53880 Federal Register / Vol. 62, No. 200 / Thursday, October 16, 1997 / Notices

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
Federal Register / Vol. 62, No. 200 / Thursday, October 16, 1997 / Notices 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
53882 Federal Register / Vol. 62, No. 200 / Thursday, October 16, 1997 / Notices

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

http://www.ed.gov/news.html

To use the pdf you must have the

Adobe Acrobat Reader Program with

Search, which is available free at either

of the preceding sites. If you have

questions about using the pdf, call the

U.S. Government Printing Office toll

free at 1–888–293–6498.

Anyone may also view these

documents in text copy only on an

electronic bulletin board of the

Department. Telephone: (202) 219–1511

or, toll free, 1–800–222–4922. The

documents are located under Option

G—Files/Announcements, Bulletins and

Press Releases.

Note: The official version of this document

is the document published in the Federal

Register.

Program Authority: 20 U.S.C. 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 onepage 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
53884 Federal Register / Vol. 62, No. 200 / Thursday, October 16, 1997 / Notices

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 handdelivered 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:
Federal Register / Vol. 62, No. 200 / Thursday, October 16, 1997 / Notices 53885

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

BILLING CODE 4000–01–P
53886 Federal Register / Vol. 62, No. 200 / Thursday, October 16, 1997 / Notices
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53888 Federal Register / Vol. 62, No. 200 / Thursday, October 16, 1997 / Notices
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[FR Doc. 97–27342 Filed 10–15–97; 8:45 am]

BILLING CODE 4000–01–C