[Federal Register: October 16, 1997 (Volume 62, Number 200)] [Notices] [Page 53879-53905] From the Federal Register Online via GPO Access [wais.access.gpo.gov] [DOCID:fr16oc97-162] [[Page 53879]] _______________________________________________________________________ Part II Department of Education _______________________________________________________________________ Bilingual Education: Comprehensive School Grants Notice Inviting Applications for New Awards for Fiscal Year (FY) 1998; Notice [[Page 53880]] DEPARTMENT OF EDUCATION [CFDA No.: 84.290U] Bilingual Education: Comprehensive School Grants Notice inviting applications for new awards for fiscal year (FY) 1998. 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 an award under this program. The statutory authorization for this program, and the application requirements that apply to this competition, are contained in sections 7114 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. 7424 and 7426)). Purpose of Program: This program provides grants to implement schoolwide bilingual education programs or schoolwide special alternative instruction programs for reforming, restructuring, and upgrading all relevant programs and operations, within an individual school, that serve all or virtually all limited English proficient (LEP) children and youth in one or more schools with significant concentrations of these children and youth. Eligible Applicants: One or more local educational agencies (LEAs), or one or more LEAs in collaboration with an institution of higher education, community-based organizations, other LEAs, or a State educational agency. Deadline For Transmittal Of Applications: January 26, 1998. Deadline For Intergovernmental Review: March 27, 1998. Available Funds: $12 million. Note: The Congress has not yet enacted an FY 1998 appropriation for the Department of Education. The actual level of funding for this program is contingent upon final congressional action. Estimated Range Of Awards: $150,000-$350,000. Estimated Average Size Of Awards: $250,000. Estimated Number Of Awards: 48. Note: The Department 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) The regulations in 34 CFR part 299. Description of Program Funds under this program are to be used to reform, restructure, and upgrade all relevant operations and programs, within a school, that serve LEP children and youth. Before carrying out a project assisted under this program, a grantee shall plan, train personnel, develop curriculum, and acquire or develop materials. In addition, grantees are authorized, under this program, to improve the education of LEP children and youth and their families by implementing family education programs, improving the instructional program for LEP children, compensating personnel who have been trained--or are being trained--to serve LEP children and youth, providing tutorials and academic or career counseling for LEP children and youth, and providing intensified instruction. Priorities Absolute Priority The priority in the notice of final priority for this program, as published in the Federal Register on October 30, 1995 (60 FR 55245), applies to this competition. Under 34 CFR 75.105(c)(3) and section 7114(a) 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 serve only schools in which the number of LEP students, in each school served, equals at least 25 percent of the total student enrollment. Competitive Priority Within the absolute priority specified in this notice, the Secretary under 34 CFR 75.105(c)(2)(i) and 34 CFR 299.3(b) gives preference to applications that meet the following competitive priority. The Secretary awards 5 points to 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 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 Priorities: Within the absolute priority specified in this notice, the Secretary is particularly interested in applications that meet one or more of the following invitational priorities. 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: Invitational Priority 1--Reading Projects that focus on reforming, restructuring, and upgrading reading instruction to assist limited English proficient students to read independently and well by the end of third grade. Invitational Priority 2--Mathematics Projects that focus on reforming, restructuring, and upgrading mathematics instruction to assist limited English proficient students to master challenging mathematics, including the foundations of algebra and geometry, by the end of eighth grade. Invitational Priority 3--Preparation for Postsecondary Education Projects that focus on motivating and academically preparing limited English proficient students for successful participation in college and other postsecondary education. Invitational Priority 4--Professional Development Applicants that consider the Department of Education Professional Development Principles in planning and designing a Comprehensive School 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 [[Page 53881]] 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 7114 and 7116 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) Meeting the purposes of the authorizing statute. (15 points) The Secretary reviews each application to determine how well the proposed project will implement schoolwide bilingual education programs or schoolwide special alternative instruction programs for reforming, restructuring, and upgrading all relevant programs and operations, within an individual school, that serve all (or virtually all) children and youth of limited English proficiency in schools with significant concentrations of those children and youth. (Authority: 20 U.S.C. 7424(a)) (2) Need for the project. (10 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)) (3) Quality of the project design. (15 points) The Secretary considers the quality of the design of the proposed project. In determining the quality of the design of the proposed project, the Secretary considers the following factors: (i) The extent to which the 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 part of a comprehensive effort to improve teaching and learning and support rigorous academic standards for students. (Authority: 34 CFR 75.210(c)(2) (i), (ii), and (xviii)) (4) Project activities. (15 points) The Secretary reviews each application to determine-- (i) How well the proposed project will improve the education of limited English proficient students and their families by carrying out some or all of the following authorized activities: (A) Implementing family education programs and parent outreach and training activities designed to assist parents to become active participants in the education of their children. (B) Improving the instructional program for limited English proficient students by identifying, acquiring, and upgrading curriculum, instructional materials, educational software, and assessment procedures, and, if appropriate, applying educational technology. (C) Compensating personnel, including teacher aides who have been specifically trained, or are being trained, to provide services to children and youth of limited English proficiency. (D) Providing training for personnel participating in or preparing to participate in the program that will assist that personnel in meeting State and local certification requirements and, to the extent possible, obtaining college or university credit. (E) Providing tutorials and academic or career counseling for children and youth of limited English proficiency. (F) Providing intensified instruction. (ii) The degree to which the program for which assistance is sought involves the collaborative efforts of institutions of higher education, community-based organizations, and the appropriate local and State educational agency or businesses; and (iii) How well the proposed project provides for utilization of the State and national dissemination sources for program design and in dissemination of results and products. (Authority: 20 U.S.C. 7424(b)(3); 7426(h)(6) and (i) (4)-(5)) (5) Proficiency in English and another language. (5 points) The Secretary reviews each application to determine the extent to which the proposed project will provide for the development of bilingual proficiency both in English and another language for all participating students. (Authority: 20 U.S.C. 7426(i)(1)) (6) Quality of the management plan. (10 points) The Secretary considers the quality of the management plan for the proposed project. In determining the quality of the management plan for the proposed project, the Secretary considers the following factors: (i) The adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timeliness, and milestones for accomplishing project tasks. (ii) 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. (Authority: 34 CFR 75.210(g) (1) and (2) (i) and (iv)) (7) Quality of project personnel. (5 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)) (8) Language skills of personnel. (3 points) The Secretary reviews each application to determine how well the proposed project meets the following requirements: (i) The program will use qualified personnel, including personnel who are proficient in the language or languages used for instruction. (ii) The applicant will employ teachers in the proposed program who, individually or in combination, are proficient in English, including written, as well as oral, communication skills. (Authority: 20 U.S.C. 7426(g)(1)(E) and (h)(1)) (9) Adequacy of resources. (3 points) The Secretary considers the adequacy of [[Page 53882]] resources for the proposed project. In determining the adequacy of resources for the proposed project, the Secretary considers the following factors: (i) The extent to which the budget is adequate to support the proposed project. (ii) The extent to which the costs are reasonable in relation to the objectives, design, and potential significance of the proposed project. (Authority: 75.210(f)(1) and (2)(iii)-(iv)) (10) Integration of project funds. (5 points) The Secretary reviews each application to determine how well funds received under this program will be integrated with all other Federal, State, local, and private resources that may be used to serve children and youth of limited English proficiency. (Authority: 20 U.S.C. 7426(g)(2)(A)(iii)) (11) Evaluation plan. (10 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)) (12) Commitment and capacity building. (4 points) The Secretary reviews each application to determine how well the proposed project meets the following requirements: (i) The proposed project must contribute toward building the capacity of the applicant to provide a program on a regular basis, similar to that proposed for assistance, that will be of sufficient size, scope, and quality to promise significant improvement in the education of students of limited English proficiency. (ii) The applicant will have the resources and commitment to continue the program when assistance under this program is reduced or no longer available. (Authority: 20 U.S.C. 7426(h)(5)) 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 August 20, 1996 (61 FR 43133 through 43135). 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# 84.290U, U.S. Department of Education, Room 6213, 600 Independence Avenue, SW., Washington, DC 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, DC time) on the date indicated in this notice. Please Note That The Above Address Is Not The Same Address As The One To Which The Applicant Submits Its Completed Application. Do Not Send Applications To The Above Address. 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# 84.290U), 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# 84.290U), 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. 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 notice contains the following forms and instructions, plus a statement regarding estimated public reporting burden, a notice to applicants regarding compliance with [[Page 53883]] section 427 of the General Education Provisions Act, a checklist for applicants, various assurances, certifications, and required documentation: a. Instructions for Application Narrative. b. Additional Guidance. c. Estimated Public Reporting Burden. d. Notice to All Applicants (OMB No. 1801-0004). e. Checklist for Applicants. f. Application for Federal Assistance (Standard Form 424 (Rev. 4- 88)) and instructions. g. Budget Information--Non-Construction Programs (ED Form No. 524) and instructions. h. Group Application Certification. i. Student Data. j. Project Documentation. k. Program Assurances. l. Assurances--Non-Construction Programs (Standard Form 424B) and instructions. m. Certifications Regarding Lobbying; Debarment, Suspension and Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-0013, 6/90) and instructions. n. Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion: Lower Tier Covered Transactions (ED 80-0014, 9/90) and instructions. (NOTE: ED 80-0014 is intended for the use of grantees and should not be transmitted to the Department.) o. Disclosure of Lobbying Activities (Standard Form LLL) (if applicable) and instructions. This document has been marked to reflect statutory changes. See the notice published in the Federal Register (61 FR 1413) by the Office of Management and Budget on January 19, 1996. An applicant may submit information on 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: Diane DeMaio, Cecile Kreins, James Lockhart, Harry Logel, Ursula Lord, or Brenda Turner, U.S. Department of Education, 600 Independence Avenue, SW., room 5605, Switzer Building, Washington, DC 20202-6510. Telephone: Diane DeMaio (202) 205- 5716, Cecile Kreins (202) 205-5568, James Lockhart (202) 205-5426, Harry Logel (202) 205-5530, Ursula Lord (202) 205-5709, Brenda Turner (202) 205-9839. 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 one of 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 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. 7424. Dated: October 9, 1997. Delia Pompa, Director, Office of Bilingual Education and Minority Languages Affairs. 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. 1885-0528 (Exp. 4/30/98). 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, DC 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, 600 Independence Avenue, SW., Washington, DC 20202-6510. Application Instructions Mandatory Page Limit for the Application Narrative The narrative portion of the application must not exceed 45 pages. These pages must be double-spaced and printed on one side only. A legible font size and adequate margins should be used. The narrative section must be paginated and should include a one- page abstract. The 45 page limit applies to the abstract, proposal narrative, charts, graphs, tables, graphics, position descriptions (and resumes, if included), and any appendices. The page limit does not apply to application forms, attachments to those forms, assurances, certifications, and the table of contents. The page limit applies only to item 14 and not to the other items in the Checklist for Applicants. APPLICATIONS WITH A NARRATIVE SECTION THAT EXCEEDS THE PAGE LIMIT WILL NOT BE CONSIDERED FOR FUNDING. Abstract The narrative section should begin with an abstract that includes a short 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. 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 Zone or [[Page 53884]] Community. The application narrative should describe the extent to which the proposed project will contribute to systemic educational reform in the particular Zone or 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. Additional Guidance Table of Contents The application should include a table of contents listing the sections in the order required. Budget Budget line items must support the goals and objectives of the proposed project and must be directly related to the instructional design and all other project components. Final Application Preparation Use the Checklist for Applicants to verify that your application is complete. Submit three copies of the application, including an original copy containing an original signature for each form requiring the signature of the authorized representative. Do not use elaborate bindings or covers. The application package must be mailed or hand- delivered to the Application Control Center (ACC) and postmarked by the deadline date. 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 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). A copy of 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. Notice to All Applicants Thank you for your interest in this program. The purpose of this enclosure is to inform you about a new provision in the Department of Education's General Education Provisions Act (GEPA) that applies to applicants for new grant awards under Department programs. This provision is section 427 of GEPA, enacted as part of the Improving America's Schools Act of 1994 (Pub. L. 103-382). To Whom Does This Provision Apply? Section 427 of GEPA affects applicants for new discretionary grant awards under this program. ALL APPLICANTS FOR NEW AWARDS MUST INCLUDE INFORMATION IN THEIR APPLICATIONS TO ADDRESS THIS NEW PROVISION IN ORDER TO RECEIVE FUNDING UNDER THIS PROGRAM. What Does This Provision Require? Section 427 requires each applicant for funds (other than an individual person) to include in its application a description of the steps the applicant proposes to take to ensure equitable access to, and participation in, its federally assisted program for students, teachers, and other program beneficiaries with special needs. This section allows applicants discretion in developing the required description. The statute highlights six types of barriers that can impede equitable access or participation that you may address: gender, race, national origin, color, disability, or age. Based on local circumstances, you can determine whether these or other barriers may prevent your students, teachers, etc. from equitable access or participation. Your description need not be lengthy; you may provide a clear and succinct description of how you plan to address those barriers that are applicable to your circumstances. In addition, the information may be provided in a single narrative, or, if appropriate, may be discussed in connection with related topics in the application. Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure that, in designing their projects, applicants for Federal funds address equity concerns that may affect the ability of certain potential beneficiaries to fully participate in the project and to achieve to high standards. Consistent with program requirements and its approved application, an applicant may use the Federal funds awarded to it to eliminate barriers it identifies. What Are Examples of How an Applicant Might Satisfy the Requirement of This Provision? The following examples may help illustrate how an applicant may comply with section 427. (1) An applicant that proposes to carry out an adult literacy project serving, among others, adults with limited English proficiency, might describe in its application how it intends to distribute a brochure about the proposed project to such potential participants in their native language. (2) An applicant that proposes to develop instructional materials for classroom use might describe how it will make the materials available on audio tape or in braille for students who are blind. (3) An applicant that proposes to carry out a model science program for secondary students and is concerned that girls may be less likely than boys to enroll in the course, might indicate how it tends to conduct ``outreach'' efforts to girls, to encourage their enrollment. We recognize that many applicants may already be implementing effective steps to ensure equity of access and participation in their grant programs, and we appreciate your cooperation in responding to the requirements of this provision. Estimated Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is 1801-0004 (Exp. 8/31/98). The time required to complete this information collection is estimated to vary from 1 to 3 hours per response, with an average of 1.5 hours, including the time to review instructions, search existing data resources, gather and maintain the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, DC 20202-4651. Checklist for Applicants The following forms and other items must be included in the application in the order listed below: [[Page 53885]] 1. Application for Federal Assistance Form (SF 424). 2. Group Application Certification Form (if applicable). 3. Budget Information Form (ED Form No. 524). 4. Itemized budget for each year. 5. Student Data Form. 6. Project Documentation Form, including: Section A--Copy of transmittal letter to SEA requesting SEA to comment on the application; Section B--Documentation of consultation with nonprofit private school officials; Section C--Appropriate box checked; Section D--Empowerment Zone or Enterprise Community identified (if applicable). 7. Program Assurances Form. 8. Assurances--Non-Construction Programs Form (SF 424B). 9. Certifications Regarding Lobbying; Debarment, Suspension and Other Responsibility Matters; and Drug-Free Workplace Requirements Form (ED 80-0013). 10. Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion--Lower Tier Covered Transactions Form (ED 80- 0014) (if applicable). 11. Disclosure of Lobbying Activities Form (SF-LLL). 12. Information that addresses section 427 of the General Education Provisions Act. (See the above section entitled ``NOTICE TO ALL APPLICANTS'' (OMB No. 1801-0004)). 13. Table of Contents. 14. Application narrative, including abstract (not to exceed 45 pages). 15. One original and two copies of the application for transmittal to the Education Department's Application Control Center. Empowerment Zones and Enterprise Communities Empowerment Zones (Listed Alphabetically by State) California: Oakland Georgia: Atlanta Illinois: Chicago Kansas: Kansas City Kentucky: Kentucky Highlands Area (Clinton, Jackson, and Wayne Counties) Maryland: Baltimore Massachusetts: Boston Michigan: Detroit Mississippi: Mid-Delta Area (Bolivar, Holmes, Humphreys, and Leflore Counties) Missouri: Kansas City New Jersey: Camden New York: Harlem, Bronx Pennsylvania: Philadelphia Texas: Houston, Rio Grande Valley Area (Cameron, Hidalgo, Starr, and Willacy Counties) Supplemental Empowerment Zones (Listed Alphabetically by State) California: Los Angeles Ohio: Cleveland Enterprise Communities (Listed Alphabetically by State) Alabama: Birmingham, Chambers County, Greene County, Sumter County Arizona: Arizona Border Area (Cochise, Santa Cruz and Yuma Counties), Phoenix Arkansas: East Central Area (Cross, Lee, Monroe, and St. Francis Counties), Mississippi County, Pulaski County California: Imperial County, Los Angeles (Huntington Park), San Diego, San Francisco (Bayview, Hunter's Point), Watsonville Colorado: Denver Connecticut: Bridgeport, New Haven Delaware: Wilmington District of Columbia: Washington Florida: Jackson County Georgia: Central Savannah River Area (Burke, Hancock, Jefferson, McDuffie, Tallaferro, and Warren Counties), Crisp County, Dooley County Illinois: East St. Louis, Springfield Indiana: Indianapolis Iowa: Des Moines Kentucky: Louisville, McCreary County Louisiana: Macon Ridge Area (Catahouis, Concordia, Franklin, Morehouse, and Tensas Parishes), New Orleans, Northeast Delta Area (Madison Parish), Ouachita Parish Massachusetts: Lowell, Springfield Michigan: Five Cap, Flint, Muskegon Minnesota: Minneapolis, St. Paul Mississippi: Jackson, North Delta Area (Panola, Quitman, and Tallahatchie Counties) Missouri: East Prairie, St. Louis Nebraska: Omaha Nevada: Clarke County, Las Vegas New Hampshire: Manchester New Jersey: Newark New Mexico: Albuquerque, Moro County, Rio Arriba County, Taos County New York: Albany, Buffalo, Kingston, Newburgh, Rochester, Schenectady, Troy North Carolina: Charlotte, Edgecombe County, Halifax County, Robeson County, Wilson County Ohio: Akron, Columbus, Greater Portsmouth Area (Scioto County) Oklahoma: Choctaw County, McCurtain County, Oklahoma City Oregon: Josephine County, Portland Pennsylvania: Harrisburg, Lock Haven, Pittsburgh Rhode Island: Providence South Carolina: Charleston, Williamsburg County South Dakota: Beadle County, Spink County Tennessee: Fayette County, Haywood County, Memphis, Nashville, Scott County Texas: Dallas, El Paso, San Antonio, Waco Utah: Ogden Vermont: Burlington Virginia: Accomack County, Norfolk Washington: Lower Yakima County, Seattle, Tacoma West Virginia: Huntington, McDowell County, West Central Area (Braxton, Clay, Fayette, Nicholas, and Roane Counties) Wisconsin: Milwaukee BILLING CODE 4000-01-P [[Page 53886]] [GRAPHIC] [TIFF OMITTED] TN16OC97.000 [[Page 53887]] [GRAPHIC] [TIFF OMITTED] TN16OC97.001 [[Page 53888]] [GRAPHIC] [TIFF OMITTED] TN16OC97.002 [[Page 53889]] [GRAPHIC] [TIFF OMITTED] TN16OC97.003 [[Page 53890]] [GRAPHIC] [TIFF OMITTED] TN16OC97.004 [[Page 53891]] [GRAPHIC] [TIFF OMITTED] TN16OC97.005 [[Page 53892]] [GRAPHIC] [TIFF OMITTED] TN16OC97.006 [[Page 53893]] [GRAPHIC] [TIFF OMITTED] TN16OC97.007 [[Page 53894]] [GRAPHIC] [TIFF OMITTED] TN16OC97.008 [[Page 53895]] [GRAPHIC] [TIFF OMITTED] TN16OC97.009 [[Page 53896]] [GRAPHIC] [TIFF OMITTED] TN16OC97.010 [[Page 53897]] [GRAPHIC] [TIFF OMITTED] TN16OC97.011 [[Page 53898]] [GRAPHIC] [TIFF OMITTED] TN16OC97.012 [[Page 53899]] [GRAPHIC] [TIFF OMITTED] TN16OC97.013 [[Page 53900]] [GRAPHIC] [TIFF OMITTED] TN16OC97.014 [[Page 53901]] [GRAPHIC] [TIFF OMITTED] TN16OC97.015 [[Page 53902]] [GRAPHIC] [TIFF OMITTED] TN16OC97.016 [[Page 53903]] [GRAPHIC] [TIFF OMITTED] TN16OC97.017 [[Page 53904]] [GRAPHIC] [TIFF OMITTED] TN16OC97.018 [[Page 53905]] [GRAPHIC] [TIFF OMITTED] TN16OC97.019 [FR Doc. 97-27342 Filed 10-15-97; 8:45 am] BILLING CODE 4000-01-C