[Federal Register Volume 62, Number 200 (Thursday, October 16, 1997)]
[Notices]
[Pages 53880-53905]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 97-27342]



[[Page 53879]]

_______________________________________________________________________

Part II





Department of Education





_______________________________________________________________________



Bilingual Education: Comprehensive School Grants Notice Inviting 
Applications for New Awards for Fiscal Year (FY) 1998; Notice

Federal Register / Vol. 62, No. 200 / Thursday, October 16, 1997 / 
Notices

[[Page 53880]]



DEPARTMENT OF EDUCATION

[CFDA No.: 84.290U]


Bilingual Education: Comprehensive School Grants

    Notice inviting applications for new awards for fiscal year (FY) 
1998.

    Note to Applicants: This notice is a complete application 
package. Together with the statute authorizing the program and the 
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 contained in 
sections 7114 and 7116 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. 7424 
and 7426)).

    Purpose of Program: This program provides grants to implement 
schoolwide bilingual education programs or schoolwide special 
alternative instruction programs for reforming, restructuring, and 
upgrading all relevant programs and operations, within an individual 
school, that serve all or virtually all limited English proficient 
(LEP) children and youth in one or more schools with significant 
concentrations of these children and youth.
    Eligible Applicants: One or more local educational agencies (LEAs), 
or one or more LEAs in collaboration with an institution of higher 
education, community-based organizations, other LEAs, or a State 
educational agency.
    Deadline For Transmittal Of Applications: January 26, 1998.
    Deadline For Intergovernmental Review: March 27, 1998.
    Available Funds: $12 million.

    Note: The Congress has not yet enacted an FY 1998 appropriation 
for the Department of Education. The actual level of funding for 
this program is contingent upon final congressional action.

    Estimated Range Of Awards: $150,000-$350,000.
    Estimated Average Size Of Awards: $250,000.
    Estimated Number Of Awards: 48.

    Note: The Department 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) The regulations in 34 CFR part 299.

Description of Program

    Funds under this program are to be used to reform, restructure, and 
upgrade all relevant operations and programs, within a school, that 
serve LEP children and youth. Before carrying out a project assisted 
under this program, a grantee shall plan, train personnel, develop 
curriculum, and acquire or develop materials. In addition, grantees are 
authorized, under this program, to improve the education of LEP 
children and youth and their families by implementing family education 
programs, improving the instructional program for LEP children, 
compensating personnel who have been trained--or are being trained--to 
serve LEP children and youth, providing tutorials and academic or 
career counseling for LEP children and youth, and providing intensified 
instruction.

Priorities

Absolute Priority

    The priority in the notice of final priority for this program, as 
published in the Federal Register on October 30, 1995 (60 FR 55245), 
applies to this competition.
    Under 34 CFR 75.105(c)(3) and section 7114(a) of the Act, the 
Secretary gives an absolute preference to applications that meet the 
following priority. The Secretary funds under this competition only 
applications that meet this absolute priority:
    Projects that serve only schools in which the number of LEP 
students, in each school served, equals at least 25 percent of the 
total student enrollment.

Competitive Priority

    Within the absolute priority specified in this notice, the 
Secretary under 34 CFR 75.105(c)(2)(i) and 34 CFR 299.3(b) gives 
preference to applications that meet the following competitive 
priority. The Secretary awards 5 points to 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 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.
    Invitational Priorities: Within the absolute priority specified in 
this notice, the Secretary is particularly interested in applications 
that meet one or more of the following invitational priorities. 
However, under 34 CFR 75.105(c)(1) an application that meets one or 
more of these invitational priorities does not receive competitive or 
absolute preference over other applications:

Invitational Priority 1--Reading

    Projects that focus on reforming, restructuring, and upgrading 
reading instruction to assist limited English proficient students to 
read independently and well by the end of third grade.

Invitational Priority 2--Mathematics

    Projects that focus on reforming, restructuring, and upgrading 
mathematics instruction to assist limited English proficient students 
to master challenging mathematics, including the foundations of algebra 
and geometry, by the end of eighth grade.

Invitational Priority 3--Preparation for Postsecondary Education

    Projects that focus on motivating and academically preparing 
limited English proficient students for successful participation in 
college and other postsecondary education.

Invitational Priority 4--Professional Development

    Applicants that consider the Department of Education Professional 
Development Principles in planning and designing a Comprehensive School 
Grant project.
    Those principles call for educator professional development that 
focuses on teachers as central to student learning, yet includes all 
other members of the school community; focuses on individual, 
collegial, and organizational improvement; respects and nurtures the 
intellectual and leadership capacity of teachers, principals, and 
others in the school community; reflects best available research and 
practice in teaching, learning, and leadership; enables teachers to 
develop further expertise in subject content, teaching strategies, uses 
of technologies, and other essential elements in teaching to high 
standards; promotes continuous inquiry and improvement embedded in the 
daily life of schools; is planned collaboratively by those who will 
participate in and facilitate that development; requires substantial 
time and other resources; is driven by a coherent long-term plan; is 
evaluated

[[Page 53881]]

ultimately on the basis of its impact on teacher effectiveness and 
student learning; and uses this assessment to guide subsequent 
professional development efforts.

Selection Criteria

    (a) (1) The Secretary uses the following selection criteria in 34 
CFR 75.210 and sections 7114 and 7116 of the Act 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) The criteria--(1) Meeting the purposes of the authorizing 
statute. (15 points) The Secretary reviews each application to 
determine how well the proposed project will implement schoolwide 
bilingual education programs or schoolwide special alternative 
instruction programs for reforming, restructuring, and upgrading all 
relevant programs and operations, within an individual school, that 
serve all (or virtually all) children and youth of limited English 
proficiency in schools with significant concentrations of those 
children and youth.

(Authority: 20 U.S.C. 7424(a))

    (2) Need for the project. (10 points) The Secretary considers the 
need for the proposed project. In determining the need for the proposed 
project, the Secretary considers the following factors:
    (i) The number of children and youth of limited English proficiency 
in the school or school district to be served, and
    (ii) The characteristics of those children and youth, such as--
    (A) Language spoken;
    (B) Dropout rates;
    (C) Proficiency in English and the native language;
    (D) Academic standing in relation to the English proficient peers 
of those children and youth; and
    (E) If applicable, the recency of immigration.

(Authority: 20 U.S.C. 7426(g)(1)(A))

    (3) Quality of the project design. (15 points) The Secretary 
considers the quality of the design of the proposed project. 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 part of a 
comprehensive effort to improve teaching and learning and support 
rigorous academic standards for students.

(Authority: 34 CFR 75.210(c)(2) (i), (ii), and (xviii))

    (4) Project activities. (15 points) The Secretary reviews each 
application to determine--
    (i) How well the proposed project will improve the education of 
limited English proficient students and their families by carrying out 
some or all of the following authorized activities:
    (A) Implementing family education programs and parent outreach and 
training activities designed to assist parents to become active 
participants in the education of their children.
    (B) Improving the instructional program for limited English 
proficient students by identifying, acquiring, and upgrading 
curriculum, instructional materials, educational software, and 
assessment procedures, and, if appropriate, applying educational 
technology.
    (C) Compensating personnel, including teacher aides who have been 
specifically trained, or are being trained, to provide services to 
children and youth of limited English proficiency.
    (D) Providing training for personnel participating in or preparing 
to participate in the program that will assist that personnel in 
meeting State and local certification requirements and, to the extent 
possible, obtaining college or university credit.
    (E) Providing tutorials and academic or career counseling for 
children and youth of limited English proficiency.
    (F) Providing intensified instruction.
    (ii) The degree to which the program for which assistance is sought 
involves the collaborative efforts of institutions of higher education, 
community-based organizations, and the appropriate local and State 
educational agency or businesses; and
    (iii) How well the proposed project provides for utilization of the 
State and national dissemination sources for program design and in 
dissemination of results and products.

(Authority: 20 U.S.C. 7424(b)(3); 7426(h)(6) and (i) (4)-(5))

    (5) Proficiency in English and another language. (5 points) The 
Secretary reviews each application to determine the extent to which the 
proposed project will provide for the development of bilingual 
proficiency both in English and another language for all participating 
students.

(Authority: 20 U.S.C. 7426(i)(1))

    (6) Quality of the management plan. (10 points) The Secretary 
considers the quality of the management plan for the proposed project. 
In determining the quality of the management plan for the proposed 
project, the Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timeliness, and milestones for accomplishing 
project tasks.
    (ii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.

(Authority: 34 CFR 75.210(g) (1) and (2) (i) and (iv))

    (7) Quality of project personnel. (5 points) (i) The Secretary 
considers the quality of the personnel who will carry out the proposed 
project.
    (ii) 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.
    (iii) In addition, the Secretary considers the following factors:
    (A) The qualifications, including relevant training and experience, 
of the project director or principal investigator.
    (B) The qualifications, including relevant training and experience, 
of key project personnel.

(Authority: 34 CFR 75.210(e) (1)-(3) (i) and (ii))

    (8) Language skills of personnel. (3 points) The Secretary reviews 
each application to determine how well the proposed project meets the 
following requirements:
    (i) The program will use qualified personnel, including personnel 
who are proficient in the language or languages used for instruction.
    (ii) The applicant will employ teachers in the proposed program 
who, individually or in combination, are proficient in English, 
including written, as well as oral, communication skills.

(Authority: 20 U.S.C. 7426(g)(1)(E) and (h)(1))

    (9) Adequacy of resources. (3 points) The Secretary considers the 
adequacy of

[[Page 53882]]

resources for the proposed project. In determining the adequacy of 
resources for the proposed project, the Secretary considers the 
following factors:
    (i) The extent to which the budget is adequate to support the 
proposed project.
    (ii) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project.

(Authority: 75.210(f)(1) and (2)(iii)-(iv))

    (10) Integration of project funds. (5 points) The Secretary reviews 
each application to determine how well funds received under this 
program will be integrated with all other Federal, State, local, and 
private resources that may be used to serve children and youth of 
limited English proficiency.

(Authority: 20 U.S.C. 7426(g)(2)(A)(iii))

    (11) Evaluation plan. (10 points) The Secretary reviews each 
application to determine how well the proposed project's evaluation 
will meet the following requirements:
    (i) Student evaluation and assessment procedures must be valid, 
reliable, and fair for limited English proficient students.
    (ii) The evaluation must include--
    (A) How students are achieving the State student performance 
standards, if any, including data comparing children and youth of 
limited English proficiency with nonlimited English proficient children 
and youth with regard to school retention, academic achievement, and 
gains in English (and, if applicable, native language) proficiency;
    (B) Program implementation indicators that provide information for 
informing and improving program management and effectiveness, including 
data on appropriateness of curriculum in relationship to grade and 
course requirements, appropriateness of program management, 
appropriateness of the program's staff professional development, and 
appropriateness of the language of instruction; and
    (C) Program context indicators that describe the relationship of 
the activities funded under the grant to the overall school program and 
other Federal, State, or local programs serving children and youth of 
limited English proficiency.

(Authority: 20 U.S.C. 7426(h)(3) and 7433(c) (1)-(3))

    (12) Commitment and capacity building. (4 points) The Secretary 
reviews each application to determine how well the proposed project 
meets the following requirements:
    (i) The proposed project must contribute toward building the 
capacity of the applicant to provide a program on a regular basis, 
similar to that proposed for assistance, that will be of sufficient 
size, scope, and quality to promise significant improvement in the 
education of students of limited English proficiency.
    (ii) The applicant will have the resources and commitment to 
continue the program when assistance under this program is reduced or 
no longer available.

(Authority: 20 U.S.C. 7426(h)(5))

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 August 20, 1996 (61 FR 43133 
through 43135).
    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# 84.290U, U.S. Department of Education, Room 6213, 600 
Independence Avenue, SW., Washington, DC 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, DC 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# 84.290U), Washington, DC 20202-4725 
or
    (2) Hand-deliver the original and two copies of the application by 
4:30 p.m. (Washington, DC time) on or before the deadline date to: U.S. 
Department of Education, Application Control Center, Attention: (CFDA# 
84.290U), Room #3633, Regional Office Building #3, 7th and D Streets, 
SW., Washington, DC.
    (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 notice contains the following forms and 
instructions, plus a statement regarding estimated public reporting 
burden, a notice to applicants regarding compliance with

[[Page 53883]]

section 427 of the General Education Provisions Act, a checklist for 
applicants, various assurances, certifications, and required 
documentation:
    a. Instructions for Application Narrative.
    b. Additional Guidance.
    c. Estimated Public Reporting Burden.
    d. Notice to All Applicants (OMB No. 1801-0004).
    e. Checklist for Applicants.
    f. Application for Federal Assistance (Standard Form 424 (Rev. 4-
88)) and instructions.
    g. Budget Information--Non-Construction Programs (ED Form No. 524) 
and instructions.
    h. Group Application Certification.
    i. Student Data.
    j. Project Documentation.
    k. Program Assurances.
    l. Assurances--Non-Construction Programs (Standard Form 424B) and 
instructions.
    m. Certifications Regarding Lobbying; Debarment, Suspension and 
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 
80-0013, 6/90) and instructions.
    n. Certification Regarding Debarment, Suspension, Ineligibility and 
Voluntary Exclusion: Lower Tier Covered Transactions (ED 80-0014, 9/90) 
and instructions. (NOTE: ED 80-0014 is intended for the use of grantees 
and should not be transmitted to the Department.)
    o. Disclosure of Lobbying Activities (Standard Form LLL) (if 
applicable) and instructions. This document has been marked to reflect 
statutory changes. See the notice published in the Federal Register (61 
FR 1413) by the Office of Management and Budget on January 19, 1996.
    An applicant may submit information on a photostatic copy of the 
application and budget forms, the assurances, and the certifications. 
However, the application form, the assurances, and the certifications 
must each have an original signature.
    All applicants must submit ONE original signed application, 
including ink signatures on all forms and assurances, and 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: Diane DeMaio, Cecile Kreins, James 
Lockhart, Harry Logel, Ursula Lord, or Brenda Turner, U.S. Department 
of Education, 600 Independence Avenue, SW., room 5605, Switzer 
Building, Washington, DC 20202-6510. Telephone: Diane DeMaio (202) 205-
5716, Cecile Kreins (202) 205-5568, James Lockhart (202) 205-5426, 
Harry Logel (202) 205-5530, Ursula Lord (202) 205-5709, Brenda Turner 
(202) 205-9839. 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 one of the contact persons listed in the 
preceding paragraph. Please note, however, that the Department is not 
able to reproduce in an alternate format the standard forms included in 
the notice.

Electronic Access to This Document

    Anyone may view this document, as well as all other Department of 
Education documents published in the Federal Register, in text or 
portable document format (pdf) on the World Wide Web at either of the 
following sites: http://ocfo.ed.gov/fedreg.htm <a href="http://www.ed.gov/
news.html">http://www.ed.gov/
news.html</a>
    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. 7424.

    Dated: October 9, 1997.
Delia Pompa,
Director, Office of Bilingual Education and Minority Languages Affairs.

Estimated Burden Statement

    According to the Paperwork Reduction Act of 1995, no persons are 
required to respond to a collection of information unless it displays a 
valid OMB control number. The valid OMB control number for this 
information collection is OMB No. 1885-0528 (Exp. 4/30/98). 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, DC 20202-4651. If you have 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, DC 
20202-6510.

Application Instructions

Mandatory Page Limit for the Application Narrative

    The narrative portion of the application must not exceed 45 pages. 
These pages must be double-spaced and printed on one side only. A 
legible font size and adequate margins should be used.
    The narrative section must be paginated and should include a one-
page abstract. The 45 page limit applies to the abstract, proposal 
narrative, charts, graphs, tables, graphics, position descriptions (and 
resumes, if included), and any appendices. The page limit does not 
apply to application forms, attachments to those forms, assurances, 
certifications, and the table of contents. The page limit applies only 
to item 14 and not to the other items in the Checklist for Applicants. 
APPLICATIONS WITH A NARRATIVE SECTION THAT EXCEEDS THE PAGE LIMIT WILL 
NOT BE CONSIDERED FOR FUNDING.

Abstract

    The narrative section should begin with an abstract that includes a 
short description of the population to be served by the project, 
project objectives, and planned project activities.

Selection Criteria

    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. Do not 
include resumes or curriculum vitae for project personnel; provide 
position descriptions instead.

Empowerment Zone/Enterprise Community Priority

    Applicants that wish to be considered under the competitive 
priority for Empowerment Zones and Enterprise Communities, as specified 
in a previous section of this notice, should identify in Section D of 
the Project Documentation Form the applicable Zone or

[[Page 53884]]

Community. The application narrative should describe the extent to 
which the proposed project will contribute to systemic educational 
reform in the particular Zone or Community and be an integral part of 
the Zone's or Community's comprehensive revitalization strategies. A 
list of areas that have been designated as Empowerment Zones and 
Enterprise Communities is provided at the end of this notice.

Additional Guidance

Table of Contents

    The application should include a table of contents listing the 
sections in the order required.

Budget

    Budget line items must support the goals and objectives of the 
proposed project and must be directly related to the instructional 
design and all other project components.

Final Application Preparation

    Use the Checklist for Applicants to verify that your application is 
complete. Submit three copies of the application, including an original 
copy containing an original signature for each form requiring the 
signature of the authorized representative. Do not use elaborate 
bindings or covers. The application package must be mailed or hand-
delivered to the Application Control Center (ACC) and postmarked by the 
deadline date.

Submission of Application to State Educational Agency

    Section 7116(a)(2) of the authorizing statute (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. 7426(a)(2)). Section 75.156 of the Education 
Department General Administrative Regulations (EDGAR) requires these 
applicants to submit their application to the SEA on or before the 
deadline date for submitting their application to the Department of 
Education. This section of EDGAR also requires applicants to attach to 
their application a copy of their letter that requests the SEA to 
comment on the application (34 CFR 75.156). A copy of this letter 
should be attached to the Project Documentation Form contained in this 
application package. APPLICANTS THAT DO NOT SUBMIT A COPY OF THEIR 
APPLICATION TO THEIR STATE EDUCATIONAL AGENCY IN ACCORDANCE WITH THESE 
STATUTORY AND REGULATORY REQUIREMENTS WILL NOT BE CONSIDERED FOR 
FUNDING.

Notice to All Applicants

    Thank you for your interest in this program. The purpose of this 
enclosure is to inform you about a new provision in the Department of 
Education's General Education Provisions Act (GEPA) that applies to 
applicants for new grant awards under Department programs. This 
provision is section 427 of GEPA, enacted as part of the Improving 
America's Schools Act of 1994 (Pub. L. 103-382).

To Whom Does This Provision Apply?

    Section 427 of GEPA affects applicants for new discretionary grant 
awards under this program. ALL APPLICANTS FOR NEW AWARDS MUST INCLUDE 
INFORMATION IN THEIR APPLICATIONS TO ADDRESS THIS NEW PROVISION IN 
ORDER TO RECEIVE FUNDING UNDER THIS PROGRAM.

What Does This Provision Require?

    Section 427 requires each applicant for funds (other than an 
individual person) to include in its application a description of the 
steps the applicant proposes to take to ensure equitable access to, and 
participation in, its federally assisted program for students, 
teachers, and other program beneficiaries with special needs.
    This section allows applicants discretion in developing the 
required description. The statute highlights six types of barriers that 
can impede equitable access or participation that you may address: 
gender, race, national origin, color, disability, or age. Based on 
local circumstances, you can determine whether these or other barriers 
may prevent your students, teachers, etc. from equitable access or 
participation. Your description need not be lengthy; you may provide a 
clear and succinct description of how you plan to address those 
barriers that are applicable to your circumstances. In addition, the 
information may be provided in a single narrative, or, if appropriate, 
may be discussed in connection with related topics in the application.
    Section 427 is not intended to duplicate the requirements of civil 
rights statutes, but rather to ensure that, in designing their 
projects, applicants for Federal funds address equity concerns that may 
affect the ability of certain potential beneficiaries to fully 
participate in the project and to achieve to high standards. Consistent 
with program requirements and its approved application, an applicant 
may use the Federal funds awarded to it to eliminate barriers it 
identifies.

What Are Examples of How an Applicant Might Satisfy the Requirement of 
This Provision?

    The following examples may help illustrate how an applicant may 
comply with section 427.
    (1) An applicant that proposes to carry out an adult literacy 
project serving, among others, adults with limited English proficiency, 
might describe in its application how it intends to distribute a 
brochure about the proposed project to such potential participants in 
their native language.
    (2) An applicant that proposes to develop instructional materials 
for classroom use might describe how it will make the materials 
available on audio tape or in braille for students who are blind.
    (3) An applicant that proposes to carry out a model science program 
for secondary students and is concerned that girls may be less likely 
than boys to enroll in the course, might indicate how it tends to 
conduct ``outreach'' efforts to girls, to encourage their enrollment.
    We recognize that many applicants may already be implementing 
effective steps to ensure equity of access and participation in their 
grant programs, and we appreciate your cooperation in responding to the 
requirements of this provision.

Estimated Burden Statement

    According to the Paperwork Reduction Act of 1995, no persons are 
required to respond to a collection of information unless it displays a 
valid OMB control number. The valid OMB control number for this 
information collection is 1801-0004 (Exp. 8/31/98). The time required 
to complete this information collection is estimated to vary from 1 to 
3 hours per response, with an average of 1.5 hours, including the time 
to review instructions, search existing data resources, gather and 
maintain the data needed, and complete and review the information 
collection. If you have any comments concerning the accuracy of the 
time estimate(s) or suggestions for improving this form, please write 
to: U.S. Department of Education, Washington, DC 20202-4651.

Checklist for Applicants

    The following forms and other items must be included in the 
application in the order listed below:

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    1. Application for Federal Assistance Form (SF 424).
    2. Group Application Certification Form (if applicable).
    3. Budget Information Form (ED Form No. 524).
    4. Itemized budget for each year.
    5. Student Data Form.
    6. Project Documentation Form, including:
    Section A--Copy of transmittal letter to SEA requesting SEA to 
comment on the application;
    Section B--Documentation of consultation with nonprofit private 
school officials;
    Section C--Appropriate box checked;
    Section D--Empowerment Zone or Enterprise Community identified (if 
applicable).
    7. Program Assurances Form.
    8. Assurances--Non-Construction Programs Form (SF 424B).
    9. Certifications Regarding Lobbying; Debarment, Suspension and 
Other Responsibility Matters; and Drug-Free Workplace Requirements Form 
(ED 80-0013).
    10. Certification Regarding Debarment, Suspension, Ineligibility 
and Voluntary Exclusion--Lower Tier Covered Transactions Form (ED 80-
0014) (if applicable).
    11. Disclosure of Lobbying Activities Form (SF-LLL).
    12. Information that addresses section 427 of the General Education 
Provisions Act. (See the above section entitled ``NOTICE TO ALL 
APPLICANTS'' (OMB No. 1801-0004)).
    13. Table of Contents.
    14. Application narrative, including abstract (not to exceed 45 
pages).
    15. One original and two copies of the application for transmittal 
to the Education Department's Application Control Center.

Empowerment Zones and Enterprise Communities

Empowerment Zones

(Listed Alphabetically by State)
California: Oakland
Georgia: Atlanta
Illinois: Chicago
Kansas: Kansas City
Kentucky: Kentucky Highlands Area (Clinton, Jackson, and Wayne 
Counties)
Maryland: Baltimore
Massachusetts: Boston
Michigan: Detroit
Mississippi: Mid-Delta Area (Bolivar, Holmes, Humphreys, and Leflore 
Counties)
Missouri: Kansas City
New Jersey: Camden
New York: Harlem, Bronx
Pennsylvania: Philadelphia
Texas: Houston, Rio Grande Valley Area (Cameron, Hidalgo, Starr, and 
Willacy Counties)

Supplemental Empowerment Zones

(Listed Alphabetically by State)
California: Los Angeles
Ohio: Cleveland

Enterprise Communities

(Listed Alphabetically by State)
Alabama: Birmingham, Chambers County, Greene County, Sumter County
Arizona: Arizona Border Area (Cochise, Santa Cruz and Yuma Counties), 
Phoenix
Arkansas: East Central Area (Cross, Lee, Monroe, and St. Francis 
Counties), Mississippi County, Pulaski County
California: Imperial County, Los Angeles (Huntington Park), San Diego, 
San Francisco (Bayview, Hunter's Point), Watsonville
Colorado: Denver
Connecticut: Bridgeport, New Haven
Delaware: Wilmington
District of Columbia: Washington
Florida: Jackson County
Georgia: Central Savannah River Area (Burke, Hancock, Jefferson, 
McDuffie, Tallaferro, and Warren Counties), Crisp County, Dooley County
Illinois: East St. Louis, Springfield
Indiana: Indianapolis
Iowa: Des Moines
Kentucky: Louisville, McCreary County
Louisiana: Macon Ridge Area (Catahouis, Concordia, Franklin, Morehouse, 
and Tensas Parishes), New Orleans, Northeast Delta Area (Madison 
Parish), Ouachita Parish
Massachusetts: Lowell, Springfield
Michigan: Five Cap, Flint, Muskegon
Minnesota: Minneapolis, St. Paul
Mississippi: Jackson, North Delta Area (Panola, Quitman, and 
Tallahatchie Counties)
Missouri: East Prairie, St. Louis
Nebraska: Omaha
Nevada: Clarke County, Las Vegas
New Hampshire: Manchester
New Jersey: Newark
New Mexico: Albuquerque, Moro County, Rio Arriba County, Taos County
New York: Albany, Buffalo, Kingston, Newburgh, Rochester, Schenectady, 
Troy
North Carolina: Charlotte, Edgecombe County, Halifax County, Robeson 
County, Wilson County
Ohio: Akron, Columbus, Greater Portsmouth Area (Scioto County)
Oklahoma: Choctaw County, McCurtain County, Oklahoma City
Oregon: Josephine County, Portland
Pennsylvania: Harrisburg, Lock Haven, Pittsburgh
Rhode Island: Providence
South Carolina: Charleston, Williamsburg County
South Dakota: Beadle County, Spink County
Tennessee: Fayette County, Haywood County, Memphis, Nashville, Scott 
County
Texas: Dallas, El Paso, San Antonio, Waco
Utah: Ogden
Vermont: Burlington
Virginia: Accomack County, Norfolk
Washington: Lower Yakima County, Seattle, Tacoma
West Virginia: Huntington, McDowell County, West Central Area (Braxton, 
Clay, Fayette, Nicholas, and Roane Counties)
Wisconsin: Milwaukee

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[FR Doc. 97-27342 Filed 10-15-97; 8:45 am]
BILLING CODE 4000-01-C