Federal Register / Vol. 65, No. 122 / Friday, June 23, 2000 / Notices 39193

High Risk Money Laundering and Financial

Crime Areas (HIFCAs) will be considered

favorably for a C–FIC grant award. The

National Money Laundering Strategy for 2000

designated three geographic HIFCAs—New

York/Northern New Jersey, Los Angles, and

San Juan’and one money laundering system

for the smuggling of bulk cash across the

Texas and Arizona borders. Collaboration is

strongly encouraged in the following manner:

(a) Coordination with the action team of a

designated HIFCA site, including a statement

of endorsement by the head(s) of the HIFCA

Action Team, and (b) participation with

appropriate regulatory agencies.

5. What is the projected budget for the

project? Use the appropriate worksheet

included in the BJA Application Kit. (20

points)

The budget must describe not only the

costs of the program, but the costbenefits to the jurisdiction.

Note: The applicants should describe how

the use of the C–FIC grant funds can result

in progress being made against money

laundering activity and describe how the

grant will impact the money laundering

target site after the grant period has

concluded.

Format

Applicants must submit 10 copies of

their proposal. To be considered for

funding, proposals must include the

following:

• All forms found in the BJA C–FIC

Application Kit (available at

www.ojp.usdoj.gov/BJA/html/new1.htm or at

www.ncjrs.org/fedgrant.htm#mlgrant, or by

calling the Bureau of Justice Assistance

Clearinghouse at 1–800–688–4252 or the DOJ

Response Center at 1-800–421–6770).

• A detailed narrative describing the

proposed project. The narrative must address

each of the Selection Criteria described

below in the sequence shown. The narrative

portion must not exceed 30 pages.

• A budget that reflects the estimated cost

of the activities described in the proposal.

• A copy of your State’s money laundering

statute and any other relevant State or local

applicable authorization to investigate and/or

prosecute money laundering and related

financial crimes. Applicants should include

the basis, if any, for their authority to seize

and/or forfeit assets.

• A resume of the proposed project

director highlighting information that clearly

indicates his or her experience in money

laundering enforcement and/or prosecution.

Note: Federal law requires that, to the

extent that monies are received by the

grantee via asset forfeiture as a result of

efforts funded by the grant, a C–FIC grant

recipient must agree to return C–FIC monies

awarded, up to the amount of the award,

whether or not the forfeiture occurs during

the period of the grant (31 U.S.C. 5352(c)(1)).

The proposal must be submitted on

81⁄2-by 11-inch paper in standard 12-

point font. The narrative portions of the

proposal must be double-spaced.

Award Period

Up to 10 awards will be made for up

to 18 months.

Award Amount

For FY 2000, applicants may request

funding of up to $300,000, which is

expected to be the maximum Federal

contribution available for each award.

Recipients of FY 2000 C–FIC grants will

be eligible to apply for future C–FIC

grants at the appropriate time.

Catalog of Federal Domestic Assistance

(CFDA) Number

For this program, the CFDA number, which

is required on Standard Form 424,

Application for Federal Assistance, is 16.580.

This form is included in the BJA C–FIC

Application Kit, which can be obtained by

accessing the BJA’s Web site at

www.ojp.usdoj.gov/BJA/html/new1.htm or at

www.ncjrs.org/fedgrant.htm#mlgrant. The

application kit is also available by calling the

Bureau of Justice Assistance Clearinghouse at

1–800–688–4252 or the DOJ Response Center

at 1–800–421–6770.

Delivery Instructions

Ten copies of the application must be

mailed or delivered to: Bureau of Justice

Assistance, Attention: BJA Control Desk,

5640 Nicholson Lane, Suite 300,

Rockville, Maryland 20852.

Due Date

The proposal must be RECEIVED at

the address above no later than 5 p.m.

eastern time, July 24, 2000. Proposals

delivered after the deadline will not be

considered. BJA will not grant

extensions of the deadline or accept

faxed submissions.

Contact

For further information, contact

Charles M. (Bud) Hollis, Senior Program

Advisor, Bureau of Justice Assistance,

202–616–3218, or send an e-mail

inquiry to BUD@ojp.usdoj.gov.

Suggested References

The National Money Laundering Strategy

for 2000, (March 2000) (U.S. Department of

the Treasury, U.S. Department of Justice,

available at www.treas.gov/press/releases/

docs/ml2000.pdf.

The National Money Laundering Strategy

for 1999, (September 1999) (U.S. Department

of the Treasury, U.S. Department of Justice),

available at www.treas.gov/press/releases/

99report.htm.

Dated: June 19, 2000.

Nancy E. Gist,

Director, Bureau of Justice Assistance.

[FR Doc. 00–15858 Filed 6–22–00; 8:45 am]

BILLING CODE 4410–18–P

DEPARTMENT OF JUSTICE

Office of Juvenile Justice and

Delinquency Prevention

[OJP (OJJDP)–1283]

Program Announcement for Hate

Crime Prevention: A Comprehensive

Approach

AGENCY: Office of Justice Programs,

Office of Juvenile Justice and

Delinquency Prevention, Justice.

ACTION: Notice of solicitation.

SUMMARY: The Office of Juvenile Justice

and Delinquency Prevention (OJJDP) is

requesting applications for Hate Crime

Prevention: A Comprehensive

Approach. The purpose of the program

is to disseminate information on

promising approaches to reduce and

prevent incidents of hate crimes and

hate-related behavior committed by

youth and to provide training and

technical assistance to help law

enforcement, communities, and schools

implement effective hate crime

prevention programs and activities.

DATES: Applications must be received

by August 7, 2000.

ADDRESSES: Interested applicants can

obtain the OJJDP Application Kit from

the Juvenile Justice Clearinghouse at

800–638–8736. The Application Kit is

also available at OJJDP’s Web site at

www.ojjdp.ncjrs.org/grants/

about.html#kit. (See ‘‘Format’’ and

‘‘Delivery Instructions’’ later in this

announcement for instructions on

required standards and the address to

which applications must be sent.)

FOR FURTHER INFORMATION CONTACT:

Frank Porpotage, Deputy Director,

Training and Technical Assistance

Division, at 202–616–3634. [This is not

a toll-free number].

SUPPLEMENTARY INFORMATION:

Purpose

To disseminate information and

provide training and technical

assistance on promising approaches to

prevent and reduce incidents of hate

crimes and hate-related behavior

committed by youth.

Background

Hate crime is a serious problem in the

United States, not only because of the

number of individual victims but also

because of the devastating impact hate

violence has on families, communities,

and institutions. Over the past few

years, the Nation has witnessed an

alarming number of violent hate crimes

motivated by the perpetrators’ bias

toward their victims’ perceived racial or

39194 Federal Register / Vol. 65, No. 122 / Friday, June 23, 2000 / Notices

ethnic identity, religion, nationality,

sexual orientation, gender, or disability.

Since the enactment of the 1990 Hate

Crime Statistics Act (HCSA), the Federal

Government has worked to establish

national statistics on hate crimes. In

response to the 1990 law, the Attorney

General directed the Federal Bureau of

Investigation (FBI) to add hate crime as

a category in the Uniform Crime

Reporting (UCR) Program. Although

hate crime reporting by law enforcement

agencies is voluntary under Federal law,

the Justice Department has provided

extensive training to State and local law

enforcement agencies, resulting in

increased reporting and improved

programs for responding to hate crimes.

The 1990 HCSA defined hate crimes

as ‘‘crimes that manifest evidence of

prejudice based on race, religion, sexual

orientation, or ethnicity.’’ The Violent

Crime and Law Enforcement Act of 1994

amended the HCSA to include crimes

motivated by bias against persons with

disabilities in the definition of hate

crimes.

Analysts in the field have noted that

reporting under the HCSA has increased

public awareness of, and improved local

law enforcement’s response to, hate

crime violence; however, the reporting

records remain incomplete. Because

hate crime reporting by law enforcement

agencies is voluntary under Federal law,

experts believe the data do not

completely describe the number and

nature of hate crimes that occur

nationally. In spite of these

irregularities, the Hate Crime Statistics

data for 1998 indicated that 9,235 hate

crimes were reported in that year.

To increase hate crime awareness and

support hate crime prevention efforts,

the 1992 reauthorization of the Juvenile

Justice and Delinquency Prevention Act

of 1974, as amended (Pub. L. 93–415, 42

U.S.C. 5601 et seq.), authorized the

Office of Juvenile Justice and

Delinquency Prevention (OJJDP) to fund

research, training, and program efforts

in support of hate crime awareness,

education, and prevention. Congress

directed OJJDP to establish and/or

support model educational programs

designed to prevent or reduce incidents

of hate crimes by juveniles, including

(1) programs that address prejudicial

attitudes of juveniles, develop

awareness of the effect of hate crime on

the victim, and educate the offender

about the importance of tolerance in our

society and (2) sentencing programs for

juveniles who commit hate crimes (42

U.S.C. 5665 (a)(9)).

In 1994, the Safe and Drug-Free

Schools and Communities Act was

reauthorized as part of the Improving

America’s Schools Act (Pub. L. 103–

382). One of the most significant

changes was the authorization of school

violence prevention activities. The focus

on school safety was based on a

recognition that schools needed to

expand the types of prevention and

early intervention activities they were

developing to ensure safe, healthy,

disciplined, and drug-free students. In

response to this broadened program

authority, Congress authorized the U.S.

Department of Education (ED) to

develop education and training

programs, curriculums, instructional

materials, and professional training to

prevent and reduce the incidence of

crimes and conflicts motivated by hate

in localities most directly affected by

hate crimes (20 U.S.C. 7131).

In general, hate crimes are ‘‘message’’

crimes intended to provoke fear,

marginalize members of society, and

disrupt the social order. In recent years,

these crimes have incited fear and

intimidation in many communities

throughout the Nation. No community

is immune. Hate crimes have been

reported in all regions of the country.

These crimes have a wrenching impact

on their victims, who are often

terrorized and tormented. They also

have a devastating impact on all

members of groups that are the target of

hate crime and a corrosive impact on

community and civil rights.

Although existing hate crime data do

not present a complete picture, they are

useful in providing important

information about the extent of hate

crime, its victims, and its perpetrators.

Examination of such data enables

policymakers and professionals to

identify the groups that are most likely

to be victimized or become perpetrators

and provide support and guidance for

programs, resources, and services.

While schools report that they have

few, if any, hate crimes, educators agree

that on a daily basis they deal with

various forms of unacceptable bias-/

hate-motivated and related behaviors

that disrupt the learning environment.

For the purpose of this program

announcement, hate-related behaviors

are defined to include (but are not

limited to) the following: harassment,

intimidation, bullying, taunting, graffiti,

name calling, and fighting, when the

victim of any of these behaviors is

intentionally selected because of his or

her race, color, religion, national origin,

gender, disability, sexual orientation,

and/or physical appearance.

Until recently, scant information has

been available on juvenile involvement

as either perpetrators or victims of hate

crime. However, current national, State,

and local information sources document

an increasing involvement of juveniles

in hate crimes or hate-related behavior:

• According to hate crime data in

Massachusetts for the years 1996 and 1997,

nearly 63 percent of perpetrators were under

the age of 21 (Department of Public Safety,

1998).

• A 1990 study of New York City police

data showed that the median age for bias

offenders was 18 and that 56 percent were

under the age of 21 (Southern Poverty Law

Center, 1995).

Additional studies (cited below) have

examined the incidence of hate crimes

and the role of juveniles as either the

victims or perpetrators of such crimes.

Student surveys also support the view

that hate crime prevention efforts need

to be focused on youth.

In a sample of 1,865 high school

students attending 10th, 11th, and 12th

grades in public, parochial, and private

schools across the country, more than

half of the students interviewed claimed

that they had witnessed racial

confrontations either ‘‘very often’’ or

‘‘once in a while.’’ One in four students

said that they were prepared to

intervene in, or even condemn, a

confrontation based on racial hatred.

However, almost half of the students

interviewed either admitted that they

would join in an attack or agreed that

the group under attack was ‘‘getting

what it deserved’’ (Harris, 1990).

A study of 1,570 elementary, middle,

and secondary schools in Los Angeles

County also supports the view that

hatred among youth is a critical

problem. Thirty-seven percent of these

schools reported incidents of hatemotivated violence during a school year.

Students in middle and high schools

were particularly likely to have

experienced hate violence, with a

response rate of 47 percent and 42

percent, respectively. Thirty-four

percent of the elementary schools also

reported hate incidents (Los Angeles

Commission on Human Relations,

1990).

A poll conducted by Penn, Schoen &

Berland Associates (1999) revealed that

more than 90 percent of young people

surveyed thought that hate crimes were

a serious problem. Eighty-nine percent

of the youth believed that the problem

of hate crime affects all areas of the

country, and 33 percent indicated that

the problem of hate crime has become

more severe.

Although most hate crimes are

perpetrated by individuals acting on

their own (Levin and McDevitt, 1993),

there is a long history of organized

hatred in the United States. Hate groups

contribute to community unrest and the

escalation of community violence.

Developmentally, adolescents may also

Federal Register / Vol. 65, No. 122 / Friday, June 23, 2000 / Notices 39195

be more susceptible to hate ideology

and propaganda. Some hate propaganda

is particularly emotionally charged and

can resonate with angry, alienated, and

isolated teens who seek someone to

blame for their unhappiness (Stanton,

1992). The individual juvenile who

commits hate crimes, whether or not he

or she is affiliated with an organized

hate group, continues to pose a major

challenge to youth-serving

professionals. Another significant

challenge is to conceptualize, fashion,

and implement interventions that will

modify a juvenile hate crime offender’s

prejudice, belief system, and violent

behavior. These challenges require the

collaboration of many disciplines to

address the problem comprehensively.

In 1997, the Leadership Conference

on Civil Rights (LCCR) and the

Leadership Conference Education Fund

published a report entitled Cause for

Concern: Hate Crimes in America,

which noted an increasing trend in hate

crime violence and the use of the

Internet to spread messages of hate. This

report also indicated that a large number

of hate crime ‘‘perpetrators are youthful

thrill-seekers, rather than hardcore

haters,’’ suggesting that hate crime

prevention and education programs

could be effective in reducing hate

crime violence committed by juveniles.

In the same year, the Anti-Defamation

League’s publication High Tech Hate:

Extremist Use of the Internet discussed

the impact of the Internet on individuals

and groups of all ages, especially

students from elementary to college

levels. The growth of hate crimes

through this medium challenges all

persons working with youth to develop

programs that will provide critical

thinking skills and media literacy to

teach youth to resist hate propaganda

messages and affiliations that may be

found on the Internet.

OJJDP and the Department of

Education’s Safe and Drug-Free Schools

(SDFS) Program have recognized the

need to provide assistance to help

prevent the commission of hate crimes

by juveniles. Since 1997, this assistance

has taken the form of joint funding to

support training programs for

policymakers working with

communities and youth and technical

assistance to several sites implementing

innovative hate crime prevention

initiatives.

In response to the growing demand by

communities, law enforcement, and

schools for additional hate crime and

hate-related behavior information,

training, and technical assistance, OJJDP

and SDFS are pleased to announce a

new competitive program: Hate Crime

Prevention: A Comprehensive

Approach. This jointly funded

information and training and technical

assistance program is designed to

address the problem of juvenile hate

crime and identify effective components

of hate crime prevention programs. The

program will focus on (1) disseminating

information about promising practices

and available resources; (2) providing

training and technical assistance on

effective school-based hate-related

behavior prevention programs; and (3)

promoting national and local level

collaboration among youth and

professionals from different disciplines

who work with young people (e.g.,

educators, law enforcement officers,

judges, representatives of community

agencies and organizations, clergy) to

support institutional change to prevent

and reduce the incidence of hate crime.

Goals

The goals of this project are twofold:

• To enhance awareness of promising

approaches to reduce and prevent

incidents of hate crimes committed by

youth.

• To assist communities, law

enforcement, and schools in providing

effective hate crime prevention

programs and activities that prevent and

reduce incidents of hate crime and

promote greater tolerance among youth.

Objectives

To accomplish these goals, the Hate

Crime Prevention initiative will:

• Improve the knowledge of hate

crimes and related issues among law

enforcement, youth-serving

professionals, and educators.

• Provide training and technical

assistance to local youth-serving

agencies, schools, and law enforcement

in implementing promising hate crime

and hate-related behavior prevention

activities and programs.

• Disseminate information about

emerging hate crime and hate-related

behavior prevention issues, programs,

and strategies.

• Promote collaboration among

multidisciplinary organizations and

agencies to prevent, reduce, and

respond to hate crimes and hate-related

behavior.

• Develop resource materials,

publications, and guides to inform and

assist practitioners, policymakers, and

communities to address the problem of

hate crimes and hate-related behavior.

Target Population

The major clients to be served with

the implementation of the Hate Crime

Prevention: A Comprehensive Approach

initiative include youth and

professionals working in:

• Juvenile justice, including law

enforcement, prosecutors, and the judiciary.

• Education.

• Youth-serving organizations representing

both education-related and justice-related

audiences.

• Criminal justice (as in the juvenile

justice category, the criminal justice audience

includes law enforcement, prosecutors, and

the judiciary).

• Community agencies and organizations.

Program Strategy

OJJDP will competitively select a

single organization to implement the

hate crime prevention training and

technical assistance program, for an

initial 12-month budget period, within a

3-year project period. Partnerships are

encouraged, and when they are utilized,

a single agency or organization must be

identified as having lead responsibility

for the project.

Applicants must clearly demonstrate

experience in the delivery and

management of national multifaceted

training and technical assistance

programs, expertise on the topic of hate

crimes, and an understanding of the

challenges that exist in the field of hate

crime prevention programming.

Applicants are encouraged to be creative

in their approach to designing and

delivering technical assistance and

training, reflecting an understanding of

the resources and constraints of the

various disciplines involved in

implementing a juvenile hate crime

prevention and reduction program.

Applications must include detailed

plans for implementing training and

technical assistance, including

measurable goals and objectives.

Applicants should indicate how they

will incorporate electronic mediums for

providing training and technical

assistance via teleconferencing and

other Internet based modalities.

Applicants must also provide timelines

and a description of how the program

will provide technical assistance and

training, on the specific hate crime and

hate-related behavior prevention

program areas listed below, across

diverse disciplines and jurisdictions.

Hate crime prevention topics to be

addressed through training and

technical assistance include the

following:

• Youth hate crime and hate-related

behavior prevention principles.

• Hate crime definitions.

• Hate crime and hate-related behavior

identification and the scope of the problem.

• Hate crime and hate-related behavior

impact and its relationship to prevention

programs.

• Tools and materials designed to reduce

prejudice and prevent hate crime and haterelated behavior in communities.

39196 Federal Register / Vol. 65, No. 122 / Friday, June 23, 2000 / Notices

• The legislative and legal issues

pertaining to Federal criminal statutes, the

Hate Crime Statistics Act, and State hate

crime legislation, including model hate crime

legislation.

• Diversion and sentencing innovations for

juvenile offenders.

• Effective law enforcement, school, and

community hate crime collaborations.

• Strategies for mobilizing communities

and schools to prevent hate crimes and haterelated behavior.

Applicants’ training and technical

assistance design must reflect recent

research on effective hate crime and

hate-related behavior prevention

programming; explain how the delivery

and development of materials will

occur, with consideration given to the

diverse needs of the various disciplines

involved in implementing hate crime

and hate-related behavior prevention

efforts; and provide a plan for producing

program deliverables.

Deliverables

In addition to developing a training

and technical assistance strategy based

on the areas described above, the

selected applicant will provide the

following deliverables over the 36-

month project period:

• Develop a program guide outlining

promising, age-appropriate hate crime and

hate-related behavior prevention activities

that can be used in a variety of settings and

providing guidance to those working with

elementary school age children. This guide

would also discuss policies that should be

developed to support hate crime and haterelated behavior prevention and provide

suggestions on how to work with children

who engage in this behavior.

• Develop a manual for parents, school

personnel, and community members working

with youth to provide guidance for helping

school-age youth recognize and make critical

choices regarding messages of racism,

prejudice, bigotry, and other hateful material

on the Internet.

• Design and deliver two training of

trainers (TOT) courses per year, using

existing OJJDP and Department of Education

materials for middle school students to

develop a cadre of trainers capable of training

others to develop and implement effective

and innovative hate crime prevention

programs and activities in schools and

communities.

• Organize and conduct one

multidisciplinary regional training per year

for practitioners with the goal of presenting

current knowledge and emerging practices in

the area of hate crime and hate-related

behavior prevention and response. This

training must be held in a specific region of

the country having a high incidence of

reported hate crime activity and one or more

active public/private hate crime prevention

collaborations or programs.

• Develop a strategy using existing OJJDP

and Department of Education materials to

recruit, train, and include senior high and

middle school students as peer leaders in

supporting hate crime and hate-related

behavior prevention activities and develop

program guides to work with middle school

and senior high school students.

• Develop a plan and deliver one national/

State hate crime and hate-related behavior

prevention training per year targeted to

policymakers in the fields of juvenile justice,

criminal justice, and education and in youthserving organizations.

• Develop a plan and provide onsite

technical assistance to three new sites per

year. Selection criteria for these sites should

include evidence of multidisciplinary hate

crime community collaboration and an action

plan documenting need for assistance to

implement a hate crime and hate-related

behavior prevention effort.

• Design and implement a plan to promote

hate crime prevention and project activities,

including training and technical assistance

activities, to a national audience.

• Design and implement appropriate

evaluation measures to assess the training

and technical assistance services provided.

• Prepare a report summarizing participant

training and technical assistance evaluations

to be used for the purpose of improving

future training and technical assistance

delivery and providing insight into existing

hate crime and hate-related behavior

prevention needs.

• Develop and maintain a hate crime and

hate-related behavior prevention Web site to

disseminate information and update the field

about hate crime prevention programs,

information, events, resources, training and

technical assistance services, and strategies

for effective alternatives to incarceration for

juvenile hate crime offenders.

• Disseminate information through the

Web site and other networks.

• Develop three technical assistance

bulletins/guides (one of which will be

directed to Federal, State, and local law

enforcement and policymakers, one to

teachers and parents, and the other one to

youth) to provide critical information on hate

crime and six technical assistance briefs (two

per year) based on case studies of specific

sites that have received training and

technical assistance and are implementing

effective or promising hate crime prevention

efforts.

• Create and foster active partnerships

with other national public/private

organizations involved in promoting

tolerance and hate crime prevention for the

purpose of improving services, providing

outreach, avoiding duplication of efforts, and

promoting linkages to facilitate information

exchange.

• Organize an advisory group of

professionals representative of the broad

range of constituencies involved in hate

crime and hate-related behavior prevention

issues to provide guidance on project

activities during the grant period. The

advisory group must include educators,

parents, and juvenile justice and criminal

justice professionals, among others.

• Convene two advisory group meetings

each project year.

Applicants should be realistic in

setting the cost of deliverables and in

outlining the implementation schedule.

Applicants are also encouraged to be

innovative in their approach as OJJDP

and ED will consider nontraditional

training and technical assistance

delivery approaches so long as the goals

and objectives of the program are met.

In addition, the principles listed below

must be incorporated.

Guiding Principles

Technical assistance and training will

be provided in a manner consistent with

the following principles:

• Address legislative requirements of

Federal and State hate crime laws.

• Be designed and delivered in a manner

that supports the empowerment of local

communities and jurisdictions to implement

appropriate strategies.

• Be proactive and comprehensive.

• Be user-friendly and consumer driven.

• Use uniform protocols for needs

assessment, delivery of training and technical

assistance, evaluation, tracking, and

followup.

• Base curriculum development on adult

learning theory and deliver the curriculum

within the context of an interactive structure.

• Be coordinated to effectively and

efficiently use the expertise of a range of

recognized public and private experts in the

hate crime prevention field.

• Be sensitive to diverse cultural and

ethnic needs and religious affiliations.

• Take into consideration local needs and

resources.

Selection Criteria

Applicants will be rated by a peer

review panel on the extent to which

they meet the criteria outlined below.

Problem(s) To Be Addressed (15 points) 

Applicants must clearly demonstrate

an understanding of the problem(s)

addressed by the project and the issues

relevant to hate crime practices and

their relation to the concept of a

comprehensive hate crime prevention

program.

Goals and Objectives (5 points)

Applicants must provide succinct

statements that demonstrate how the

goals and objectives associated with the

project will be addressed. Technical

assistance and training relating to the

objectives must be clearly stated and

measurable.

Project Design (40 points)

Applicants must present a project

design that is specific and constitutes an

effective approach to meeting the goals

and objectives of this program. The

design must include a detailed work

plan with timelines that link the

training and technical assistance

deliverables to the hate crime program

areas to be addressed. Applicants must

Federal Register / Vol. 65, No. 122 / Friday, June 23, 2000 / Notices 39197

demonstrate how these activities can be

expected to achieve the program’s

overall goals. The design must provide

protocols for assessment of technical

assistance and training needs, as well as

the protocols that will be used in the

actual delivery of technical assistance. It

must also describe the process and

structure that will be used for

curriculum development with

demonstration of how adult learning

theory will be employed in its design.

The design must indicate how project

objectives will be met. Proposals should

include a cohesive, well-developed plan

for meeting project objectives and

translating research on promising hate

crime prevention programs into

practice.

Competitiveness will be enhanced by

applicants who clearly discuss how the

required training and technical

assistance tasks will be delivered in a

number of different community settings

to persons of diverse cultural, ethnic,

religious, and socioeconomic

backgrounds.

Competitiveness also will be

enhanced by applicants whose program

strategy clearly demonstrates broad

outreach and collaboration with various

constituency groups, including

professional associations representing

the education and juvenile justice fields

and other organizations working to

prevent, reduce, and respond to hate

crimes. Demonstrable knowledge of

current research on hate crime

prevention and age-appropriate

educational prevention strategies is

essential. Applicants should show how

these will support the implementation

of the program, development of program

materials, and delivery of services.

Project Management and Organizational

Capability (30 points)

The application must include a

discussion of how the grantee will

coordinate and manage this program to

achieve product development and meet

training and technical assistance needs.

Key staff should have significant

experience with the delivery of training

and technical assistance, experience

with hate crime prevention, and

knowledge of development, education,

diversity, prevention issues, and victim

service programs.

Applicants must demonstrate

production and computer capabilities or

describe how they will meet the

requirements for producing the required

publications and materials.

Applicants must include re`sume`s of

key staff and identify how and for what

percentage of time they will be used

with respect to specific tasks.

Applicants must demonstrate how they

will manage onsite and offsite training

and technical assistance delivery and

describe their experience in planning

conferences of varying sizes.

Budget (10 points)

Applicants must provide a proposed

budget that is detailed, reasonable, and

cost effective for the activities

undertaken and all of the deliverables to

be produced.

Applicants should include the cost of

hotel and meal expenses of participants

in the training of trainers courses,

technical assistance programs, and

regional training and technical

assistance program. Trainees will not be

charged any fee for attendance or

materials at any training conference

sponsored by the grantee or for other

training and technical assistance

deliverables.

Eligibility Requirements

OJJDP invites applications from

public and private agencies,

organizations, institutions, or

individuals. Private, for-profit

organizations must agree to waive any

profit or fees.

Format

The narrative portion of the proposal

must not exceed 50 pages in length. The

narrative portion includes the abstract;

problem statement; work plan/

timelines; narrative; project goals,

objectives, design, and staffing; detailed

budget worksheets and budget narrative;

description of products developed

under this grant, if applicable; and

proposed evaluation methods and

strategy. The application should be

submitted on 81⁄2 by 11-inch paper,

double spaced on one side of the paper,

in a standard 12-point font and with

pages numbered sequentially.

Appendixes combined may not exceed

30 pages in length. Appendixes must

include letter(s) of commitment,

re

 ́

sume ́s/job descriptions, and project

evaluation, if the project has been

evaluated. These requirements will

ensure fair and uniform standards

among all applicants. If the narrative

does not conform to these standards,

OJJDP will deem the application

ineligible for consideration.

Award Period

The project will be for a 3-year project

period, funded in three 1-year budget

periods. Funding after the first budget

period depends on performance of the

grantee, availability of funds, and other

criteria established at the time of award.

Award Amount

Up to $1 million is available for the

initial 1-year budget period.

Catalog of Federal Domestic Assistance

(CFDA) Number

For this program, the CFDA number,

which is required on Standard Form

424, Application for Federal Assistance,

is 16.542. This form is included in the

OJJDP Application Kit, which can be

obtained by calling the Juvenile Justice

Clearinghouse at 800–638–8736 or

sending an e-mail request to

puborder@ncjrs.org. The Application Kit

is also available online at

www.ojjdp.ncjrs.org./grants/

about.html#kit.

Coordination of Federal Efforts

To encourage better coordination

among Federal agencies in addressing

State and local needs, the U.S.

Department of Justice (DOJ) is

requesting applicants to provide

information on the following: (1) Active

Federal grant award(s) supporting this

or related efforts, including awards from

DOJ; (2) any pending application(s) for

Federal funds for this or related efforts;

and (3) plans for coordinating any funds

described in items (1) or (2) with the

funding sought by this application. For

each Federal award, applicants must

include the program or project title, the

Federal grantor agency, the amount of

the award, and a brief description of its

purpose.

The term ‘‘related efforts’’ is defined

for these purposes as one of the

following:

1. Efforts for the same purpose (i.e., the

proposed award would supplement, expand,

complement, or continue activities funded

with other Federal grants).

2. Another phase or component of the same

program or project (e.g., to implement a

planning effort funded by other Federal

funds or to provide a substance abuse

treatment or education component within a

criminal justice project).

3. Services of some kind (e.g., technical

assistance, research, or evaluation) to the

program or project described in the

application.

Delivery Instructions

All application packages should be

mailed or delivered to the Office of

Juvenile Justice and Delinquency

Prevention, c/o Juvenile Justice

Resource Center, 2277 Research

Boulevard, Mail Stop 2K, Rockville, MD

20850; 301–519–5535. Faxed or emailed applications will not be

accepted. Note: In the lower left-hand

corner of the envelope, you must clearly

write ‘‘Hate Crime Prevention: A

Comprehensive Approach.’’

39198 Federal Register / Vol. 65, No. 122 / Friday, June 23, 2000 / Notices

Due Date

Applicants are responsible for

ensuring that the original and five

copies of the application are received no

later than 5 p.m. ET on August 7, 2000.

Contact

For further information, call Frank

Porpotage, Deputy Director, Training

and Technical Assistance Division, at

202–616–3634, or send an e-mail

inquiry to Frank@ojp.usdoj.gov.

References

Association for Supervision and

Curriculum Development. 1999. Reducing

the effects of racism in schools. Educational

Leadership 7:56.

Anti-Defamation League. 1997. High-Tech

Hate: Extremists Use of the Internet. New

York, NY: Anti-Defamation League.

Anti-Defamation League. 1999. Hate Crime

Laws. Washington, DC: Anti-Defamation

League.

Bureau of Justice Assistance. 1997. A

Policymaker’s Guide to Hate Crimes.

Monograph. Washington, DC: U.S.

Department of Justice, Office of Justice

Programs, Bureau of Justice Assistance.

Bureau of Justice Assistance. 2000.

Addressing Hate Crimes: Six Initiatives that

are Enhancing the Efforts of Criminal Justice

Practitioners. Monograph. Washington, DC:

U.S. Department of Justice, Office of Justice

Programs, Bureau of Justice Assistance.

Buzzell, T., and Carlson, A. 1995. Teens,

Crime and the Community and Adjudicated

Youth. Washington, DC: National Crime

Prevention Council.

Community Relations Service. 1998. Hate

Crime: The Violence of Intolerance.

Monograph. Washington, DC: U.S.

Department of Justice, Community Relations

Service.

Criminal Justice Information Services

Division. 1998. Hate Crime Statistics Over

Time, 1991–1997. Clarksburg, WV: U.S.

Department of Justice, Federal Bureau of

Investigation, Criminal Justice Information

Services Division.

Federal Bureau of Investigation. 1996.

Training Guide for Hate Crime Data

Collection, Summary Reporting System.

Washington, DC: U.S. Department of Justice/

FBI, National Incident-Based Reporting

System, Uniform Crime Reporting.

Governor’s Task Force on Hate Crimes.

1998. Hate Crimes in Massachusetts: Annual

Report 1997. Boston: Department of Public

Safety.

Leadership Conference Education Fund,

Leadership Conference on Civil Rights. 1997.

Cause for Concern: Hate Crimes in America.

Washington, DC: Leadership Conference

Education Fund.

Levin, B. 1992. Bias crimes: A theoretical

& practical overview. Stanford Law & Policy

Review (Winter).

Levin, B. 1993. A dream deferred: The

social and legal implications of hate crimes

in the 1990’s. Journal of Intergroup Relations

10(3):3–25.

Levin, J. and McDevitt, J. 1993. Hate

Crimes: The Rising Tide of Bigotry and

Bloodshed. New York: Plenum Press.

Los Angeles County Commission on

Human Relations. 1989. Intergroup Conflict

in Los Angeles County Schools: Report on a

Survey of Hate Crime. Los Angeles, CA: Los

Angeles County Commission on Relations.

McLaughlin, K., Brilliant, K., and Lang, C.

1994. Bias Crimes: National Bias Crime

Training for Law Enforcement and Victim

Assistance Professionals. Newton, MA:

Educational Development Center, Inc., and

the Massachusetts Criminal Justice Training

Council.

McLaughlin, K., and Brilliant, K. 1997.

Healing the Hate: A National Bias Crime

Prevention Curriculum for Middle Schools.

Newton, MA: Education Development

Center, Inc.

National Telecommunications and

Information Service. 1993. The Role of

Telecommunications in Hate Crimes.

Washington, DC: U.S. Department of

Commerce. Leadership Conference Education

Fund, Leadership Conference on Civil Rights.

Penn, Schoen and Berland Associates.1999

(March). The state of hate crimes in America:

A survey of young Americans. Unpublished

study. Washington, DC: Penn, Schoen and

Berland Associates.

Southern Poverty Law Center. 1994. Ten

Ways to Fight Hate: A Community Response

Guide to Hate Crime and Hate Groups.

Montgomery, Al: Southern Poverty Law

Center.

Stanton, S., ed. 1992. Hatred in Georgia.

Atlanta, GA: The Neighbor’s Network.

University of Michigan. 1996. Abolishing

Harassment. Equity Coalition. Ann Arbor, MI:

Programs for Educational Opportunity,

University of Michigan School of Education.

U.S. Department of Education. 1999.

Protecting Students from Harassment Hate

Crime: A Guide for Schools. Washington, DC:

U.S. Department of Education, Office of Civil

Rights.

U.S. Department of Education and U.S.

Department of Justice. 1998. Preventing

Youth Hate Crimes: A Manual for Schools

and Communities. Washington, DC: Safe and

Drug-Free Schools Program.

Useful Web Sites

These Websites include outstanding

resources on hate crimes laws, antibias

and prevention programs, and links to

other related sites:

• www.ADL.org [Anti-Defamation

League]

• www.civilrights.org [Leadership

Conference on Civil Rights/Leadership

Conference Ed. Fund]

• www.usdoj.gov/kidspage/

[Department of Justice Anti-Bias

Kidspage]

• www.whitehouse.gov/Initiatives/

OneAmerica/america.html [President

Clinton’s Race Initiative]

• www.ojp.usdoj.gov/BJA/html/

hatecrms.htm [Hate Crime Initiatives]

• www.ed.gov/offices/OESE/SDFS/

safeschools.html [Keeping Schools and

Communities Safe]

Dated: June 20, 2000.

John J. Wilson,

Acting Administrator, Office of Juvenile

Justice and Delinquency Prevention.

[FR Doc. 00–15927 Filed 6–22–00; 8:45 am]

BILLING CODE 4410–18–P

DEPARTMENT OF JUSTICE

Office of Juvenile Justice and

Delinquency Prevention

[OJP (OJJDP)–1269]

Program Announcement for

Information Sharing To Prevent

Juvenile Delinquency: A Training and

Technical Assistance Approach

AGENCY: Office of Justice Programs,

Office of Juvenile Justice and

Delinquency Prevention, Justice.

ACTION: Notice of solicitation.

SUMMARY: The Office of Juvenile Justice

and Delinquency Prevention (OJJDP) is

requesting applications to provide

training and technical assistance on

information sharing to juvenile justice,

education, health, child welfare, and

other youth-serving systems or

organizations that foster

multidisciplinary, multiagency

solutions to the problems of delinquent

and at-risk youth. Instructional focus

will include the legal, ethical, technical,

and structural knowledge and skills

necessary to ensure effective

development and management of

information-sharing systems within the

context of integrated information

architectures being developed in the

justice, education, and health and

human services communities. Training

and technical assistance support is

expected to facilitate cross-agency

cooperation and improve systemic

responses to children at risk and

juveniles in the juvenile justice system.

DATES: Applications must be received

by 5 p.m. ET on July 24, 2000.

ADDRESSES: Interested applicants must

obtain an application kit from the

Juvenile Justice Clearinghouse at 800–

638–8736. The application kit is also

available at OJJDP’s Web site at

www.ojjdp.ncjrs.org/grants/

about.html#kit. (See ‘‘Format’’ and

‘‘Delivery Instructions’’ later in this

announcement for instructions on

required standards and the address to

which applications must be sent).

FOR FURTHER INFORMATION CONTACT:

Gwendolyn Dilworth, Program Manager,

Office of Juvenile Justice and

Delinquency Prevention, 202–514–4822.

[This is not a toll-free number.]

SUPPLEMENTARY INFORMATION: