`[Federal Register Volume 60, Number 101 (Thursday, May 25, 1995)]
[Notices]
[Pages 27816-27834]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 95-12787]




[[Page 27815]]

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Part III





Department of Education





_______________________________________________________________________



Urban and Rural Local Reform Initiative; Inviting Applications for New 
Awards for Fiscal Year 1995; Notice

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

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 
English-proficient 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 
English-proficient 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 English-proficient 
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 
[[Page 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; [[Page 27818]] 
    (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 
[[Page 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--Non-Construction 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 double-spaced, 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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[FR Doc. 95-12787 Filed 5-24-95; 8:45 am]
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