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###### Department of Education

          - [CFDA No.: 84.195B]

# FOR FURTHER INFORMATION CONTACT:

Petraine Johnson or Franklin Reid US Department of Education, 400 Maryland Avenue, SW., Room 5090, Switzer Building, Washington, D.C. 20202-6510. Telephone: Petraine Johnson: (202) 205-8766; Franklin Reid: (202) 205-9803 E-mail address: Franklin_Reid@ed.gov; Petraine_Johnson@ed.gov. 

If you use a telecommunications device for the deaf (TDD) you may call the Federal Information Relay Service (FIRS) at 1-800-877-8339. Individuals with disabilities may obtain this notice in an alternative format (e.g., braille, large print, audiotape, or computer diskette) on request to the contact persons listed in the preceding paragraph. Please note, however, that the Department is not able to reproduce in an alternative format the standard forms included in the notice. 

### Electronic Access to This Document 

                            You may view this document, as well as all other Department of Education documents published in the                             **Federal Register**                            , in text or portable document format (PFD) on the Internet at either of the following sites:                         

*http://ocfo.ed.gov/​fedreg.htm*

*http://www.ed.gov/​news.html*

To use PFD you must have Adobe Acrobat Reader, which is available free at either of the preceding sites. If you have questions about using PDF, call the U.S. Government Printing Office toll free at 1-888-293-6498; or in the Washington, D.C. area at (202) 512-1530. 

# Note:

                                The official version of this document is the document published in the                                 **Federal Register**                                . Free Internet access to the official edition of the                                 **Federal Register**                                 and the Code of Federal Regulations is available at GPO access at:                                 *http://www.access.gpo.gov.nara.index.html*

*Program Authority:*20 U.S.C. 7474.                             

Dated: November 11, 2000.

Art Love, 

Acting Director, Office of Bilingual Education and Minority Languages Affairs. 

# Appendix 

## Estimated Burden Statement 

According to the Paperwork Reduction Act of 1995, you are not 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. 1885-0542, Exp. Date: 12/31/01. We estimate the time required to complete this information collection is estimated to average 120 hours per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. 

*If you have any comments concerning the accuracy of the time estimate or suggestions for improving this form, please write to:*                                 U.S. Department of Education, Washington, D.C. 20202-4651.                             

*If you have any comments or concerns regarding the status of your individual submission of this form, write directly to:*                                 Office of Bilingual Education and Minority Languages Affairs, U.S. Department of Education, 400 Maryland Avenue, SW., Washington, D.C. 20202-6510.                                       ( print page 67221)    

## Application Instructions 

### Abstract 

The narrative section should be preceded by a one-page abstract that includes a short description of the population to be served by the project, project objectives, planned activities, and invitational priorities the project proposes to address. 

### 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. Instead, provide position descriptions for key personnel. Do not include bibliographies, letters of support, or appendices in your application. This package includes questions and answers to assist you in preparing the narrative portion of your application. 

### 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 Empowerment Zone or Enterprise Community. The application narrative should describe the extent to which the proposed project will contribute to systemic educational reform in the particular Empowerment Zone or Enterprise 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. 

### Table of Contents 

The application should include a table of contents listing the various parts of the narrative in the order of the selection criteria. Be sure that the table includes the page numbers where the parts of the narrative are found. 

### Budget 

Budget line items must support the goals and objectives of the proposed project and be directly applicable to the program design and all other project components. A separate budget summary and cost itemization must be provided. Prepare an itemized budget for each year of requested funding. 

Indirect costs for institutions of higher education which are the fiscal agents for Training for All Teachers are limited to the lower of either 8 percent of a modified total direct cost base or the institution for higher education's actual indirect cost agreement. A modified direct cost base is defined as total direct costs less stipends, tuition and related fees and capital expenditures of $5,000 or more. In describing student support costs distinguish costs for tuition and fees from costs for stipends. 

### Submission of Application to State Educational Agency 

Section 7146(a)(4) of the Act (Elementary and Secondary Education Act of 1965, as amended by the Improving America's Schools Act of 1994, Pub. L. 103-382) requires all applicants except schools funded by the Bureau of Indian Affairs to submit a copy of their application to their State educational agency (SEA) for review and comment (20 U.S.C. 7476(a)(4)).

Section 75.156 of the Education Department General Administrative Regulations (EDGAR) requires these applicants to submit their application to the SEA on or before the deadline date for submitting their application to the Department of Education. This section of EDGAR also requires applicants to attach to their application a copy of their letter that requests the SEA to comment on the application (34 CFR 75.156). 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 SEA will not be considered for funding. Applicants are reminded that the requirement for submission to the State Educational Agency and the requirements for Executive Order 12372 are two separate requirements. 

## Final Application Preparation 

Use the following checklist to verify that all necessary items are addressed. Prepare one original with an original signature, and include two additional copies. Do not use elaborate bindings or covers. The application package must be mailed to the Application Control Center (ACC) and postmarked by the deadline date published in the closing date notice. 

### Checklist for Applicants 

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

1. Application for Federal Assistance (SF 424) 

2. Group Application Certification (to be signed by authorized Representative of LEA in consortia with the applicant) 

3. Budget Information (ED Form No. 524) 

4. Itemized Budget for each year (attached to ED Form No. 524) 

5. Participant Data (approximate number of participants to be served each year) 

6. Project Documentation

Section A—Copy of Transmittal Letter to SEA requesting SEA to comment on application 

Section B—Documentation of Empowerment Zone or Enterprise Community (f applicable)

7. Program Assurances 

8. Non-Construction Programs (SF 424B) 

9. Certifications Regarding Lobbying; Debarment, Suspension and Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-0013) 

10. Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion—Lower Tier Covered Transactions (ED 80-0014) 

11. Disclosure of Lobbying Activities (SF-LLL) 

12. Notice to all Applicants (See form provided below) 

13. Table of Contents 

14. One-page single-spaced abstract 

15. Application narrative (Not to exceed 30 double-spaced pages, see instructions below) 

16. One original and two copies of the application to the Department of Education Application Control Center 

17. One copy to the State Education Agency 

18. One copy to the State Single Point of Contact 

## Questions and Answers 

### May Training for All Teachers Programs Provide Training to Participants? 

In addition to developing and revising courses and curricula for professional development programs for all teachers, applicants may implement training activities for currently practicing teachers and other educational personnel, including beginning teachers, who are not bilingual education or English as a second language specialists, but who provide services to LEP students. The program addresses the need for teachers and other educational personnel to acquire knowledge and skills necessary to provide appropriate and effective services to limited English proficient students and their families. 

### What Factors Should Be Considered in Designing a Training for All Teachers Program? 

Applicants should consider the characteristics and conditions that foster high-quality professional development, including sustained intensive training activities that are focused on a manageable number of participants. In determining the number of participants to be served, applicants should consider the capability of the program to provide high-quality professional development for all participants and to effectively evaluate improved teaching and learning as a result of the program. Applicants are reminded that program participants may include higher education faculty as well as inservice teachers of other educational personnel. Applicants should not propose programs that are so large in scope that they dilute the quality of training. 

### What Are the Certification Requirements for the Training for all Teachers Program? 

The Title VII statute requires grantees to assist educational personnel in meeting state and local certification requirements. Courses and curricula developed, revised or offered must be part of a program, which would lead to State and local certification. However, it is not a requirement that participants trained under the program complete certification requirements during the course of the grant. Emphasis should be placed on the acquisition of knowledge and skills in order to meet the needs of limited English proficient students. 

### What Information May Be Helpful in Preparing a Aarrative for Training for All Teachers Grant? 

                                Information on the Training for All Teachers Program is available through the OBEMLA Website:                                 *http://www.ed.gov/​offices/​OBEMLA.*                                 First click on Funding opportunities, then go to Professional Development Programs.                                       ( print page 67222)    

In responding to the selection criteria applicants may wish to consider the following questions as a guide for preparing the application narrative: 
      - What are the specific responsibilities of schools, districts, institutions of higher education and other partnership organizations in planning, implementing and evaluating the proposed program?
      - How will the training curricula incorporate high standards for teaching and learning?
      - How is the proposed program linked to a comprehensive school-wide plan to improve professional development programs for all teachers related to the needs of limited English proficient students?
      - How will the products of the proposed program be integrated into professional development program activities for all teachers?
      - How will the program assist in systemically reforming local policies and practices related to the training of teachers to improve instructional services for LEP students?
      - What performance indicators will the proposed program use to assess the effectiveness of the program? What are the expected outcomes for participant learning, improved teaching practices, improved student achievement, reform of professional development in the school or university, or improved skills of higher education faculty?
      - What professional development activities are planned for school staff development specialists, or for higher education faculty to ensure that they are effectively prepared to provide training to prepare all teachers related to the needs of LEP students?

In addition, applicants may wish to consider the Department of Education Professional Development Principles in planning Training for All Teachers Program. The following are the Professional Development Principles: Professional Development: 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 ultimately on the basis of its impact on teacher effectiveness and student learning; and this assessment guides subsequent professional development efforts. 
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BILLING CODE 4000-01-P

[FR Doc. 00-28657 Filed 11-07-00; 8:45 am] 

BILLING CODE 4000-01-C