[Federal Register: May 12, 2000 (Volume 65, Number 93)]
[Notices]
[Page 30797-30820]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr12my00-165]
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Part IV
Department of Education
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Career Resource Network State Grants; Notice Inviting Applications for
New Awards for Fiscal Year (FY) 2000
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DEPARTMENT OF EDUCATION
[CFDA No: 84.346]
Career Resource Network State Grants; Notice Inviting
Applications for New Awards for Fiscal Year (FY) 2000
Notice to Applicants: This notice is a complete application
package. Together with the statute authorizing the program and the
Education Department General Administrative Regulations (EDGAR), the
notice contains all of the information, application forms, and
instructions needed to apply for a grant under this program.
Purpose of Program: To promote improved career and education
decision-making by individuals.
Eligible Applicants: State entities designated jointly by the
Governor and the State Board for Vocational and Technical Education of
any of the 50 States, the Virgin Islands, the Commonwealth of Puerto
Rico, the District of Columbia, Guam, American Samoa, the Commonwealth
of the Northern Mariana Islands, the Republic of the Marshall Islands,
the Federated States of Micronesia, and the Republic of Palau are
eligible for an award under this process. However, the Marshall
Islands, Federated States of Micronesia, and the Republic of Palau are
eligible to receive funds only in Fiscal Years 2000 and 2001. A State
may designate an entity other than a State agency to perform the grant
functions under this program. However, if a designated entity is not a
part of the State government, the eligible agency for the State under
section 112 of the Carl D. Perkins Vocational and Technical Education
Act of 1998 (Perkins III) must apply for the grant. In that event the
eligible agency under Perkins III will be the grant recipient and must
either directly administer the grant or supervise the administration of
the project, as required by 34 CFR 75.701.
Not more than one grant will be awarded to serve the residents of a
single State or outlying area in this competition.
To receive funding, each applicant must submit evidence that the
designated entity, whether it is part of the State government or
another entity that will perform the grant function for the eligible
agency under Perkins III, has been designated jointly by the Governor
and the State Board for Vocational and Technical Education. In any
case, if the designated entity is not a State agency, the eligible
agency under Perkins III and the Governor are accountable for the
proper expenditure of funds.
Deadline for Transmittal of Applications: June 12, 2000.
Deadline for Intergovernmental Review: June 26, 2000.
Available Funds: $7,650,000 for the first 12 months of the 24-month
project period. Funding for the second 12-month period of the 24-month
project period is subject to the availability of funds and to a grantee
meeting the requirements of 34 CFR 75.253.
Estimated Range of Awards: The actual amount of each award made
under this competition will depend on such factors as the scope and
quality of the application and will be determined during pre-award
clarification discussions with the Department's Office Vocational and
Adult Education, Division of Vocational-Technical Education. However,
the Department strongly encourages all applicants to consider these
factors and the estimated grant amounts provided below, in deciding the
amount of funds to request.
The estimated grant amounts were determined by allocating to every
State and outlying area a minimum amount that the Department believes
is necessary to carry out an effective program and distributing the
remaining funds on the basis of each State's or outlying area's
respective share of the funds allocated by formula under section 111 of
Perkins III. The formula set out in section 111 takes into account
State population and per capita income, among other factors. These
grant estimates assume that all 59 eligible applicants will submit
applications which meet the requirements established by the statute and
this notice and are determined by the Department to merit funding,
based on the criteria described in this notice.
------------------------------------------------------------------------
Estimated
Eligible applicant grant
amount
------------------------------------------------------------------------
ALABAMA.................................................... $135,784
ALASKA..................................................... 107,805
ARIZONA.................................................... 135,592
ARKANSAS................................................... 121,442
CALIFORNIA................................................. 308,427
COLORADO................................................... 125,341
CONNECTICUT................................................ 115,719
DELAWARE................................................... 107,887
FLORIDA.................................................... 192,076
GEORGIA.................................................... 155,340
HAWAII..................................................... 109,555
IDAHO...................................................... 111,645
ILLINOIS................................................... 173,013
INDIANA.................................................... 144,210
IOWA....................................................... 122,170
KANSAS..................................................... 119,933
KENTUCKY................................................... 133,158
LOUISIANA.................................................. 139,401
MAINE...................................................... 109,555
MARYLAND................................................... 127,940
MASSACHUSETTS.............................................. 132,081
MICHIGAN................................................... 167,939
MINNESOTA.................................................. 131,603
MISSISSIPPI................................................ 124,948
MISSOURI................................................... 140,010
MONTANA.................................................... 109,309
NEBRASKA................................................... 112,836
NEVADA..................................................... 110,416
NEW HAMPSHIRE.............................................. 109,555
NEW JERSEY................................................. 139,790
NEW MEXICO................................................. 115,237
NEW YORK................................................... 195,114
NORTH CAROLINA............................................. 153,627
NORTH DAKOTA............................................... 107,805
OHIO....................................................... 179,969
OKLAHOMA................................................... 128,991
OREGON..................................................... 123,549
PENNSYLVANIA............................................... 175,751
RHODE ISLAND............................................... 109,555
SOUTH CAROLINA............................................. 131,604
SOUTH DAKOTA............................................... 107,805
TENNESSEE.................................................. 140,160
TEXAS...................................................... 251,418
UTAH....................................................... 122,369
VERMONT.................................................... 107,805
VIRGINIA................................................... 143,609
WASHINGTON................................................. 137,193
WEST VIRGINIA.............................................. 115,608
WISCONSIN.................................................. 138,598
WYOMING.................................................... 107,805
DISTRICT OF COLUMBIA....................................... 107,805
PUERTO RICO................................................ 134,182
AMERICAN SAMOA............................................. 85,732
NORTHERN MARIANAS.......................................... 85,732
GUAM....................................................... 86,306
VIRGIN ISLANDS............................................. 86,051
MARSHALL ISLANDS........................................... 65,380
MICRONESIA................................................. 65,380
PALAU...................................................... 65,380
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Total.................................................. 7,650,000
------------------------------------------------------------------------
Estimated Average Size of Awards: $129,661 for 12 months.
Estimated Number of Awards: 59.
Note: The Department is not bound by any estimates in this
notice.
Project Period: 24 months.
Applicable Statute and Regulations: (a) The relevant provisions of
the Carl D. Perkins Vocational and Technical Education Act of 1998
(Perkins III), 20 U.S.C.A. 2301 et seq., in particular, section 118(b).
(b) The Education Department General Administrative Regulations
(EDGAR) as follows:
(1) 34 CFR Part 75 (Direct Grant Programs).
(2) 34 CFR Part 77 (Definitions that Apply to Department
Regulations).
(3) 34 CFR Part 79 (Intergovernmental Review of Department of
Education Programs and Activities).
(4) 34 CFR Part 80 (Uniform Administrative Requirements for Grants
and Cooperative Agreements to State and Local Governments).
(5) 34 CFR Part 81 (General Education Provisions Act--Enforcement).
(6) 34 CFR Part 82 (New Restrictions on Lobbying).
(7) 34 CFR Part 85 (Government-wide Debarment and Suspension
[[Page 30799]]
(Nonprocurement) and Government-wide Requirements for Drug-Free
Workplace (Grants)).
(8) 34 CFR Part 86 (Drug and Alcohol Abuse Prevention).
(9) 34 CFR Part 97 (Protection of Human Subjects).
(10) 34 CFR Part 98 (Student Rights In Research, Experimental
Programs and Testing).
(11) 34 CFR Part 99 (Family Educational Rights and Privacy).
SUPPLEMENTARY INFORMATION:
Background
Supporting the career development of young people and helping them
to make informed choices about their educational and career options
have become important components of State and local efforts to reform
schools and improve student achievement. Understanding the connection
between what is taught in the classroom and how that knowledge will be
used in a future career can make learning more meaningful to students,
increase their motivation to learn, and improve student results.
Reform-driven innovations such as charter schools, magnet schools, and
career academies, include models that use broad career areas as the
context for teaching challenging academic content and technical skills.
These and other models incorporate early exposure to career
possibilities, and the educational requirements needed to pursue them,
as strategies to help students and parents make decisions that best
meet each student's individual interests, needs, and aspirations.
Research also indicates that many young people, particularly those
from low-income families, do not enroll in postsecondary education
because they lack sufficient information about career opportunities and
the education and training required for entry into and success in their
chosen field. Students who do not develop a career and education plan
prior to entering secondary school are less likely to enroll in school
courses required for college entry and do not plan adequately for
college education financing. Effective career guidance and academic
counseling can help ensure that students and their parents set their
sights high, plan for, and are prepared for postsecondary education.
While career development is particularly important for young
people, individuals of all ages need access to information and guidance
on careers. New technologies, heightened global competition, and the
information revolution are transforming the nature of work and careers.
Individuals can no longer assume that they will work for the same
organization, remain within the same industry, or even require the same
technical skills during their entire working lives. They must have
access to career and educational information so that they may become
active in making decisions regarding their occupation. To succeed in
our dynamic, rapidly-changing economy, all individuals need up-to-date
academic and technical skills, as well as access to career and
education information, so that they may become active and effective
managers of their own careers.
Growing recognition of the important role that career guidance and
academic counseling services play in supporting student success is
evidenced by the variety of Federal, State, and local programs which
promote and support these services. Several Department of Education
programs, including Perkins III State grants, Tech-Prep, GEAR-UP, and
TRIO programs, provide funding for career guidance and academic
counseling services for students. In addition, the School-to-Work
Opportunities Program, jointly-administered by the Department of
Education and the Department of Labor, has provided ``venture capital''
to State and local partnerships, to initiate or expand a wide range of
career development activities for young people. Many States, local
educational agencies, and institutions of higher education also support
career guidance and academic counseling services for students. In
addition, with assistance under Title I of the Workforce Investment Act
(WIA), States and localities are building One-Stop Career Center
systems that offer all individuals information and assistance in
obtaining employment, training, and education.
Career Resource Network Grants
Career Resource Network grants provided under section 118 of
Perkins III support the implementation of Statewide, systemic
strategies for providing young people and adults with these critical
career information resources and the skills they need to make effective
educational and career decisions throughout their lives.
To achieve this goal, State entities may engage in a variety of
activities such as research and innovative product development,
professional development activities, development of career information
delivery systems, and the development and dissemination of curricula
and other learning resources.
Coordination With Related Program Activities
To assist States in improving student performance and outcomes, all
programmatic and technical assistance activities need to be coordinated
within a continuous improvement framework. The identification of the
major strategies that positively impact student performance and
integration of those strategies within a State's performance
measurement system is critical to achieving results. As a result, the
Department has begun to align all of its major grant resources,
initiatives, and technical assistance activities, to assist States in
their efforts to improve student performance. These include: Efforts to
achieve education reform through the development of career pathway
models, funding of professional development and training projects, and
development of performance measurement systems. The Department views
coordination and alignment of the activities required under section 118
to its major initiatives, as critical in supporting States' efforts to
improve student performance.
In response to the changing economy and education reform
initiatives in States, the Department identified sixteen industry-based
career areas. These career areas represent all sectors of the economy
and include all occupations front line through professional/technical
managers. The career areas as they are defined in Appendix A of this
notice provide the basis for creation of career pathway models that can
be used for the development of both career and academic guidance tools
and resources and curriculum development. The U.S. Secretary of
Education recently announced the ``Building Linkages'' initiative which
is designed to help students more effectively develop and realize
career goals. The Secretary was joined by the U.S. Secretary of
Transportation in unveiling this initiative which uses the Department's
16 career clusters as the basis for career mapping and curriculum
development to prepare a student to succeed in a particular field of
endeavor. The Department has funded the Building Linkages projects in
five of the sixteen career areas to bring together States, in
partnership with colleges, universities and employers, to develop
curriculum frameworks. The sixteen areas replace the traditional areas
once used by vocational education for reporting student enrollment. The
new sixteen areas better reflect career opportunities in the new
economy and can be aligned to existing career areas identified by
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States. These sixteen career areas are (See Appendix A for
definitions):
(a) Agriculture and Natural Resources
(b) Construction
(c) Manufacturing
(d) Logistics, Transportation And Distribution Services
(e) Information Technology Services
(f) Wholesale/Retail Sales And Service
(g) Financial Services
(h) Hospitality And Tourism
(i) Business And Services
(j) Health Services
(k) Human Services
(l) Arts And Communications Services
(m) Legal And Protective Services
(n) Scientific Research And Technical Services
(o) Education And Training Services
(p) Public Administration/Government Services
Career information products organized by the sixteen career cluster
areas are used by career guidance and academic counseling programs,
schools, teachers, students and parents to understand and explore broad
career pathways within and among these career areas. Career areas
provide the structure for converting labor market information into
useable career information resources and tools for a variety of users.
Organizing education by broad career areas and pathways represents a
new direction in education and will require training and technical
assistance to teachers, school administrators, and counselors to
effectively assist students and parents in using this information.
In addition, Perkins III shares a number of common performance
goals with WIA titles I and II, including academic and skill
attainment, program completion, and placement and retention in
employment and postsecondary education. The Department encourages State
entities to align their products and services with performance
measurement systems under development by Federal and State education,
vocational education, workforce development programs, and labor market
information organizations in order to support State and local efforts
to meet performance targets in their performance measurement systems.
Since 1976, most States and outlying areas have received grants
from the National Occupational Information Coordinating Committee
(NOICC) to support interagency State Occupational Information
Coordinating Committees (SOICCs) under the Carl D. Perkins Vocational
and Applied Technology Education Act of 1990 (P.L. 101-392) and its
predecessors. Since 1982, States and outlying areas have also received
such grants under the Job Training Partnership Act of 1982 (JTPA) (PL
102-367). Funding for these grants ends on June 30, 2000, with the
expiration of JTPA. While some of the activities authorized under
section 118 of Perkins III are similar to those which could have been
carried out under the SOICC grant program, there are some significant
differences which should be noted by applicants.
Unlike the previous SOICC grant program, the development,
implementation, and maintenance of occupational information systems and
labor market information products are not authorized uses of funds
under section 118 of Perkins III. Section 15 of the Wagner-Peyser Act
as amended by the Workforce Investment Act (WIA) authorizes States and
outlying areas to collect, analyze, and disseminate occupational and
labor market information. In contrast, section 118 of Perkins III funds
may be used by States and outlying areas for the development and
delivery of career counseling and educational guidance resources and
services, which utilize the occupational and labor market information.
Further, none of the functions and activities assisted under
section 118 may duplicate functions and activities carried out under
the WIA or section 15 of the Wagner-Peyser Act. To assist job-seekers
as well as employers, the Department of Labor has created America's
Career Kit, an array of online information resources on job openings,
persons looking for employment and their qualifications, and education
and training opportunities. With assistance under Title I of the WIA,
States and localities are building One-Stop Career Center systems that
offer all individuals information and assistance in obtaining
employment, training, and education. Section 15 of the Wagner-Peyser
Act also provides States and outlying areas with assistance in
collecting, analyzing, and disseminating occupational and labor market
information. Section 118 funds may not be used to duplicate any of
these or other activities assisted under WIA, but may be used to
supplement and enhance them. For example, professional development
activities or other resources developed to support academic counseling
and career guidance for young people may be made available to youth-
serving programs that receive assistance under WIA Title I, provided
that they do not duplicate functions or activities that are assisted by
WIA. The Secretary encourages applicants to collaborate with State and
local recipients of WIA funds in deciding how they will implement the
activities required by section 118(b) both to ensure that funds are
used most effectively and that the non-duplication requirements of
section 118(c)(2) are fulfilled.
Finally, applicants should note that States and outlying areas are
not required to establish or maintain interagency State Occupational
Information Coordinating Committees in order to receive funds under
section 118. Support for these bodies, however, is an eligible use of
funds. States and outlying areas may find these bodies to be an
effective means of coordinating their section 118 activities with
related State and Federal initiatives.
Required Activities
(a) Under this competition, grantees must carry out projects that--
(1) Provide support for a career guidance and academic counseling
program designed to promote improved career and education decision-
making by individuals, especially in areas of career information
delivery and use;
(2) Make available to students, parents, teachers, administrators,
and counselors, and to improve accessibility with respect to,
information and planning resources that relate educational preparation
to career goals and expectations;
(3) Equip teachers, administrators, and counselors with the
knowledge and skills needed to assist students and parents with career
exploration, educational opportunities, and education financing;
(4) Assist appropriate State entities in tailoring career-related
educational resources and training for use by such entities;
(5) Improve coordination and communication among administrators and
planners of programs authorized by Perkins III and by section 15 of the
Wagner-Peyser Act at Federal, State, and local levels to ensure non-
duplication of efforts and the appropriate use of shared information
and data; and
(6) Provide ongoing means for customers, such as students and
parents, to provide comments and feedback on products and services and
to update resources, as appropriate, to better meet customer
requirements.
(b) Grants may be used to supplement, but not to duplicate,
activities under section 15 of the Wagner-Peyser Act.
(c) Functions and activities assisted under a grant may not
duplicate the functions and activities carried out under Public Law
105-220; Workforce Investment Act of 1998.
[[Page 30801]]
Priorities
Invitational Priorities
We are particularly interested in applications that meet the
following priorities.
Invitational Priority 1. Applications that propose to align
products and services to be provided with the sixteen industry-based
career areas identified in this notice and required as the reporting
framework for the new student enrollment form which is part of the
Consolidated Annual Report (CAR) required for basic grants under
Perkins III. These career areas are set forth fully in the
supplementary information section of this notice and are defined in
Appendix A to this notice.
Invitational Priority 2. Applications that propose to develop
products and services that assist State and local users to achieve
student outcomes established by performance measurement and
accountability systems under development by Federal and State
education, vocational education, and workforce development programs.
Under 34 CFR 75.105(c)(1), we do not give an application that meets
these invitational priorities a competitive or absolute preference over
other applications.
Selection Criteria
The Secretary uses the following selection criteria to evaluate
applications for new grants under this competition. The Secretary
awards a total possible score of 100 points. The maximum possible score
for each criterion is indicated in parentheses.
(a) Required Activities. (65 points) The Secretary reviews each
application to determine the extent to which it will--
(1) Provide support for a career guidance and academic counseling
program designed to promote improved career and education decision-
making by individuals, especially in areas of career information
delivery and use;
(2) Make availabale to students, parents, teachers, administrators,
and counselors, and to improve accessibility with respect to,
information and planning resources that relate educational preparation
to career goals and expectations;
(3) Equip teachers, administrators, and counselors with the
knowledge and skills needed to assist students and parents with career
exploration, educational opportunities, and education financing;
(4) Assist appropriate State entities in tailoring career-related
educational resources and training for use by such entities;
(5) Improve coordination and communication among administrators and
planners of programs authorized by the Act and by section 15 of the
Wagner-Peyser Act at Federal, State, and local levels to ensure non-
duplication of efforts and the appropriate use of shared information
and data; and
(6) Provide ongoing means for customers, such as students and
parents to provide comments and feedback on products and services and
to update resources, as appropriate, to better meet customer
requirments.
(b) Quality of the project design. (10 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 proposed project will be coordinated
with similar or related efforts, and with other appropriate community,
State, and Federal resources.
(iii) The extent to which performance feedback and continuous
improvement are integral to the design of the proposed project.
(c) Adequacy of resources. (5 points)
(1) The Secretary considers the adequacy of resources for the
proposed project.
(2) 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.
(d) Quality of the management plan. (10 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 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.
(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.
(e) Quality of the project evaluation. (10 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 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.
(ii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
Intergovernmental Review of Federal Progarms
This program is subject to the requirements of Executive Order
12372 (Intergovernmental Review of Federal Programs) and the
regulations in 34 CFR part 79.
One of the objectives 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 procedures established
in each State under the executive order. If you want to know the name
and address of any State Single Point of Contact (SPOC), 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,
[[Page 30802]]
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, area-wide,
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# 84.346, U.S. Department of Education, Room 7E200,
Washington, DC 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 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
Applicants are required to submit one original signed application
and two copies of the grant application. All forms and assurances must
have ink signatures. Please mark applications as ``original'' or
``copy.'' To aid with the review of applications, the Department
encourages applicants to submit four additional copies of the grant
application. The Department will not penalize applicants who do not
provide additional copies.
(a) If an applicant wants to apply for a grant under this process,
the applicant must either--
(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# 84.346), Washington, D.C. 20202-4725, or
(2) Hand deliver the original and two copies of the application by 4:30
p.m. (Washington, D.C. time) on or before the deadline date to: U.S.
Department of Education, Application Control Center, Attention: (CFDA
#84.346), Room #3633, Regional Office Building #3, 7th and D Streets,
S.W., 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)
708-9494.
(3) The applicant must indicate on the envelope and--if not
provided by the Department--in Item 10 of the Application for
Federal Education Assistance (ED 424) the CFDA number--and suffix
letter, if any--of the process under which the application is being
submitted.
Application Instructions and Forms
All forms and instructions are included at the end of this notice.
Questions and answers pertaining to this program are included, as
Appendix B, to assist potential applicants.
To apply for an award under this program, your application must be
organized in the following order and include the following five parts.
The parts and additional materials are as follows (See application
forms and instructions at the end of this notice):
(1) Application for Federal Education Assistance (ED 424 (Rev. 1/
12/99)) and instructions.
(2) Budget Information--Non-Construction Programs (ED Form No. 524)
and instructions.
(3) Budget Narrative.
(4) Program Narrative.
(5) Additional Assurances and Certifications:
a. Assurances--Non-Construction Programs (Standard Form 424B).
b. Certification regarding Lobbying, Debarment, Suspension, and
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED
80-0013) and instructions.
c. Certification regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion: Lower Tier Covered Transactions (ED Form 80-0014,
9/90) and instructions.
Note: ED Form 80-0014 is intended for the use of grantees and
should not be transmitted to the Department.)
d. Disclosure of Lobbying Activities (Standard Form LLL) (if
applicable) and instructions. This document has been marked to reflect
statutory changes. See the notice published by the Office of Management
and Budget at 61 FR 1413 (January 19, 1996).
No grant may be awarded unless a completed application form has
been received.
FOR FURTHER INFORMATION CONTACT: Dr. Marcel R. DuVall, Division of
Vocational-Technical Education, Office of Vocational and Adult
Education, U.S. Department of Education, 400 Maryland Avenue, S.W.
(Room 4317, Mary E. Switzer Building), Washington, D.C. 20202-7241.
Telephone (202) 260-4982. 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 at the beginning of this 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 Department
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.
Additionally, this notice, as well as other documents concerning
the implementation of the Carl D. Perkins Vocational and Technical
Education Act of 1998, is available on the World Wide Web at the
following site: http://www.ed.gov/offices/OVAE/VocEd/InfoBoard/
legis.html.
Note: The official version of this document is the document
published in the Federal Register.
Program Authority: 20 U.S.C. 2328.
Dated: May 9, 2000.
Robert Muller,
Acting Assistant Secretary for Vocational and Adult Education.
Appendix A--Sixteen Career Areas Definitions
(a) Agriculture and Natural Resources, comprised of courses and/
or programs
[[Page 30803]]
related to planning, managing and performing agricultural production
and horticulture and landscaping services and related professional
and technical services, mining and extraction operations, and
managing and conserving natural resources and related environmental
services;
(b) Construction, comprised of courses and/or programs relating
to designing, planning, managing, building, and maintaining physical
structures and the larger building environment including roadways
and bridges and industrial, commercial and residential facilities
and buildings;
(c) Manufacturing, comprised of courses and/or programs related
to planning, managing and performing the processing of materials
into intermediate or final products and related professional and
technical support activities such as production planning and
control, maintenance and manufacturing/process engineering;
(d) Logistics, Transportation and Distribution Services,
comprised of courses and/or programs related to planning,
management, and movement of people, materials, and goods by road,
pipeline, air, rail and water and related professional and technical
support services such as transportation infrastructure planning and
management, logistics services, mobile equipment and facility
maintenance;
(e) Information Technology Services, comprised of courses and/or
programs related to designing, developing, managing and operating
communication and information technology networks and related
hardware and software for the recording, storage, transformation,
transmission and distribution of voice, video, images, and data
including both telecommunications and computing services;
(f) Wholesale/Retail Sales and Services, comprised of courses
and/or programs related to planning, managing and performing
wholesaling and retailing services and related marketing and
distribution support services including merchandise/product
management and promotion;
(g) Financial Services, comprised of courses and/or programs
related to planning, managing and providing banking, investment,
financial planning, and insurance services;
(h) Hospitality and Tourism, comprised of courses and/or
programs related to hospitality and tourism and to planning,
managing and providing lodging, food, recreation, convention and
tourism, and related planning and support services such as travel-
related services;
(i) Business and Services, comprised of courses and/or programs
related to planning, managing, and providing administrative support,
information processing, accounting, and human resource management
services and related management support services;
(j) Health Services, comprised of courses and/or programs
related to planning, managing, and providing diagnostic,
therapeutic, and information and environmental services in health
care; exhibiting, performing, writing, and publishing multimedia
content, including visual and performing arts and design,
journalism, and entertainment services;
(k) Human Services, comprised of courses and/or programs related
to planning, managing, and providing human services including social
and related community services;
(l) Arts And Communications Services, comprised of courses and/
or programs related to designing, producing, exhibiting, performing,
writing, and publishing multimedia content, including visual and
performing arts and design, journalism, and entertainment services;
(m) Legal And Protective Services, comprised of courses and/or
programs related to planning, managing and providing judicial,
legal, and protective services, including professional and technical
support services in the fire protection and criminal justice
systems;
(n) Scientific Research And Technical Services, comprised of
courses and/or programs related to planning, managing, and providing
scientific research and professional and technical services (e.g.,
physical science, social science, engineering), including laboratory
and testing services, and research and development services;
(o) Education And Training Services, comprised of courses and/or
programs related to planning, managing and providing education and
training services, and related learning support services, including
assessment and library and information services; and
(p) Public Administration/Government Services, comprised of
courses and/or programs related to planning, managing and providing
government, legislative, administrative and regulatory services and
related general purpose government services at the Federal, State
and local levels.
Appendix B--Questions and Answers
Potential applicants frequently direct questions to officials of
the Department regarding application notices and programmatic and
administrative regulations governing various direct grant programs.
To assist potential applicants, the Department has assembled the
following most commonly asked questions followed by the Department's
answers.
Q. Can we get an extension of the deadline?
A. No. A closing date may be changed only under extraordinary
circumstances. Any change must be announced in the Federal Register
and must apply to all applications. Waivers for individual
applications cannot be granted regardless of the circumstances.
Q. How many copies of the application should I submit and must
they be bound?
A. Applicants are required to submit one original and two copies
of the grant application. To aid with the review of applications,
the Department encourages applicants to submit four additional
copies of the grant application. The Department will not penalize
applicants who do not provide additional copies. Sending
applications in notebooks, binders, folders, or other coverings is
strongly discouraged.
Q. We just missed the deadline for the XXX competition. May we
submit under another competition?
A. Yes, however, the likelihood of success is not good. A
properly prepared application must meet the specifications of the
competition to which it is submitted.
Q. I'm not sure which competition is most appropriate for my
project. What should I do?
A. We are happy to discuss any such questions with you and
provide clarification on the unique elements of the various
competitions.
Q. Will you help us prepare our application?
A. We are happy to provide general program information. Clearly,
it would not be appropriate for staff to participate in the actual
writing of an application, but we can respond to specific questions
about application requirements, evaluation criteria, and the
priorities. Applicants should understand, however, that prior
contact with the Department is not required, nor will it in any way
influence the success of an application.
Q. When will I find out if I'm going to be funded?
A. You can expect to receive notification as soon as possible
after the application closing date, depending on the number of
applications received and the number of Department competitions with
similar closing dates.
Q. Once my application has been reviewed by the review panel,
can you tell me the outcome?
A. No. Every year we are called by a number of applicants who
have a legitimate reason for needing to know the outcome of the
panel review prior to official notification. Some applicants need to
make job decisions, some need to notify a local school district,
etc. Regardless of the reason, because final funding decisions have
not been made at that point, we cannot share information about the
results of panel review with anyone.
Q. Will my application be returned if I am not funded?
A. No. We no longer return unsuccessful applications. Thus,
applicants should retain at least one copy of the application.
Q. Can I obtain copies of reviewers' comments?
A. Upon written request, reviewers' comments will be mailed to
unsuccessful applicants.
Q. Is travel allowed under these projects?
A. Travel associated with carrying out the project is allowed.
Because we may
[[Page 30804]]
request the project director of funded projects to attend an annual
project directors' meeting, you may also wish to include a trip or
two to Washington, DC in the travel budget. Travel to conferences is
sometimes allowed when the purpose of the conference will be of
benefit and relates to the project.
Q. If my application receives high scores from the reviewers,
does that mean that I will receive funding?
A. Not necessarily. It is often the case that the number of
applications scored highly by the reviewers exceeds the dollars
available for funding projects under a particular competition. The
order of selection, which is based on the scores of all the
applications reviewed and other relevant factors, determines the
applications that can be funded.
Q. What happens during pre-award clarification discussions?
A. During pre-award clarification discussions, technical and
budget issues may be raised. These are issues that have been
identified during the panel and staff reviews that require
clarification. Sometimes issues are stated as ``conditions.'' These
are issues that have been identified as so critical that the award
cannot be made unless those conditions are met. Questions may also
be raised about the proposed budget. Generally, these issues are
raised because an application contains inadequate justification or
explanation of a particular budget item, or because the budget item
seems unimportant to the successful completion of the project. If
you are asked to make changes that you feel could seriously affect
the project's success, you may provide reasons for not making the
changes or provide alternative suggestions. Similarly, if proposed
budget reductions will, in your opinion, seriously affect the
project activities, you may explain why and provide additional
justification for the proposed expenses. An award cannot be made
until all issues under discussion have been resolved.
Q. How do I provide an assurance?
A. Except for SF-424B, ``Assurances--Non-Construction Programs,''
you may provide an assurance simply by stating in writing that you are
meeting a prescribed requirement.
Q. Where can copies of the Federal Register, program regulations,
and Federal statutes be obtained?
A. Copies of these materials can usually be found at your local
library. If not, they can be obtained from the Government Printing
Office by writing to Superintendent of Documents, U.S. Government
Printing Office, Washington, DC 20402. Telephone: (202) 708-8228. When
requesting copies of regulations or statutes, it is helpful to use the
specific name or public law, number of a statute, or part number of a
regulation. The material referenced in this notice should be referred
to as follows:
(a) The Carl D. Perkins Vocational Technical Education Act of 1998
(Pub. L. 105-332) may be obtained (1) from the Government Printing
Office by writing to Superintendent of Documents, P.O. Box 371954,
Pittsburgh, PA 15250-7954 or telephoning (202) 512-1800, or (2) online
from the Library of Congress at Http://thomas.loc.gov.
(b) A copy of the Code of Federal Regulations that contains the
Education Department General Administrative Regulations, 34 CFR parts
74, 75, 77, 79, 80, 81, 82, 85, 86, 97, 98, and 99, may be obtained
from the Government Printing Office Government Printing Office by
writing to Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA
15250-7954 or telephoning (202) 512-1800, or (2) on the internet at:
http://www.access.gpo.gov/su_docs or http://www.access.gpo.gov/nara/
cfr.
(c) Federal Register notices can also be accessed on the internet
at: http://www.access.gpo.gov/nara/index.html.
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 1830-0541. (Expiration date: 05/31/2003). The
time required to complete this information collection is estimated to
average 36 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(s) or suggestions for improving this grant application, please
write to: U.S. Department of Education, Washington, D.C. 20202-4651.
If you have comments or concerns regarding the status of your
individual submission of this grant application, write directly to: Dr.
Marcel R. DuVall, Division of Vocational and Technical Education,
Office of Vocational and Adult Education, U.S. Department of Education,
400 Maryland Avenue, S.W. (Room 4325, Mary E. Switzer Building),
Washington D.C. 20202-7242.
Instructions for Budget Information
Sections A and B--Budget Summary by Categories
1. Personnel: Show salaries to be paid to personnel for each budget
year.
2. Fringe Benefits: Indicate the rate and amount of fringe benefits
for each budget year.
3. Travel: Indicate the amount requested for both local and out of
State travel of Project Staff for each budget year. Include funds for
at least two trips per year for two people to attend the Project
Directors' Workshop.
4. Equipment: Indicate the cost of non-expendable personal property
that has a cost of $5,000 or more per unit for each budget year.
5. Supplies: Include the cost of consumable supplies and materials
to be used during the project period for each budget year.
6. Contractual: Show the amount to be used for: (1) procurement
contracts (except those which belong on other lines such as supplies
and equipment); and (2) subcontracts for each budget year.
7. Construction: Not Applicable.
8. Other: Indicate all direct costs not clearly covered by lines 1
through 6 above, including consultants and capital expenditures for
each budget year.
9. Total Direct Cost: Show the total for Lines 1 through 8 for each
budget year.
10. Indirect Costs: Indicate the rate and amount of indirect costs
for each budget year.
11. Training/stipend Cost: Not applicable. This item pertains only
to student and institutional allowances.
12. Total Costs: Show total for lines 9 through 11 for each budget
year.
Instructions for Budget Narrative
The budget narrative should explain, justify, and, if needed,
clarify your budget summary. For each line item (personnel, fringe
benefits, travel, etc.) in your budget, explain why it is there and how
you computed the costs.
Please limit this section to no more than five pages. Be sure that
each page of your application is numbered consecutively.
Instructions for Program Narrative
The program narrative will comprise the largest portion of your
application. This part is where you spell out the who, what, when, why,
and how, of your proposed project.
Although you will not have a form to fill out for your narrative,
there is a format. This format is based on the selection criteria.
Because your application will be reviewed and rated by a review panel
on the basis of the
[[Page 30805]]
selection criteria, your narrative should follow the order and format
of the criteria.
Before preparing your application, you should carefully read the
legislation and EDGAR regulations governing this program, eligibility
requirements, priorities, and the selection criteria for this process.
Your program narrative should be clear, concise, and to the point.
Begin the narrative with a one page abstract or summary of your
project. Then describe the project in detail, addressing each selection
criterion in order.
The Secretary strongly suggests that you limit the program
narrative to no more than 30 double-spaced, typed pages (on one side
only), although the Secretary will consider your application if it is
longer. Be sure to number consecutively ALL pages in your application.
You may include supporting documentation as appendices to the
program narrative. Be sure that this material is concise and pertinent
to this program.
You are advised that--
(a) The Secretary considers only information contained in the
application in ranking applications for funding consideration. Letters
of support sent separately from the formal application package are not
considered in the review by the technical review panels. (34 CFR
75.217)
(b) The technical review panel evaluates each application solely on
the basis of the selection criteria contained in this notice.
(c) Letters of support included as appendices to an application,
that are of direct relevance to or contain commitments that pertain to
the established selection criteria, such as commitment of resources,
will be reviewed by the panel. As noted above in paragraph (a), letters
of support sent separately from the formal application package are not
considered in the review by the technical review panel. (34 CFR 75.217)
Performance Measures
The Government Performance and Results Act of 1993 (GPRA) places
new management expectations and requirements on Federal departments and
agencies by creating a framework for more effective planning,
budgeting, program evaluation, and fiscal accountability for Federal
programs. The intent of GPRA is to improve public confidence by holding
departments and agencies accountable for achieving program results.
Under GPRA, Departments and agencies must clearly describe the goals
and objectives of their programs.
As required by GPRA, the Department of Education has prepared a
strategic plan for 1998-2002. This plan reflects the Department's
priorities and integrates them with its mission and program authorities
and describes how the Department will work to improve education for all
children and adults in the United States.
standards so that they are prepared for responsible citizenship,
further learning, and productive employment. Among the objectives for
Goal 1 is that schools help all students make successful transitions to
college and careers.
Factors that may be considered in evaluating the success of the
program may include:
(1) Number of people trained by the career resource grant
recipient;
(2) Improved and expanded use of career development products and
services; and
(3) Number of students who had access to career development
products and services.
An evaluation plan must be included in each Career Resource Network
grant. The application should describe the plan in detail including the
following information: (1) What types of data will be collected; (2)
what instruments will be used; (3) when reports of results and outcomes
will become available; and (4) how information will be used by the
project to monitor progress and to provide accountability information
to stakeholders.
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[FR Doc. 00-11992 Filed 5-11-00; 8:45 am]
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