[Federal Register Volume 63, Number 91 (Tuesday, May 12, 1998)]
[Notices]
[Pages 26394-26411]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 98-12653]



[[Page 26393]]

_______________________________________________________________________

Part VIII





Department of Education





_______________________________________________________________________



Even Start Family Literacy Program for Federally Recognized Indian 
Tribes and Tribal Organizations; Inviting Applications for New Awards 
Using Fiscal Year 1998 Funds; Notices

Federal Register / Vol. 63, No. 91 / Tuesday, May 12, 1998 / 
Notices

[[Page 26394]]



DEPARTMENT OF EDUCATION

[CFDA No.: 84.258]


Even Start Family Literacy Program for Federally Recognized 
Indian Tribes and Tribal Organizations; Notice Inviting Applications 
for New Awards Using Fiscal year (FY) 1998 Funds

AGENCY: Department of Education.

    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), the 
notice contains all of the information, application forms, and 
instructions needed to apply for a grant under this competition.

    Purpose of Program: The Even Start Family Literacy Program for 
Indian tribes and tribal organizations is designed to help break the 
cycle of poverty and illiteracy by improving the educational 
opportunities of low-income families by integrating early childhood 
education, adult literacy or adult basic education, and parenting 
education into a unified family literacy program for federally 
recognized Indian tribes and tribal organizations.
    Eligible Applicants: Federally recognized Indian tribes and tribal 
organizations.
    Deadline for Transmittal of Applications: July 15, 1998.
    Available Funds: The Department estimates that there will be 
sufficient FY 1998 funds for one to two new projects after funding 
continuation awards in FY 1998.
    Estimated Range of Awards: $100,000-$250,000.
    Estimated Average Size of Awards: $175,000.
    Estimated Number of Awards: 1-2

    Note: The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 48 months.
    Applicable Regulations: The Education Department General 
Administrative Regulations (EDGAR) as follows:
    (1) 34 CFR Part 75 (Direct Grant Programs).
    (2) 34 CFR Part 77 (Definitions that Apply to Department 
Regulations).
    (3) 34 CFR Part 80 (Uniform Administrative Requirements for Grants 
and Cooperative Agreements to State and Local Governments).
    (4) 34 CFR Part 81 (General Education Provisions Act-- 
Enforcement).
    (5) 34 CFR Part 82 (New Restrictions on Lobbying).
    (6) 34 CFR Part 85 (Governmentwide Debarment and Suspension 
(Nonprocurement) and Governmentwide Requirements for Drug-Free 
Workplace (Grants)).
    Description of Program: Under the authority of section 
1202(a)(1)(C) of the Elementary and Secondary Education Act (ESEA), the 
Assistant Secretary of Elementary and Secondary Education (Assistant 
Secretary) awards grants to eligible applicants for projects that--
    (1) Improve the educational opportunities of low-income families by 
integrating early childhood education, adult literacy or adult basic 
education, and parenting education into a unified family literacy 
program for federally recognized Indian tribe and tribal organization 
projects;
    (2) Are implemented through cooperative activities that build on 
existing community resources to create a new range of services for 
federally recognized Indian tribe and tribal organization projects;
    (3) Promote achievement of the National Education Goals one, three, 
five, and eight that address school readiness, student achievement, 
adult literacy, and parent involvement in the education of their 
children; and
    (4) Assist children and adults to achieve to challenging State 
content standards and challenging State student performance standards.
    Eligible participants. Eligible participants are children and their 
parents who also meet the following conditions specified in section 
1206(a) of the ESEA:
    (1) The parent or parents must be eligible for participation in an 
adult education program under the Adult Education Act; or
    (2) For a parent or parents within the State's compulsory school 
attendance age range, a local educational agency must provide (or 
ensure the availability of) the basic education component; and
    (3) The child or children must be younger than eight years of age.

    Note: Family members of eligible participants described in 
paragraphs one through three, above, also may participate in Even 
Start Family Literacy Program activities when appropriate to serve 
Even Start purposes. In addition, section 1206(b) of the ESEA 
generally permits families to remain eligible for Even Start Family 
Literacy services until all family members become ineligible for 
participation. For example, in the case of a family in which the 
parent or parents have become ineligible due to educational 
advancement, eligibility would continue until all children in the 
family reach age eight. If all children in a family have reached the 
age of eight, the family continues to be eligible for two more 
years, or until the parents no longer are eligible for adult 
education under the Adult Education Act, whichever occurs earlier.

    Budget period. Under 34 CFR 75.112 and 75.117, an eligible 
applicant must propose a project period (up to four years) and provide 
budgetary information for each year of that proposed project period in 
its initial application. The budgetary information provided should 
include, for each year, an amount for each key project component with 
an accompanying breakdown of any subcomponents. A written justification 
for all requested amounts should be provided.
    An applicant is also required under 34 CFR 75.112(b) to describe 
how and when, in each budget period of the project, it plans to meet 
each objective of the project.

    Note: This information will be used by the Assistant Secretary, 
in conjunction with the grantee's annual performance report required 
under 34 CFR 75.118(a), to determine whether to make a continuation 
award for the subsequent budget year. Under 34 CFR 75.253 a grantee 
may receive a continuation award only if it demonstrates that it 
either has made substantial progress toward meeting the objectives 
of the approved project, or has received the Assistant Secretary's 
approval of changes in the project to enable it to meet the 
objectives in the succeeding budget periods.

    Federal and local funding. An Even Start Family Literacy project's 
funding is comprised of both a Federal portion of funds (Federal share) 
and a portion contributed by the eligible applicant (local project 
share). The local share of the project may be provided in cash or in 
kind and may be obtained from any source, including other Federal 
programs funded by the ESEA. The Federal share of the project may not 
exceed--
    <bullet> 90 percent of the total cost of the project in the first 
year;
    <bullet> 80 percent in the second year;
    <bullet> 70 percent in the third year;
    <bullet> 60 percent in the fourth year; and
    <bullet> 50 percent in any subsequent year.
    The Federal share for any grantee receiving a grant for a second 
grant cycle may not exceed 50 percent. Any grantee that wishes to 
reapply for a second grant cycle at the end of its first project period 
(up to 4 years) must recompete for funding with new applicants.
    Indirect costs. Even Start Family Literacy Program funds generally 
may not be used for the indirect costs of a project. Recipients of an 
Even Start Indian tribe and tribal organization grant may request the 
Secretary to waive this requirement. To obtain a waiver, however, the 
recipient must demonstrate to the Secretary's satisfaction that the 
recipient otherwise would not be able to participate in the Even Start 
Family Literacy Program.
    National and Local Evaluations: The Department is conducting a 
national

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evaluation of Even Start Family Literacy projects. Grantees are 
required to participate in the Department's national evaluation and to 
conduct a separate independent local evaluation consistent with the 
grantee's responsibilities under 34 CFR 75.590.
    The Even Start Family Literacy Program has a set of performance 
indicators developed for use in managing and reporting purposes. These 
indicators, which follow this application notice, have been approved by 
the Office of Management and Budget and shared with the Congress. 
Applicants are encouraged to use these indicators as a framework when 
developing their programs.
    The Secretary suggests that each applicant budget for evaluation 
activities as follows: a project with an estimated cost of up to 
$120,000 should designate $5,000 for this purpose; a project with an 
estimated cost of over $120,000 should designate $10,000 for these 
activities. These funds will be used for expenditures related to the 
collection and aggregation of data required for the Department's 
national evaluation. The Secretary also recommends that projects budget 
for the cost of travel to Washington, DC, and two nights' lodging for 
the project director and the project evaluator, for their participation 
in annual evaluation meetings.
    Technical Assistance: The Department holds annual technical 
assistance conferences for professional development. Grantees are 
strongly encouraged to participate in these conferences.
    The Secretary suggests that each applicant budget $2,000 each year 
for these activities. These funds should cover the cost of travel to 
the West Coast, and two nights' lodging for the project director and 
one staff member, for their participation in annual technical 
assistance conferences.
    Selection Criteria: The Secretary uses the following selection 
criteria to evaluate applications for grants under this competition.
    (1) The maximum composite score for all of these criteria is 100 
points.
    (2) The maximum score for each criterion is indicated in 
parentheses.
    (a) Meeting the purposes of the authorizing statute. (10 points). 
The Secretary considers how well the project will meet the purpose of 
the Even Start Family Literacy Program for federally recognized Indian 
tribes and tribal organizations, which under sections 1201 and 
1202(a)(1)(C) of the ESEA is to help break the cycle of poverty and 
illiteracy by awarding grants for projects that--
    <bullet> Improve the educational opportunities of low-income 
families by integrating early childhood education, adult literacy or 
adult basic education, and parenting education into a unified family 
literacy program for federally recognized Indian tribe and tribal 
organization projects;
    <bullet> Are implemented through cooperative projects that build on 
existing community resources to create a new range of services for 
Indian tribe and tribal organization projects;
    <bullet> Promote achievement of the National Education Goals; and
    <bullet> Assist children and adults from low-income families to 
achieve to challenging State content standards and challenging State 
student performance standards.
    (b) Need for project. (15 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 magnitude of the need for the services to be provided or 
the activities to be carried out by the proposed project.
    (ii) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses.

    Note: The Secretary invites applicants to address such factors 
as the following: the number of families in the area who need Even 
Start services, the lack of availability of comprehensive family 
literacy services for that population, other resources that will be 
used to benefit project participants, and any other factors that the 
applicant considers relevant to the extent of need for the project.

    (c) Significance. (10 points). The Secretary considers the 
significance of the proposed project. In determining the significance 
of the proposed project, the Secretary considers the following factors:
    (i) The extent to which the proposed project involves the 
development or demonstration of promising new strategies that build on, 
or are alternatives to, existing strategies.
    (ii) The potential replicability of the proposed project or 
strategies, including, as appropriate, the potential for implementation 
in a variety of settings.
    (iii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project.
    (d) 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 design of the proposed project includes 
a thorough, high-quality review of the relevant literature, a high-
quality plan for project implementation, and the use of appropriate 
methodological tools to ensure successful achievement of project 
objectives.
    (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 will be coordinated 
with similar or related efforts, and with other appropriate community, 
State, and Federal resources.

    Note: In designing the project, an eligible applicant must 
propose a project that incorporates, at a minimum, the following 
program elements required by section 1205 of the ESEA:

    (A) Identification and recruitment of families most in need of 
services provided under the Even Start Family Literacy Program, as 
indicated by a low level of income, a low level of adult literacy or 
English language proficiency of the eligible parent or parents, and 
other need-related indicators.
    (B) Screening and preparation of parents, including teenage 
parents and children, to enable those parents to participate fully 
in the activities and services provided under the Even Start Family 
Literacy Program, including testing, referral to necessary 
counseling, other developmental and support services, and related 
services.
    (C) Design that accommodates the participants' work schedule and 
other responsibilities, including the provision of support services, 
when those services are unavailable from other sources, but are 
necessary for participation in the activities assisted under the 
Even Start Family Literacy Program, such as--
    <bullet> Scheduling and location of services to allow joint 
participation by parents and children;
    <bullet> Child care for the period that parents are involved in 
the project; and
    <bullet> Transportation to enable parents and their children to 
participate in the project.
    (D) High-quality, intensive instructional programs that promote 
adult literacy and empower parents to support the educational growth 
of their children, developmentally appropriate early childhood 
educational services, and preparation of children for success in 
regular school programs.
    (E) Special training of staff, including child care staff, to 
develop the skills necessary to work with parents and young children 
in the full range of instructional services offered through the Even 
Start Family Literacy Program.
    (F) Providing and monitoring of integrated instructional 
services to participating parents and children through home-based 
programs.

[[Page 26396]]

    (G) Operation on a year-round basis, including the provision of 
some program services, instructional or enrichment, during the 
summer months.
    (H) Coordination with--
    <bullet> Programs assisted under other parts of Title I and 
other programs under the ESEA;
    <bullet> Any relevant programs under the Adult Education Act, 
the Individuals with Disabilities Education Act, and the Job 
Training Partnership Act; and
    <bullet> The Head Start program, volunteer literacy programs, 
and other relevant programs.
    (I) Ensuring that the proposed project will serve those families 
most in need of the activities and services provided by the Even 
Start Family Literacy Program.
    (J) An independent evaluation of the project.)

    (e) Quality of project services. (20 points). The Secretary 
considers the quality of the services to be provided by the proposed 
project. In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. In addition, the Secretary 
considers the following factors:
    (i) The likelihood that the services to be provided by the proposed 
project will lead to improvements in the achievement of students as 
measured against rigorous academic standards.
    (ii) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services.

    Note: An eligible applicant must propose a project that has 
``high-quality, intensive instructional programs'' in the three core 
instructional areas (early childhood education, adult education, and 
parenting education), as required by section 1205(d) of the ESEA. 
Concerning the quality of project services, the Secretary invites 
applicants to describe the level of intensity in these three core 
instructional services that the applicant believes sufficient to 
produce positive and sustainable outcomes for families, and how the 
project will provide that level of intensity of services.

    (f) Quality of project personnel. (5 points). The Secretary 
considers the quality of the personnel who will carry out the proposed 
project. 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. In addition, the Secretary 
considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel.
    (ii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors.
    (g) Adequacy of resources. (5 points.) The Secretary considers the 
adequacy of resources for the proposed project. In determining the 
adequacy of resources for the proposed project, the Secretary considers 
the following factors:
    (i) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.

    Note: Applicants may address this criteria in any way that is 
reasonable. An eligible applicant must provide an increasing local 
project share over the grant period (at least the following amounts: 
10% in the first year, 20% in the second year, 30% in the third 
year, and 40% in the fourth year), as required by section 1204(b) of 
the ESEA. In addressing adequacy of resources, the Secretary invites 
applicants to describe the resources that they will use to increase 
the amount of the local project's share over the four years of the 
grant, which will contribute to the applicant's ability to sustain 
the project at the end of the Federal funding.

    (ii) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project.
    (iii) The potential for the incorporation of project purposes, 
activities, or benefits into the ongoing program of the agency or 
organization at the end of Federal funding.
    (h) 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, timelines, and milestones for accomplishing 
project tasks.
    (ii) The adequacy of procedures for ensuring feedback and 
continuous improvement in the operation of the proposed project.
    (iii) 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.
    (iv) How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    (i) Quality of project evaluation. (10 points). The Secretary 
considers the quality of the evaluation to be conducted of the proposed 
project. In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible.
    (ii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    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: Patricia McKee (CFDA #84.258), Compensatory 
Education Programs, Room 3633, Regional Office Building #3, 7th and D 
Streets, SW, 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: 
Patricia McKee (CFDA #84.258), Compensatory Education Programs, Room 
3633, Regional Office Building #3, 7th and D Streets, SW, Washington, 
DC 20202-4725.
    (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.


[[Page 26397]]


    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) 
708-9494.
    (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 section 427 of the General Education 
Provisions Act, and various assurances and certifications.
    a. Instructions for the Application Narrative.
    b. Estimated Public Reporting Burden Statement.
    c. Notice to All Applicants.
    d. Objectives and Performance Indicators for the Even Start Family 
Literacy Program.
    e. Application for Federal Assistance (Standard Form 424 (Rev. 4-
88)) and instructions.
    f. Budget Information--Non-Construction Programs (ED Form No. 524) 
and instruction.
    g. Assurances--Non-Construction Programs (Standard Form 424B).
    h. Certifications regarding Lobbying; Debarment, Suspension, and 
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 
80-0013, 6/90).
    i. 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.)
    j. 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 photostatic copies of the 
application, budget forms, assurances, and certifications. However, the 
application form, assurances, and certifications must each have an 
original signature. No grant may be awarded unless a completed 
application form, including the signed assurances and certifications, 
have been received.

FOR FURTHER INFORMATION CONTACT: Laura Chow, Compensatory Education 
Programs, Office of Elementary and Secondary Education, U.S. Department 
of Education, 600 Independence Avenue, SW (4400, Portals), Washington, 
DC 20202-6132. Telephone (202) 260-2683. 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 document in an 
alternate format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the contact person listed in the preceding 
paragraph.
    Individuals with disabilities may obtain a copy of the application 
package in an alternate format, also, by contacting that person. 
However, the Department is not able to reproduce in an alternate format 
the standard forms included in the application package.

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 previous 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 a document is the document 
published in the Federal Register.

    Program Authority: 20 U.S.C. section 6362(a)(1)(C).

    Dated: May 7, 1998.
Gerald N. Tirozzi,
Assistant Secretary, Elementary and Secondary Education.

Instructions for the Application Narrative

    Before preparing the Application Narrative an applicant should read 
carefully the description of the program and the selection criteria the 
Secretary uses to evaluate applications.
    The narrative should encompass each function or activity for which 
funds are being requested and should--
    1. Begin with an Abstract; that is, a summary of the proposed 
project;
    2. Describe the proposed project in light of the selection criteria 
in the order in which the criteria are listed in this application 
package; and
    3. Provide the following in response to the attached ``Notice to 
all Applicants'': (1) a reference to the portion of the application in 
which information appears as to how the applicant is addressing steps 
to promote equitable access and participation, or (2) a separate 
statement that contains that information.
    4. Provide a copy of the signed set of assurances specified in 
section 14306(a) of the ESEA (20 U.S.C. 8856(a)) that the applicant has 
filed with its SEA and that is applicable to this grant application.
    5. Include any other pertinent information that might assist the 
Secretary in reviewing the application.
    The Secretary strongly requests the applicant to limit the 
Application Narrative to no more than 20 double-spaced, typed pages (on 
one side only), although the Secretary will consider applications of 
greater length. The Department has found that successful applications 
for similar programs generally meet this page limit.

Instructions for Estimated Public Reporting Burden

    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 1810-0540. The time required to complete this 
information collection is estimated to average 15 hours per response, 
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 or suggestions for improving this form, 
please write to: U.S. Department of Education, Washington, D.C. 20202-
4651. If you

[[Page 26398]]

have comments or concerns regarding the status of your individual 
submission of this form, write directly to: Patricia McKee, 
Compensatory Education Programs, Office of Elementary and Secondary 
Education, U.S. Department of Education, 600 Independence Avenue, SW, 
Room 4400, Portals Building, Washington D.C. 20202-6132.

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.

Objectives and Performance Indicators for the Even Start Family 
Literacy Program

    For your information, following are objectives and performance 
indicators for the Even Start Family Literacy Program (Part B of Title 
I of the ESEA) that the Department has developed in accordance with the 
Government Performance and Results Act.
    Objective 1. The literacy of participating families will improve.
    1.1 Adult literacy achievement. Increasing percentages of adults 
will achieve significant learning gains on literacy measures. In 1996, 
53% of adults achieved and posttest a moderate-to large-sized gain 
between pretest on a test of functional math skills, 19% on a test of 
functional reading skills, 17% on a test of math achievement, and 14% 
on a test of reading achievement.
    1.2 Adult educational attainment. Increasing percentages of adults 
will obtain their high school diploma or equivalent. In 1996, 10% of 
adults earned a GED since participating in Even Start.
    1.3 Children's school readiness and success. Increasing percentages 
of children participating in Even Start will attain significant gains 
on measures of school readiness and achievement. In 1996, 80% of 
children made better than expected gains on a test of school readiness, 
and 63% achieved moderate to large gains on a test of language 
development.
    1.4 Parenting skills. Increasing percentages of parents will show 
significant gains on measures of parenting skills, knowledge, and 
expectations for their children. In 1996, 41% of parents scored 75% or 
higher correct on the posttest measuring the quality of cognitive 
stimulation and emotional support provided to children in the home.
    Objective 2. Self-sufficiency outcomes of participating families 
will improve.
    2.1 Adult employment. Increasing percentages of adults will attain 
employment during or after participating in Even Start. In 1996, 13% of 
parents unemployed at intake found employment by the end of the year.
    2.2 Continuing adult education. Increasing percentages of adults 
will continue in their education.
    Objective 3. Even Start projects will reach their target population 
of families that are most in need of services.
    3.1 Recruitment of most in need. The projects will recruit low-
income, disadvantaged families with low literacy levels. In 1996, 71% 
of families had less

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than $12,000 in annual income and 47% of parents had less than a ninth 
grade education at intake.
    Objective 4. Local Even Start projects will provide comprehensive 
instructional and support services of high quality to all families in a 
cost-effective manner.
    4.1 Service hours. Projects will offer increasingly higher levels 
of service hours annually. In 1996, projects averaged 371 hours of 
adult education, 201 hours of parenting education, and 530 hours of 
early childhood education.
    4.2 Participation, retention and continuity. Projects will 
increasingly improve retention and continuity of services. In 1996, 60% 
of families were expected to continue. The adult education 
participation national average in 1996 was 114 hours, parenting 
education, 27 hours.
    4.3 Local collaborations. Projects will increasingly promote high-
quality, cost-effective collaborations. In 1996, on average, projects 
had 11 collaborators. Objective 5. The Department of Education will 
provide effective guidance and technical assistance and will identify 
and disseminate reliable information on effective approaches.
    5.1 Federal technical assistance. An increasing percentage of local 
project directors will be satisfied with technical assistance and 
guidance.

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[FR Doc. 98-12653 Filed 5-11-98; 8:45 am]
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