27816 Federal Register / Vol. 60, No. 101 / Thursday, May 25, 1995 / Notices

DEPARTMENT OF EDUCATION

[CFDA No.: 84.312A]

Urban and Rural Local Reform

Initiative; Notice Inviting Applications

for New Awards for Fiscal Year (FY)

1995

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 requirements,

and instructions needed to apply for a

grant under this competition.

Purpose of Program: To assist urban

and rural local educational agencies

(LEAs) with large numbers or

concentrations of students who are

economically disadvantaged or who

have limited English proficiency in the

development and implementation of

comprehensive local improvement

plans directed at enabling all children to

reach challenging academic standards.

Eligible Applicants: Urban and rural

LEAs with large numbers or

concentrations of students who are

economically disadvantaged or who

have limited English proficiency.

Deadline for Transmittal of

Applications: July 7, 1995.

Deadline for Intergovernmental

Review: September 7, 1995.

Available Funds: Approximately

$10.1 million.

Estimated Range of Awards: For large

urban LEAs (i.e., urban LEAs

administering schools with a total

enrollment of 100,000 or more

elementary and secondary students), the

estimated range is from $200,000 to $1

million. For mid-sized urban LEAs (i.e.,

urban LEAs administering schools with

a total enrollment of at least 50,000 but

less than 100,000 elementary and

secondary school students), the

estimated range is from $150,000 to

$750,000. For small urban LEAs (i.e.,

urban LEAs administering schools with

a total enrollment of less than 50,000

elementary and secondary school

students), the estimated range is from

$100,000 to $500,000. For rural LEAs,

the estimated range is from $25,000 to

$250,000.

Estimated Number of Awards: 40.

Note: These estimates are projections for

the guidance of potential applicants. 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 79 (Intergovernmental

Review of Department of Education

Programs and Activities).

(4) 34 CFR Part 80 (Uniform

Administrative Requirements for Grants

and Cooperative Agreements to State

and Local Governments).

(5) 34 CFR Part 81 (General Education

Provisions Act—Enforcement).

(6) 34 CFR Part 82 (New Restrictions

on Lobbying).

(7) 34 CFR Part 85 (Governmentwide

Debarment and Suspension

(Nonprocurement) and

Governmentwide Requirements for

Drug-Free Workplace (Grants)).

(8) 34 CFR Part 86 (Drug-Free Schools

and Campuses).

Supplementary Information

(a) Background

The Goals 2000: Educate America Act

(Pub. L. 103–227) (20 U.S.C. 5801 et

seq.) (the Act) asks States and

communities to reform their education

systems through the development and

implementation of comprehensive

improvement plans based on

challenging academic standards and

high expectations for all students. One

of the fundamental premises underlying

Goals 2000 is that comprehensive,

systemic reform should be promoted

from the bottom up in communities,

LEAs, and schools. Section 314(b) of the

Goals 2000 legislation helps facilitate

bottom-up reform by authorizing the

Secretary to provide funding and

technical assistance to urban and rural

LEAs with large numbers or

concentrations of students who are

economically disadvantaged or who

have limited English proficiency in

order for the LEAs to develop and

implement comprehensive local

improvement plans designed to help all

children reach challenging academic

standards.

(b) Serving Large Numbers or

Concentrations of Students Who Are

Economically Disadvantaged or Who

Have Limited English Proficiency

In its application, an LEA should

demonstrate the standard used to

determine the number or concentration

of students who are economically

disadvantaged or who have limited

English proficiency. For example, an

‘‘economically disadvantaged student’’

could be defined as one eligible for free

or reduced price lunch under the

National School Lunch Act. If this

measure were used by the applicant, its

application would indicate the number

or percentage of students receiving free

or reduced price lunch.

The Secretary is particularly

interested in receiving applications from

urban or rural LEAs that satisfy the

requirement for serving large numbers

or concentrations of economically

disadvantaged or limited Englishproficient students by demonstrating

that at least one of the following

conditions is present:

(1) The number of economically

disadvantaged elementary and

secondary school students (as measured,

for example, by students eligible for free

or reduced price lunch under the

National School Lunch Act) in the

schools administered by the LEA totals

at least 35,000.

(2) The number of economically

disadvantaged elementary and

secondary school students (as measured,

for example, by students eligible for free

or reduced price lunch under the

National School Lunch Act) in the

schools administered by the LEA is at

least 70 percent of the total number of

elementary and secondary students in

those schools.

(3) The number of elementary and

secondary school students who have

limited English proficiency in the

schools administered by the LEA totals

at least 10,000.

(4) The number of elementary and

secondary school students who have

limited English proficiency in the

schools administered by the LEA is at

least 25 percent of the total number of

elementary and secondary students in

those schools.

LEAs that meet one or more of these

four conditions will not receive

competitive or absolute preference over

other LEAs that serve a large number or

concentration of economically

disadvantaged or limited Englishproficient students. The specific

numbers and percentages in these

examples merely illustrate some of the

possible ways that an LEA might

demonstrate that it serves ‘‘large

numbers or concentrations of students

who are economically disadvantaged or

who have limited English proficiency.’’

Eligible LEAs may have fewer numbers

or lower percentages of economically

disadvantaged or limited Englishproficient students than the specific

numbers or percentages outlined above.

(c) Eligible LEAs That Serve Schools in

Empowerment Zones or Enterprise

Communities

The Secretary strongly encourages

applications from eligible LEAs that

serve schools in communities

designated as Empowerment Zones or
Federal Register / Vol. 60, No. 101 / Thursday, May 25, 1995 / Notices 27817

Enterprise Communities by the

Department of Housing and Urban

Development and the Department of

Agriculture. The emphasis in section

314(b) of the Act on coordinated

planning to meet the pressing needs of

urban and rural LEAs with large

numbers or concentrations of limited

English-proficient and economically

disadvantaged students makes it ideally

suited to play a key role in the

Empowerment Zone and Enterprise

Community program.

(d) Applications From LEAs in States

Not Participating in Goals 2000

LEAs with large numbers or

concentrations of students who are

economically disadvantaged or who

have limited English proficiency are

eligible to apply for a local reform grant

whether or not the State in which they

are located is participating under Title

III of Goals 2000.

(e) Developing and Implementing a

Local Improvement Plan

In explaining how its proposed

process for developing and

implementing a local improvement plan

would help all students, especially

economically disadvantaged and limited

English-proficient students, reach

challenging academic standards, an

applicant might demonstrate—

(1) How the local plan development

and implementation would be aligned

with any reform initiatives that are

being undertaken by the State or LEA

under the Goals 2000: Educate America

Act, the Improving America’s Schools

Act of 1994, the School-to-Work

Opportunities Act, and other reform

programs;

(2) The process by which the

applicant would develop and

implement specific strategies to ensure

that economically disadvantaged

students and limited English-proficient

students, as well as other students, will

reach challenging content and student

performance standards;

(3) The process by which other

programs administered by the applicant

would be effectively integrated into the

local reform plan; and

(4) The process by which the

applicant would ensure that individual

schools will have the flexibility to

develop school-based plans that address

their particular needs and that are

consistent with the local improvement

plan or plans.

In addition, in presenting its plan of

operation, an applicant might explain

how the local improvement plan would

be developed and implemented through

broad-based outreach and collaborative

processes. The Secretary encourages

applicants to address issues such as the

following in describing these processes:

(1) The extent to which the local plan

would be developed by a broad-based

panel that is representative of the

diversity of the students in the

community, and that includes teachers,

parents, advocacy groups, school

administrators, business representatives,

and others, as appropriate;

(2) How the panel would conduct a

grassroots outreach process to involve

all segments of the community—

including teachers, parents, advocacy

groups, school administrators, business

and community leaders, and others as

appropriate—in a continuing dialogue

concerning the issues that will be

addressed during the development and

implementation of the plan or plans;

and

(3) How the plan development and

implementation process would give

special consideration to the input

received from parents of, and other

individuals and organizations working

with, economically disadvantaged and

limited English-proficient students.

The Secretary recognizes that LEAs

share similar problems. LEAs are

encouraged to work in concert with

each other and with educational reform

partners (e.g., business organizations,

parent organizations, community-based

organizations, institutions of higher

education, or service providers) in

developing and implementing their

local reform plans.

(f) Evaluation Strategies

In devising evaluation strategies for

the proposed project, the Secretary

encourages applicants to consider issues

such as the following:

(1) The process by which rigorous

timelines and challenging performance

indicators would be established for the

development and implementation of

comprehensive local improvement

plans; and for plans already in the

implementation stages, a description of

indicators, timelines, and methods

being used for evaluation;

(2) How effectively the overall

evaluation strategies would assess the

LEA’s progress in developing and

implementing its local improvement

plan, and assess outcomes attained

during the project period, especially

progress toward improved student

achievement in the LEA;

(3) How the LEA would document key

activities in the development and

implementation of the plan;

(4) How the evaluation findings

would be used to provide feedback to

the grantee so that appropriate

modifications could be made; and

(5) How the evaluation findings

would be shared with the community as

well as other LEAs.

The Department of Education intends

to conduct a national multi-year

evaluation of projects funded under this

competition. The evaluation may assess

all components of the project. Grantees

will be required to cooperate in the

evaluation, including sharing locally

collected evaluation data with the entity

conducting the evaluation. The

evaluation may examine items such as

the following: the process by which the

plan has been developed; the

comprehensiveness of the plan; support

for the plan; and selected outcome data

(e.g., student achievement and

performance documentation, attendance

records). The evaluation contractor may

also conduct site visits and request

additional data from the grantee, as

appropriate.

Application Requirements

The authorizing statute—section

314(b) of the Act—provides that the

grants under this competition should be

made ‘‘in accordance with the

provisions of section 309(a) that the

Secretary deems appropriate.’’ The

Secretary has determined that a local

improvement plan developed under

section 314(b) must meet the

requirements in sections 309(a)(3) (A)

through (F), and section 309(a)(3)(H) of

the Act. That is, each local improvement

plan developed with funds awarded

under this competition shall—

(A) Be developed by a broad-based

panel that—

(i) Is appointed by the LEA and is

representative of the diversity of

students and community with regard to

race, language, ethnicity, gender,

disability, and socioeconomic

characteristics and includes teachers,

parents, advocacy groups, school

administrators, business representatives,

and others, as appropriate; and

(ii) Shall, following the selection of its

members, establish the procedures

regarding the operation of the panel,

including the designation of the

chairperson;

(B) Address districtwide education

improvement, directed at enabling all

students to meet the State content

standards and State student

performance standards, including

specific goals and benchmarks, reflect

the priority of the State improvement

plan (for LEAs in Goals 2000 States or

in States undergoing other

comprehensive reform efforts) and

include a strategy for—

(i) Ensuring that all students have a

fair opportunity to learn;

(ii) Improving teaching and learning;
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(iii) Improving governance and

management;

(iv) Generating, maintaining, and

strengthening parental and community

involvement; and

(v) Expanding improvements

throughout the LEA;

(C) Promote the flexibility of local

schools in developing plans that address

the particular needs of their school and

community and are consistent with the

local improvement plan;

(D) Describe a process of broad-based

community participation in the

development, implementation, and

evaluation of the local improvement

plan;

(E) Describe how the LEA will

encourage and assist schools to develop

and implement comprehensive school

improvement plans that—

(i) Focus on helping all students reach

State content standards and State

student performance standards; and

(ii) Address relevant elements of the

local improvement plan of the LEA

identified in paragraph (B);

(F) Describe how the LEA will

implement specific programs aimed at

ensuring improvements in school

readiness and the ability of students to

learn effectively at all grade levels by

identifying the most pressing needs

facing students and their families with

regard to social services, health care,

nutrition, and child care, and entering

into partnerships with public and

private nonprofit agencies to increase

the access of students and families to

coordinated nonsectarian services in a

school setting or at a nearby site; and

(G) Note: The requirements of section

309(a)(3)(G) do not apply to the section

314(b) grants;

(H) Identify, with an explanation, any

State or Federal requirements that the

LEA believes impede educational

improvement and that such agency

requests to be waived in accordance

with section 311 (for those LEAs in

Goals 2000 States), which requests shall

promptly be submitted to the Secretary

by the LEA.

All LEAs applying for a grant are also

required to demonstrate that they have

large numbers or concentrations of

students who are economically

disadvantaged or who have limited

English proficiency.

Selection Criteria

(a)(1) The Secretary uses the following

selection criteria in 34 CFR 75.210 to

evaluate applications under this

competition.

(2) The maximum score for all of

these criteria is 100 points.

(3) The maximum score for each

criterion is indicated in parentheses.

The Secretary assigns the 15 points

that are reserved in 34 CFR 75.210(c) as

follows: 10 points to selection criterion

(34 CFR 75.210(b)(2) (Extent of need for

the project) for a possible total of 30

points; and 5 points to selection

criterion (34 CFR 75.210(b)(3) (Plan of

operation) for a possible total of 20

points.

(b) The criteria—(1) Meeting the

purposes of the authorizing statute. (30

points) The Secretary reviews each

application to determine how well the

project will meet the purposes of the

authorizing statute (i.e., sections 2 and

314(b) of the Goals 2000: Educate

America Act), including consideration

of—

(i) The objectives of the project; and

(ii) How the objectives of the project

further the purposes of the authorizing

statute.

(2) Extent of need for the project. (30

points) The Secretary reviews each

application to determine the extent to

which the project meets specific needs

recognized in the statute that authorizes

the program, including consideration

of—

(i) The needs addressed by the

project;

(ii) How the applicant identified those

needs;

(iii) How those needs will be met by

the project; and

(iv) The benefits to be gained by

meeting those needs.

(3) Plan of operation. (20 points) The

Secretary reviews each application to

determine the quality of the plan of

operation for the project, including—

(i) The quality of the design of the

project;

(ii) The extent to which the plan of

management is effective and ensures

proper and efficient administration of

the project;

(iii) How well the objectives of the

project relate to the purpose of the

program;

(iv) The quality of the applicant’s plan

to use its resources and personnel to

achieve each objective; and

(v) How the applicant will ensure that

project participants who are otherwise

eligible to participate are selected

without regard to race, color, national

origin, gender, age, or disability.

(4) Quality of key personnel. (7

points)

(i) The Secretary reviews each

application to determine the quality of

key personnel the applicant plans to use

on the project, including—

(A) The qualifications of the project

director (if one is to be used);

(B) The qualifications of each of the

other key personnel to be used in the

project;

(C) The time that each person referred

to in paragraphs (4)(i)(A) and (B) will

commit to the project; and

(D) How the applicant, as part of its

nondiscriminatory employment

practices, will ensure that its personnel

are selected for employment without

regard to race, color, national origin,

gender, age, or disability.

(ii) To determine personnel

qualifications under paragraphs (4)(i)(A)

and (B), the Secretary considers:

(A) Experience and training in fields

related to the objectives of the project;

and

(B) Any other qualifications that

pertain to the quality of the project.

(5) Budget and effectiveness. (5

points) The Secretary reviews each

application to determine the extent to

which—

(i) The budget is adequate to support

the project; and

(ii) Costs are reasonable in relation to

the objectives of the project.

(6) Evaluation plan. (5 points) The

Secretary reviews each application to

determine the quality of the evaluation

plan for the project, including the extent

to which the applicant’s methods of

evaluation—

(i) Are appropriate to the project; and

(ii) To the extent possible, are

objective and produce data that are

quantifiable.

(7) Adequacy of resources. (3 points)

The Secretary reviews each application

to determine the adequacy of the

resources that the applicant plans to

devote to the project, including

facilities, equipment, and supplies.

Intergovernmental Review of Federal

Programs

This program is subject to the

requirements of Executive Order 12372

(Intergovernmental Review of Federal

Programs) and the regulations in 34 CFR

Part 79.

The objective of the Executive order is

to foster an intergovernmental

partnership and to strengthen

federalism by relying on State and local

processes for State and local

government coordination and review of

proposed Federal financial assistance.

Applicants must contact the

appropriate State Single Point of

Contact to find out about, and to comply

with, the State’s process under

Executive Order 12372. Applicants

proposing to perform activities in more

than one State should immediately

contact the Single Point of Contact for

each of those States and follow the

procedure established in each State

under the Executive order. If you want

to know the name and address of any

State Single Point of Contact, see the list
Federal Register / Vol. 60, No. 101 / Thursday, May 25, 1995 / Notices 27819

published in the Federal Register on

March 3, 1995 (60 FR 16713).

In States that have not established a

process or chosen a program for review,

State, areawide, regional, and local

entities may submit comments directly

to the Department.

Any State Process Recommendation

and other comments submitted by a

State Single Point of Contact and any

comments from State, areawide,

regional, and local entities must be

mailed or hand-delivered by the date

indicated in this notice to the following

address: The Secretary, E.O. 12372—

CFDA# 84.312A, U.S. Department of

Education, Room 6300, 600

Independence Avenue, SW.,

Washington, DC 20202.

Proof of mailing will be determined

on the same basis as applications (see 34

CFR 75.102). Recommendations or

comments may be hand-delivered until

4:30 p.m. (Washington, DC time) on the

date indicated in this notice.

PLEASE NOTE THAT THE ABOVE

ADDRESS IS NOT THE SAME

ADDRESS AS THE ONE TO WHICH

THE APPLICANT SUBMITS ITS

COMPLETED APPLICATION. DO NOT

SEND APPLICATIONS TO THE ABOVE

ADDRESS. INSTRUCTIONS FOR

TRANSMITTAL OF APPLICATIONS:

(a) If an applicant wants to apply for

a grant, the applicant shall—

(1) Mail the original and two copies

of the application on or before the

deadline date to: U. S. Department of

Education, Application Control Center,

Attention: (CFDA 84.312A),

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 the deadline

date to: U.S. Department of Education,

Application Control Center, Attention:

(CFDA 84.312A), Room #3633, Regional

Office Building #3, 7th and D Streets,

SW., Washington, DC.

(b) An applicant must show one of the

following as proof of mailing:

(1) A legibly dated U.S. Postal Service

postmark.

(2) A legible mail receipt with the

date of mailing stamped by the U.S.

Postal Service.

(3) A dated shipping label, invoice, or

receipt from a commercial carrier.

(4) Any other proof of mailing

acceptable to the Secretary.

(c) If an application is mailed through

the U.S. Postal Service, the Secretary

does not accept either of the following

as proof of mailing:

(1) A private metered postmark.

(2) A mail receipt that is not dated by

the U.S. Postal Service.

Notes: (1) The U.S. Postal Service does not

uniformly provide a dated postmark. Before

relying on this method, an applicant should

check with its local post office.

(2) The Application Control Center will

mail a Grant Application Receipt

Acknowledgment to each applicant. If an

applicant fails to receive the notification of

application receipt within 15 days from the

date of mailing the application, the applicant

should call the U.S. Department of Education

Application Control Center at (202) 708–

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 application is

divided into three parts plus a statement

regarding estimated public reporting

burden and various assurances and

certifications. These parts and

additional materials are organized in the

same manner that the submitted

application should be organized. The

parts and additional materials are as

follows:

Part I: Application for Federal

Assistance (Standard Form 424 (Rev. 4–

88)) and instructions.

Part II: Budget Information—NonConstruction Programs (Standard Form

524A) and instructions.

Part III: Application Narrative.

Additional Materials

Estimated Public Reporting Burden.

Assurances—Non-Construction

Programs (Standard Form 424B).

Certifications regarding Lobbying;

Debarment, Suspension, and Other

Responsibility Matters; and Drug-Free

Workplace Requirements (ED 80–0013).

Certification regarding Debarment,

Suspension, Ineligibility and Voluntary

Exclusion: Lower Tier Covered

Transactions (ED 80–0014, 9190) and

instructions.

(Note: ED 80–0014 is intended for the use

of grantees and should not be transmitted to

the Department.)

Disclosure of Lobbying Activities

(Standard Form LLL) (if applicable) and

instructions; and Disclosure of Lobbying

Activities Continuation Sheet (Standard

Form LLL–A).

An applicant may submit information

on a photostatic copy of the application

and budget forms, the assurances, and

the certifications. However, the

application form, the assurances, and

the certifications must each have an

original signature. No grant may be

awarded unless a completed application

form has been received.

Application Workshops

The Department will conduct

workshops to provide assistance to

potential applicants concerning

requirements of the authorizing statute

and the application process. However,

applicants are encouraged to begin

preparation of their applications

immediately upon receipt of this

application package.

The workshops will be held on the

following dates and at the following

locations. Pre-registration is suggested.

Monday, June 12, 1995, 10:00 am to 3:00

p.m., Federal Building, Room 16350,

3535 Market Street, Philadelphia, PA

19104, (215) 596–0175

Wednesday, June 14, 1995, 10:00 am to

3:00 p.m., El Centro Community

College, Main & Lamar (Lamar

entrance), A Building, 5th floor, Room

A525, Dallas, TX 75201, (214) 767–

3626

Friday, June 16, 1995, 10:00 am to 3:00

p.m., Federal Building, Room 205, 50

United Nations Plaza, San Francisco,

CA 94102, (415) 556–4920

FOR FURTHER INFORMATION CONTACT:

Jackie C. Jackson, U.S. Department of

Education, 600 Independence Avenue,

SW., Portals Building, Room 4000,

Washington, DC 20202–2110,

Telephone: (202) 401–0039, FAX: (202)

205–0303. 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.

Information about the Department’s

funding opportunities, including copies

of application notices for discretionary

grant competitions, can be viewed on

the Department’s electronic bulletin

board (ED Board), telephone (202) 260–

9950; or on the Internet Gopher Server

at GOPHER.ED.GOV (under

Announcements, Bulletins, and Press

Releases). However, the official

application notice for a discretionary

grant competition is the notice

published in the Federal Register.

Program Authority: Section 314(b) of the

Goals 2000: Educate America Act, 20 U.S.C.

5894(b).

Dated: May 19, 1995.

Thomas W. Payzant,

Assistant Secretary, Elementary and

Secondary Education.

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Instructions for Part III Application

Narrative

Before preparing the Application

Narrative an applicant should read the

information in this notice, including 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 each of the selection criteria in

the order in which the criteria are listed

in this application; and

3. 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 doublespaced, typed (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

Under terms of the Paperwork

Reduction Act of 1980, as amended, and

the regulations implementing that Act,

the Department of Education invites

comment on the public reporting

burden in this collection of information.

Public reporting burden for this

collection of information is estimated to

average 20 hours per response,

including the time for reviewing

instructions, searching existing data

sources, gathering and maintaining the

data needed, and completing and

reviewing the collection of information.

You may send comments regarding this

burden estimate or any other aspect of

this collection of information, including

suggestions for reducing this burden, to

the U.S. Department of Education,

Information Management and

Compliance Division, Washington, D.C.

20202–4651; and to the Office of

Management and Budget, Paperwork

Reduction Project, 1810–0574,

Washington, D.C. 20503.

(Information collection approved under OMB

control number 1810–0574. Expiration date:

4/30/98.)

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27830 Federal Register / Vol. 60, No. 101 / Thursday, May 25, 1995 / Notices
Federal Register / Vol. 60, No. 101 / Thursday, May 25, 1995 / Notices 27831
27832 Federal Register / Vol. 60, No. 101 / Thursday, May 25, 1995 / Notices
Federal Register / Vol. 60, No. 101 / Thursday, May 25, 1995 / Notices 27833
27834 Federal Register / Vol. 60, No. 101 / Thursday, May 25, 1995 / Notices

[FR Doc. 95–12787 Filed 5–24–95; 8:45 am]

BILLING CODE 4000–01–C