[Federal Register: December 30, 1997 (Volume 62, Number 249)]
[Notices]
[Page 68087-68109]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr30de97-187]
[[Page 68087]]
_______________________________________________________________________
Part VIII
Department of Education
_______________________________________________________________________
Bilingual Education: Career Ladder Program; FY 1998 New Awards
Applications; Notice
[[Page 68088]]
DEPARTMENT OF EDUCATION
[CFDA No.: 84.195E]
Bilingual Education: Career Ladder Program; 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 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 upgrade the
qualifications and skills of noncertified educational personnel,
especially educational paraprofessionals, to meet high professional
standards, including certification and licensure as bilingual teachers
and other educational personnel who serve limited English proficient
students, and to help recruit and train secondary students as bilingual
education teachers and other educational personnel to serve limited
English proficient students.
Eligible Applicants: (1) One or more institutions of higher
education (IHEs) that have entered into consortia arrangements with
local educational agencies (LEAs) or State educational agencies (SEAs),
to achieve the purposes of those sections. Consortia may include
community-based organizations or professional education organizations.
Deadline for Transmittal of Applications: February 23, 1998
Deadline for Intergovernmental Review: April 23, 1998
Available Funds: $7.2 million.
Estimated Range of Awards: $150,000-$250,000.
Estimated Average Size of Awards: $200,000.
Estimated Number of Awards: 36.
Note: The Department of Education is not bound by any estimates
in this notice.
Project Period: Up to 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, General Provisions,
Elementary and Secondary Education Act.
Description of Program: The statutory authorization for this
program, and the application requirements that apply to this
competition, are set out in sections 7144 and 7146-7150 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. 7474 and 7476-7480). Funds under
this program may be used to provide for the development of bilingual
education career ladder program curricula appropriate to the needs of
consortia participants; assistance for stipends and costs related to
tuition fees and books for coursework required to complete degree and
certification requirements for bilingual education teachers; and
programs to introduce secondary school students to careers in bilingual
education teaching that are coordinated with other activities assisted
under this program. 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 1. 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 a systemic educational reform in
an Empowerment Zone, including a Supplemental Empowerment Zone, or an
Enterprise Community designated by the United States Department of
Housing and Urban Development or the United States Department of
Agriculture, and are made an integral part of the Zone's or Community's
comprehensive community revitalization strategies.
Note: A list of areas that have been designated as Empowerment
Zones and Enterprise Communities is provided in the appendix to this
notice.
Competitive Priority 2. Under 34 CFR 75.105 (c)(2)(ii) and section
7144(d) of the Act, the Secretary gives a competitive preference to
applications that meet the following priority:
Applications that propose to provide for participant completion of
baccalaureate and master's degree teacher education programs, and
certification requirements and may include effective employment
placement activities; the development of teacher proficiency in English
as a second language, including demonstrating proficiency in the
instructional use of English and, as appropriate, a second language in
classroom contexts; coordination with programs for the recruitment and
retention of bilingual students in secondary and postsecondary programs
training to become bilingual educators; and the applicant's
contribution of additional student financial aid to participating
students.
The Secretary selects applications that meet this priority over
applications of comparable merit that do not meet the priority.
Invitational Priorities. 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)).
Applicants that propose to collaborate with 2-year institutions of
higher education to develop or improve teacher preparation programs for
bilingual paraprofessionals.
Selection Criteria. (a)(1) The Secretary uses the following
selection criteria in 34 CFR 75.210 to evaluate applications for new
grants under this competition.
(2) The maximum score for all of these criteria is 100 points.
(3) The maximum score for each criterion is indicated in
parentheses.
(a) 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)(2)(i) and (v))
(b) Quality of the project design. (50 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
[[Page 68089]]
yield results that will extend beyond the period of Federal financial
assistance.
(iv) The extent to which the proposed activities constitute a
coherent, sustained program of training in the field.
(v) The extent to which the design of the proposed project reflects
up-to-date knowledge from research and effective practice.
(vi) The extent to which the proposed project will be coordinated
with similar or related efforts, and with other appropriate community,
State, and Federal resources.
(vii) The extent to which the proposed project is part of a
comprehensive effort to improve teaching and learning and support
rigorous academic standards for students.
(viii) The extent to which fellowship recipients or other project
participants are to be selected on the basis of academic excellence.
(Authority: 34 CFR 75.210(c)(2)(i), (ii), (iv), (xii), (xiii),
(xvi), (xviii), and (xxiii))
(c) Quality of project services. (15 points) (1) The Secretary
considers the quality of the services to be provided by the proposed
project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been under-represented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services.
(ii) The extent to which the training or professional development
services to be provided by the proposed project are likely to alleviate
the personnel shortages that have been identified or are the focus of
the proposed project.
(iii) The extent to which the services to be provided by the
proposed project are focused on those with greatest need.
(Authority: 34 CFR 75.210(d)(2) and (3)(v), (vi), and (xi))
(d) Quality of project personnel. (5 points) (1) The Secretary
considers the quality of the personnel who will carry out the proposed
project.
(2) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factor: The
qualifications, including relevant training and experience, of key
project personnel.
(Authority: 34 CFR 75.210(e)(2) and (3)(ii))
(e) Quality of the management plan. (5 points) (1) The Secretary
considers the quality of the management plan for the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factor: 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.
(Authority: 34 CFR 75.210(g)(2)(i)))
(f) Quality of the project evaluation. (15 points) (1) The
Secretary considers the quality of the evaluation to be conducted of
the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies.
(ii) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(Authority: 34 CFR 75.210(h)(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 October 7, 1997 (62 FR 52448
through 52450).
In States that have not established a process or chosen a program
for review, State, areawide, regional, and local entities may submit
comments directly to the Department.
Any State Process Recommendation and other comments submitted by a
State Single Point of Contact and any comments from State, areawide,
regional, and local entities must be mailed or hand-delivered by the
date indicated in this notice to the following address: The Secretary,
E.O. 12372--CFDA #84.195A, U.S. Department of Education, Room 6213, 600
Independence Avenue, SW., Washington, D.C. 20202-0124.
Proof of mailing will be determined on the same basis as
applications (see 34 CFR 75.102). Recommendations or comments may be
hand-delivered until 4:30 p.m. (Washington, D.C. time) on the date
indicated in this notice.
PLEASE NOTE THAT THE ABOVE ADDRESS IS NOT THE SAME ADDRESS AS THE
ONE TO WHICH THE APPLICANT SUBMITS ITS COMPLETED APPLICATION. DO NOT
SEND APPLICATIONS TO THE ABOVE ADDRESS.
Instructions for Transmittal of Applications: (a) If an applicant
wants to apply for a grant, the applicant shall--
(1) Mail the original and three copies of the application on or
before the deadline date to: U.S. Department of Education, Application
Control Center, Attention: (CFDA #84.195E), Washington, D.C. 20202-
4725.
(2) Hand-deliver the original and three copies of the application
by 4:30 p.m. (Washington, D.C. time) on or before the deadline date to:
U.S. Department of Education, Application Control Center, Attention:
(CFDA #84.195E), 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.
[[Page 68090]]
(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 section 427 of the General Education
Provisions Act, a checklist for applicants, various assurances,
certifications, and required documentation. These parts and additional
materials are organized in the same manner that the submitted
application should be organized. The parts and additional materials are
as follows:
Part I: Application for Federal Assistance (Standard Form 424 (Rev.
4-88)) and instructions.
Part II: Budget Information--Non-Construction Programs (ED Form No.
524) and instructions.
Part III: Application Narrative.
Additional Materials:
a. Estimated Public Reporting Burden.
b. Group Application Certification.
c. Participant Data.
d. Project Documentation.
e. Program Assurances.
f. Assurances--Non-Construction Programs (Standard Form 424B) and
instructions.
g. Certifications Regarding Lobbying; Debarment, Suspension, and
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED
80-0013) and instructions.
h. Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014, 9/90)
and instructions. (NOTE: This form is intended for the use of grantees
and should not be transmitted to the Department.)
i. Disclosure of Lobbying Activities (Standard Form LLL) (if
applicable) and instructions. The document has been marked to reflect
statutory changes. See the notice published by the Office of Management
and Budget in the Federal Register (61 FR 1413) on (January 19, 1996).
An applicant may submit information on a photostatic copy of the
application and budget forms, the assurances, and the certifications.
However, the application form, the assurances, and the certifications
must each have an original signature. All applicants must submit ONE
original signed application, including ink signatures on all forms and
assurances, and THREE 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: Cynthia Ryan (202) 205-8842 or
Petraine Johnson (202) 205-8766 (for applicants located in Western
States); Mahal May (202) 205-8727 or Steve Van Pelt (202) 205-8732 (for
applicants located in Eastern States); and Carol Manitaras (202) 205-
9729 (for applicants located in Midwestern States), U.S. Department of
Education, 600 Independence 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. 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. 7474.
Dated: December 23, 1997.
Delia Pompa,
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. 1885-0528, Exp. Date: 4/30/98. The
time required to complete this information collection is estimated to
average 80 hours per response, including the time to review
instructions, search existing data resources, gather the data needed,
and complete and review the information collection. If you have any
comments concerning the accuracy of the time estimate or suggestions
for improving this form, please write to: U.S. Department of Education,
Washington, D.C. 20202-4651. If you have any comments or concerns
regarding the status of your individual submission of this form, write
directly to: Office of Bilingual Education and Minority Languages
Affairs, U.S. Department of Education, 600 Independence Avenue, SW.,
Washington, D.C. 20202-6510.
The following forms and other items must be included in the
application:
1. Application for Federal Assistance (SF 424).
2. Group Application Certification (if applicable).
3. Budget Information (ED Form No. 524).
4. Itemized Budget for each year.
5. Participant Data.
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.
[[Page 68091]]
7. Program Assurances.
8. Non-Construction Programs (SF 424B).
9. Certifications Regarding Lobbying; Debarment Suspension and
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED
80-0013).
10. Certification Regarding Debarment, Suspension, Ineligibility
and Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014).
11. Disclosure of Lobbying Activities (SF-LLL).
12. Table of Contents.
13. Application Narrative (not to exceed 30 pages including
abstract, see instructions below).
14. One original and three copies of the application for
transmittal to the Department's Application Control Center.
Mandatory Page Limits for the Application Narrative
The application narrative must not exceed the equivalent of 30
pages, using the following standards: (1) These pages must be double-
spaced and printed on one side only. (2) A legible font size and
adequate margins should be used. (3) The narrative must be paginated.
(4) The narrative portion of the application package, including
abstract, charts, graphs, tables, position descriptions, illustrations,
and appendices, must not exceed the 30-page limit. The narrative
section should begin with an abstract that includes a short description
of the population to be served by the project, project objectives,
planned project activities, and priorities addressed. The page limit
applies only to item 13 and not to the other items in the checklist.
APPLICATIONS WITH A NARRATIVE SECTION THAT EXCEEDS THE PAGE LIMIT WILL
NOT BE CONSIDERED FOR FUNDING.
Application Narrative
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, not resumes.
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.
Final Application Preparation
Use the above checklist to verify that all items are addressed.
Prepare one original with an original signature, and include three
additional copies. Do not use elaborate bindings or covers. The
application package must be mailed to the Application Control Center
(ACC) and postmarked by the deadline date of February 23, 1998.
Submission of Application to State Educational Agency
Section 7146(a)(4) of the Act (Elementary and Secondary Education
Act of 1965, as amended by the Improving America's Schools Act of 1994,
Public Law 103-382) requires all applicants except schools funded by
the Bureau of Indian Affairs to submit a copy of their application to
their State educational agency (SEA) for review and comment (20 U.S.C.
7476(a)(4)). Section 75.156 of the Education Department General
Administrative Regulations (EDGAR) requires these applicants to submit
their application to the SEA on or before the deadline date for
submitting their application to the Department of Education. This
section of EDGAR also requires applicants to attach to their
application a copy of their letter that requests the SEA to comment on
the application (34 CFR 75.156). 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
SEA 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 Requirements 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 its 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
[[Page 68092]]
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.
Empowerment Zones and Enterprise Communities
Empowerment Zone (EZ)
California: Los Angeles
California: Oakland
Georgia: Atlanta
Illinois: Chicago
Kentucky: Kentucky Highlands*
---------------------------------------------------------------------------
*Denotes rural designee
---------------------------------------------------------------------------
Maryland: Baltimore
Massachusetts: Boston
Michigan: Detroit
Mississippi: Mid Delta*
Missouri/Kansas: Kansas City, Kansas City
New York: Harlem, Bronx
Ohio: Cleveland
Pennsylvania/New Jersey: Philadelphia, Camden
Texas: Houston
Texas: Rio Grande Valley
Enterprise Community (EC)
Alabama: Birmingham
Alabama: Chambers County*
Alabama: Greene, Sumter Counties*
Arizona: Phoenix
Arizona: Arizona Border*
Arkansas: East Central*
Arkansas: Mississippi County*
California: L.A., Huntington Park
California: San Diego
California: San Francisco, Bayview, Hunter's Point
California: Watsonville*
Colorado: Denver
Connecticut: Bridgeport
Connecticut: New Haven
Delaware: Wilmington
District of Columbia: Washington
Florida: Jackson County*
Florida: Tampa
Florida: Miami, Dade County
Georgia: Albany
Georgia: Central Savannah*
Georgia: Crisp, Dooley Counties*
Illinois: East St. Louis
Illinois: Springfield
Indiana: Indianapolis
Iowa: Des Moines
Kentucky: Louisville
Louisiana: Northeast Delta*
Louisiana: Macon Ridge*
Louisiana: New Orleans
Louisiana: Ouachita Parish
Massachusetts: Lowell
Massachusetts: Springfield
Michigan: Five Cap*
Michigan: Flint
Enterprise Community (EC)
Michigan: Muskegon
Minnesota: Minneapolis
Minnesota: St. Paul
Mississippi: Jackson
Mississippi:North Delta*
Missouri: East Prairie*
Missouri: St. Louis
Nebraska: Omaha
Nevada: Clarke County, Las Vegas
New Hampshire: Manchester
New Jersey: Newark
New Mexico: Albuquerque
New Mexico: Moro, Rio Arriba, Taos Counties*
New York: Albany, Schenectady, Troy
New York: Buffalo
New York: Newburgh, Kingston
New York: Rochester
North Carolina: Charlotte
North Carolina: Halifax, Edgecombe, Wilson Counties*
North Carolina: Robeson County*
Ohio: Akron
Ohio: Columbus
Ohio: Grater Portsmouth *
Oklahoma: Choctaw, McCurtain Counties*
Oklahoma: Oklahoma City
Oregon: Josephine*
Oregon: Portland
Pennsylvania: Harrisburg
Pennsylvania: Lock Haven*
Pennsylvania: Pittsburgh
Rhode Island: Providence
South Dakota: Deadle, Spink Counties*
South Carolina: Charleston
South Carolina: Williamsburg County*
Tennessee: Fayette, Haywood Counties*
Tennessee: Memphis
Tennessee: Nashville
Tennessee/Kentucky: Scott, McCreary Counties*
Texas: Dallas
Texas: El Paso
Texas: San Antonio
Texas: Waco
Utah: Ogden
Vermont: Burlington
Virginia: Accomack*
Virginia: Norfolk
Virginia: Lower Yakima*
Washington: Seattle
Washington: Tacoma
West Virginia: West Central*
West Virginia: Huntington
West Virginia: McDowell*
Wisconsin: Milwaukee
Questions and Answers
Does the Career Ladder Program have specific evaluation requirements?
Yes, the evaluation requirements are described in Section 7149 of
Title VII of ESEA, 20 U.S.C. 7479.
What requirements must grantees meet related to teacher certification?
The Title VII statute requires grantees to assist educational
personnel in meeting State and local certification requirements. 20
U.S.C. 7477. However, because certification requirements vary among
States, applicants are given flexibility in designing activities that
lead to meeting State and local certification requirements.
May program budgets include costs for items other than student tuition
and fees?
Project budgets should reflect the proposed program activities. In
addition to student support costs, budget items may include costs for
personnel, supplies or equipment, and other reasonable and necessary
costs to support developmental activities.
What information may be helpful in preparing the application narrative
for a Career Ladder Program?
In responding to the selection criteria applicants may wish to
consider the following questions as a guide for preparing application
narrative.
* What are the specific responsibilities of districts,
schools, institutions of higher education and other partnership
organizations in planning, implementing and evaluating the proposed
program? How is the program linked to the school district's overall
professional development plan? What resources and support will each of
the consortia members provide? How will resources be integrated to
ensure maximum effectiveness of the program and to promote capacity
building and long-range collaboration?
* How does the training curricula reflect high standards for
pedagogy, content, and proficiency in English and a second language to
ensure that participants are effectively prepared to provide
instruction and support to LEP students?
* How will the program assist in systemically reforming
policies and practices in the target schools and in the
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IHE related to the preparation of new teachers, the induction of new
bilingual teachers, clinical experiences for new bilingual teachers and
other educational personnel, or professional development opportunities
for all teachers?
* What special selection criteria will the applicant adopt
to ensure that individuals selected to participate in the program hold
promise for successfully completing program requirements?
* What special support will be provided to participants by
experienced bilingual teachers, higher education faculty, and school
administrators to guide them during their period of induction?
* How will the instructional responsibilities of
participants be balanced with appropriate professional development,
support and planning time?
* How will clinical experiences for preservice participants
be structured to ensure that they are well-supervised, of sufficient
duration and in a setting which provides opportunities for participants
to experience a variety of effective bilingual education instructional
methods and approaches?
* How is the training curriculum based on current research
related to effective teaching and learning? What evidence of
effectiveness supports the training model?
* What performance indicators will the proposed program use
to support the effectiveness of the program related to, for example:
improved teaching practices; participants' effectiveness in the
instructional setting; improved performance on National or State
benchmark tests; reduction in the number of new bilingual teachers
leaving the profession; improvement of graduation rates?
* How will the program evaluation incorporate strategies for
assessing the progress and performance of participants; communicating
meaningful, regular and timely feedback to participants; improving the
quality of the training program; documenting and identifying exemplary
program features and successful strategies; and reporting on specific
data related to the number of participants completing the program and
the number of graduates placed in the instructional setting?
In addition, applicants may wish to consider the Department of
Education Professional Development Principles in planning a Career
Ladder Program
The following are the professional development principles: Focuses
on teachers as central to student learning, yet includes all other
members of the school community; focuses on individual, collegial and
organizational improvement; respects and nurtures the intellectual and
leadership capacity of teachers, principals, and others in the school
community; reflects best available research and practice in teaching,
learning, and leadership; enables teachers to develop further expertise
in subject content, teaching strategies, uses of technologies, and
other essential elements in teaching to high standards; promotes
continuous inquiry and improvement embedded in the daily life of
schools; is planned collaboratively by those who will participate in
and facilitate that development; requires substantial time and other
resources; is driven by a coherent long-term plan; is evaluated
ultimately on the basis of its impact on teacher effectiveness and
student learning; and uses this assessment to guide subsequent
professional development efforts.
What other information may be helpful in applying for a Career Ladder
Program?
Applicants are reminded that they must submit a copy of their
application to the SEA for review and comment. In addition, applicants
must submit a copy of their application to the State Single Point of
Contact to satisfy the requirements of Executive Order 12372.
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[FR Doc. 97-33950 Filed 12-29-97; 8:45 am]
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