[Federal Register: January 27, 1999 (Volume 64, Number 17)] [Notices] [Page 4179-4211] From the Federal Register Online via GPO Access [wais.access.gpo.gov] [DOCID:fr27ja99-110] [[Page 4179]] _______________________________________________________________________ Part III Department of Education _______________________________________________________________________ Bilingual Education: Teachers and Personnel Grants; Inviting Applications for New Awards for Fiscal Year (FY) 1999; Notice [[Page 4180]] DEPARTMENT OF EDUCATION [CFDA No.: 84.195A] Bilingual Education: Teachers and Personnel Grants; Notice Inviting Applications for New Awards for Fiscal Year (FY) 1999 Note to Applicants: This notice is a complete application package. Together with the statute authorizing the program and the applicable regulations governing this program, including the Education Department General Administrative Regulations (EDGAR), this notice contains all of the information, application forms, and instructions needed to apply for an award under this program. The statutory authorization for this program, and the application requirements that apply to this competition, are set out in sections 7143 and 7146-7149 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. 7473 and 7476-7479)). Purpose of Program: This program provides grants for preservice and inservice professional development for bilingual education teachers, administrators, pupil services personnel, and other educational personnel who are either involved in, or preparing to be involved in, the provision of educational services for children and youth of limited English proficiency. Eligible Applicants: (1) One or more institutions of higher education (IHEs) which have entered into consortia arrangements with local educational agencies (LEAs) or State educational agencies (SEAs), to achieve the purposes of this section. (2) SEAs and LEAs for inservice-professional development programs. Deadline for Transmittal of Applications: February 27, 1999. Deadline for Intergovernmental Review: April 26, 1999 Available Funds: $10 million. Estimated Range of Awards: $150,000-$250,000. Estimated Average Size of Awards: $200,000. Estimated Number of Awards: 50. Note: The Department of Education is not bound by any estimates in this notice. Project Period: 60 months. Applicable Regulations (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR Parts 74, 75, 77, 79, 80, 81, 82, 85, and 86. (b) 34 CFR part 299. Description of Program Funds under this program are to provide for preservice and inservice professional development for bilingual education teachers and other educational personnel. Activities shall assist educational personnel in meeting State and local certification requirements for bilingual education and, wherever possible, shall lead to the awarding of college or university credit. Priorities Competitive Priority 1 The Secretary, under 34 CFR 75.105(c)(2)(i) and 299.3(b) gives preference to applications that meet the following competitive priority. The Secretary awards up to 3 points for an application that meets this competitive priority. These points are in addition to any points the application earns under the selection criteria for the program: Projects that will contribute to a 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. Competitive Priority 2 Under 34 CFR 75.105 (c)(2) (ii) and section 7143(b) of the Act, the Secretary gives a competitive preference to applications that meet the following priority: Institutions of higher education, in consortia with local or State educational agencies, that offer degree programs that prepare new bilingual education teachers in order to increase the availability of educators to provide high-quality education to limited English proficient students. The Secretary selects applications that meet this priority over applications of comparable merit which do not meet the priority. Invitational Priorities The Secretary is particularly interested in applications that meet one of the following the invitational priorities in the next paragraphs. However, an application that meets these invitational priorities receives no competitive or absolute preference over other applications (34 CFR.105(c)(1)). (1) Applicants which propose to provide special support for new bilingual teachers during their initial teaching years. (2) Applicants which propose to improve teacher preparation programs in institutions of higher education to better prepare all teachers to meet the needs of LEP students. Selection Criteria (a)(1) The Secretary uses the following selection criteria in 34 CFR 75.210 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) Need for project. (10 points) (1) The Secretary considers the need for the proposed project. (2) In determining the need for the proposed project the Secretary considers the following factors: (i) The magnitude or severity of the problem to be addressed by the proposed project. (ii) The extent to which specific gaps or weaknesses in services, infrastructure, or opportunities have been identified and will be addressed by the proposed project, including the nature and the magnitude of those gaps or weaknesses. (b) Quality of the project design. (55 points) (1) The Secretary considers the quality of the design of the proposed project. (2) In determining the quality of the design of the proposed project, the Secretary considers the following factors: (i) The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specified and measurable. (ii) The extent to which the design of the proposed project is appropriate to, and will successfully address, the needs of the target population or other identified needs. (iii) The extent to which the proposed project is designed to build capacity and yield results that will extend beyond the period of Federal financial assistance. (iv) The extent to which the design of the proposed project reflects up-to-date knowledge from research and effective practice. (v) The extent to which the proposed activities constitute a coherent, sustained program of training in the field. (vi) The extent to which the proposed project will be coordinated with similar or related efforts, and with other appropriate community, State, and Federal resources. [[Page 4181]] (vii) 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. (viii) The extent to which fellowship recipients or other project participants are to be selected on the basis of academic excellence. (c) Quality of project services. (10 points) (1) The Secretary considers the quality of the services to be provided by the proposed project. (2) 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 under represented based on race, color, national origin, gender, age, or disability. (3) In addition, the Secretary considers (i) 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. (d) Quality of project personnel. (5 points) (1) The Secretary considers the quality of the personnel who will carry out the proposed project. (2) In determining the quality of project personnel, the Secretary considers the extent to which the applicant encourages applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. (3) In addition, the Secretary considers the qualifications, including relevant training and experience, of key project personnel. (e) Quality of the management plan. (5 points) (1) The Secretary considers the quality of the management plan for the proposed project. (2) In determining the quality of the management plan for the proposed project, the Secretary considers the 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. (f) Quality of the project evaluation. (15 points) (1) The Secretary considers the quality of the evaluation to be conducted of the proposed project. (2) In determining the quality of the evaluation, the Secretary considers the following factors: (i) The extent to which the methods of evaluation provide for examining the effectiveness of project implementation strategies. (ii) The extent to which the methods of evaluation include the use of objective performance measures that are clearly related to the intended outcomes of the project and will produce quantitative and qualitative data to the extent possible. (iii) The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes. Intergovernmental Review of Federal Programs This program is subject to the requirements of Executive Order 12372 (Intergovernmental Review of Federal Programs) and the regulations in 34 CFR Part 79. The objective of the Executive Order is to foster an intergovernmental partnership and to strengthen federalism by relying on State and local processes for State and local government coordination and review of proposed Federal financial assistance. Applicants must contact the appropriate State Single Point of Contact to find out about, and to comply with, the State's process under Executive order 12372. Applicants proposing to perform activities in more than one State should immediately contact the Single Point of Contact for each of those States and follow the procedure established in each State under the Executive Order. If you want to know the name and address of any State Single Point of Contact, see the list published in the Federal Register on November 3 1998 (63 FR 59452 through 59455). 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 #84.195A, U.S. Department of Education, Room 6213, 400 Maryland Avenue, SW., Washington, D.C. 20202-0124. Proof of mailing will be determined on the same basis as applications (see 34 CFR 75.102). Recommendations or comments may be hand-delivered until 4:30 p.m. (Washington, D.C. time) on the date indicated in this notice. Please note that the above address is not the same address as the one to which the applicant submits its completed application. Do not send applications to the above address. Instructions for Transmittal of Applications (a) If an applicant wants to apply for a grant, the applicant shall-- (1) Mail the original and two copies of the application on or before the deadline date to: U.S. Department of Education, Application Control Center, Attention: (CFDA #84.195A), Washington, D.C. 20202-4725 or (2) Hand-deliver the original and two copies of the application by 4:30 p.m. (Washington, D.C. time) on or before the deadline date to: U.S. Department of Education, Application Control Center, Attention: (CFDA #84.195A), Room #3633, Regional Office Building #3, 7th and D Streets, SW., Washington, D.C. (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. Notes: (1) The U.S. Postal Service does not uniformly provide a dated postmark. Before relying on this method, an applicant should check with its local post office. (2) The Application Control Center will mail a Grant Application Receipt Acknowledgment to each applicant. If an applicant fails to receive the notification of application receipt within 15 days from the date of mailing the application, the applicant should call the U.S. Department of Education Application Control Center at (202) 708-9495. (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 application is divided into three parts, plus a statement regarding estimated public [[Page 4182]] reporting burden, a notice to applicants regarding compliance with Section 427 of the General Education Provisions Act, additional non- regulatory guidance, and various assurances, certifications, and required documentation. These parts and additional materials are organized in the same manner that the submitted application should be organized. The parts and additional materials are as follows: Part I: Application for Federal Assistance (Standard Form 424 (Rev. 4-88)) and instructions. Part II: Budget Information--Non-Construction Programs (ED Form No. 524) and instructions. Part III: Application Narrative. Additional Materials a. Estimated Public Reporting Burden. b. Group Application Certification. c. Participant Data. d. Project Documentation. e. Program Assurances. f. Assurances--Non-Construction Programs (Standard Form 424B) and instructions. g. Certifications Regarding Lobbying; Debarment, Suspension, and Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-0013) and instructions. h. Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014, 9/90) and instructions. (NOTE: This form is intended for the use of grantees and should not be transmitted to the Department.) i. Disclosure of Lobbying Activities (Standard Form LLL) (if applicable) and instructions. The document has been marked to reflect statutory changes. See the notice published by the Office of Management and Budget in the Federal Register (61 FR 1413 on January 19, 1996). 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 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: Mahal May (202) 205-8727 or Steve Van Pelt (202) 205-8732 U.S. Department of Education, 400 Maryland Avenue, SW., Room 5090, Switzer Building, Washington, D.C. 20202-6510. Individuals who use a telecommunications device for the deaf (TDD) may call the Federal Information Relay Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8 p.m., Eastern time, Monday through Friday. Individuals with disabilities may obtain this notice in an alternate format (e.g., braille, large print, audiotape, or computer diskette) on request to the contact person 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 Anyone may view this document, as well as all other Department of Education documents published in the Federal Register, in text or portable document format (pdf) on the World Wide Web at either of the following sites: http://ocfo.ed.gov/fedreg.htm http://www.ed.gov//news.html To use the pdf you must have the Adobe Acrobat Reader Program with Search, which is available free at either of the preceding sites. If you have questions about using the pdf, call the U.S. Government Printing Office toll free at 1-888-293-6498. Anyone may also view these documents in text copy only on an electronic bulletin board of the Department. Telephone: (202) 219-1511 or, toll free 1-800-222-4922. The documents are located under Option G--Files/Announcements, Bulletins and Press Releases. Note: The official version of this document is the document published in the Federal Register. Program Authority: 20 U.S.C. 7473. Dated: January 22, 1999. Art Love, Acting Deputy Director, Office of Bilingual Education and Minority Languages Affairs. Instructions for Estimated Public Reporting Burden According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is OMB No. 1885-0536, Exp. Date: 12/31/00. The time required to complete this information collection is estimated to average 120 hours per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4651. If you have any comments or concerns regarding the status of your individual submission of this form, write directly to: Office of Bilingual Education and Minority Languages Affairs, U.S. Department of Education, 600 Independence Avenue, SW., Washington, D.C. 20202-6510. The following forms and other items must be included in the application: 1. Application for Federal Assistance (SF 424) 2. Group Application Certification (Use this form to document participation of consortia members) 3. Budget Information (ED Form No. 524) 4. Itemized Budget for each year (Attached to Form No. 524) 5. Participant Data approximate number of participants to be served each year. 6. Project Documentation Transmittal Letter to SEA Documentation of Empowerment Zone or Enterprise Community (if applicable) 7. Program Assurances 8. Non-Construction Programs (SF 424B) 9. Certifications Regarding Lobbying; Debarment Suspension and Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-0013) 10. Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014) 11. Disclosure of Lobbying Activities (SF-LLL) 12. Notice to All Applicants (See form provided below) 13. Table of Contents 14. One-page abstract (single-spaced) 15. Application Narrative (double-spaced not to exceed 30 pages, see instructions below) 16. One original and three copies of the application for transmittal to the Department's Application Control Center. Mandatory Page Limits for the Application Narrative The narrative is the section of the application where you address the selection criteria used by reviewers in evaluating the application. You must limit the narrative to the equivalent of no more than 30 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. You must 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 [[Page 4183]] text in charts, tables, figures, and graphs. If you use a proportional computer font, you may not use a font smaller than a 12-point font. If you use a non-proportional font or a typewriter, you may not use more than 12 characters per inch. The page limit does not apply to the Application for Federal Education Assistance Form (ED 424); the Budget Information Form (ED 524) and attached itemization of costs; the other application forms and attachments to those forms; the assurances and certifications; or the one-page abstract and table of contents. The page limit applies only to item 15 in the checklist for applicants provided above. If, in Order to meet the page limit, you use print size, spacing, or margins smaller than the standards specified in this notice, your application will not be considered for funding. Application Narrative and Abstract 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. Provide position descriptions for key personnel. This package includes non-regulatory guidance (Questions and Answers) to assist you in preparing the narrative portion of the application. Prepare a one-page single-spaced abstract which summarizes the proposed project activities, the expected outcomes, and how the application addresses the announced invitational priorities, if applicable. Budget Budget line items must support the goals and objectives of the proposed project and be directly applicable to the program design and all other project components. Prepare an itemized budget for each year of requested funding. Indirect costs for institutions of higher education which are the fiscal agents for Teachers and Personnel Grants are limited to the lower of either 8% of the modified total direct cost base or the institution's indirect cost agreement. A modified direct cost is defined as total direct costs less stipends, tuition and related fees, and capital expenditures of $5,000 or more. In describing student support costs distinguish costs for tuition and fees from costs for stipends. Final Application Preparation Use the above checklist to verify that all items are addressed. Prepare one original with an original signature, and include three additional copies. Do not use elaborate bindings or covers. The application package must be mailed to the Application Control Center (ACC) and postmarked by the deadline date of February 23, 1999. Submission of Application to State Educational Agency Section 7146(a)(4) of the Act (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. 7476(a) (4)). 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 Department of Education. This section of EDGAR also requires applicants to attach to their application a copy of their letter that requests the SEA to comment on the application (34 CFR 75.156). Applicants that do not submit a copy of their application to their SEA will not be considered for funding. Questions and Answers Does the Teachers and Personnel Grants Program Have Specific Evaluation Requirements? Yes, the evaluation requirements are described in Section 7149 of Title VII of ESEA, 20 U.S.C. 7479 What Priorities Exist for the Teachers and Personnel Grants? Fiscal Year 1999 the Department has announced an invitational priority for applicants proposing to improve teacher preparation programs in institutions of higher education to better prepare all teachers to meet the needs of LEP students. In addition, the Department has announced an invitational priority for applicants which propose to provide special support for new bilingual teachers during their initial teaching years. The competitive priorities for this program are (1) for applications from institutions of higher education, in consortia with local or State educational agencies, that offer degree programs that prepare new bilingual education teachers in order to increase the availability of educators to provide high-quality education to limited English proficient students, and, (2) for programs that will contribute to systemic educational reform in an Empowerment Zone, including a Supplemental Empowerment Zone, or an Enterprize Community, and are made an integral part of the Zones or Community's comprehensive revitalization strategies. Applicants proposing to address invitational or competitive priorities may include in their abstracts a brief description of their plans to address the priorities. What Requirements Must Grantees Meet Related to Teacher Certification? The Title VII statute requires grantees to assist educational personnel in meeting State and local certification requirements. 20 U.S.C. 7477. However, because certification requirements vary among States, applicants are given flexibility in designing activities that lead to meeting State and local certification requirements. What Activities Are Authorized Under Teachers and Personnel Grants? Authorized activities are those which support the purpose of the development for teachers and other educational personnel. Such activities may include, but are not limited to, the development of program curricula; collaboration with local school districts in designing new teacher training activities; and reforming and improving teacher training programs to reflect high standards of professionalism. Only institutions of higher education, applying in consortia arrangements with one or more local educational agencies or State educational agencies, are eligible to apply for preservice programs. This means the institution of higher education would be the lead agency and the fiscal agent for the grant. State educational agencies and local educational agencies may, however apply for inservice training programs. May Program Budgets Include Costs for Items Other Than Student Tuition and Fees? Project budgets should reflect the proposed program activities. In addition to student support costs, budget items may include costs for personnel, supplies or equipment, and other costs to support developmental activities. What Information May Be Helpful in Preparing Narrative for a Teachers and Personnel Grant? In responding to the selection criteria, applicants may wish to consider the following questions as a guide for preparing application narrative. <bullet> What are the specific responsibilities of districts, schools, institutions of higher education, and other partnership organizations in planning, implementing, and evaluating [[Page 4184]] the proposed program? What resources and support will be provided by each of the contributing partners? <bullet> How does the training curricula reflect high standards for pedagogy, content, and proficiency in English and a second language to ensure that participants are effectively prepared to provide instruction and support to LEP students? <bullet> How will the program assist in systemically reforming policies and practices in the target schools and in the HE related to the preparation of new teachers, the induction of new bilingual teachers, clinical experiences for new bilingual teachers and other educational personnel, or professional development opportunities for all teachers? <bullet> What selection criteria will the applicant adopt to ensure that individuals selected to participate in the program hold promise for successfully completing program requirements? <bullet> What support will be provided to new bilingual teachers by experienced bilingual teachers, higher education faculty, and school administrators to guide them during their period of induction? <bullet> How will the instructional responsibilities of new teachers be balanced with appropriate professional development, support and planning time? <bullet> How will clinical experiences for preservice participants be structured to ensure that they are well-supervised, of sufficient duration and in a setting which provides opportunities for participants to experience a variety of effective bilingual education instructional methods and approaches? <bullet> How is the training curriculum based on current research related to effective teaching and learning? What evidence of effectiveness supports the training model? <bullet> What performance indicators will the proposed program use to support the effectiveness of the program, participants, and graduates related to for example, improved teaching practices, performance on National or State benchmark tests; reduction in the number of new teachers leaving the profession in targeted districts; improvement in participant completion rates; decline in attrition, or other performance indicators. <bullet> How will the program evaluation incorporate strategies for assessing progress and performance of participants; communicating meaningful, regular and timely feedback to participants; improving the quality of the training program; identifying exemplary program features; and reporting on specific data related to the number of participants completing the program and the number of graduates placed in the instructional setting? <bullet> How will the proposed program improve teacher preparation curricula, clinical experiences and the skills and knowledge of higher education faculty to better prepare ALL teachers in content and pedagogy related to the needs of LEP students. In Addition, Applicants May Wish To Consider the Department of Education Professional Development Principles in Planning a Teachers and Personnel Grant The following are the professional development principles: <bullet> Focuses on teachers as central to student learning, yet includes all other members of the school community; <bullet> Focuses on individual, collegial and organizational improvement; Respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the school community; <bullet> Reflects best available research and practice in teaching, learning, and leadership; <bullet> Enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards; <bullet> Promotes continuous inquiry and improvement embedded in the daily life of schools; <bullet> Is planned collaboratively by those who will participate in and facilitate that development; <bullet> 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 <bullet> Uses this assessment to guide subsequent professional development efforts. What Other Information May Be Helpful in Applying for a Teachers and Personnel Grant? Applicants are reminded that they must submit a copy of their application to the SEA for review and comment. In addition, applicants must submit a copy of their application to the State Single Point of Contact to satisfy the requirements of Executive Order 12372. The SEA review requirement and the requirements for Executive Order 12372 are two distinct requirements. BILLING CODE 4000-01-P [[Page 4185]] [GRAPHIC] [TIFF OMITTED] TN27JA99.000 [[Page 4186]] [GRAPHIC] [TIFF OMITTED] TN27JA99.001 [[Page 4187]] [GRAPHIC] [TIFF OMITTED] TN27JA99.002 [[Page 4188]] [GRAPHIC] [TIFF OMITTED] TN27JA99.003 [[Page 4189]] [GRAPHIC] [TIFF OMITTED] TN27JA99.004 [[Page 4190]] [GRAPHIC] [TIFF OMITTED] TN27JA99.005 [[Page 4191]] [GRAPHIC] [TIFF OMITTED] TN27JA99.006 [[Page 4192]] [GRAPHIC] [TIFF OMITTED] TN27JA99.007 [[Page 4193]] [GRAPHIC] [TIFF OMITTED] TN27JA99.008 [[Page 4194]] [GRAPHIC] [TIFF OMITTED] TN27JA99.009 [[Page 4195]] [GRAPHIC] [TIFF OMITTED] TN27JA99.010 [[Page 4196]] [GRAPHIC] [TIFF OMITTED] TN27JA99.011 [[Page 4197]] [GRAPHIC] [TIFF OMITTED] TN27JA99.012 [[Page 4198]] [GRAPHIC] [TIFF OMITTED] TN27JA99.013 [[Page 4199]] [GRAPHIC] [TIFF OMITTED] TN27JA99.014 [[Page 4200]] [GRAPHIC] [TIFF OMITTED] TN27JA99.015 [[Page 4201]] [GRAPHIC] [TIFF OMITTED] TN27JA99.016 [[Page 4202]] [GRAPHIC] [TIFF OMITTED] TN27JA99.017 [[Page 4203]] [GRAPHIC] [TIFF OMITTED] TN27JA99.018 [[Page 4204]] [GRAPHIC] [TIFF OMITTED] TN27JA99.019 [[Page 4205]] [GRAPHIC] [TIFF OMITTED] TN27JA99.020 [[Page 4206]] [GRAPHIC] [TIFF OMITTED] TN27JA99.021 [[Page 4207]] [GRAPHIC] [TIFF OMITTED] TN27JA99.022 [[Page 4208]] [GRAPHIC] [TIFF OMITTED] TN27JA99.023 [[Page 4209]] [GRAPHIC] [TIFF OMITTED] TN27JA99.024 [[Page 4210]] [GRAPHIC] [TIFF OMITTED] TN27JA99.025 [[Page 4211]] [GRAPHIC] [TIFF OMITTED] TN27JA99.026 [FR Doc. 99-1863 Filed 1-26-99; 8:45 am] BILLING CODE 4000-01-C