[Federal Register: January 27, 1999 (Volume 64, Number 17)]
[Notices]
[Page 4179-4211]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr27ja99-110]
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_______________________________________________________________________
Part III
Department of Education
_______________________________________________________________________
Bilingual Education: Teachers and Personnel Grants; Inviting
Applications for New Awards for Fiscal Year (FY) 1999; Notice
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DEPARTMENT OF EDUCATION
[CFDA No.: 84.195A]
Bilingual Education: Teachers and Personnel Grants; Notice
Inviting Applications for New Awards for Fiscal Year (FY) 1999
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 an award under this program. The statutory authorization for this
program, and the application requirements that apply to this
competition, are set out in sections 7143 and 7146-7149 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. 7473 and 7476-7479)).
Purpose of Program: This program provides grants for preservice and
inservice professional development for bilingual education teachers,
administrators, pupil services personnel, and other educational
personnel who are either involved in, or preparing to be involved in,
the provision of educational services for children and youth of limited
English proficiency.
Eligible Applicants: (1) One or more institutions of higher
education (IHEs) which have entered into consortia arrangements with
local educational agencies (LEAs) or State educational agencies (SEAs),
to achieve the purposes of this section. (2) SEAs and LEAs for
inservice-professional development programs.
Deadline for Transmittal of Applications: February 27, 1999.
Deadline for Intergovernmental Review: April 26, 1999
Available Funds: $10 million.
Estimated Range of Awards: $150,000-$250,000.
Estimated Average Size of Awards: $200,000.
Estimated Number of Awards: 50.
Note: The Department of Education is not bound by any estimates
in this notice.
Project Period: 60 months.
Applicable Regulations
(a) The Education Department General Administrative Regulations
(EDGAR) in 34 CFR Parts 74, 75, 77, 79, 80, 81, 82, 85, and 86.
(b) 34 CFR part 299.
Description of Program
Funds under this program are to provide for preservice and
inservice professional development for bilingual education teachers and
other educational personnel. Activities shall assist educational
personnel in meeting State and local certification requirements for
bilingual education and, wherever possible, shall lead to the awarding
of college or university credit.
Priorities
Competitive Priority 1
The Secretary, under 34 CFR 75.105(c)(2)(i) and 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.
A list of areas that have been designated as Empowerment Zones and
Enterprise Communities is provided at the end of this notice.
Competitive Priority 2
Under 34 CFR 75.105 (c)(2) (ii) and section 7143(b) of the Act, the
Secretary gives a competitive preference to applications that meet the
following priority:
Institutions of higher education, in consortia with local or State
educational agencies, that offer degree programs that prepare new
bilingual education teachers in order to increase the availability of
educators to provide high-quality education to limited English
proficient students.
The Secretary selects applications that meet this priority over
applications of comparable merit which do not meet the priority.
Invitational Priorities
The Secretary is particularly interested in applications that meet
one of the following the invitational priorities in the next
paragraphs. However, an application that meets these invitational
priorities receives no competitive or absolute preference over other
applications (34 CFR.105(c)(1)).
(1) Applicants which propose to provide special support for new
bilingual teachers during their initial teaching years.
(2) Applicants which propose to improve teacher preparation
programs in institutions of higher education to better prepare all
teachers to meet the needs of LEP students.
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.
(b) Need for project. (10 points) (1) The Secretary considers the
need for the proposed project.
(2) In determining the need for the proposed project the Secretary
considers the following factors:
(i) The magnitude or severity of the problem to be addressed by the
proposed project.
(ii) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and the
magnitude of those gaps or weaknesses.
(b) Quality of the project design. (55 points) (1) The Secretary
considers the quality of the design of the proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs.
(iii) The extent to which the proposed project is designed to build
capacity and yield results that will extend beyond the period of
Federal financial assistance.
(iv) The extent to which the design of the proposed project
reflects up-to-date knowledge from research and effective practice.
(v) The extent to which the proposed activities constitute a
coherent, sustained program of training in the field.
(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.
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(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.
(c) Quality of project services. (10 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 (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.
(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 qualifications,
including relevant training and experience, of key project personnel.
(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 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.
(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.
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 November 3 1998 (63 FR 59452
through 59455).
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, 400
Maryland 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 two copies of the application on or
before the deadline date to: U.S. Department of Education, Application
Control Center, Attention: (CFDA #84.195A), 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 #84.195A), Room #3633, Regional Office Building #3, 7th and D
Streets, SW., Washington, D.C.
(b) An applicant must show one of the following as proof of
mailing:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary.
(c) If an application is mailed through the U.S. Postal Service,
the Secretary does not accept either of the following as proof of
mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
Notes: (1) The U.S. Postal Service does not uniformly provide a
dated postmark. Before relying on this method, an applicant should
check with its local post office.
(2) The Application Control Center will mail a Grant Application
Receipt Acknowledgment to each applicant. If an applicant fails to
receive the notification of application receipt within 15 days from
the date of mailing the application, the applicant should call the
U.S. Department of Education Application Control Center at (202)
708-9495.
(3) The applicant must indicate on the envelope and--if not
provided by the Department--in Item 10 of the Application for
Federal Assistance (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 application is divided into three parts, plus
a statement regarding estimated public
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reporting burden, a notice to applicants regarding compliance with
Section 427 of the General Education Provisions Act, additional non-
regulatory guidance, and various assurances, certifications, and
required documentation. These parts and additional materials are
organized in the same manner that the submitted application should be
organized. The parts and additional materials are as follows:
Part I: Application for Federal Assistance (Standard Form 424 (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 and two copies of the application. Please
mark each application as ``original'' or ``copy''. No grant may be
awarded unless a completed application has been received.
FOR FURTHER INFORMATION CONTACT: Mahal May (202) 205-8727 or Steve Van
Pelt (202) 205-8732 U.S. Department of Education, 400 Maryland Avenue,
SW., Room 5090, Switzer Building, Washington, D.C. 20202-6510.
Individuals who use a telecommunications device for the deaf (TDD) may
call the Federal Information Relay Service (FIRS) at 1-800-877-8339
between 8 a.m. and 8 p.m., Eastern time, Monday through Friday.
Individuals with disabilities may obtain this notice in an
alternate format (e.g., braille, large print, audiotape, or computer
diskette) on request to the contact person 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. 7473.
Dated: January 22, 1999.
Art Love,
Acting Deputy 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. 1885-0536, Exp. Date: 12/31/00. The
time required to complete this information collection is estimated to
average 120 hours per response, including the time to review
instructions, search existing data resources, gather the data needed,
and complete and review the information collection. If you have any
comments concerning the accuracy of the time estimate or suggestions
for improving this form, please write to: U.S. Department of Education,
Washington, D.C. 20202-4651. If you have any comments or concerns
regarding the status of your individual submission of this form, write
directly to: Office of Bilingual Education and Minority Languages
Affairs, U.S. Department of Education, 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 (Use this form to document
participation of consortia members)
3. Budget Information (ED Form No. 524)
4. Itemized Budget for each year (Attached to Form No. 524)
5. Participant Data approximate number of participants to be served
each year.
6. Project Documentation Transmittal Letter to SEA Documentation of
Empowerment Zone or Enterprise Community (if applicable)
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. Notice to All Applicants (See form provided below)
13. Table of Contents
14. One-page abstract (single-spaced)
15. Application Narrative (double-spaced not to exceed 30 pages, see
instructions below)
16. 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 narrative is the section of the application where you address
the selection criteria used by reviewers in evaluating the application.
You must limit the narrative to the equivalent of no more than 30
pages, using the following standards:
A page is 8.5 x 11, on one side only with 1'' margins at the top,
bottom, and both sides.
You must double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all
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text in charts, tables, figures, and graphs.
If you use a proportional computer font, you may not use a font
smaller than a 12-point font. If you use a non-proportional font or a
typewriter, you may not use more than 12 characters per inch.
The page limit does not apply to the Application for Federal
Education Assistance Form (ED 424); the Budget Information Form (ED
524) and attached itemization of costs; the other application forms and
attachments to those forms; the assurances and certifications; or the
one-page abstract and table of contents. The page limit applies only to
item 15 in the checklist for applicants provided above.
If, in Order to meet the page limit, you use print size, spacing,
or margins smaller than the standards specified in this notice, your
application will not be considered for funding.
Application Narrative and Abstract
The narrative should address fully all aspects of the selection
criteria in the order listed and should give detailed information
regarding each criterion. Do not simply paraphrase the criteria.
Provide position descriptions for key personnel. This package includes
non-regulatory guidance (Questions and Answers) to assist you in
preparing the narrative portion of the application. Prepare a one-page
single-spaced abstract which summarizes the proposed project
activities, the expected outcomes, and how the application addresses
the announced invitational priorities, if applicable.
Budget
Budget line items must support the goals and objectives of the
proposed project and be directly applicable to the program design and
all other project components. Prepare an itemized budget for each year
of requested funding. Indirect costs for institutions of higher
education which are the fiscal agents for Teachers and Personnel Grants
are limited to the lower of either 8% of the modified total direct cost
base or the institution's indirect cost agreement. A modified direct
cost is defined as total direct costs less stipends, tuition and
related fees, and capital expenditures of $5,000 or more. In describing
student support costs distinguish costs for tuition and fees from costs
for stipends.
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, 1999.
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,
Pub. L. 103-382) requires all applicants except schools funded by the
Bureau of Indian Affairs to submit a copy of their application to their
State educational agency (SEA) for review and comment (20 U.S.C.
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). Applicants that do not submit a copy
of their application to their SEA will not be considered for funding.
Questions and Answers
Does the Teachers and Personnel Grants 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 Priorities Exist for the Teachers and Personnel Grants?
Fiscal Year 1999 the Department has announced an invitational
priority for applicants proposing to improve teacher preparation
programs in institutions of higher education to better prepare all
teachers to meet the needs of LEP students. In addition, the Department
has announced an invitational priority for applicants which propose to
provide special support for new bilingual teachers during their initial
teaching years. The competitive priorities for this program are (1) for
applications from institutions of higher education, in consortia with
local or State educational agencies, that offer degree programs that
prepare new bilingual education teachers in order to increase the
availability of educators to provide high-quality education to limited
English proficient students, and, (2) for programs that will contribute
to systemic educational reform in an Empowerment Zone, including a
Supplemental Empowerment Zone, or an Enterprize Community, and are made
an integral part of the Zones or Community's comprehensive
revitalization strategies.
Applicants proposing to address invitational or competitive
priorities may include in their abstracts a brief description of their
plans to address the priorities.
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.
What Activities Are Authorized Under Teachers and Personnel Grants?
Authorized activities are those which support the purpose of the
development for teachers and other educational personnel. Such
activities may include, but are not limited to, the development of
program curricula; collaboration with local school districts in
designing new teacher training activities; and reforming and improving
teacher training programs to reflect high standards of professionalism.
Only institutions of higher education, applying in consortia
arrangements with one or more local educational agencies or State
educational agencies, are eligible to apply for preservice programs.
This means the institution of higher education would be the lead agency
and the fiscal agent for the grant. State educational agencies and
local educational agencies may, however apply for inservice training
programs.
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 costs to support
developmental activities.
What Information May Be Helpful in Preparing Narrative for a Teachers
and Personnel Grant?
In responding to the selection criteria, applicants may wish to
consider the following questions as a guide for preparing application
narrative.
<bullet> What are the specific responsibilities of districts,
schools, institutions of higher education, and other partnership
organizations in planning, implementing, and evaluating
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the proposed program? What resources and support will be provided by
each of the contributing partners?
<bullet> 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?
<bullet> How will the program assist in systemically reforming
policies and practices in the target schools and in the HE 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?
<bullet> What selection criteria will the applicant adopt to ensure
that individuals selected to participate in the program hold promise
for successfully completing program requirements?
<bullet> What support will be provided to new bilingual teachers by
experienced bilingual teachers, higher education faculty, and school
administrators to guide them during their period of induction?
<bullet> How will the instructional responsibilities of new
teachers be balanced with appropriate professional development, support
and planning time?
<bullet> 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?
<bullet> How is the training curriculum based on current research
related to effective teaching and learning? What evidence of
effectiveness supports the training model?
<bullet> What performance indicators will the proposed program use
to support the effectiveness of the program, participants, and
graduates related to for example, improved teaching practices,
performance on National or State benchmark tests; reduction in the
number of new teachers leaving the profession in targeted districts;
improvement in participant completion rates; decline in attrition, or
other performance indicators.
<bullet> How will the program evaluation incorporate strategies for
assessing progress and performance of participants; communicating
meaningful, regular and timely feedback to participants; improving the
quality of the training program; identifying exemplary program
features; and reporting on specific data related to the number of
participants completing the program and the number of graduates placed
in the instructional setting?
<bullet> How will the proposed program improve teacher preparation
curricula, clinical experiences and the skills and knowledge of higher
education faculty to better prepare ALL teachers in content and
pedagogy related to the needs of LEP students.
In Addition, Applicants May Wish To Consider the Department of
Education Professional Development Principles in Planning a Teachers
and Personnel Grant
The following are the professional development principles:
<bullet> Focuses on teachers as central to student learning, yet
includes all other members of the school community;
<bullet> Focuses on individual, collegial and organizational
improvement; Respects and nurtures the intellectual and leadership
capacity of teachers, principals, and others in the school community;
<bullet> Reflects best available research and practice in teaching,
learning, and leadership;
<bullet> Enables teachers to develop further expertise in subject
content, teaching strategies, uses of technologies, and other essential
elements in teaching to high standards;
<bullet> Promotes continuous inquiry and improvement embedded in
the daily life of schools;
<bullet> Is planned collaboratively by those who will participate
in and facilitate that development;
<bullet> 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
<bullet> Uses this assessment to guide subsequent professional
development efforts.
What Other Information May Be Helpful in Applying for a Teachers and
Personnel Grant?
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. The SEA
review requirement and the requirements for Executive Order 12372 are
two distinct requirements.
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[FR Doc. 99-1863 Filed 1-26-99; 8:45 am]
BILLING CODE 4000-01-C