[Federal Register Volume 62, Number 71 (Monday, April 14, 1997)]
[Notices]
[Pages 18202-18231]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 97-9403]



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_______________________________________________________________________

Part III

Department of Labor
Employment and Training Administration

Department of Education
Office of Vocational and Adult Education
_______________________________________________________________________



School-to-Work Opportunities; Urban/Rural Opportunities Grants; 
Application Procedures; Notice

Federal Register / Vol. 62, No. 71 / Monday, April 14, 1997 / 
Notices

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DEPARTMENT OF LABOR

Employment and Training Administration

DEPARTMENT OF EDUCATION


Office of Vocational and Adult Education

    School-to-Work Opportunities; Urban/Rural Opportunities Grants; 
Application Procedures
AGENCIES: Employment and Training Administration, Department of Labor. 
Office of Vocational and Adult Education, Department of Education.

ACTION: Notice of availability of funds, solicitation for grant 
application (SGA) and an Empowerment Zone/Enterprise Community EZ/EC 
invitational priority for School-to-Work Urban/Rural Opportunities 
Grants.

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SUMMARY: This notice announces the 1997 competition for Urban/Rural 
Opportunities Grants authorized under Title III of the School-to-Work 
Opportunities Act of 1994 (the Act). This notice contains all of the 
necessary information and forms to apply for funds appropriated in FY 
1996. Urban/Rural Opportunities Grants enable local partnerships 
serving youth who reside or attend school in high poverty areas to 
develop and implement School-to-Work Opportunities initiatives in high 
poverty areas of urban and rural communities. These initiatives offer 
young Americans in these communities access to School-to-Work 
Opportunities programs specifically designed to address barriers to 
their successful participation in such programs and to prepare them for 
further education and training and first jobs in high-skill, high-wage 
careers.

DATES: Applications for grant awards will be accepted commencing April 
14, 1997. The closing date for receipt of applications is June 30, 1997 
at 2 p.m. (Eastern time) at the address below. Telefacsimile (FAX) 
applications will not be accepted.

ADDRESSES: Applications must be mailed to: U.S. Department of 
Education, Application Control Center, Attention: CFDA #278G, 
Washington, DC 20202-4725.

FOR FURTHER INFORMATION CONTACT: Christine Camillo, National School-to-
Work Office, Telephone: (202) 401-6222 (this is not a toll-free 
number). 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.

SUPPLEMENTARY INFORMATION:

Section A. Background

    The Departments of Labor and Education are reserving funds 
appropriated for FY 1996 for a competition for Urban/Rural 
Opportunities Grants authorized under Title III of the Act. Grants 
under this competition will be awarded to local partnerships that serve 
high-poverty areas and that are also prepared to develop and implement 
local School-to-Work Opportunities initiatives in these areas. The 
Departments recognize that high-poverty areas face particular 
challenges in implementing School-to-Work initiatives, including: Few 
large private or public employers; dropout rates that, in many cases, 
are over 50 percent; poor students who may be much less aware of post-
secondary opportunities than students in other areas; strong peer 
pressure that does not [necessarily] promote achievement among youth; 
pressure on youth from situations outside of school that may affect 
their school performance; schools with students of more diverse ethnic 
and racial backgrounds than schools in other areas; proportionately 
more out-of-school youth than in other areas; and uneven quality in 
educational and employment opportunities available to high-poverty area 
youth.
    Due to these particular challenges, a local partnership in a high-
poverty area must identify and address a great variety of needs of 
youth residing, or attending school, in these areas. The Departments 
encourage applications from only those local partnerships that propose 
innovative and effective ways to deliver the common features and basic 
program components as outlined in Title I of the Act and that have the 
potential to serve large numbers of students who reside or attend 
school in the targeted area. Further, the Departments wish to emphasize 
the importance of a local partnership's ability to coordinate its 
strategies for serving in-school and out-of-school youth; for achieving 
its planned goals and outcomes; for assessing and addressing the 
multiple needs of high-poverty area youth, particularly the human 
service needs; and for linking effectively with both schoolwide reform 
efforts and with State and community plans for a comprehensive School-
to-Work Opportunities system.
    In accordance with the authority provided in Section 5 of the Act, 
the Departments have determined that the administrative provisions 
contained in the Education Department General Administrative 
Regulations (EDGAR), at 34 CFR parts 74, 75, 77, 79, 80, 82, 85 and 86, 
will apply to grants awarded to local partnerships under this Urban/
Rural Opportunities Grant competition.
    This notice contains the definition of the term ``administrative 
costs,'' as established by the Departments in a final notice published 
on November 14, 1995 (60 FR 57276), and a 10 percent cap on 
administrative costs incurred by local partnerships receiving grants 
under Title III. This notice also establishes an invitational priority 
for funding EZ/EC applicants, and contains all of the other necessary 
information and forms to apply for a grant.

Section B. Purpose

    Under this competition, the Departments will award grants to local 
partnerships serving youth who reside or attend school in high-poverty 
areas that have built a sound planning and development base for their 
school-to-work programs, to begin implementation of School-to-Work 
Opportunities initiatives that will become part of statewide School-to-
Work Opportunities systems. These local initiatives offer young 
Americans access to programs designed to increase their opportunities 
for further education and training, to prepare them for first jobs in 
high-skill, high-wage careers, and to address the special needs of 
youth residing or attending school in high poverty areas.

Section C. Application Process

1. Eligible Applicants

(A) Local Partnership Definition
    A local entity that meets the definition of ``local partnership'' 
in section 4(11) of the Act is eligible to apply for an Urban/Rural 
Opportunities Grant. As defined in the Act, an eligible partnership 
must include employers, representatives of local educational agencies 
and local postsecondary educational institutions (including 
representatives of area vocational education schools, where 
applicable), local educators, representatives of labor organizations or 
nonmanagerial employee representatives, and students. Other entities 
appropriate to effective implementation of a local School-to-Work 
Opportunities initiative should also be included in the partnership. 
Such partnerships must be in place prior to submitting an application 
for funding.
    Under section 302(b)(2) of the Act, a local partnership is eligible 
to receive only one (1) Urban/Rural Opportunities Grant.

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(B) High-Poverty Area Definition
    In addition to meeting the definition of ``local partnership'' in 
section 4(11) of the Act, under section 307 of the Act, applicants 
seeking funding under this notice are required to meet the definition 
of ``high-poverty area'' as stated in that section and to describe the 
urban or rural high poverty area to be served. The description must 
include:
    <bullet> A map indicating the urban census tract, contiguous group 
of urban census tracts, block number area, contiguous group of block 
number areas, or Indian reservation to be served by the local 
partnership. To be considered contiguous, the tracts, areas or 
reservations to be served must be touching at any point.
    <bullet> The population of each urban census tract, block number 
area, or Indian reservation to be served, along with the total 
population of the entire area to be served; and
    <bullet> The poverty rate for each urban census tract, block number 
area, or Indian reservation to be served, among individuals under the 
age of 22, as determined by the U.S. Bureau of the Census, along with 
an average poverty rate among this age group for the entire area to be 
served. Only U.S. Bureau of Census statistics may be submitted for 
review.
    Only those applicants that both provide the required map and 
population/poverty rate data in their applications in the format 
outlined in this subsection of this notice and that meet the definition 
of a high poverty area as described in this subsection will be 
considered for funding. The Departments intend to pre-screen all 
applications for high poverty area eligibility prior to the panelists' 
review and will not consider any applications that do not contain the 
required map and population/poverty rate data. Information in addition 
to what is required in this notice with regard to population/poverty 
rate data is not necessary and will have no influence upon meeting the 
high poverty area definition. Applicants will not have the opportunity 
to submit additional or revised information should a determination be 
made that the identified area does not meet the high poverty 
definition.

    Note: U.S. Bureau of Census information may be obtained through 
a local college or university, city planning department, State data 
center, or through the Data User Service Division of the U.S. Bureau 
of the Census. Applicants are encouraged to utilize local providers 
of U.S. Bureau of Census data. For those applicants who are unable 
to locate such data, please contact the Census Bureau State Data 
Center for your local area. A list of State and Local Data Center 
contacts is included in an appendix to this notice. Population/
poverty rate data published by the Bureau of the Census is provided 
in age ranges: 0-5, 6-11, 12-17, 18-24, and 25 and up. The 
Departments will accept poverty rate data for the age range up to 17 
or up to 24, whichever is higher, for the purposes of eligibility. 
In order to be considered for funding, all census tracts or blocks 
within the area to be served must be characterized by a poverty rate 
of 20.0 percent or greater among the age group.

2. State Comments

    The local partnership must submit its application to the State for 
review and comment before submitting the application to the 
Departments, in accordance with section 303(a) of the Act. The 
application should be submitted to the State's School-to-Work Contact. 
A list of State School-to-Work Contacts is included in an appendix to 
this notice. The Departments expect that the State School-to-Work 
Contact will provide all members of the State School-to-Work 
Partnership listed in section 213 (b)(4)(A)-(K) of the Act an 
opportunity to review and comment on the local partnership's 
application.
    Of particular importance to the Departments are each State's 
comments on the consistency of the local partnership's planned 
activities with the State's plan for a comprehensive statewide School-
to-Work Opportunities system and the relationship of any proposed 
activities with other local school-to-work partnerships or plans, 
especially if the grant applicant is not specifically identified as a 
local partnership within the State system.
    In accordance with section 305 of the Act, if a State has an 
approved State School-to-Work Opportunities plan, the State must 
confirm that the plan submitted by the local partnership is in 
accordance with the State plan. The application from the local 
partnership must contain this confirmation.
    Section 303(b)(1) of the Act requires that each State review and 
comment on a local partnership's application within 30 days from the 
date on which the State receives the application from the local 
partnership. Therefore, even though an applicant has 75 days to apply 
for a Urban/Rural Opportunties Grant under this notice, it must provide 
its application to its State in time for the State to have at least 30 
days before the due date to review and comment on the application.
    Furthermore, under section 303(c)(2) of the Act, the State's 
comments must be included in the local partnership's application. 
However, if the State does not provide review and comment within the 
30-day time period described above, the local partnership may submit 
the application to the Departments without State comment. In such a 
case, the local partnership should provide proof that the State 
received a copy of the local partnership's application at least 30 days 
prior to the application due date.

3. Period of Performance

    The period of performance for Urban/Rural Opportunities Grants is 
sixty (60) months from the beginning of the project period.

4. Option to Extend

    Urban/Rural Opportunities Grants may be continued up to 4 
additional years, regardless of the State Implementation Grant status 
of the State in which the partnership is located. Additional funding 
will be based upon availability of funds and the progress of the local 
partnership towards its objectives as stated in its performance 
agreement and will be subject to the annual approval of the Secretaries 
of Labor and Education (the Secretaries). It is expected that the 
amount of Federal funds, if any, that are awarded to local partnerships 
under this notice in subsequent years, will decrease.

5. Available Funds

    Approximately $14 million is available for this competition.

6. Estimated Range of Awards

    The amount of an award under this competition will depend upon the 
scope, quality, and comprehensiveness of the proposed initiative and 
the relative size of the high poverty area to be served by the local 
partnership. While there is no limitation on the size of a high poverty 
area, the Departments expect that the resources available for 
individual grants will effectively serve high poverty areas of no more 
than a total of 50,000 in population. The Departments further expect 
that first-year award amounts will range from a minimum award of 
$200,000 to a maximum award of $500,000. These estimates, which are 
provided to assist applicants in developing their plans, are not 
binding.

7. Estimated Number of Awards

    The Departments expect to award 30-40 grants under this 
competition.

    Note: The Departments are not bound by any estimates in this 
notice.

 8. Grantee Reporting Requirements/Deliverables

    (a) Reporting requirements.
    The local partnership grantee will be required, at a minimum, to 
submit:


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--Quarterly Financial Reports (SF 269 A);
--Quarterly Narrative Progress Reports;
--Performance Agreement or Performance Standards;
--Annual Financial Reports (ED Form 524 B, and SF 269);
Budget Information for Upcoming Years, if necessary;
--An Annual Performance Report providing data on performance measures; 
and
--A close-out report at the end of the grant.
    (b) Deliverables.
    The local partnership grantee will be required to:
    <bullet> Provide information on best practices and innovative 
school-and work-based curricula suitable for dissemination to States 
and other stakeholders;
    <bullet> Participate in two grantee meetings per year sponsored by 
the National School-to-Work Office;
    <bullet> Act as a host to outside visitors who are interested in 
developing and implementing School-to-Work Opportunities initiatives in 
urban or rural areas of high poverty and to other visitors interested 
in the replication, adaptation and/or impact of successful program 
elements; and
    <bullet> Participate as needed in national evaluation and special 
data collection activities.

9. Application Transmittal Instructions

    An application for an award must be mailed or hand delivered by the 
closing date.
(A) Applications Delivered by Mail
    An application sent by mail must be addressed to the U.S. 
Department of Education, Application Control Center, Attention CFDA 
<SUP># 278G, 600 Independence Avenue, SW, Washington, DC 20202-4725.
    An application must show proof of mailing consisting of one of the 
following:
    <bullet> A legibly dated U.S. Postal Service Postmark;
    <bullet> A legible mail receipt with the date of mailing stamped by 
the U.S. Postal Service;
    <bullet> A dated shipping label, invoice, or receipt from a 
commercial carrier; or
    <bullet> Any other proof of mailing acceptable to the U.S. 
Secretary of Education.
    If an application is sent through the U.S. Postal Service, the 
Secretaries do not accept either of the following as proof of mailing:
    <bullet> A private metered postmark; or
    <bullet> A mail receipt that is not dated by the U.S. Postal 
Service.
    An applicant should note that 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. An applicant is 
encouraged to use registered or at least first class mail. Each late 
applicant will be notified that its application will not be considered.
(B) Applications Delivered by Hand
    An application that is hand delivered must be taken to the U.S. 
Department of Education, Application Control Center, Room 3633, 
Regional Office Building 3, 7th and D Streets, SW, Washington, DC.
    The Application Control Center will accept hand delivered 
applications between 8:00 a.m. and 4:30 p.m. (Eastern time) daily, 
except Saturdays, Sundays and Federal Holidays.
    Individuals delivering applications must use the D Street Entrance. 
Proper identification is necessary to enter the building.
    In order for an application sent through a courier service to be 
considered timely, the courier service must be in receipt of the 
application on or before the closing date.

Section D. Organization and Content of Applications

    Applicants are encouraged to submit an original and three (3) 
copies of their application. The Departments suggest that the 
application be divided into six distinct parts: detachable description 
addressing the high poverty area definition, budget and certifications, 
abstract, State comments, program narrative, and appendices. To ensure 
a comprehensive and expeditious review, the Departments strongly 
suggest that applicants submit an application formatted as follows:

Table of Contents

I. Eligibility Requirements

    Part I must contain detailed information as described in the 
Eligible Applicants, High Poverty Area Definition subsection of this 
notice and, for pre-screening purposes, should be separate and easily 
detachable from the remainder of the application.

II. Budget and Certifications

    Part II should contain the Standard Form (SF) 424, ``Application 
for Federal Assistance,'' and SF 524, ``Budget.'' One copy of the SF 
424 must have original signatures of the designated fiscal agent, who 
will be the grantee. In addition, the budget should include--on a 
separate page(s)-- a detailed cost break-out of each line item on SF 
524. Applicants should list any non-Federal resources within their 
narrative applications. Any non-Federal resources listed on the 
applicant's SF 424 or ED Form 524, Section B, will be considered 
binding. Assurances and Certifications found in an appendix to this 
notice should also be included in Part II of the application and should 
include the original signatures of the fiscal agent/grantee.

III. Abstract

    Part III should consist of a one-page abstract summarizing the 
essential components and key features of the local partnership's plan.

IV. State Comments

    Part IV should contain the State's comments on the application. 
Details on this section can be found under the State Comments heading 
of this notice.

V. Program Narrative

    Part V should contain the application narrative that demonstrates 
the applicant's plan and capabilities in accordance with the selection 
criteria contained in this notice. In order to facilitate expeditious 
evaluation by the panels, applicants should describe their proposed 
plan in light of each of the selection criteria. No cost data or 
reference to price should be included in this part of the application. 
The Departments strongly request that applicants limit the program 
narrative section to no more than 40 one-sided, double-spaced pages.

VI. Appendices

    All applicable appendices including letters of support, resumes, 
and organization charts should be included in this section. The 
Departments recommend that all appendix entries be cross-referenced 
back to the applicable sections in the program narrative.

    Note: Applicants are advised that the peer review panels 
evaluate each application solely on the basis of the selection 
criteria contained in this notice and the School-to-Work 
Opportunities Act. Appendices may be used to provide supporting 
information. However, in scoring applications, reviewers are 
required to take into account only information that is presented in 
the application narrative, which must address the selection criteria 
and requirements of the Act. Letters of support are welcome, but 
applicants should be aware that support letters contained in the 
application will strengthen the application only if they contain 
commitments that pertain to the selection criteria.

    Based on their experience with past competitions, and in an effort 
to ensure and confirm the commitment of key partners to their 
partnership, the Assistant Secretaries may wish to contact the 
applicants and their key

[[Page 18205]]

partners before making final funding decisions.

Section E. Safeguards

    The Departments will apply certain safeguards, as required under 
Section 601 of the Act, to School-to-Work Opportunities programs funded 
under this notice. The application must include a brief assurance that 
the following safeguards will be implemented and maintained throughout 
all program activities:
    (a) No student shall displace any currently employed worker 
(including a partial displacement, such as a reduction in the hours of 
non-overtime work, wages, or employment benefits).
    (b) No School-to-Work Opportunities program shall impair existing 
contracts for services or collective bargaining agreements, and no 
program funded under this notice shall be undertaken without the 
written concurrence of the labor organization and employer concerned.
    (c) No student shall be employed or fill a job--
    (1) When any other individual is on temporary layoff, with the 
clear possibility of recall, from the same or any substantially 
equivalent job with the participating employer; or
    (2) When the employer has terminated the employment of any regular 
employee or otherwise reduced its workforce with the intention of 
filling the vacancy so created with the student.
    (d) Students shall be provided with adequate and safe equipment and 
safe and healthful workplaces in conformity with all health and safety 
requirements of Federal, State, and local laws.
    (e) Nothing in the Act shall be construed so as to modify or affect 
any Federal or State law prohibiting discrimination on the basis of 
race, religion, color, ethnicity, national origin, gender, age, or 
disability.
    (f) Funds awarded under the Act shall not be expended for wages of 
students or workplace mentors.
    (g) The grantee shall implement and maintain such other safeguards 
as the Secretaries may deem appropriate in order to ensure that School-
to-Work Opportunities participants are afforded adequate supervision by 
skilled adult workers, or to otherwise further the purposes of the Act.

Section F. Waivers

    Under Title V of the Act, the Secretaries may waive certain Federal 
requirements that impede the ability of a State or local partnership to 
carry out the purposes of the Act. Only local partnerships in States 
with approved School-to-Work Opportunities plans may apply for waivers. 
A local partnership that seeks a waiver should contact its State 
School-to-Work Contact to determine what documentation is required and 
to whom it should be sent.
    In May, 1995, the National School-to-Work Opportunities Office 
issued a document entitled ``School-to-Work Opportunities Waiver and 
Plan Approval Process Questions and Answers.'' This document was sent 
to every Governor and State School-to-Work Contact. The document 
contains answers to many of the questions that localities may have when 
preparing their waiver requests. Local Partnerships interested in 
applying for waivers should contact the National School-to-Work 
Opportunities Office or their State School-to-Work Contact for a copy 
of the waivers document.

Section G. Bidders' Conferences

    Bidders' Conferences for interested School-to-Work Urban/Rural 
Opportunities representatives are scheduled from 1:00 p.m. to 4:00 
p.m., on the dates and locations listed below:
    <bullet> May 9, 1997, Dallas, Texas.
    <bullet> May 12, 1997, Chicago, Illinois.
    Registration for both conferences will be held from 12-1 p.m. 
(Central Time). More information on the location of each conference 
will be provided to applicants at the time of registration.
    Participants at each of the Conferences will receive a detailed 
description of the School-to-Work Opportunities Act, the selection 
criteria and high poverty area definition and how they will be applied, 
and will have the opportunity to ask questions of Federal School-to-
Work officials.
    All partnerships must pre-register by faxing the names and 
addresses of up to three members of the local partnership planning to 
attend, the name of the local partnership, and a phone number to: 
Jeffrey Way, Way and Associates, 7338 Baltimore Avenue, Suite 107, 
College Park, MD 20740, (301) 277-2050; FAX: (301) 277-2051.
    Questions regarding the solicitation may be submitted in advance. 
If you are unable to attend one of the Bidders' Conferences but would 
like the conference materials and a conference transcript, submit your 
request via fax to the fax number listed above. All reservations must 
be submitted no later than April 25, 1997. You will be sent a 
confirmation along with hotel accommodation information once your 
registration has been received.

School-to-Work Local Partnership Grants

Administrative Cost Cap
    The Departments are applying the 10 percent cap on administrative 
costs contained in section 215(b)(6) of the Act to local partnerships 
receiving grants directly under this competition. As was explained in 
the notice announcing the FY 1995 competition, section 215(b)(6) of the 
Act applies the 10 percent administrative cap to subgrants received by 
local partnerships from a State. Applying the 10 percent cap to Urban/
Rural local partnership grants under this competition is consistent 
with the Act's intent and its broader limitations on administrative 
costs, as well as with section 305 of Title III, which requires 
conformity between School-to-Work Opportunities plans of local 
partnerships and State School-to-Work Opportunities plans.

Definition of Administrative Costs

    All definitions in the Act apply to local School-to-Work 
Opportunities systems funded under this and future Urban/Rural 
Opportunities Grant competitions. Since the Act does not contain a 
definition of the term ``administrative costs'' as used in section 217 
of the Act, as was explained in the notice announcing the FY 1995 
competition, the Departments will apply the following definition to 
competitions for Urban/Rural Opportunities Grants.
    The term ``administrative costs'' means the activities of a local 
partnership that are necessary for the proper and efficient performance 
of its duties under the Urban/Rural Opportunities Grant pursuant to the 
School-to-Work Opportunities Act and that are not directly related to 
the provision of services to participants or otherwise allocable to the 
program's allowable activities listed in section 215(b)(4) and section 
215(c) of the Act. Administrative costs may be either personnel or non-
personnel costs, and may be either direct or indirect. Costs of 
administration include those costs that are related to this grant in 
such categories as--
    A. Costs of salaries, wages, and related costs of the grantee's 
staff engaged in--
    <bullet> Overall system management, system coordination, and 
general administrative functions, except evaluation activities;
    <bullet> Preparing program plans, budgets, and schedules, as well 
as applicable amendments;
    <bullet> Monitoring of local initiatives, pilot projects, 
subrecipients, and related systems and processes;

[[Page 18206]]

    <bullet> Procurement activities, including the award of specific 
subgrants, contracts, and purchase orders;
    <bullet> Developing systems and procedures, including management 
information systems, for ensuring compliance with the requirements 
under the Act;
    <bullet> Preparing reports and other documents related to the Act;
    <bullet> Coordinating the resolution of audit findings;
    B. Costs for goods and services required for administration of the 
School-to-Work Opportunities system;
    C. Costs of system-wide management functions; and
    D. Travel costs incurred for official business in carrying out 
grants management or administrative activities.

EZ/EC Priority

    The Departments invite applications from local partnerships 
proposing to implement a School-to-Work Opportunities initiative for 
youth residing or attending school in an Empowerment Zone or Enterprise 
Community (EZ/EC), designated under section 1391 of the Internal 
Revenue Code (IRC), as amended by Title XIII of the Omnibus Budget 
Reconciliation Act of 1993. This is an invitational priority, under 
authority of 34 CFR 75.105(c)(1), whereby the Departments seek to 
encourage EZ/EC communities to apply for grants in this competition.

Selection Criteria

    Under the School-to-Work Urban/Rural Opportunities Grant 
competition, the Departments will use the following selection criteria 
in evaluating applications and will utilize a peer review process in 
which review teams, including peers, will evaluate applications using 
the selection criteria and the associated point values. The Departments 
will base final funding decisions on the ranking of applications as a 
result of the peer review, and such other factors as replicability, 
sustainability, innovation, geographic balance, and diversity of system 
approaches.
    Further, as established in section 302(b)(3) of the Act, the 
Secretaries, in awarding grants under this notice, shall give priority 
to local partnerships that have demonstrated effectiveness in the 
delivery of comprehensive vocational preparation programs with 
successful rates in job placement through cooperative activities among 
local educational agencies, local businesses, labor organizations, and 
other organizations.

Selection Criterion 1: Comprehensive Local School-to-Work Opportunities 
System (40 Points)

    Considerations: In applying this criterion, reviewers will 
consider--
    A. 20 Points. The extent to which the partnership has designed a 
comprehensive local School-to-Work Opportunities plan that--
    <bullet> Includes effective strategies for integrating school-based 
and work-based learning, integrating academic and vocational education, 
and establishing linkages between secondary and postsecondary 
education;
    <bullet> Is likely to produce systemic change that will have 
substantial impact on the preparation of all students for a first job 
in a high-skill, high-wage career and in increasing their opportunities 
for further learning;
    <bullet> Ensures that all students will have a full range of 
options, including options for higher education, additional training 
and employment in high-skill, high-wage jobs;
    <bullet> Ensures coordination and integration with existing school-
to-work programs, and with related programs financed from State and 
private sources, with funds available from Federal education and 
training programs (such as the Job Training Partnership Act and the 
Carl D. Perkins Vocational and Applied Technology Education Act); and 
where applicable, communities designated as Empowerment Zones or 
Enterprise Communities (EZ/EC);
    <bullet> Serves a geographical area that reflects the needs of the 
local labor market (i.e., considers the needs of the local labor market 
that encompasses the high poverty area), and is able to adjust to 
regional structures that the State School-to-Work Opportunities plan 
may identify;
    <bullet> Targets occupational clusters that represent growing 
industries in the partnership's geographic area; and, where applicable, 
demonstrates that the clusters are included among the occupational 
clusters being targeted by the State School-to-Work Opportunities 
system; and
    <bullet> Consistent with section 301(2) of the Act, includes an 
effective strategy for assessing and addressing the academic and human 
service needs of students and dropouts within the high poverty area, 
making improvements or adjustments as necessary, with particular 
emphasis on the coordination of various human services provided within 
the community.
    B. 20 Points. The extent to which the partnership's plan 
demonstrates its capability to achieve the statutory requirements and 
to effectively put in place the system components in Title I of the 
School-to-Work Opportunities Act, including--
    <bullet> A work-based learning component that includes the 
statutory ``mandatory activities'' and that contributes to the 
transformation of workplaces into active learning components of the 
education system through an array of learning experiences such as 
mentoring, job-shadowing, unpaid work experiences, school-sponsored 
enterprises, and paid work experiences;
    <bullet> A school-based learning component that provides students 
with high-level academic and technical skills consistent with academic 
standards that the State establishes for all students, including, where 
applicable, standards established under the Goals 2000: Educate America 
Act;
    <bullet> A connecting activities component to provide a functional 
link between students' school and work activities, and between 
workplace partners, educators, community organizations, and other 
appropriate entities;
    <bullet> Effective processes for assessing skills and knowledge 
required in career majors, and issuing portable skill certificates that 
are benchmarked to high-quality standards such as those States will 
establish under the Goals 2000: Educate America Act, and for 
periodically assessing and collecting information on student outcomes, 
as well as a realistic strategy and timetable for implementing the 
process in concert with the State;
    <bullet> A flexible School-to-Work Opportunities system that allows 
students participating in the local system to develop new career goals 
over time, and to change career majors; and
    <bullet> Effective strategies for: providing staff development for 
teachers, worksite mentors and other key personnel; developing model 
curricula and innovative instructional methodologies; expanding career 
and academic counseling in elementary and secondary schools; and 
utilizing innovative technology-based instructional techniques.

Selection Criterion 2: Quality and Effectiveness of the Local 
Partnership (20 Points)

    Considerations: In applying this criterion, reviewers will refer to 
section 4(11) of the Act and consider--
    <bullet> Whether the partnership's plan demonstrates an effective 
and convincing strategy for continuing the commitment of required 
partners and other interested parties in the local School-to-Work 
Opportunities system. As defined by the Act, partners must include 
employers, representatives of

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local educational agencies and local postsecondary educational 
institutions (including representatives of area vocational education 
schools, where applicable), local educators (such as teachers, 
counselors, or administrators), representatives of labor organizations 
or nonmanagerial employee representatives, and students, and may 
include other relevant stakeholders such as those listed in section 
4(11)(B) of the Act, including employer organizations; community-based 
organizations; national trade associations working at the local levels; 
industrial extension centers; rehabilitation agencies and 
organizations; registered apprenticeship agencies; local vocational 
education entities; proprietary institutions of higher education; local 
government agencies; parent organizations; teacher organizations; 
vocational student organizations; private industry councils under JTPA; 
Federally recognized Indian tribes, Indian organizations, and Alaska 
Native villages; and Native Hawaiian entities;
    <bullet> Whether the partnership's plan demonstrates an effective 
and convincing strategy for continuing the commitment of workplace 
partners and other interested parties in the local School-to-Work 
Opportunities system;
    <bullet> The effectiveness of the partnership's plan to include 
private sector representatives as joint partners with educators in both 
the design and the implementation of the local School-to-Work 
Opportunities system;
    <bullet> The extent to which the local partnership has developed 
strategies to provide a range of opportunities for workplace partners 
to participate in the design and implementation of the local School-to-
Work Opportunities system, including membership on councils and 
partnerships; assistance in setting standards, designing curricula, and 
determining outcomes; providing worksite experiences for teachers; 
helping to recruit other employers; and providing worksite learning 
activities for students such as mentoring, job shadowing, unpaid work 
experiences, and paid work experiences;
    <bullet> The extent to which the roles and responsibilities of the 
key parties and any other relevant stakeholders are clearly defined and 
are likely to produce the desired changes in the way students are 
prepared for the future;
    <bullet> The extent to which the partnership demonstrates the 
capacity to build a quality local School-to-Work Opportunities system; 
and
    <bullet> Whether the partnership has included methods for 
sustaining and expanding the partnership as the program expands in 
scope and size.

    Note: As indicated in the Background section of this notice, in 
accordance with section 301(2) of the Act, the Departments recognize 
the significance of a local partnership's capability to provide for 
a broad range of services that sufficiently address the various 
needs of high poverty area youth. Applicants are, therefore, 
reminded that local partnerships should include members that are 
appropriate to the effective implementation of the local initiative, 
particularly community-based organizations and others experienced in 
dealing with the distinctive needs of youth residing or attending 
schools in high poverty areas.

Selection Criterion 3: Participation of All Students (15 Points)

    Considerations: In applying this criterion, reviewers will refer to 
the definition of the term ``all students'' in section 4(2) of the Act, 
and consider--
    <bullet> The extent to which the partnership will implement 
effective strategies and systems to provide all students with equal 
access to the full range of program components specified in sections 
102 through 104 of the Act and related activities such as recruitment, 
enrollment, and placement activities, and to ensure that all students 
have meaningful opportunities to participate in School-to-Work 
Opportunities programs;
    <bullet> Whether the partnership has identified potential barriers 
to the participation of any students, and the degree to which it 
proposes effective ways of overcoming these barriers;
    <bullet> The degree to which the partnership has developed 
realistic goals and methods for assisting young women to participate in 
School-to-Work Opportunities programs leading to employment in high-
performance, high-paying jobs, including non-traditional jobs;
    <bullet> The partnership's methods for ensuring safe and healthy 
work environments for students, including strategies for encouraging 
schools to provide students with general awareness training in 
occupational safety and health as part of the school-based learning 
component, and for encouraging workplace partners to provide risk-
specific training as part of the work-based learning component, as well 
the extent to which the partnership has developed realistic goals to 
ensure environments free from racial and sexual harassment; and
    <bullet> The extent to which the partnership's plan provides for 
the participation of a significant number or percentage of students in 
School-to-Work Opportunities activities listed under Title I of the 
Act.

Selection Criterion 4: Collaboration With State (15 Points)

    Considerations: In applying this criterion, reviewers will 
consider--
    <bullet> The extent to which the local partnership has effectively 
consulted with its State School-to-Work Opportunities Partnership, and 
has established realistic methods for ensuring consistency of its local 
strategies with the statewide School-to-Work Opportunities system being 
developed by that State Partnership;
    <bullet> Whether the local partnership has developed a sound 
strategy for integrating its plan, as necessary, with the State plan 
for a statewide School-to-Work Opportunities system;
    <bullet> The extent to which the local partnership has developed 
effective processes through which it is able to assist and collaborate 
with the State in establishing the statewide School-to-Work 
Opportunities system, and is able to provide feedback to the state on 
their system-building process; and
    <bullet> Whether the plan includes a feasible workplan which 
describes the steps that will be taken in order to make the local 
system part of the State School-to-Work Opportunities System, including 
a timeline that includes major planned objectives during the grant 
period.

Selection Criterion 5: Management Plan (10 Points)

    Considerations: In applying this criterion, reviewers will 
consider--
    <bullet> The feasibility and effectiveness of the partnership's 
strategy for using other resources, including private sector resources, 
to maintain the system when Federal resources under the School-to-Work 
Opportunities Act are no longer available;
    <bullet> The extent to which the partnership's management plan 
anticipates barriers to implementation and proposes effective methods 
for addressing barriers as they arise;
    <bullet> Whether the plan includes feasible, measurable goals for 
the School-to-Work Opportunities system, based on performance outcomes 
established under section 402 of the Act, and an effective method for 
collecting information relevant to the local partnership's progress in 
meeting its goals;
    <bullet> Whether the plan includes a regularly scheduled process 
for improving or redesigning the School-to-Work Opportunities system 
based on performance outcomes established under section 402 of the Act;
    <bullet> The extent to which the resources requested will be used 
to develop

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information, products, and ideas that will assist other States and 
local partnerships as they design and implement local systems; and
    <bullet> The extent to which the partnership will limit equipment 
and other purchases in order to maximize the amounts spent on delivery 
of services to students.

    Note: Experience with the 1994 and 1995 Urban/Rural 
Opportunities Grant competitions provided the Departments with a 
greater awareness with regard to a local partnership's responsibilty 
for understanding and coordinating an array of programs and services 
available to high poverty area youth. In considering this criterion, 
applicants should address the partnership's capacity to manage the 
implementation of the local School-to-Work Opportunities initiative.

    Dated: April 7, 1997.
Raymond Uhalde,
Acting Assistant Secretary for Employment and Training, Department of 
Labor.
Patricia McNeil,
Assistant Secretary for Vocational and Adult Education Department of 
Education.

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[FR Doc. 97-9403 Filed 4-11-97; 8:45 am]
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