under 34 CFR 75.105(c)(3) and section 7116(i)(1) of the Act the
Secretary gives an absolute preference to applications that meet the
following priority. The Secretary funds under this competition only
applications that meet this absolute priority:
Projects that provide for the development of bilingual proficiency
both in English and in another language for all participating students.
Competitive Priority
Within the absolute priority specified in this notice, the
Secretary under 34 CFR 75.105(c)(2)(ii) and 34 CFR 299.3(b) gives
preference to applications that meet the following competitive
priority. An application that meets this competitive priority is
selected by the Secretary over applications of comparable merit that do
not meet the priority:
Projects that will contribute to systemic educational reform in an
Empowerment Zone, including a Supplemental Empowerment Zone, or an
Enterprise Community designated by the United States Department of
Housing and Urban Development or the United States Department of
Agriculture, and are made an integral part of the Zone's or Community's
comprehensive community revitalization strategies.
A list of areas that have been designated as Empowerment Zones and
Enterprise Communities is provided at the end of this notice.
Invitational Priority
Within the absolute priority specified in this notice, the
Secretary is particularly interested in applications that meet the
following invitational priority. However, under 34 CFR 75.105(c)(1) an
application that meets one or more of these invitational priorities
does not receive competitive or absolute preference over other
applications:
Applicants that consider the U.S. Department of Education
Professional Development Principles in planning and designing a Program
Development and Implementation Grant project.
Those principles call for educator professional development that
focuses on teachers as central to student learning, yet includes all
other members of the school community; focuses on individual,
collegial, and organizational improvement; respects and nurtures the
intellectual and leadership capacity of teachers, principals, and
others in the school community; reflects best available research and
practice in teaching, learning, and leadership; enables teachers to
develop further expertise in subject content, teaching strategies, uses
of technologies, and other essential elements in teaching to high
standards; promotes continuous inquiry and improvement embedded in the
daily life of schools; is planned collaboratively by those who will
participate in and facilitate that development; requires substantial
time and other resources; is driven by a coherent long-term plan; is
evaluated ultimately on the basis of its impact on teacher
effectiveness and student learning; and uses this assessment to guide
subsequent professional development efforts.
Selection Criteria
(a)(1) The Secretary uses the following selection criteria in 34
CFR 75.210 and sections 7116 and 7123 of the Act to evaluate
applications for new grants under this competition.
(2) The maximum score for all of these criteria is 100 points.
(3) The maximum score for each criterion is indicated in
parentheses.
(b) The criteria--(1) Need for the project. (15 points) The
Secretary considers the need for the proposed project. In determining
the need for the proposed project, the Secretary considers the
following factors:
(i) The number of children and youth of limited English proficiency
in the school or school district to be served, and
(ii) The characteristics of those children and youth, such as--
(A) Language spoken;
(B) Dropout rates;
(C) Proficiency in English and the native language;
(D) Academic standing in relation to the English proficient peers
of those children and youth; and
(E) If applicable, the recency of immigration.
(Authority: 20 U.S.C. 7426(g)(1)(A))
(2) Quality of the project design. (25 points) (i) The Secretary
considers the quality of the design of the proposed project.
(ii) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(A) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(B) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs.
(C) The extent to which the proposed project is part of a
comprehensive effort to improve teaching and learning and support
rigorous academic standards for students.
(D) The extent to which the proposed project is designed to build
capacity and yield results that will extend beyond the period of
Federal financial assistance.
(E) The extent to which the proposed project will be coordinated
with similar or related efforts, and with other appropriate community,
State, and Federal resources.
(F) The extent to which the proposed project encourages parental
involvement.
(Authority: 34 CFR 75.210(c)(2)(i), (ii),(xii), (xvi), (xviii), and
(xix)).
(3) Quality of project services. (15 points)(i) The Secretary
considers the quality of the services to be provided by the proposed
project.
(ii) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented
[[Page 53439]]
based on race, color, national origin, gender, age, or disability.
(iii) In addition, the Secretary considers the following factors:
(A) The extent to which the services to be provided by the proposed
project are appropriate to the needs of the intended recipients or
beneficiaries of those services.
(B) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services.
(C) The likelihood that the services to be provided by the proposed
project will lead to improvements in the achievement of students as
measured against rigorous academic standards.
(Authority: 34 CFR 75.210 (d)(1),(2),(3)(i),(v)and (vii)).
(4) Quality of project personnel. (10 points) (i) The Secretary
considers the quality of the personnel who will carry out the proposed
project.
(ii) 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.
(iii) In addition, the Secretary considers the following factors:
(A) The qualifications, including relevant training and experience,
of the project director or principal investigator.
(B) The qualifications, including relevant training and experience,
of key project personnel.
(Authority: 34 CFR 75.210(e)(1)-(3)(i) and (ii)).
(5) Adequacy of resources. (10 points) (i) The Secretary considers
the adequacy of resources for the proposed project.
(ii) In determining the adequacy of resources for the proposed
project, the Secretary considers the following factors:
(A) The extent to which the budget is adequate to support the
proposed project.
(B) The extent to which the costs are reasonable in relation to the
objectives, design, and potential significance of the proposed project.
(C) The extent to which the costs are reasonable in relation to the
number of persons to be served and to the anticipated results and
benefits.
(D) The potential for continued support of the project after
Federal funding ends, including, as appropriate, the demonstrated
commitment of appropriate entities to such support.
(Authority: 34 CFR 75.210(f)(1), (2), (iv), (v) and (vi)).
(6) Quality of the management plan. (10 points) (i) The Secretary
considers the quality of the management plan for the proposed project.
(ii) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factors:
(A) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(B) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(C) How the applicant will ensure that a diversity of perspectives
are brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate.
(Authority: 34 CFR 75.210(g)(1), (2)(i), (iv) and (v)).
(7) Quality of project evaluation plan. (15 points) The Secretary
reviews each application to determine how well the proposed project's
evaluation will meet the following requirements:
(i) Student evaluation and assessment procedures must be valid,
reliable, and fair for limited English proficient students.
(ii) The evaluation must include--
(A) How students are achieving the State student performance
standards, if any, including data comparing children and youth of
limited English proficiency with nonlimited English proficient children
and youth with regard to school retention, academic achievement, and
gains in English (and, if applicable, native language) proficiency;
(B) Program implementation indicators that provide information for
informing and improving program management and effectiveness, including
data on appropriateness of curriculum in relationship to grade and
course requirements, appropriateness of program management,
appropriateness of the program's staff professional development, and
appropriateness of the language of instruction; and
(C) Program context indicators that describe the relationship of
the activities funded under the grant to the overall school program and
other Federal, State, or local programs serving children and youth of
limited English proficiency.
(Authority: 20 U.S.C. 7426(h)(3) and 7433(c)(1)-(3))
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, see the list in the Appendix to
this application notice; or 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
In States that have not established a process or chosen a program
for review, State, areawide, regional, and local entities may submit
comments directly to the Department.
Any State Process Recommendation and other comments submitted by a
State Single Point of Contact and any comments from State, areawide,
regional, and local entities must be mailed or hand-delivered by the
date indicated in this notice to the following address: The Secretary,
E.O. 12372--CFDA# 84.288S, U.S. Department of Education, Room 6213, 400
Maryland Avenue, SW., Washington, D.C. 20202-0124.
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 an
[[Page 53440]]
applicant submits its completed application. Do not send
applications to the above address.
Instructions for Transmittal of Applications
(a) If an applicant wants to apply for a grant, the applicant
must--
(1) Mail the original and two copies of the application on or
before the deadline date to: U.S. Department of Education, Application
Control Center, Attention: (CFDA# 84.288S), Washington, DC 20202-4725,
or
(2) Hand-deliver the original and two copies of the application by
4:30 p.m. (Washington, DC time) on or before the deadline date to: U.S.
Department of Education, Application Control Center, Attention: (CFDA#
84.288S), Room #3633, Regional Office Building #3, 7th and D Streets,
SW., Washington, DC.
(b) An applicant must show one of the following as proof of
mailing:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary.
(c) If an application is mailed through the U.S. Postal Service,
the Secretary does not accept either of the following as proof of
mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
Note: (1) The U.S. Postal Service does not uniformly provide a
dated postmark. Before relying on this method, an applicant should
check with its local post office.
(2) The Application Control Center will mail a Grant Application
Receipt Acknowledgment to each applicant. If an applicant fails to
receive the notification of application receipt within 15 days from
the date of mailing the application, the applicant should call the
U.S. Department of Education Application Control Center at (202)
708-9495.
(3) The applicant must indicate on the envelope and--if not
provided by the Department--in Item 10 of the Application for
Federal Assistance (Standard Form 424) the CFDA number--and suffix
letter, if any--of the competition under which the application is
being submitted.
Application Instructions and Forms
The appendix to this notice contains the following forms and
instructions, including a statement regarding estimated public
reporting burden, a notice to applicants regarding compliance with
section 427 of the General Education Provisions Act (GEPA), a checklist
for applicants, and various assurances, certifications, and required
documentation:
a. Estimated Burden Statement.
b. Application Instructions.
c. Nonregulatory Guidance: Questions and Answers.
d. Checklist for Applicants.
e. List of Empowerment Zones and Enterprise Communities.
f. Application for Federal Education Assistance (ED 424) and
instructions.
g. Group Application Certification.
h. Budget Information--Non-Construction Programs (ED 524) and
Instructions.
i. Student Data.
j. Project Documentation.
k. Assurances--Non-Construction Programs (Standard Form 424B) and
Instructions.
l. Certifications Regarding Lobbying; Debarment, Suspension and
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED
80-0013) and Instructions.
m. Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014) and
Instructions.
n. Disclosure of Lobbying Activities (Standard Form LLL) and
Instructions.
o. Notice to All Applicants (GEPA Requirement) and Instructions
(OMB No. 1801-0004).
An applicant may submit information on a photostatic copy 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. No
grant may be awarded unless a completed application has been received.
FOR FURTHER INFORMATION CONTACT: Ursula Lord or Trini Torres, U.S.
Department of Education, 400 Maryland Avenue, SW., Switzer Building,
Room 5605, Washington, DC 20202-6510. Telephone: Ursula Lord (202) 205-
5709; Trini Torres (202) 205-0719. E-mail address: Ursula_Lord@ed.gov;
Trinidad_Torres-Carrion@ed.gov.
Individuals who use a telecommunications device for the deaf (TDD)
may call the Federal Information Relay Service (FIRS) at 1-800-877-
8339.
Individuals with disabilities may obtain this notice in an
alternate format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact persons listed in the preceding
paragraph. Please note, however, that the Department is not able to
reproduce in an alternate format the standard forms included in the
notice.
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 Adobe
Portable Document Format (PDS) on the Internet at either of the
following sites:
http://ocfo.ed.gov/fedreg.htm
http://www.ed.gov/news.html
To use the PDF you must have Adobe Acrobat Reader, which is
available free at either of the previous sites. If you have questions
about using the PDF, call the U.S. Government Printing Office (GPO),
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
Program Authority: 20 U.S.C. 7422.
Dated: August 25, 2000.
Art Love,
Acting Director, Office of Bilingual, Education and Minority Languages
Affairs.
APPENDIX--
Estimated Burden Statement
According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number
for this information collection is OMB No. 1885-0538 (Expiration
Date: 12/31/2001). The time required to complete this information
collection is estimated to average 80 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 comments or concerns regarding the status of your
individual submission of this form, write directly to: Office of
Bilingual Education and Minority Languages Affairs, U.S. Department
of Education, 400 Maryland Avenue, SW., Room 5605, Switzer Building,
Washington, DC 20202-6510.
Application Instructions
Abstract
The narrative section should be preceded by a one-page abstract
that includes a short
[[Page 53441]]
description of the population to be served by the project, project
objectives, and planned project activities.
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 or curriculum vitae for project personnel;
provide position descriptions instead. Do not include
bibliographies, letters of support, or appendices in your
application.
Empowerment Zone/Enterprise Community Priority
Applicants that wish to be considered under the competitive
priority for Empowerment Zones and Enterprise Communities, as
specified in a previous section of this notice, should identify in
Section D of the Project Documentation Form the applicable
Empowerment Zone or Enterprise Community. The application narrative
should describe the extent to which the proposed project will
contribute to systemic educational reform in the particular
Empowerment Zone or Enterprise Community and be an integral part of
the Zone's or Community's comprehensive revitalization strategies. A
list of areas that have been designated as Empowerment Zones and
Enterprise Communities is provided at the end of this notice.
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
A separate budget summary and cost itemization must be provided
on the Budget Information Form (ED 524) and in the itemized budget
for each project year. Budget line items should be directly related
to the activities proposed to achieve the goals and objectives of
the project.
Submission of Application to State Educational Agency
Section 7116(a)(2) of the authorizing statute (Elementary and
Secondary Education Act of 1965, as amended by the Improving
America's Schools Act of 1994, Pub. L. 103-382) requires all
applicants except schools funded by the Bureau of Indian Affairs to
submit a copy of their application to their State educational agency
(SEA) for review and comment (20 U.S.C. 7426(a)(2)). Section 75.156
of the Education Department General Administrative Regulations
(EDGAR) requires these applicants to submit their application to the
SEA on or before the deadline date for submitting their application
to the U.S. Department of Education. This section of EDGAR also
requires applicants to attach to the application they submit to the
U.S. Department of Education a copy of their letter that requests
the SEA to comment on the application (34 CFR 75.156). This letter
should be attached to the Project Documentation Form contained in
this application package. APPLICANTS THAT DO NOT SUBMIT A COPY OF
THEIR APPLICATION TO THEIR STATE EDUCATIONAL AGENCY IN ACCORDANCE
WITH THESE STATUTORY AND REGULATORY REQUIREMENTS WILL NOT BE
CONSIDERED FOR FUNDING.
Final Application Preparation
Use the Checklist for Applicants provided below to verify that
your application is complete. Submit three copies of the
application, including one copy with an original signature on each
form that requires the signature of the authorized representative.
Do not use elaborate bindings, notebooks, or covers. The application
must be mailed or hand-delivered to the U.S. Department of Education
Application Control Center (ACC). If mailed, the application must be
postmarked by the deadline date.
Nonregulatory Guidance: Questions and Answers
What is ``Dual Language Education''?
Dual language education programs (sometimes referred to as dual
immersion, two-way immersion, or two-way bilingual education) aim to
achieve bilingual proficiency and biliteracy in English and another
language for all participating students. They integrate both
language minority and language majority students for all or most of
the day and use their native language resources to model language
skills for peers. Dual language programs provide content instruction
and literacy instruction to all students in the program in both
languages.
Is a dual language education program the only means of achieving
English proficiency for all LEP students in all communities?
No. Dual language education is not the only way to achieve high
standards for all students. It is only one of many successful
methodologies that are recognized as sound for helping LEP students
achieve proficiency in English and achieve to high academic
standards.
What are some of the goals of a dual language program?
Successful dual language education programs have the following
goals:
* Students will develop high levels of proficiency in
their first language.
* Students will develop high levels of proficiency in a
second language.
* Academic performance will be at or above grade level in
both languages.
* Students will demonstrate positive cross-cultural
attitudes and behaviors.
How is a successful dual language education program implemented?
Findings from research indicate that effective dual language
programs:
* Include a roughly equal balance of students from the
target language and English language backgrounds who participate in
instructional activities together.
* Provide instruction in English and in the target (non-
English) language so that they achieve optimal bilingual proficiency
and biliteracy. A common approach among existing dual language
programs is to provide approximately equal amounts of instruction in
both English and in the target (non-English) language.
* Provide a minimum of four to six years of dual language
instruction to all participating students and form partnerships with
middle and high schools to support the students' dual language
skills past their elementary experience.
* Hold all students to the same high academic standards
and provide the same core academic curriculum for students in the
dual language programs as in other programs.
* Incorporate characteristics of effective schools, such
as qualified personnel and family-school collaboration.
What does the research show about the impacts of dual language
education programs?
There are currently more than 260 dual language programs
nationwide and the number is growing rapidly (Loeb, 1999). According
to ongoing research on non-native English speakers in five urban
districts, those students in dual immersion programs showed the most
academic gains as compared to those in other programs (Collier,
1994). While these differences are less apparent in the early years,
later success suggests longer-term benefits. Specifically, in six
dual language schools in California, 93% to 100% of the non-native
English-speaking fifth and sixth grade students were considered
fluent in English (according to the Student Oral Language
Observation Matrix); 75% to 100% of the native English speakers were
considered fluent in Spanish by the fifth grade (Lindholm-Leary,
2000). Students in dual language programs show an increased
likelihood for developing friendships without regard to race or
ethnicity and both native and non-native English speakers showed
more confidence in academic and personal matters than did their
peers in other programs (Cazabon, Lambert, and Hall, 1993).
How long a planning period is necessary before implementing a dual
language program?
In-depth planning is central to the program's effectiveness;
thus, at least one year of planning is recommended before
implementing a new dual language program. During this time, it is
important to establish a planning team that includes parents,
teachers, school and district administrators, and community
representatives. Initial planning steps should include: carefully
assessing the native language skills of the student population;
identifying the academic needs of the LEP and English-speaking
students; identifying the target language; researching dual language
education literature; determining the type and scope of the program;
establishing goals; parent outreach; assessing the qualifications
and strengths of available teachers; assessing resources such as
aides, materials, and funding; and developing an action plan,
budget, and timeline.
[[Page 53442]]
Should a school with a transient student population (over 30%)
consider implementing a dual language education instructional
design? How could a high rate of transience affect the success of
the program?
Recruiting and retaining sufficient numbers of language minority
and language majority students is crucial if the dual language
program is to be successful. Many programs require that parents make
a long-term commitment of five to six years. For schools with highly
transient student populations, if many students are expected to
leave the program before realizing the potential benefits, the dual
language approach is not recommended.
What grade levels should be considered for implementing a dual
language instructional design?
Nearly all successful dual language programs start between Pre-K
and first grade and continue through at least the end of elementary
school.
What are the challenges for a middle or high school program that is
interested in dual language education?
Findings from surveys of existing dual language programs
indicate that starting a program at the secondary level is not
recommended unless elementary schools with strong dual language
programs will directly feed into the school. Middle and high schools
face numerous implementation challenges, including the availability
of qualified staff, appropriate materials in the non-English
language, language distribution, costs for new materials, and
student scheduling.
What is the recommended number of English speakers and target
language speakers a school has to have in order to implement a
successful dual language education program?
Each class is usually composed of 50% native English speakers
and 50% native speakers of the target language. This composition is
optimal so that there are native language models in both languages
of instruction. A program in which, for example, no less than 40%
and no more than 60% of the students are minority language speakers
will still be feasible as a dual language education program.
Do all LEP students in the school have to be served by the dual
language instructional model to be eligible for funding under the
Dual Language Education Program Development and Implementation
grant competition?
No, but it is recommended that applicants consider starting with
at least two classes at the same grade level, usually kindergarten,
and continue to add one grade level per year as the program matures.
All students participating in the program must receive comprehensive
and coherent services that are ``coordinated with other relevant
programs and services to meet the full range of educational needs of
limited English proficient students.''
Are students from both language backgrounds in class together all
day?
Students from both language backgrounds should learn together
for all, or almost all, of the instructional day. In certain
schools, the students may be separated for some of their language
arts instruction in the first or second language. However, if
students are separated for too much instruction, they do not have
the opportunity to learn language from each other and if the
students are separated for instruction over several grade levels,
this tracking may lead to less challenging content for the language
minority students.
Do all teachers need to be fully proficient in English and the
target language in a dual language program?
Projects funded under the Bilingual Education Act are required
to use personnel who are proficient in the language or languages
used for instruction. In addition, the Act specifically requires
that projects employ teachers who individually, or in combination,
are proficient in English. Ideally, all instructional staff should
be fully bilingual since an explicit goal of a dual language program
is bilingualism and biliteracy for all students. The Department,
however, does not read the statute as requiring that all teachers in
a dual language program be fully proficient in both English and the
target language. If teachers are not bilingual, instruction can be
organized according to the language proficiency of the teachers for
grades two and later. For grades K-1, research shows it is
especially important that teachers who are providing instruction in
English possess some understanding of the target language to help
facilitate negotiation of meaning during instruction.
Who needs to be supportive of a dual language education program in
order to help ensure its successful implementation?
Stakeholders may include district administrators, school
administrators, teachers, parents, local organizations, institutions
of higher education, and the broader community. Effective leadership
from all parties requires an understanding of the research findings
and pedagogical principles underlying dual language programs as well
as a willingness to advocate for the program.
Must a program have LEP students to qualify for a Dual Language
Education Program Development and Implementation grant under Title
VII?
Yes. In order for a school to be eligible to participate in the
Program Development and Implementation grant program it must serve
limited English proficient students and their families. A primary
purpose of projects that will be assisted under this program will be
to develop the English and native language proficiency of LEP
students and assist those students in mastering challenging academic
content. Programs that use two languages, but do not have
participating LEP students, may be eligible for assistance under the
Foreign Language Assistance Program (FLAP).
Can a dual language education program include students whose first
language is neither English nor the target language?
Yes, if a school has students whose primary language is neither
English nor the target language (e.g. a student whose first language
is Vietnamese at a school implementing a Spanish/English dual
language program), it can include that child in the dual language
program so long as provisions are made to ensure that the child has
meaningful access to the entire academic program.
What is the typical racial or ethnic composition of a dual language
program?
There is no typical racial or ethnic composition of a dual
language program. For example, a dual language Spanish/English
program could include mostly Latino students as long as
approximately half of them are LEP Spanish speakers and the other
half uses English as their first language. Conversely, a Chinese/
English program could include White, Latino, Asian, and Black
students in its group of English language speakers.
May an LEA apply for both a regular Program Development and
Implementation grant and a Dual Language Education Program
Development and Implementation grant under Title VII for the same
school?
Yes. However, because a regular Program Development and
Implementation grant supports the implementation of a specific
program, an LEA cannot receive more than one Program Development and
Implementation grant for the same program at a specific school. (An
LEA can receive more than one Program Development and Implementation
grant as long as those grants are to be carried out at separate
schools.) An applicant should choose the instructional strategy that
is right for its unique student population, teachers, and community
and apply for the grant that is most appropriate for the particular
school in question.
What should a program do to sustain its dual language activities
after the grant period is completed?
Regardless of the length of the grant cycle, from the start,
program coordinators are to consider methods for building their
capacity to continue the program on non-Federal funds when the grant
period ends. An applicant's commitment to capacity building for
program continuation is one of the basic obligations that must be
met by grantees under the Bilingual Education Act and will be a
significant component of the criteria used in selecting applications
for funding.
Checklist for Applicants
Order of the Forms and Other Items for the Application
1. Application for Federal Education Assistance Form (ED 424).
2. Group Application Certification Form (if applicable).
3. Budget Information Form (ED 524).
4. Itemized budget for each budget year.
5. Student Data Form.
6. Project Documentation Form, including:
[[Page 53443]]
Section A--Copy of transmittal letter to SEA (if applicable);
Section B--Documentation of consultation with nonprofit private
school officials (if applicable);
Section C--Appropriate box checked;
Section D--Empowerment Zone or Enterprise Community identified
(if applicable).
7. Assurances--Non-Construction Programs Form (SF 424B).
8. Certifications Regarding Lobbying; Debarment, Suspension and
Other Responsibility Matters; and Drug-Free Workplace Requirements
Form (ED 80-0013).
9. Certification Regarding Debarment, Suspension, Ineligibility
and Voluntary Exclusion--Lower Tier Covered Transactions Form (ED
80-0014) (if applicable).
10. Disclosure of Lobbying Activities Form (SF LLL).
11. Notice to All Applicants (GEPA Requirement) (OMB No. 1801-
0004).
12. One-page abstract.
13. Table of contents.
14. Application narrative (not to exceed 35 pages).
Transmittal of the Application
1. One original and two copies of the application to the U.S.
Department of Education Application Control Center.
2. One copy to the appropriate State Educational Agency (if
applicable).
3. One copy to the appropriate State Single Point of Contact (if
applicable).
BILLING CODE 4000-01-P
[[Page 53444]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.028
[[Page 53445]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.029
[[Page 53446]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.030
[[Page 53447]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.031
[[Page 53448]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.032
[[Page 53449]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.033
[[Page 53450]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.034
[[Page 53451]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.035
[[Page 53452]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.036
[[Page 53453]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.037
[[Page 53454]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.038
[[Page 53455]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.039
[[Page 53456]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.040
[[Page 53457]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.041
[[Page 53458]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.042
[[Page 53459]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.043
[[Page 53460]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.044
[[Page 53461]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.045
[[Page 53462]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.046
[[Page 53463]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.047
[[Page 53464]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.048
[[Page 53465]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.049
[[Page 53466]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.050
[[Page 53467]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.051
[[Page 53468]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.052
[[Page 53469]]
[GRAPHIC] [TIFF OMITTED] TN01SE00.053
[FR Doc. 00-22265 Filed 8-31-00; 8:45 am]
BILLING CODE 4000-01-C