[Federal Register: January 18, 2000 (Volume 65, Number 11)]
[Notices]
[Page 2787-2809]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr18ja00-114]
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Part V
Department of Education
_______________________________________________________________________
Bilingual Education: Training for All Teachers; Notice Inviting
Applications for New Awards for Fiscal Year (FY) 2000; Notice
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DEPARTMENT OF EDUCATION
(CFDA No.: 84.195B)
Bilingual Education: Training for All Teachers; Notice Inviting
Applications for New Awards for Fiscal Year (FY) 2000
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 a grant under this program.
Purpose of Program: This program provides grants to incorporate
courses and curricula on appropriate and effective instructional and
assessment methodologies, strategies and resources specific to limited
English proficient students, into preservice and inservice professional
development programs for teachers, pupil services personnel,
administrators, and other educational personnel in order to prepare
such individuals to provide effective services to limited English
proficient students. The program focuses on the development of
coursework and curricula for professional development programs for
currently practicing teachers and other educational personnel who
provide instruction or support to LEP students, but who do not expect
to become bilingual education or English as a second language
specialists. Funds under this program may be used to provide for the
development of training programs in collaboration with other programs,
such as programs authorized under Titles I and II of this Act and under
the Head Start Act.
Eligible Applicants: One or more institutions of higher education
(IHEs); one or more local educational agencies (LEAs); one or more
State educational agencies (SEAs); or one or more nonprofit
organizations (NPOs) which have entered into consortia arrangements
with an IHE, LEA, or SEA.
Applications Available: January 18, 2000.
Deadline for Transmittal of Applications: March 8, 2000.
Deadline for Intergovernmental Review: May 9, 2000.
Available Funds: $8 million.
Estimated Range of Awards: $150,000-$250,000.
Estimated Average Size of Awards: $200,000.
Estimated Number of Awards: 40.
Note: The Department of Education is not bound by any estimates
in this notice.
Project Period: Up to 36 Months.
Applicable Regulations
The Education Department General Administrative Regulations (EDGAR)
in 34 CFR 74, 75, 77, 79, 80, 81, 82, 85, and 86.
Description of Program
The statutory authorization for this program, and the application
requirements that apply to this competition, are set forth in sections
7142 and 7146-7150 of the Elementary and Secondary Education Act of
1965, as amended by the Improving America's Schools Act of 1994 (20
U.S.C. 7472 and 7476-7480), Pub. L. 103-382, enacted October 20, 1994.
Activities conducted under this program must assist educational
personnel in meeting State and local certification requirements for
bilingual education and, wherever possible, must lead to the awarding
of college or university credit.
Priorities
Competitive Priority
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 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 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.
Note: For a list of areas that have been designated as
Empowerment Zones and Enterprise Communities go to: http://
www.ezec.gov/ezec/mainmap.html and http://www.hud.gov/pressrel/ezec/
urban.html.
Invitational Priority
The Secretary is particularly interested in applications that meet
the following invitational priority. However, an application that meets
this invitational priority receives no competitive or absolute
preference over other applications (34 CFR 75.105(c)(1)).
Projects that incorporate training in family involvement into
formal induction programs for beginning secondary teachers or ongoing
professional development programs for currently practicing secondary
teachers.
Selection Criteria:
The Secretary uses the following selection criteria in 34 CFR
75.210 to evaluate applications for new grants under this competition.
The maximum score for all of these criteria is 100 points.
The maximum score for each criterion is indicated in parentheses.
(a) Significance (10 points). (1) The Secretary considers the
significance of the proposed project.
(2) In determining the significance of the proposed project the
Secretary considers the likelihood that the proposed project will
result in system change or improvement.
(Authority: 34 CFR 75.210 (b) (1) and (2)(v))
(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.
(Authority: 34 CFR 75.210 (a)(1) and (2)(i) and (v))
(c) Quality of the project design (45 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 project will be coordinated
with similar or related efforts, and with other appropriate community,
State, and Federal resources.
(vi) The extent to which the proposed project represents an
exceptional approach for meeting the statutory purposes and
requirements.
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(Authority: 34 CFR 75.210(c)(1) and (2)(i), (ii), (xii), (xiii),
(xiv), and xvi).
(d) Quality of project services (5 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 underrepresented based on race, color, national
origin, gender, age, or disability.
(Authority: 34 CFR 75.210(d)(1) and(2).
(e) 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.
(Authority: 34 CFR 75.210(e)(1),(2) and (3)(ii))
(f) 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 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, timelines, and milestones for accomplishing
project tasks.
(ii) The adequacy of the procedures for ensuring feedback and
continuous improvement in the operation of the proposed project.
(iii) How the applicant will ensure that a diversity of
perspectives are brought to bear in the operation of the proposed
project, including those of parents, teachers, the business community,
a variety of disciplinary and professional fields, recipients or
beneficiaries of services, or others, as appropriate.
(Authority: 34 CFR 75.210(g)(1) and (2)(i)(ii)(v)
(g) Quality of the project evaluation. (20 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.
(Authority: 34 CFR 75.210(h)(1) and (2)(iii),(iv), and (vi)).
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 April 28, 1999 (64 FR 22963) or you may view the latest
SPOC list on the OMB Web site at the following address: http://
www.whitehouse.gov/omb/grants
In States that have not established a process or chosen a program
for review, State, area-wide, 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# 84.195B, U.S. Department of Education, Room 7E200,
400 Maryland Ave SW., Washington, D.C. 20202-0125.
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. (Eastern Standard 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 must
(1) Mail the original and two copies of the application on or
before the deadline date to: U.S. Department of Education, Application
Control Center, Attention: (CFDA# 84.195B), Washington, D.C. 20202-4725
or
(2) Hand-deliver the original and two copies of the application by
4:30 p.m. (Eastern Standard Time) on or before the deadline date to:
U.S. Department of Education, Application Control Center, Attention:
(CFDA# 84.195B), 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
[[Page 2790]]
(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 is divided into three parts, plus a
statement regarding estimated public reporting burden, a notice to
applicants regarding compliance with Section 427 of the General
Education Provisions Act (GEPA), questions and answers on this program
(located at the end of the notice) 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) 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. Project Documentation.
d. Program Assurances.
e. Assurances--Non-Construction Programs (Standard Form 424B) and
Instructions.
f. Certifications Regarding: Lobbying; Debarment, Suspension, and
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED
80-0013) and Instructions.
g. Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014) and
Instructions. (Note: ED 80-0014 is intended for the use of grantees and
should not be transmitted to the Department.)
h. 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.
i. Notice to All Applicants (GEPA Requirement) and Instructions
(OMB No. 1801-0004). An applicant may submit information on a
photostatic copy of the application and budget forms, the assurances,
and the certifications. However, the application form, the assurances,
and the certifications must each have an original signature. All
applicants must submit one original signed application, including ink
signatures on all forms and assurances, and two copies of the
application. Please mark each application as original or copy. No grant
may be awarded unless a completed application has been received.
FOR FURTHER INFORMATION CONTACT: Petraine__Johnson@ed.gov or Cynthia
Ryan (202) 205-8842 at 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 persons listed in the preceding
paragraph. Please note, however, that the Department is not able to
reproduce in an alternate format the standard forms included in the
notice.
Electronic Access to This Document
You may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or Adobe
Portable Document Format (PDF) on the Internet at either of the
following sites:
http://ocfo.ed.gov/fedreg.htm
http://www.ed.gov/news.html
To use the PDF you must have 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 or in the Washington, DC
area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available at GPO access at:
http://www.access.gpo.gov/nara/endex.html
Program Authority: 20 U.S.C. 7472.
Dated: January 7, 2000.
Art Love,
Acting 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. 1885-0545. (Expiration Date: 03/31/
2002) 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, 400 Maryland Avenue,
SW., Washington, D.C. 20202-6510.
Checklist for Applicants
Forms and Other Items for the Application
{time} 1. Application for Federal Education Assistance (ED Form
424).
{time} 2. Group Application Certification (if applicable).
{time} 3. Budget Information (ED Form No. 524).
{time} 4. Itemized budget for each project year.
{time} 5. Participant Data.
{time} 6. Project Documentation.
Section A--Copy of Transmittal Letter to SEA requesting SEA to comment
on application
Section B--Documentation of Empowerment Zone or Enterprise Community
(if applicable)
{time} 7. Program Assurances.
{time} 8. Assurances--Non-Construction Programs (SF 424B).
{time} 9. Certifications Regarding Lobbying; Debarment Suspension
and Other Responsibility Matters; and Drug-Free Workplace Requirements
(ED 80-0013).
{time} 10. Certification Regarding Debarment, Suspension,
Ineligibility and Voluntary Exclusion--Lower Tier Covered Transactions
(ED 80-0014) (if applicable).
{time} 11. Disclosure of Lobbying Activities (SF-LLL).
{time} 12. Notice to All Applicants (GEPA Requirement) (OMB No.
1801-0004).
{time} 13. Table of Contents.
{time} 14. One-page abstract (single-spaced).
{time} 15. Application Narrative (not to exceed 30 pages double-
spaced, see instructions below).
{time} 16. One original and two copies of the application for
transmittal to the
[[Page 2791]]
Department's Application Control Center.
17. One copy of the application to the appropriate State Education
Agency.
18. One copy of the application to the appropriate State Single
Point of Contact (if applicable).
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:
(1) A page is 8.5" x 11", on one side only with 1" margins at the
top, bottom, and both sides.
(2) 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 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
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 14 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 standard 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. Prepare a one-page
single-spaced abstract which summarizes the purpose, design and
expected outcomes of the proposed project.
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 Training for All Teachers
Programs are limited to the lower of either 8% of a modified total
direct cost base or the institution of higher education's actual
indirect cost agreement. A modified direct cost base is defined as
total direct costs less stipends, tuition and related fees and capital
expenditures of $5,000 or more.
(Authority: 34 CFR 75.562)
Final Application Preparation
Use the above checklist to verify that all items are addressed.
Prepare one original with an original signature, and include two
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.
Submission of Application to State Educational Agency
Section 7146(a)(4) of the Elementary and Secondary Education Act of
1965, as amended, 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 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 are reminded that the requirement for
submission to the SEA and the requirements for Executive Order 12372
referred to in the above notice inviting applications are two separate
requirements.
Applicants that do not submit a copy of their application to their
SEA will not be considered for funding.
Questions and Answers
May Training for All Teachers Programs Provide Training to
Participants?
In addition to developing and revising courses and curricula for
professional development programs for all teachers, applicants may
implement training activities for currently practicing teachers and
other educational personnel, including beginning teachers, who are not
bilingual education or English as a second language specialists, but
who provide services to LEP students. The program addresses the need
for teachers and other educational personnel to acquire the knowledge
and skills necessary to provide appropriate and effective services to
limited English proficient students and their families.
What Factors Should Be Considered in Designing a Training for All
Teachers Program?
Applicants should consider the characteristics and conditions that
foster high-quality professional development, including sustained
intensive training activities that are focused on a manageable number
of participants. In determining the number of participants to be
served, applicants should consider the capability of the program to
provide high-quality professional development for all participants and
to effectively evaluate improved teaching and learning as a result of
the program. Applicants should not propose programs that are so large
in scope that they dilute the quality of training.
What Are the Certification Requirements for the Training for All
Teachers Program?
The Title VII statute requires grantees to assist educational
personnel in meeting state and local certification requirements.
Courses and curricula developed, revised or offered must be part of a
program, which would lead to State and local certification. However, it
is not a requirement that participants trained under the program
complete certification requirements during the course of the grant.
Emphasis should be placed on the acquisition of the knowledge and
skills necessary to meet the needs of limited English proficient
students.
What Information May Be Helpful in Preparing a Narrative for Training
for All Teachers Grant?
In responding to the selection criteria applicants may wish to
consider the following questions as a guide for preparing the
application narrative:
* What are the specific responsibilities of schools,
districts, institutions of higher education and other partnership
organizations in planning, implementing and evaluating the proposed
program?
* How will the training curricula incorporate high standards
for teaching and learning?
* How is the proposed program linked to a comprehensive
school-wide plan to improve professional development programs for all
teachers related to the needs of limited English proficient students?
[[Page 2792]]
* How will the products of the proposed program be
integrated into professional development program activities for all
teachers?
* How will the program assist in systemically reforming
local policies and practices related to the training of teachers to
improve instructional services for LEP students.
* What performance indicators will the proposed program use
to support the effectiveness of the program? What are the expected
outcomes for participant learning, improved teaching practices,
improved student achievement, reform of professional development in the
school or university?
* What professional development activities are planned for
school staff development specialists, or for higher education faculty
to ensure that they are effectively prepared to provide training to
prepare all teachers related to the needs of LEP students.
In addition, applicants may wish to consider the Department of
Education Professional Development Principles in planning Training for
All Teachers Program. The following are the Professional Development
Principles:
Professional Development
* Focuses on teachers as central to student learning, yet
includes all other members of the school community.
* Focuses on individual, collegial and organizational
improvement.
* Respects and nurtures the intellectual and leadership
capacity of teachers, principals, and others in the school community.
* Reflects best available research and practice in teaching,
learning, and leadership.
* Enables teachers to develop further expertise in subject
content, teaching strategies, uses of technologies, and other essential
elements in teaching to high standards.
* Promotes continuous inquiry and improvement embedded in
the daily life of schools.
* Is planned collaboratively by those who will participate
in and facilitate that development.
* Requires substantial time and other resources.
* Is driven by a coherent long-term plan.
* Is evaluated ultimately on the basis of its impact on
teacher effectiveness and student learning; and this assessment guides
subsequent professional development efforts.
BILLING CODE 4000-01-U
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BILLING CODE 4000-01-C
Instructions for Completion of SF-LLL, Disclosure of Lobbying
Activities
This disclosure form shall be completed by the reporting entity,
whether subawardee or prime Federal recipient, at the initiation or
receipt of a covered Federal action, or a material change to a previous
filing, pursuant to title 31 U.S.C. section 1352. The filing of a form
is required for each payment or agreement to make payment to any
lobbying entity for influencing or attempting to influence an officer
or employee of any agency, a Member of Congress, an officer or employee
of Congress, or an employee of a Member of Congress in connection with
a covered Federal action. Complete all items that apply for both the
initial filing and material change report. Refer to the implementing
guidance published by the Office of Management and Budget for
additional information.
1. Identify the type of covered Federal action for which lobbying
activity is and/or has been secured to influence the outcome of a
covered Federal action.
2. Identify the status of the covered Federal action.
3. Identify the appropriate classification of this report. If this
is a followup report caused by a material change to the information
previously reported, enter the year and quarter in which the change
occurred. Enter the date of the last previously submitted report by
this reporting entity for this covered Federal action.
4. Enter the full name, address, city, State and zip code of the
reporting entity. Include Congressional District, if known. Check the
appropriate classification of the reporting entity that designates if
it is, or expects to be, a prime or subaward recipient. Identify the
tier of the subawardee, e.g., the first subawardee of the prime is the
1st tier. Subawards include but are not limited to subcontracts,
subgrants and contract awards under grants.
5. If the organization filing the report in item 4 checks
``Subawardee,'' then enter the full name, address, city, State and zip
code of the prime Federal recipient. Include Congressional District, if
known.
6. Enter the name of the federal agency making the award or loan
commitment. Include at least one organizational level below agency
name, if known. For example, Department of Transportation, United
States Coast Guard.
7. Enter the Federal program name or description for the covered
Federal action (item 1). If known, enter the full Catalog of Federal
Domestic Assistance (CFDA) number for grants, cooperative agreements,
loans, and loan commitments.
8. Enter the most appropriate Federal identifying number available
for the Federal action identified in item 1 (e.g., Request for Proposal
(RFP) number; Invitations for Bid (IFB) number; grant announcement
number; the contract, grant, or loan award number; the application/
proposal control number assigned by the Federal agency). Included
prefixes, e.g., ``RFP-DE-90-001.''
9. For a covered Federal action where there has been an award or
loan commitment by the Federal agency, enter the Federal amount of the
award/loan commitment for the prime entity identified in item 4 or 5.
10. (a) Enter the full name, address, city, State and zip code of
the lobbying registrant under the Lobbying Disclosure Act of 1995
engaged by the reporting entity identified in item 4 to influence the
covered Federal action.
(b) Enter the full names of the individual(s) performing services,
and include full address if different from 10(a). Enter Last Name,
First Name, and Middle Initial (MI).
11. The certifying official shall sign and date the form, print
his/her name, title, and telephone number.
According to the Paperwork Reduction Act, as amended, 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. 0348-0046. Public reporting
burden for this collection of information is estimated to average 10
minutes per response, including time for reviewing instructions,
searching existing data sources, gathering and maintaining the data
needed, and completing and reviewing the collection of information.
Send comments regarding the burden estimate or any other aspect of this
collection of information, including suggestions for reducing this
burden, to the Office of Management and Budget, Paperwork Reduction
Project (0348-0046), Washington, DC 20503.
Notice to All Applicants
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 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. (If this program is a State-formula grant program,
a State needs to provide this description only for projects or
activities that it carries out with funds reserved for State-level
uses. In addition, local school districts or other eligible applicants
that apply to the State for funding need to provide this description in
their applications to the State for funding. The State would be
responsible for ensuring that the school district or other local entity
has submitted a sufficient section 427 statement as described below.)
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 that 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
provision allows applicants discretion in developing the required
description. The statute highlights six types of barriers that can
impede equitable access or participation: Gender, race, national
origin, color, disability, or age. Based on local circumstances, you
should determine whether these or other barriers may prevent your
students, teachers, etc. from such access or participation in, the
Federally-funded project or activity. The description in your
application of steps to be taken to overcome these barriers 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
[[Page 2809]]
Federal funds awarded to it to eliminate barriers it identifies.
What Are Examples of How an Applicant Might Satisfy the Requirement of
This Provision?
The following examples may help illustrate how an applicant may
comply with Section 427.
* (1) An applicant that proposes to carry out an adult
literacy project serving, among others, adults with limited English
proficiency, might describe in its application how it intends to
distribute a brochure about the proposed project to such potential
participants in their native language.
* (2) An applicant that proposes to develop instructional
materials for classroom use might describe how it will make the
materials available on audio tape or in braille for students who are
blind.
* (3) An applicant that proposes to carry out a model
science program for secondary students and is concerned that girls, may
be less likely than boys to enroll in the course, might indicate how it
intends to conduct ``outreach'' efforts to girls, to encourage their
enrollment.
We recognize that many applicants may already be implementing
effective steps to ensure equity of access and participation in their
grant programs, and we appreciate your cooperation in responding to the
requirements of this provision.
Estimated Burden Statement for GEPA Requirements
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.
[FR Doc. 00-843 Filed 1-14-00; 8:45 am]
BILLING CODE 4000-01-U