[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
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[FR Doc. 97-27342 Filed 10-15-97; 8:45 am]
BILLING CODE 4000-01-C