```

[Federal Register Volume 65, Number 122 (Friday, June 23, 2000)]
[Notices]
[Pages 39193-39198]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 00-15927]

-----------------------------------------------------------------------

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

[[Page 39194]]

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 hate-motivated 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

[[Page 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 hate-related behavior in communities.

[[Page 39196]]

     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 hate-related 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 hate-related 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 youth-serving 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

[[Page 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 resumes 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 
8\1/2\ 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, resumes/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 [email protected]. 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 e-mailed 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.''

[[Page 39198]]

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 [email protected].

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
```