14136 Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 / Notices

DEPARTMENT OF LABOR

Employment and Training

Administration

DEPARTMENT OF EDUCATION

Office of Vocational and Adult

Education

Job Training Partnership Act: SchoolTo-Work Opportunities; Indian

Program; Application Procedures

AGENCIES: Employment and Training

Administration, Labor. Office of

Vocational and Adult Education,

Education.

ACTION: Notice of availability of funds

and solicitation for grant applications

(SGA).

SUMMARY: This Notice contains all of the

necessary information and forms needed

to apply for grant funding. This notice

announces a competition for Indian

Program Grants to enable local

partnerships to begin development or

implementation of School-to-Work

Opportunities initiatives that serve

Indian youth and involve schools

funded by the Bureau of Indian Affairs

(BIA). The School-to-Work

Opportunities initiatives funded under

this competition will offer Indian youth

access to School-to-Work Opportunities

programs that will prepare them for first

jobs in high-skill, high-wage careers and

further postsecondary education and

training.

DATES: Applications for grant awards

will be accepted commencing March 15,

1995. The closing date for receipt of

applications is May 15, 1995, at 2 p.m.

(Eastern Time) at the address below.

Telefacsimile (FAX) applications will

not be honored.

ADDRESSES: Applications shall be

mailed to: U.S. Department of Labor,

Employment and Training

Administration, Division of Acquisition

and Assistance, Attention: Ms. Laura

Cesario, Reference: SGA/DAA 95–002,

200 Constitution Avenue NW, Room S–

4203, Washington, D.C. 20210.

FOR FURTHER INFORMATION CONTACT:

Ms. Laura Cesario, Division of

Acquisition and Assistance, Telephone:

(202) 219–7300 (this is not a toll-free

number).

SUPPLEMENTARY INFORMATION:

Section A. Purpose

This competition will award grants to

local partnerships for School-to-Work

Opportunities initiatives that serve

Indian youth and involve Bureaufunded schools. Approximately

$500,000 is available for awards under

this notice. The Departments expect to

award approximately 8 development

grants of about $30,000 and up to 5

implementation grants ranging in

amount between $50,000 and $100,000

under this notice. Grants under this

competition will be financed under

Title IV of the Job Training Partnership

Act and will be used to implement

activities that are consistent with Title

II, Subtitle C of the School-to-Work

Opportunities Act of 1994.

Local Partnerships may apply for

either a development grant, an

implementation grant or both. The

competitions have been structured to

allow those partnerships which have

been engaged in planning and

development activities to apply for an

implementation grant without

jeopardizing their opportunities for

receiving a development grant.

However, local partnerships which

intend to apply for consideration under

both the development and

implementation grant competitions

must submit separate applications for

each competition. The amount of any

award will be based on a number of

factors, including the scope, quality,

and comprehensiveness of the proposed

initiative and the size of the population

to be served.

The Departments intend to conduct

subsequent competitions for Indian

Program Grants, on an annual basis,

under the recently enacted School-toWork Opportunities Act of 1994. A local

partnership may receive only one (1)

development or implementation grant

under this notice, with grant renewals

for up to five years to be awarded

depending upon fund availability and

maintaining satisfactory progress.

Section B. Application Process

1. Eligible Applicants

An entity that meets the definition of

‘‘eligible partnership,’’ as defined in

section B.7 of this notice, proposes to

serve Indian youth, and involves

Bureau-funded schools is eligible to

apply for an Indian Program Grant for

either development or implementation

of School-to-Work Opportunities

initiatives.

2. Submission of Application

Applicants must submit an original

and four (4) copies of the application.

The application shall consist of four

distinct parts: budget and certifications,

abstract, program narrative and

appendices. To ensure a comprehensive

and expedient review, the Departments

strongly suggest that applicants submit

an application formatted as seen below:

Table of Contents

I. Budget and Certifications

Part I shall contain the Standard Form

(SF) 424, ‘‘Application for Federal

Assistance,’’ and SF 424A, ‘‘Budget’’

(Appendix A). All copies of the 424

Form must have original signatures of

the designated fiscal agent and must

indicate in item 11 whether the

application is to be considered for

development or implementation

funding. In addition, the budget shall

include—on a separate page(s)—a

detailed cost break-out of each line item

on Budget Form 424A. Assurances and

Certifications (Appendix B) shall also be

included in this part.

II. Abstract

Part II shall consist of a one page

abstract summarizing the essential

components and key features of the

partnership’s plan.

III. Program Narrative

Part III shall contain the program

narrative that demonstrates the

applicant’s plan and capabilities in

accordance with the Statement of Work

in Section C. The Departments strongly

advise applicants to describe their plan

in light of each of the Selection Criteria

in Section E of this notice. No cost data

or reference to price shall be included

in this part of the application. The

Departments strongly request that

applicants limit the program narrative

section to no more than 40 doublespaced pages, on one side only.

IV. Appendices

All applicable appendices including

letters of support, resumes and

organizational charts should be

included in this section. The safeguard

assurance, as required under Part III,

Section D, ‘‘Safeguards’’, of this notice,

should be included in all applications

as Appendix A. The Departments

recommend that all appendix entries be

cross-referenced back to applicable

sections in the program narrative.

3. Late Applications

Any application received after the

exact time specified for receipt at the

office designated in this notice will not

be considered, unless it is received

before awards are made and it—

(a) Was sent by registered or certified

mail not later than the fifth calendar day

before the date specified for receipt of

applications (e.g., an application

submitted in response to a solicitation

requiring receipt of applications by the

20th of the month must have been

mailed/post marked by the 15th of that

month); or
Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 / Notices 14137

(b) Was sent by the U.S. Postal Service

Express Mail Next Day Service to

addressee not later than 5:00 P.M. at the

place of mailing two working days prior

to the date specified for receipt of

applications. The term ‘‘working days’’

excludes weekends and Federal

holidays.

The term ‘‘post marked’’ means a

printed, stamped, or otherwise placed

impression (exclusive of a postage meter

machine impression) that is readily

identifiable, without further action, as

having been supplied or affixed on the

date of mailing by an employee of the

U.S. Postal Service.

4. Hand-Delivered Applications

It is preferred that applications be

mailed at least five days prior to the

closing date. To be considered for

funding, hand-delivered applications

must be received by 2:00 P.M., Eastern

Time, on the closing date. Telegraphed

and/or Faxed applications will not be

honored. Failure to adhere to the above

instructions will be a basis for a

determination of nonresponsiveness.

Overnight express mail from carriers

other than the U.S. Postal Service will

be considered hand-delivered

applications and must be received by

the above specified date and time.

5. Period of Performance

The period of performance will be

twelve (12) months from the date of

award by the Department of Labor.

Since all awards must be made by June

30, 1995 under this competition, the

Departments recommend that all

applicants use July 1, 1995–June 30,

1996 as both budgetary and project

award periods.

6. Option to Extend

These Indian Program Grants may be

extended for up to four additional years

at the discretion of the Federal

Government, based upon the availability

of funds and the demonstrated progress

of the grantee in implementing a

School-to-Work Opportunities initiative.

Consistent with the School-to-Work

Opportunities Act, the Departments

expect that over time, the amount of

federal funds, if any, that are added to

this grant, awarded under this notice,

will decrease. Funds awarded under

this notice are considered ‘‘venture

capital’’ for the establishment of Schoolto-Work Opportunities systems serving

Indian youth. Likewise, local

partnerships will eventually assume

responsibility for maintaining Schoolto-Work Opportunities systems with

other Federal, State and local resources.

7. Definitions

As used in this notice—

‘‘All aspects of an industry’’ means all

aspects of the industry or industry

sector a student is preparing to enter,

including planning, management,

finances, technical and production

skills, underlying principles of

technology, labor and community

issues, health and safety issues, and

environmental issues, related to that

industry or industry sector;

‘‘Bureau-funded school’’ as defined in

Section 1139 (3) of the ‘‘Education

Amendments of 1978’’ means:

(a) A Bureau school—a Bureau of

Indian Affairs-operated elementary or

secondary day or boarding school or a

BIA-operated dormitory for students

attending a school other than a Bureau

school.

(b) A contract school—an elementary

or secondary school or a dormitory that

receives financial assistance for its

operation under a contract or agreement

with the BIA under Section 102, 103 (a),

or 208 of the Indian Self-Determination

and Education Assistance Act.

(c) A school for which assistance is

provided under the Tribally Controlled

Schools Act of 1988.

‘‘Career guidance and counseling’’

means programs—

(a) That pertain to the body of subject

matter and related techniques and

methods organized for the development

in individuals of career awareness,

career planning, career decisionmaking,

placement skills, and knowledge and

understanding of local, State, and

national occupational, educational, and

labor market needs, trends, and

opportunities;

(b) That assist individuals in making

and implementing informed educational

and occupational choices; and

(c) That aid students to develop career

options with attention to surmounting

gender, race, ethnic, disability,

language, or socioeconomic

impediments to career options and

encouraging careers in nontraditional

employment.

‘‘Career major’’ means a coherent

sequence of courses or field of study

that prepares a student for a first job and

that—

(a) Integrates academic and

occupational learning, integrates schoolbased and work-based learning, and

establishes linkages between secondary

schools and postsecondary educational

institutions;

(b) Prepares the student for

employment in a broad occupational

cluster or industry sector;

(c) Typically includes at least two

years of secondary education and at

least one or two years of postsecondary

education;

(d) Provides the students, to the

extent practicable, with strong

experience in and understanding of all

aspects of the industry the students are

planning to enter;

(e) Results in the award of—

(1) a high school diploma or its

equivalent, such as:

(A) a general equivalency diploma; or

(B) an alternative diploma or

certificate for students with disabilities

for whom such alternative diploma or

certificate is appropriate;

(2) a certificate or diploma

recognizing successful completion of

one or two years of postsecondary

education (if appropriate), and

(3) a skill certificate; and

(f) May lead to further education and

training, such as entry into a registered

apprenticeship program, or may lead to

admission to a two- or four-year college

or university.

‘‘Elementary school’’ means a day or

residential school that provides

elementary education, as determined

under State law.

‘‘Employer’’ includes both public and

private employers, as well as tribal

businesses and school-based enterprises

where appropriate;

‘‘Eligible partnership’’ means an

entity responsible for School-to-Work

Opportunities programs funded under

this competition and that—

(a) Consists of tribal organizations

responsible for economic development,

employment, job training, and

education (such as tribal business

councils, local chapters of tribal

business councils, tribal departments of

education), employers (including tribal

businesses or school-based enterprises

where applicable), representatives of

Bureau-funded schools and local

postsecondary educational institutions

(including representatives of area

vocational education schools and tribal

colleges where applicable), local

educators (such as teachers, counselors,

or administrators), representatives of

labor organizations or nonmanagerial

employee representatives, students and

parents; and

(b) May include other entities, such

as—

(1) Employer organizations;

(2) Community-based organizations;

(3) National trade associations

working at the local level;

(4) Industrial extension centers;

(5) Rehabilitation agencies and

organizations;

(6) Registered apprenticeship

agencies;

(7) Local vocational education

entities;
14138 Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 / Notices

(8) Proprietary institutions of higher

education (as defined in section 481(b)

of the Higher Education Act of 1965 (20

U.S.C. 1088(b)) that meet the eligibility

and certification requirements under

Title IV of such Act (20 U.S.C. 1070 et

seq.);

(9) Local government agencies;

(10) Parent organizations;

(11) Teacher organizations;

(12) Vocational student organizations;

(13) Private industry councils

established under section 402 of the Job

Training Partnership Act (29 U.S.C.

1512);

‘‘Postsecondary education institution’’

means an institution of higher education

(as such term is defined in section 481

of the Higher Education Act of 1965 (20

U.S.C. 1088)) which meets the eligibility

and certification requirements under

Title IV of that Act (20 U.S.C. 1070 et

seq.);

‘‘Registered apprenticeship agency’’

means the Bureau of Apprenticeship

and Training in the Department of Labor

or a State apprenticeship agency

recognized and approved by the Bureau

of Apprenticeship and Training as the

appropriate body for State registration

or approval of local apprenticeship

programs and agreements for Federal

purposes;

‘‘Registered apprenticeship program’’

means a program registered by a

registered apprenticeship agency;

‘‘School dropout’’ means a youth who

is no longer attending any school and

who has not received a secondary

school diploma or a certificate from a

program of equivalency for such a

diploma;

‘‘School site mentor’’ means a

professional employed at a school who

is designated as the advocate for a

particular student, and who works in

consultation with classroom teachers,

counselors, related services personnel,

and the employer of the student to

design and monitor the progress of the

School-to-Work Opportunities program

of the student.

‘‘Secondary school’’ means—

(a) A nonprofit day or residential

school that provides secondary

education, as determined under State

law, except that it does not include any

education provided beyond grade 12;

and

(b) A Job Corps center under part B of

Title IV of the Job Training Partnership

Act (29 U.S.C. 1691 et seq.);

‘‘Skill certificate’’ means a portable,

industry-recognized credential issued

by a School-to-Work Opportunities

program under an approved plan, that

certifies that a student has mastered

skills at levels that are at least as

challenging as skill standards endorsed

by the National Skill Standards Act of

1994, except that until such skill

standards are developed, the term ‘‘skill

certificate’’ means a credential issued

under a process described in the

approved School-to-Work plan;

‘‘Workplace mentor’’ means an

employee or other individual, approved

by the employer at a workplace, who

possesses the skills and knowledge to be

mastered by a student, and who

instructs the student, critiques the

performance of the student, challenges

the student to perform well, and works

in consultation with classroom teachers

and the employer of the student.

Section C. Statement of Work

Part I. Background

The United States is the only

industrialized nation that lacks a

comprehensive and coherent system to

help its youth acquire the knowledge,

skills, abilities, and information about

the labor market necessary to make an

effective transition from school to

career-oriented work. Three-fourths of

America’s high school students do not

attain four-year college degrees. Many of

them do not possess the basic academic

and occupational skills necessary for

entry into high-skill, high-wage careers

in the changing workplace or to pursue

further education.

The School-to-Work Opportunities

Act of 1994 created a national

framework for high-quality, statement

school-to-work transition systems that

enable young Americans to identify and

navigate paths to productive and

progressively more rewarding roles in

the workplace. The funds used for the

School-to-Work Indian Program grant

competition were requested and

appropriated prior to enactment of the

School-to-Work Act. However, the

Secretaries of Education and Labor have

modeled the School-to-Work

Opportunities Indian Grant Program on

the Act.

Partnerships serving Indian youth

face particular challenges in

implementing School-to-Work

Opportunities initiatives:

1. High unemployment and relatively

few high-skill, high-wage employment

opportunities often characterize the

areas to be served, making it more

difficult to secure employer

participation, work-based learning

opportunities, and career-track jobs for

Indian youth who complete a School-toWork Opportunities program. Therefore,

creative strategies must be developed to

make full use of the capacity of local

institutions to include a variety of

alternative work-based learning

environments and to support intensive

efforts to enhance diverse employer

involvement.

2. Dropout rates of schools in Indian

communities are often high, and

intervention to improve student

performance needs to begin in the

elementary or middle school years.

School-to-Work Opportunities

initiatives can offer alternative learning

environments, creative approaches to

academic and technical subjects and

relevant and engaging school-based and

work-based activities that can encourage

Indian youth to remain in school until

completion.

3. Economic and geographic factors

may create uneven educational and

employment opportunities among

Indian youth, thus requiring that careful

consideration be given to enhancing

both the access and availability of

opportunities. In particular, the

extremely rural nature of many tribal

communities requires innovative efforts

in providing high-skill high-wage

employment including but not limited

to opportunities with tribal businesses,

school-based enterprises, and

entrepreneurial training.

Under this competition, federal funds

will be used as ‘‘venture capital’’ to

establish School-to-Work Opportunities

systems serving Indian youth. Local

partnerships applying for development

grants should be ready to use funds to

involve Bureau-funded schools in

establishing cooperative linkages and

planning innovative methods of

providing School-to-Work services for

Indian youth. Local partnerships

applying for implementation grants

should be ready to implement Schoolto-Work initiatives involving Bureaufunded schools by building on and

enriching existing promising programs

such as tech-prep education, career

academies, youth apprenticeship,

school-based enterprises, job training

and previous related efforts funded by

the BIA. However, the purpose of

funding under the School-to-Work

Opportunities initiative is not simply to

augment existing programs, but rather to

build systems that provide

opportunities for all students to achieve

the benefits and outcomes of the Schoolto-Work Opportunities initiative.

Building comprehensive systems will

likely involve a combination of

enhancing existing programs,

establishing linkages among them, and

developing an effective framework that

connects both existing and new

programs in a meaningful way. Through

involvement in the School-to-Work

Indian Program Grants, tribal

organizations are expected to build over

time the kind of School-to-Work
Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 / Notices 14139

Opportunities Systems that best meet

their needs.

Part II. Program Description

a. Objectives

The School-to-Work Opportunities

initiative provides for a substantial

degree of State and local flexibility and

experimentation, but all State systems,

individual local initiatives and Indian

Program initiatives will share several

common features and basic program

components as required by the Schoolto-Work Opportunities Act of 1994. A

School-to-Work Opportunities initiative

under this competition must include the

following common features and basic

program components:

1. The basis of the School-to-Work

Opportunities system is—

(a) The integration of school-based

learning and work-based learning;

(b) The integration of academic and

occupational learning; and

(c) The establishment of effective

linkages between secondary and

postsecondary education.

2. School-to-Work Opportunities

programs will—

(a) Provide participating students

with the opportunity to complete career

majors;

(b) Incorporate the program

components described below (schoolbased learning, work-based learning,

and connecting activities);

(c) Provide participating students, to

the extent practicable, with strong

experience in and understanding of all

aspects of the industry the students are

preparing to enter; and

(d) Provide all students with equal

access to the full range of such program

components (including both schoolbased and work-based learning

components) and related activities, such

as recruitment, enrollment, and

placement activities, except that nothing

in this notice shall be construed to

provide any individual with an

entitlement to services.

3. School-to-Work Opportunities

initiatives must incorporate three basic

program components:

(a) School-Based Learning, that

includes—

• Career awareness and career

exploration and counseling (beginning

at the earliest possible age, but not later

than the 7th grade) in order to help

students who may be interested to

identify, and select or reconsider, their

interests, goals, and career majors,

including those options that may not be

traditional for their gender, race, or

ethnicity;

• Initial selection by interested

students of a career major not later than

the beginning of the 11th grade;

• A program of study designed to

meet the same academic content

standards established for all students,

including, where applicable, standards

established under the Goals 2000:

Educate America Act, and to meet the

requirements necessary to prepare a

student for postsecondary education

and the requirements necessary to earn

a skill certificate;

• A program of instruction and

curriculum that integrates academic and

vocational learning (including applied

methodologies and team-teaching

strategies), and incorporates instruction,

to the extent practicable, in all aspects

of an industry, appropriately tied to the

career of a participant;

• Regularly scheduled evaluations

involving ongoing consultation and

problem solving with students and

school dropouts to identify their

academic strengths and weaknesses,

academic progress, workplace

knowledge, goals, and the need for

additional learning opportunities to

master core academic and vocational

skills; and

• Procedures to facilitate the entry of

students participating in a School-toWork Opportunities initiative into

additional training or postsecondary

education programs, as well as to

facilitate the transfer of the students

between education and training

programs.

(b) Work-based learning, that

includes—

(1) Mandatory activities—

• Work experience;

• A planned program of job training

and work experiences (including

training related to pre-employment and

employment skills to be mastered at

progressively higher levels) that are

coordinated with learning in the schoolbased learning component described

above and are relevant to the career

majors of students and lead to the award

of skill certificates;

• Workplace mentoring;

• Instruction in general workplace

competencies, including instruction and

activities related to developing positive

work attitudes, and employability and

participative skills; and

• Broad instruction, to the extent

practicable, in all aspects of the

industry.

(2) Permissible activities—Such

component may include such activities

as paid work experience, job shadowing,

school-sponsored enterprises, or on-thejob training.

(c) Connecting Activities, that

include—

• Matching students with the workbased learning opportunities of

employers;

• Providing, with respect to each

student, a school site mentor to act as

a liaison among the student and the

employer, school, teacher, school

administrator, and parent of the student,

and, if appropriate, other community

partners;

• Providing technical assistance and

services to employers, including smalland medium-sized businesses, and other

parties in—

(A) Designing school-based learning

components as described above, workbased learning components as described

above, and counseling and case

management services; and

(B) Training teachers, workplace

mentors, school site mentors, and

counselors;

• Providing assistance to schools and

employers to integrate school-based and

work-based learning and integrate

academic and occupational learning

into the program;

• Encouraging the active participation

of employers, in cooperation with local

education officials, in the

implementation of local activities

described in this Part as school-based

learning, work-based learning, or

connecting activities;

(A) Providing assistance to

participants who have completed the

program in finding an appropriate job,

continuing their education, or entering

into an additional training program; or

(B) Linking the participants with

other community services that may be

necessary to assure a successful

transition from school to work;

• Collecting and analyzing

information regarding post-program

outcomes of participants in the Schoolto-Work Opportunities initiative, to the

extent practicable and appropriate for

Indian programs, on the basis of

socioeconomic status, gender, and

disability, and on the basis of whether

the participants are students with

limited-English proficiency, school

dropouts, disadvantaged students, or

academically talented students; and

• Linking youth development

activities under the School-to-Work

Opportunities initiative with employer

and industry strategies for upgrading the

skills of their workers.

b. Examples of Allowable Activities

Funds awarded under this

competition to a partnership serving

Indian youth and involving Bureaufunded schools may be used only for

activities undertaken to develop or

implement the local partnership’s plan

that will provide opportunities for

Indian youth to participate successfully

in a School-to-Work Opportunities

initiative.
14140 Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 / Notices

Development Grants: Eligible

partnerships that have not fully

developed a plan for the

implementation of a School-to-Work

Opportunities system may apply for

development grants. These funds may

support a wide range of planning and

development activities. These grants are

designed for situations in which an

eligible partnership may not be ready to

move forward with implementation of a

School-to-Work Opportunities initiative,

but intends to compete for

implementation grants in future rounds

of competition. Eligible partnerships

seeking development grants must

describe the planning and development

activities for the School-to-Work

Opportunities initiative that the

partnership proposes to undertake

during the 12-month grant period. The

plan should include activities funded

from this grant as well as from other

sources. Examples of development

activities that may be conducted with

funds awarded under an Indian Program

Grant are—

1. Initiating a planning process aimed

at building a School-to-Work

Opportunities initiative;

2. Identifying or establishing an

appropriate structure to administer a

School-to-Work Opportunities initiative;

3. Further expanding eligible

partnerships as defined in this notice to

participate in the design, development

and administration of the School-toWork Opportunities initiative;

4. Building consensus among local

stakeholders and supporting planning

and development activities to provide

guidance in creating the School-to-Work

Opportunities plan;

5. Initiating pilot projects to test key

components of program design such as

designing and testing common intake

systems for students participating in

School-to-Work Opportunities

initiatives, and determining methods to

integrate program data bases;

6. Analyzing current statutory,

regulatory and administrative

impediments to the creation of a Schoolto-Work Opportunities initiative;

7. Assessing staff training and

development needs for participation in

a School-to-Work Opportunities

initiative;

8. Preparing the strategic plan

required for submission of a proposal

for an implementation grant. The plan

should describe the progress expected to

be achieved in the planning and

development process by the end of the

12-month grant period. This should

include expected ‘‘next steps.’’

Implementation grants: Eligible

partnerships that have developed and

are ready to implement a plan for a

School-to-Work Opportunities initiative

may apply for implementation grants.

These funds may be used to support a

wide range of activities providing

School-to-Work Opportunities for

Indian youth. Examples of

implementation activities that may be

conducted with funds awarded under

an Indian Program Grant are:

1. Recruiting and providing assistance

to employers, including small- and

medium-sized businesses, tribal

businesses and school-based

enterprises, to provide the work-based

learning components in the School-toWork Opportunities initiative;

2. Establishing consortia of

employers, including tribal businesses

and school-based enterprises, to support

the School-to-Work Opportunities

initiative and provide access to jobs

related to the career majors of students;

3. Supporting or establishing

intermediaries (selected from among the

members of the local partnership) to

perform the connecting activities

described above in Part II. a.,

‘‘Objectives,’’ and to provide assistance

to Indian youth in obtaining jobs and

further education and training;

4. Designing or adapting innovative

school curricula that can be used to

integrate academic, vocational, and

occupational learning, school-based and

work-based learning, and secondary and

postsecondary education for all students

in the area served;

5. Providing training to work-based

and school-based staff on new curricula,

student assessments, student guidance,

and feedback to the school regarding

student performance in connection with

the School-to-Work Opportunities

Initiative;

6. Establishing, in schools

participating in a School-to-Work

Opportunities initiative, a graduation

assistance program to assist at-risk

students, low-achieving students, and

students with disabilities, in graduating

from high school, enrolling in

postsecondary education or training,

and finding or advancing in jobs;

7. Providing career exploration and

awareness services, counseling and

mentoring services, college awareness

and preparation services, and other

services (beginning at the earliest

possible age, but not later than the 7th

grade) to prepare students for the

transition from school to work;

8. Providing supplementary and

support services, including child care

and transportation, when such services

are necessary for participation in a local

School-to-Work Opportunities initiative;

9. Conducting or obtaining an indepth analysis of the local labor market

and the generic and specific skill needs

of employers to identify high-demand,

high-wage careers to target;

10. Integrating school-based and

work-based learning into existing job

training programs for school dropouts;

11. Establishing or expanding schoolto-apprenticeship programs in

cooperation with registered

apprenticeship agencies and

apprenticeship sponsors;

12. Assisting participating employers,

including small- and medium-sized

businesses, tribal businesses and schoolbased enterprises, to identify and train

workplace mentors and to develop

work-based learning components;

13. Promoting the formation of

partnerships between Bureau-funded

schools and other elementary and

secondary schools (including middle

schools) and local businesses as an

investment in future workplace

productivity and competitiveness;

14. Designing local strategies to

provide adequate planning time and

staff development activities for teachers,

school counselors, related services

personnel, and school site mentors,

including opportunities outside the

classroom that are at the worksite;

15. Enhancing linkages between afterschool, weekend, and summer jobs,

career exploration, and school-based

learning;

16. Obtaining the assistance of

organizations and institutions that have

a history of success in working with

school dropouts and at-risk and

disadvantaged youths in recruiting such

Indian youth who are at-risk or school

dropouts to participate in a local

School-to-Work Opportunities initiative;

17. Conducting outreach to all

students in a language and manner that

most appropriately and effectively

meets their needs and responds to the

needs of their community;

18. Experimenting with providing

work-based learning opportunities both

inside and outside the Indian

community;

19. Developing, in conjunction with

Title I of the Elementary and Secondary

Schools Act or other funds,

improvements in the Bureau-funded

and other elementary and middle

schools that serve the Indian

community in order to reduce the longterm dropout rate of Indian youth;

20. Developing and implementing

techniques that will increase the college

enrollment of Indian youth in the

targeted area;

21. Utilizing complementary

initiatives within the targeted area such

as comprehensive sports and recreation

programs, after-school programs, and

community development activities;
Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 / Notices 14141

22. Encouraging Indian youth to

design and initiate innovative workbased learning activities operated

within a school setting; and

23. Developing and implementing

school-based and work-based learning

and connecting activities that are related

to the tribal organization’s economic

development plan.

Part III. Application Contents

All eligible applicants for

development or implementation grants

must submit an application which

provides evidence of key descriptive

components. Since applicants have been

recommended to submit applications

which describe their plan in light of the

Selection Criteria defined in Section E,

the Departments suggest that applicants

provide evidence of the following as

part of the applicable Selection Criteria

addressed in the Program Narrative

section of application. Applications

must include the following:

a. A description of the composition of

the eligible partnership as previously

defined in Section B.7 of this

announcement. Partnerships applying

for either development or

implementation grants must identify

and provide evidence of the

involvement of the members of the local

partnership required to make the

application eligible for consideration in

the Indian Program. Partnerships

applying for implementation grants

must clearly outline the respective roles

of each member of the partnership and

how the partnership is organized to

successfully implement the planned

local School-to-Work Opportunities

initiative. Given the particular needs in

Indian communities, special efforts

should be made to coordinate

community services to successfully

identify and address the special needs

of the Indian youth.

b. A description of the targeted area

to be covered, and its relationship to the

surrounding labor market. Included in

the description should be information

on specific employer needs (including

those of tribal businesses or schoolbased enterprises where applicable);

industry and occupational growth

projections; high-demand, high-wage

careers to be targeted and the

relationship of these factors to the tribal

organization’s economic plan (where

applicable). The description should

include information for the entire labor

market area in which the Indian

community is located.

c. A description of the short- and

long-term goals and performance

outcomes that the partnership has

established an how the partnership will

measure its progress in meeting these

goals for developing or implementing a

system. In addition to goals related

directly to School-to-Work

Opportunities outcomes, such goals for

Indian Program initiatives might

include decreased dropout rates,

decreased truancy rates, and increased

college entry and entered employment

rates. In addition to describing its own

goals and outcomes, each local

partnership awarded a grant under this

notice must commit to assisting the

Federal Government in carrying out a

national evaluation that will track and

assess the progress and effectiveness of

the School-to-Work Opportunities

initiative.

d. A description of the current and

planned coordination between the local

partnership’s School-to-Work

Opportunities initiative in the Indian

community and the tribal organization’s

economic development, workforce

development and education reform

plans. Areas to be addressed include:

the development of skill standards and

processes for awarding skill certificates;

the establishment of a system-wide

evaluation process; the identification of

emerging occupations appropriate for

career majors; the development of new

curricula; strategies for recruiting

employers and providing paid workbased learning experiences; and

providing professional staff

development. Should the tribal

organization and the Bureau-funded

school not have a plan for developing

skill standards and awarding skill

certificates, the application should

describe the local partnership’s

proposed activities concerning the

investigation and adaptation of existing

industry-recognized standards or

existing processes for awarding

industry-recognized certificates to

incorporate the criteria established in

the Goals 2000: Educate America Act.

States and neighboring partnerships

located near the area may serve as a

source of information regarding skill

standards and skill certificates

recognized in the local labor market and

in other parts of the State.

e. A timeline outlining the specific

tasks to be undertaken related to

development or to implementation of a

School-to-Work Opportunities plan,

with expected completion dates and

stated outcomes to be achieved.

f. A designation of a fiscal agent to

receive and be accountable for funds

awarded under this notice.

Section D. Safeguards

The Departments apply the following

safeguards to School-to-Work

Opportunities programs funded under

this competition:

1. No student in a School-to-Work

Opportunities program shall displace

any currently employed worker

(including a partial displacement, such

as a reduction in the hours of nonovertime work, wages, or employment

benefits.)

2. No School-to-Work Opportunities

program shall impair exiting contracts

for services or collective bargaining

agreements, and no program under this

competition that would be inconsistent

with the terms of a collective bargaining

agreement shall be undertaken without

the written concurrence of the labor

organization and employer concerned.

3. No student participating in Schoolto-Work Opportunities program shall be

employed or fill a job—

a. When any other individual is on

temporary layoff, with the clear

possibility of recall, from the same or

any substantially equivalent job with

the participating employer; or

b. When the employer has terminated

the employment of any regular

employee or otherwise reduced its

workforce with the intention of filling

the vacancy so created with a student.

4. Students shall be provided with

adequate and safe equipment and safe

and healthful workplaces in conformity

with all health and safety requirements

of Federal, State, and local law.

5. Nothing in this notice shall be

construed so as to modify or affect any

Federal or State law prohibiting

discrimination on the basis of religion,

gender, age, or disability.

6. Funds awarded under this

competition shall not be expended for

wages of students or workplace mentors

participating in School-to-Work

Opportunities programs.

7. The grantee shall implement and

maintain such other safeguards as the

Departments may deem appropriate in

order to ensure that School-to-Work

Opportunities participants are afforded

adequate supervision by skilled adult

workers, or to otherwise further the

purposes of this program.

An applicant must provide an

assurance, in the application

appendices, that the foregoing

safeguards will be implemented and

maintained throughout all program

activities.

Section E. Selection Criteria

Under the School-to-Work

Opportunities Indian Program Grants

competition announced in this notice, a

careful evaluation of applications will

be made by a panel constructed of (a)

peer reviewers and (b) specialists within

the Departments of Labor and

Education. Each panelist will evaluate

the applications against the criteria
14142 Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 / Notices

listed below, with emphasis on the

scope and quality of the proposed plan

and with careful consideration of the

effectiveness, rather than the presence,

of each program component. The panel

results are advisory in nature and not

binding on the Grants Officer. Final

funding decisions will be made based

on the results of the panel review

process and such other factors as:

geographic balance, diversity of

programmatic approaches, replicability,

sustainability, and innovation. The

Government will use the following

selection criteria in evaluating

applications for development grants:

Selection Criteria

Selection Criterion 1: Vision of a local

School to Work Opportunities initiative

incorporating the elements described in

Part II of this notice.

Points: 30.

Considerations: In applying this

criterion, reviewers will consider:

* How well does the vision of an

integrated delivery system for School-toWork Opportunities incorporate the

common features and basic program

components described in Part II of this

notice?

* How clearly are the problems and/

or inefficiencies of current programs

and approaches understood and

articulated?

* How clearly does the partnership

articulate how it envisions integrating

promising existing programs into a

comprehensive School-to-Work

Opportunities system?

* How well does this vision

incorporate realistic strategies to ensure

that ‘‘all students’’ have opportunities to

participate in School-to-Work

initiatives?

* How well does the vision address

the needs of the labor market within

which the targeted area is located,

including the tribal economic plan?

* How well does the vision convey

the partnership’s connection between

the proposed School-to-Work

Opportunities system and overall

education reform?

Selection Criterion 2: Approach to

collaboration, planning and

development.

Points: 30.

Considerations: In applying this

criterion, reviewers will consider:

* Whether the eligible partnership

includes all of the required

representatives as defined in section E.7

of this notice?

* Whether other appropriate officials

and organizations necessary to achieve

the objectives of the application are also

represented?

* To what extent will employers and

representatives of workers participate in

the development of the plan?

* Are the roles and responsibilities of

each partner well articulated and

substantive?

* Is the plan likely to lead to a broad

consensus about the design of the

School-to-Work Opportunities system?

* Is the proposal clear on who will

have the day to day responsibilities for

the grant and how major decisions will

be made?

Selection Criterion 3: Feasibility and

soundness of the development plan.

Points: 25.

Considerations: In applying this

criterion, reviewers will consider:

* Are the planned activities likely to

prepare the eligible partnership to

implement a School-to-Work

Opportunities initiative?

* To what extent has progress already

been made?

* Are staff development and training

needs fully considered?

* Does the development process fully

take advantage of technology?

* Whether the approach to

identifying and overcoming anticipated

barriers to the development of the

partnership’s School-to-Work plan is

feasible?

* Whether the management plan and

related timeline of activities included in

the application are appropriate to the

goals and outcomes to be achieved?

* Are key personnel to be used on the

project qualified to undertake proposed

activities?

Selection Criterion 4: Commitment to

the planning and development effort.

Points: 15.

Considerations: In applying this

criterion, reviewers will consider:

* To what extent are Federal or other

local resources being utilized to finance

planning and development activities

towards the development of a

comprehensive School-to-Work system?

* To what extent has the partnership

provided in-kind support and resources

towards the development of the system?

* Whether resources available are

adequate to support the activities

proposed?

The Government will use the

following selection criteria in evaluating

applications for implementation grants.

Selection Criteria

Selection Criterion 1: Scope and

Quality of the School-to-Work

Opportunities Initiative.

Points: 25.

Considerations: In applying this

criterion, reviewers will consider:

* Is there an innovative and effective

strategy for implementing a School-toWork Opportunities initiative serving

Indian youth and involving Bureaufunded schools that integrates schoolbased learning and work-based learning,

integrates academic and occupational

learning, and establishes effective

linkages between secondary and

postsecondary education?

* Does the application demonstrate

an effective strategy for targeting highdemand, high-wage jobs and relate that

strategy to the partnership’s goals?

* What steps will the local

partnership take to generate paid highqualify, work-based learning

experiences?

* How effectively are the common

features and basic program components

described in Part II., a., of the Statement

of Work included in the local School-toWork Opportunities initiative?

* Have promising existing programs

been considered for adaptation?

* Have new directions and

approaches been planned to ensure that

these programs include the common

features and basic program components?

* As the proposed School-to-Work

Opportunities initiative becomes

established within the targeted area, is

there an effective long-range plan for

integrating other existing school-to-work

programs with the initiative?

* Is the proposed local initiative

effectively tied to a plan for educational

reform?

Selection Criterion 2: Scope and

Effectiveness of Indian Program Local

Partnerships.

Points: 25.

Considerations: In applying this

criterion, reviewers will consider:

* Does the application demonstrate

the strong commitment and support of

tribal organizations (such as tribal

business councils or local chapters of

tribal business councils, tribal

departments of education), employers

(both within and surrounding the

targeted area where applicable and

including tribal businesses and schoolbased enterprises), representatives of

local educational agencies and local

postsecondary educational institutions

(including representatives of area

vocational education schools and tribal

colleges, where applicable), local

educators (such as teachers, counselors,

or administrators), representatives of

labor organizations or nonmanagerial

employee representatives, parents and

students and provide for their sustained

and specific involvement?

* Given the scope of the proposed

School-to-Work Opportunities initiative,

does the local partnership include other

members appropriate to effective

implementation, particularly

community-based organizations and
Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 / Notices 14143

others experienced in dealing with the

distinctive needs of Indian youth?

* Are the rolls and responsibilities of

the members of the local partnership

clearly described, appropriate and likely

to produce the desired changes in the

way students are prepared for the

future?

* Does the local partnership’s plan

include an effective and convincing

strategy for obtaining the active and

continued involvement of employers

and other interested parties such as

locally elected officials, secondary and

postsecondary educational institutions

(or related agencies), business

associations, industrial extension

centers, employees, labor organizations

or nonmanagerial employees, teachers,

related services personnel, students,

parents, community-based

organizations, rehabilitation agencies

and organizations, registered

apprenticeship agencies, local

vocational educational agencies,

vocational student organizations, State

or regional cooperative education

associations, and human service

agencies in the implementation of local

program(s)?

Selection Criterion 3: Student

Participation.

Points: 20.

Considerations: In applying this

criterion, reviewers will consider:

* Applying the definitions contained

in Section B (7) of this notice as

appropriate for programs serving Indian

youth, does the plan propose realistic

strategies to ensure that ‘‘all students’’

have opportunities to participate in

School-to-Work Opportunities

initiatives?

* Does the strategy recognize barriers

to their participations and propose

effective ways of overcoming them so

that these students are prepared for

high-skill, high-wage jobs, including—

for young women—nontraditional

employment?

* Does the plan provide for the direct

delivery of services to significant

numbers of Indian youth or propose an

effective model for service provision to

Indian youth in remote areas?

* Is there an effective strategy for

assessing the academic and human

service needs of students and dropouts

and making improvements or

adjustments as necessary to ensure their

successful participation in and

completion of School-to-Work

Opportunities programs?

• What, if any, provisions are made

for the participation of elementary and

middle school Indian youth in schoolto-work activities, such as career

exploration and awareness?

Selection Criterion 4:

Comprehensiveness.

Points: 15.

Consideration: In applying this

criterion, reviewers will consider:

• To what extent has the local

partnership considered the current and

future occupational needs of the labor

market areas within which the targeted

area is located, including the tribal

organization’s economic plan?

• Does the membership representing

employers in the local partnership

reflect such current and future

occupational needs?

• How is the strategy for

implementing the School-to-Work

Opportunities initiative likely to

produce systemic change, rather than

stand-alone program implementation?

• What evidence is provided that

such systemic change will have

substantial impact on the preparation of

Indian youth for a first job in a highskill, high-wage career and

postsecondary education and training?

• Where appropriate, is there existing

or planned collaboration among other

school districts, States, employers, labor

organizations, and community groups

that will lead to an increasingly

comprehensive local School-to-Work

Opportunities system?

• Are related human services

programs available within the

community included in the

partnership’s plan for coordination?

• Are strategies in place to coordinate

related Federal funding available to the

Indian community?

• Does the local partnership’s plan

exhibit strong potential for maintaining

School-to-Work Opportunities

initiatives after Federal funding ceases?

Selection Criterion 5: Management

plan.

Points: 15.

Considerations: In applying this

criterion, reviewers will consider:

• What evidence exists to

demonstrate the effectiveness of the

local partnership and/or its key

members in the delivery of

comprehensive vocational programs

with successful job placement rates

through cooperative activities among

local educational agencies, Local

businesses, labor organizations, and

others?

• Does the entity submitting the

application on the part of the local

partnership have the capacity to manage

the implementation of the local Schoolto-Work Opportunities initiative?

• Does the management plan

anticipate barriers to implementation

and include a system for addressing

them as they arise?

• Does the applicant limit

administrative costs in order to

maximize the amounts spent on

delivery of services to students enrolled

in its School-to-Work Opportunities

programs?

• Does the plan include methods for

sustaining and expanding the

partnership as the initiative expands in

scope and size?

• Is there an effective strategy for

identifying and utilizing other

resources, including private sector

resources, to maintain and expand

School-to-Work Opportunities

initiatives?

• Does the management plan reflect

continuous improvement methodologies

by building in specific, outcome-based,

evaluative checkpoints and the

mechanisms necessary to carry out

improvements, redesigns, or mid-course

corrections along the way?

• Are key personnel under the plan

qualified to perform the required

activities, including maintaining the

essential partnership?

Section F. Reporting Requirements/

Deliverables

The local partnership will be required

to provide the following:

1. Quarterly and Final Reports

• Quarterly financial reports as

required by the grant award documents;

• Quarterly narrative reports on

progress made and problems

encountered in implementing the

proposed plan and that indicate, where

relevant, the corrective action(s)

proposed to address implementation

problems; and

• Annual reports at year-end on the

activities and accomplishments of the

local partnership’s School-to-Work

Opportunities initiative.

2. Deliverables

• At a minimum, preparing an

assessment of accomplishments and

results at each program year-end

suitable for dissemination to other

Indian communities and partnerships.

• Acting as a host to outside visitors

from other Indian communities or local

partnerships interested in developing

and implementing School-to-Work

Opportunities initiatives in settings

with similar characteristics.

Signed at Washington, DC, this 9th day of

March 1995.

Doug Ross,

Assistant Secretary for Employment and

Training, Department of Labor.

Augusta Souza Kappner,

Assistant Secretary for Vocational and Adult

Education, Department of Education.

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BILLING CODE 4510–30–C
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Instructions for the SF 424

This is a standard form used by applicants

as a required facesheet for preapplications

and applications submitted for Federal

assistance. It will be used by Federal agencies

to obtain applicant certification that States

which have established a review and

comment procedure in response to Executive

Order 12372 and have selected the program

to be included in their process, have been

given a opportunity to review the applicant’s

submission.

Item and Entry

1. Self-explanatory.

2. Date application submitted to Federal

agency for State if applicable) & applicant’s

control number (if applicable).

3. State use only (if applicable).

4. If this application is to continue or

revise an existing award, enter present

Federal identifier number. If for a new

project, leave blank.

5. Legal name of applicant, name of

primary organizational unit which will

undertake the assistance activity, complete

address of the applicant, and name and

telephone number of the person to contact on

matters related to this application.

6. Enter Employer Identification Number

(EIN) as assigned by the Internal Revenue

Service.

7. Enter the appropriate letter in the space

provided.

8. Check appropriate box and enter

appropriate letter(s) in the space(s) provided:

—‘‘New’’ means a new assistance award.

—‘‘Continuation’’ means an extension for an

additional funding/budget period for a

project with a projected completion date.

—‘‘Revision’’ means any change in the

Federal Government’s financial obligation

or contingent liability from an existing

obligation.

9. Name of Federal agency from which

assistance is being requested with this

application.

10. Use the Catalog of Federal Domestic

Assistance number and title of the program

under which assistance is requested.

11. Enter a brief descriptive title of the

project, if more than one program is

involved, you should append an explanation

on a separate sheet. If appropriate (e.g.,

construction or real property projects), attach

a map showing project location. For

preapplications, use a separate sheet to

provide a summary description of this

project.

12. List only the largest political entities

affected (e.g., State, counties, cities).

13. Self-explanatory.

14. List the applicant’s Congressional

District and any District(s) affected by the

program or project.

15. Amount requested or to be contributed

during the first funding/budget period by

each contributor. Value of in-kind

contributions should be included on

appropriate lines as applicable. If the action

will result in a dollar change to an existing

awards, indicate only the amount of the

change. For decreases, enclose the amounts

in parentheses. If both basic and

supplemental amounts are included, show

breakdown on an attached sheet. For

multiple program funding, use totals and

show breakdown using same categories as

item 15.

16. Applicants should contact the State

Single Point of Contact (SPOC) for Federal

Executive Order 12372 to determine whether

the application is subject to the State

intergovernmental review process.

17. This question applies to the applicant

organization, not the person who signs as the

authorized representative. Categories of debt

include delinquent audit disallowances,

loans and taxes.

18. To be signed by the authorized

representative of the applicant. A copy of the

governing body’s authorization for you to

sign this application as official representative

must be on file in the applicant’s office.

(Certain Federal agencies may require that

this authorization be submitted as part of the

application.)

BILLING CODE 4510–30–M
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BILLING CODE 4510–30–C
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Instructions for Part II—Budget Information

Section A—Budget Summary by Categories

1. Personnel: Show salaries to be paid for

project personnel.

2. Fringe Benefits: Indicate the rate and

amount of fringe benefits.

3. Travel: Indicate the amount requested

for staff travel. Include funds to cover at least

one trip to Washington, DC for project

director or designee.

4. Equipment: Indicate the cost of nonexpendable personal property that has a

useful life of more than one year with a per

unit cost of $5,000 or more.

5. Supplies: Include the cost of consumable

supplies and materials to be used during the

project period.

6. Contractual: Show the amount to be

used for (1) procurement contracts (except

those which belong on other lines such as

supplies and equipment); and (2) subcontracts/grants.

7. Other: Indicate all direct costs not

clearly covered by lines 1 through 6 above,

including consultants.

8. Total, Direct Costs: Add lines 1 through

7.

9. Indirect Costs: Indicate the rate and

amount of indirect costs. Please include a

copy of your negotiated Indirect Cost

Agreement.

10. Training/Stipend Cost: (If allowable)

11. Total Federal Funds Requested: Show

total of lines 8 through 10.

Section B—Cost Sharing/Matching Summary

Indicate the actual rate and amount of cost

sharing/matching when there is a cost

sharing/matching requirement. Also include

percentage of total project cost and indicate

source of cost sharing/matching funds, i.e.

other Federal source or other Non-Federal

source.

Note: Please include a detailed cost

analysis of each line item.

Appendix B—Assurances and Certifications

The Department of Labor will not award a

grant or agreement where the awardee has

failed to accept the Assurances and

Certifications contained in this section. By

signing the face sheet of this grant or

agreement, the awardee is providing the

certifications set forth below:

Assurances—Non-Construction Programs

Debarment and Suspension Certification

Certification Regarding Lobbying

Drug Free Workplace Certification

Certification of Non-Delinquency

Non-discrimination and Equal Employment

Requirements Under JTPA

1. Assurances—Non-Construction Programs

Note: Certain of these assurances may not

be applicable to your project or program. If

you have questions, please contact the

awarding agency. Further, certain Federal

awarding agencies may require applicants to

certify to additional assurances. If such is the

case, you will be notified.

As the duly authorized representative of

the applicant, I certify that the applicant:

(1) Has the legal authority to apply for

Federal Assistance, and the institutional

managerial and financial capability

(including funds sufficient to pay the nonFederal share of project costs) to ensure

proper planning, management and

completion of the project described in this

application.

(2) Will give the awarding agency, the

Comptroller General of the United States, and

if appropriate, the State, through any

authorized representative, access to and the

right to examine all records, books, papers,

or documents related to the award; and will

establish a proper accounting system in

accordance with generally accepted

accounting standards or agency directives.

(3) Will establish safeguards to prohibit

employees from using their positions for a

purpose that constitutes or presents the

appearance of personal or organizational

conflict of interest, or personal gain.

(4) Will initiate and complete the work

within the applicable time frame after receipt

of approval of the awarding agency.

(5) Will comply with the

Intergovernmental Personnel Act of 1970 (42

U.S.C. 4728–4763) relating to prescribed

standards for merit systems for programs

funded under one of the nineteen statutes or

regulations specified in Appendix A of

OPM’s Standards for a Merit System of

Personnel Administration (5 CFR 900,

Subpart F).

(6) Will comply with all Federal statutes

relating to nondiscrimination. These include

but are not limited to: (a) Title VI of the Civil

Rights Act of 1964 (P.L. 88.352) which

prohibits discrimination on the basis of race,

color or national origin; (b) Title IX of the

Education Amendments of 1972, as amended

(20 U.S.C. 1681–1683, and 1685–1686),

which prohibits discrimination on the basis

of handicaps; (d) the Age Discrimination Act

of 1975, as amended (42 U.S.C. 6101–6107),

which prohibits discrimination on the basis

of age; (e) the Drug Abuse Office and

Treatment Act of 1972 (P.L. 92.255) as

amended, relating to nondiscrimination on

the basis of drug abuse; (f) the

Comprehensive Alcohol Abuse and

Alcoholism Prevention, Treatment and

Rehabilitation Act of 1970 (P.L. 91.616) as

amended, relating to nondiscrimination on

the basis of alcohol abuse or alcoholism; (g)

523 and 527 of the Public Health Service Act

of 1912 (42 U.S.C. 290 dd.3 and 290 ee.3), as

amended, relating to confidentiality of

alcohol and drug abuse patient records; (h)

Title VIII of the Civil Rights Act of 1968 (42

U.S.C. 3601 et seq.) as amended, relating to

nondiscrimination in the sale, rental or

financing of housing; (i) any other

nondiscrimination provisions in the specific

statute(s) under which application for

Federal assistance is being made; and (j) the

requirements of any other nondiscrimination

statute(s) which may apply to the

application.

(7) Will comply, or has already complied,

with the requirements of Titles II and III of

the Uniformly Relocation Assistance and

Real Property Acquisition Policies Act of

1970 (P.L. 91.646) which provides for fair

and equitable treatment of persons displaced

or whose property is acquired as a result of

Federal or federally assisted programs. These

requirements apply to all interests in real

property acquired for project purposes

regardless of Federal participation in

purchases.

(8) Will comply with the provisions of the

Hatch Act (U.S.C. 1501–1508 and 7324–7328)

which limit the political activities of

employees whose principal employment

activities are funded in whole or in part with

Federal funds.

(9) Will comply, as applicable, with the

provisions of the Davis-Bacon Act (40 U.S.C.

276a to 276a 7), the Copeland Act (40 U.S.C.

276c and 18 U.S.C. 874, and the Contract

Work Hours and Safety Standards Act

(40.327–333), regarding labor standards for

federally assisted construction

subagreements.

(10) Will comply, if applicable, with Flood

Insurance Purchase Requirements of Section

102(A) of the Flood Disaster Protection Act

of 1973 (P.L. 93.234) which requires

recipients in a special flood hazard area to

participate in the program and to purchase

flood insurance if the total cost of insurable

construction and acquisition is $10,000 or

more.

(11) Will comply with environmental

standards which may be prescribed pursuant

to the following: (a) institution of

environmental quality control measures

under the National Environmental Policy Act

of 1969 (P.L. 91.190) and Executive Order

(EO) 11514; (b) notification of violating

facilities pursuant to EO 11738; (c) protection

of wetlands pursuant to EO 11990; (d)

evaluation of flood hazards in flood plains in

accordance with EO 11988; (e) assurance of

project consistency with the approved State

management program developed under the

Coastal Zone Management Act of 1972 (16

U.S.C. 1451 et seq.); (f) conformity of Federal

actions to State (Clear Air) Implementation

Plans under Section 176(c) of the Clear Air

Act of 1955, as amended (42 U.S.C. 7401 et

seq.); (g) protection of underground sources

of drinking water under the Safe Drinking

Water Act of 1974, as amended, (P.L. 93.523);

and (h) protection of endangered species

under the Endangered Species Act of 1973,

as amended, (P.L. 93.205).

(12) Will comply with the Wide and Scenic

Rivers Act of 1988 (16 U.S.C. 1271 et seq.)

related to protecting components or potential

components of the national wide and scenic

rivers system.

(13) Will assist the awarding agency in

assuring compliance with Section 106 of the

National Historic Preservation Act of 1966, as

amended (16 U.S.C. 470), EO 11593

(identification and protection of historic

properties), and the Archaeological and

Historic Preservation Act of 1974 (16 U.S.C.

469a.1 et seq.).

(14) Will comply with P.L. 93.348

regarding the protection of human subjects

involved in research, development, and

related activities supported by this award of

assistance.

(15) Will comply with the Laboratory

Animal Welfare Act of 1966 (P.L.) 89.544, as

amended, 7 U.S.C. 2131 et seq.) pertaining to

the care, handling, and treatment of warm

blooded animals held for research, teaching,

or other activities supported by this award of

assistance.

(16) Will comply with the Lead-Based

Paint Poisoning Prevention Act (42 U.S.C.
14148 Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 / Notices

4801 et seq.) which prohibits the use of lead

based paint in construction or rehabilitation

of residence structures.

(17) Will cause to be performed the

required financial and compliance audits in

accordance with the Single Audit Act of

1984.

(18) Will comply with all applicable

requirements of all other Federal laws,

executive orders, regulations and policies

governing this program.

2. Certification Regarding Debarment,

Suspension, and Other Responsibility

Matters—Primary Covered Transactions

(1) The prospective primary participant

certifies to the best of its knowledge and

belief, that it and its principals:

(a) Are not presently debarred, suspended,

proposed for debarment, declared ineligible,

or voluntarily excluded from covered

transactions by any Federal department or

agency;

(b) Have not within a three-year period

preceding this proposal been convicted or

had a civil judgment rendered against them

for commission of fraud or a criminal offense

in connection with obtaining attempting to

obtain, or performing a public (Federal, State,

or local) transaction or contract under a

public transaction; violation of Federal or

State antitrust statutes or commission of

embezzlement, theft, forgery, bribery,

falsification or destruction of records, making

false statements, or receiving stolen property;

(c) Are not presently indicated or

otherwise criminally or civilly charged by a

government entity (Federal, State or local)

with commission of any of the offenses

enumerated in paragraph (1)(b) of this

certification; and;

(d) Have not a three-year period preceding

this application/proposal had one or more

public transactions (Federal, State, or local)

terminated for cause or default.

(2) Where the prospective primary

participant is unable to certify to any of the

statements in this certification, such

prospective participant shall attach an

explanation of this proposal.

3. Certification Regarding Lobbying

Certification for Contracts, Grants, Loans, and

Cooperative Agreements

By accepting this grant/agreement, the

signee hereby certifies, to the best of his or

her knowledge and belief, that:

1. No Federal appropriated funds have

been paid or will be paid, by or on behalf of

the undersigned, to any person for

influencing or attempting to influence an

officer or employee of Congress, or an

employee of a Member of Congress in

connection with the awarding of any Federal

contract, the making of any Federal grant, the

making of any Federal loan, the entering into

of any cooperative agreement, and the

extension, continuation, renewal,

amendment or modification of any Federal

contract, grant, loan or cooperative

agreement.

2. If any funds other than Federal

appropriated funds have been paid or will be

paid to any person for influencing or

attempting to influence an officer or

employee of any agency, a Member of

Congress, an officer or employee of Congress,

or an employee of a Member of Congress in

Connection with this Federal contract, grant,

loan or cooperative agreement, the

undersigned shall complete and submit

Standard Form—LLL, ‘‘Disclosure Form to

Report Lobbying,’’ in accordance with its

instructions.

Instructions for Completion of SF–LLL,

Disclosure of Lobbying Activities

This disclosure form shall be completed by

the reporting entity, whether subawardee or

prime Federal recipient, at the initiation or

receipt of a covered Federal Action, or a

material change to a previous filing, pursuant

to title 31 U.S.C. section 1352. The filing of

a form is required for each payment or

agreement to make payment to any lobbying

entity for influencing or attempting to

influence an officer or employee of any

agency, a Member of Congress, an officer or

employee of Congress, or an employee of a

Member of Congress in connection with a

covered Federal action. Use the SF–LLL–A

Continuation Sheet for additional

information if the space on the form is

inadequate. Complete all items that apply for

both the initial filing and material change

report. Refer to the implementing guidance

published by the Office of Management and

Budget for additional information.

1. Identify the type of covered Federal

action for which lobbying activity is and/or

has been secured to influence the outcome of

a covered Federal action.

2. Identify the status of the covered Federal

action.

3. Identify the appropriate classification of

this report. If this is a followup report caused

by a material change to the information

previously reported, enter the year and

quarter in which the change occurred. Enter

the date of the last previously submitted

report by this reporting entity for this

covered Federal action.

4. Enter the full name, address, city, state

and zip code of the reporting entity. Include

Congressional District, if known. Check the

appropriate classification of the reporting

entity that designates if it is, or expects to be,

a prime or subaward recipient. Identify the

tier of the subawardee, e.g., the first

subawardee of the prime is the 1st tier.

Subawards include but are not limited to

subcontracts, subgrants and contract awards

under grants.

5. If the organization filing the report in

item 4 checks ‘‘Subawardee’’, then enter the

full name, address, city, state and zip code

of the prime Federal recipient. Include

Congressional District, if known.

6. Enter the name of the Federal agency

making the award or loan commitment.

Include at least one organizational level

below agency name, if known. For example,

Department of Transportation, United States

Coast Guard.

7. Enter the Federal program name or

description for the covered Federal action

(item 1). If known, enter the full Catalog of

Federal Domestic Assistance (CFDA) number

for grants, cooperative agreements, loans, and

loan commitments.

8. Enter the most appropriate Federal

identifying number available for the Federal

action identified in item 1 (e.g., Request for

Proposal (RFP) number; Invitation for Bid

(IFB) number, grant announcement number,

the contract, grant, or loan award number,

the application/proposal control number

assigned by the Federal agency). Include

prefixes, e.g., ‘‘RFP–DE–90–001.’’

9. For a covered Federal action where there

has been an award or loan commitment by

the Federal agency, enter the Federal amount

of the award/loan commitment for the prime

entity identified in item 4 or 5.

10. (a) Enter the full name, address, city,

state and zip code of the lobbying entity

engaged by the reporting entity identified in

item 4 to influence the covered Federal

action.

(b) Enter the full names of the individual(s)

performing services, and include full address

if different from 10 (a). Enter Last Name, First

Name, and Middle Initial (MI).

11. Enter the amount of compensation paid

or reasonably expected to be paid by the

reporting entity (item 4) to the lobbying

entity (item 10). Indicate whether the

payment has been made (actual) or will be

made (planned). Check all boxes that apply.

If this is a material change report, enter the

cumulative amount of payment made or

planned to be made.

12. Check the appropriate box(es). Check

all boxes that apply. If payment is made

through an in-kind contribution, specify the

nature and value of the in-kind payment.

13. Check the appropriate box(es). Check

all boxes that apply. If other, specify nature.

14. Provide a specific and detailed

description of the services that the lobbyist

has performed, or will be expected to

perform, and the date(s) of any services

rendered. Include all preparatory and related

activity, not just time spent in actual contact

with Federal officials. Identify the Federal

official(s) or employee(s) contacted or the

officer(s), employee(s), or Member(s) of

Congress that were contacted.

15. Check whether or not a SF–LLL–A

Continuation Sheet(s) is attached.

16. The certifying official shall sign and

date the form, print his/her name, title, and

telephone number.

Public reporting burden for this collection

of information is estimated to average 30

minutes per response, including time for

reviewing instructions, searching existing

data sources, gathering and maintaining the

data needed, and completing and reviewing

the collection of information. Send

comments regarding the burden estimate or

any other aspect of this collection of

information, including suggestions for

reducing this burden, to the Office of

Management and Budget, Paperwork

Reduction Project (0348–0046), Washington,

DC 20503.

BILLING CODE 4510–30–M
Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 / Notices 14149
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BILLING CODE 4510–30–C
14152 Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 / Notices

Nondiscrimination and Equal Opportunity

Requirements of JTPA—29 CFR Part 34—

Assurances

(1) As a condition to the award of financial

assistance under JTPA from the Department

of Labor, the grant applicant assures, with

respect to operation of the JTPA-funded

program or activity and all agreements or

arrangements to carry out the JTPA-funded

program or activity, that it will comply fully

with the nondiscrimination and equal

opportunity provisions of the Job Training

Partnership Act of 1982, as amended (JTPA),

including the Nontraditional Employment for

Women Act of 1991 (where applicable); Title

IV of the Civil Rights Act of 1964, as

amended; Section 504 of the Rehabilitation

Act of 1973, as amended; the Age

Discrimination Act of 1975, as amended, and

with all applicable requirements imposed by

or pursuant to regulations implementing

those laws, including but not limited to 29

CFR Part 34. The United States has the right

to seek judicial enforcement of this

assurance.

(2) The grant applicant certifies that it has

developed and will maintain a ‘‘Method of

Administration’’ pursuant to 29 CFR 34.33.

This system must be in place by August 14,

1993.

(3) The grant applicant is attaching

information pursuant to 29 CFR

34.24(a)(3)(ii) where applicable, including

the name of any Federal agency other than

the Department of Labor’s Directorate of Civil

Rights that conducted a civil rights

compliance review or complaint

investigation during the two preceding years

in which the grant applicant was found to be

in noncompliance; and shall identify the

parties to, the forum of and case numbers

pertaining to, any administrative

enforcement actions or lawsuits filed against

it during the two years prior to its application

which allege discrimination on the ground of

race, color, religion, sex, national origin, age,

disability, political affiliation or belief,

citizenship or participation in JTPA.

Note: lll No findings of noncompliance

in the last two years. lll See attached

information.

Appendix C—Goals 2000: Educate America

Act—Legislative Summary

Overview

• The Goals 2000 Act provides resources

to states and communities to develop and

implement comprehensive education reforms

aimed at helping students reach challenging

academic and occupational skill standards.

Legislative Review

• On March 23, the House of

Representatives approved the final Goals

2000 bill by a bipartisan vote of 306–121. On

March 26, the Senate approved Goals 2000 by

a bipartisan vote of 63–22.

• The President signed the bill into law

March 31, 1994. (Public Law 103–227)

Timetable and Funding

• In 1994, $105 million was appropriated

for Goals 2000. First-year funds became

available to the states on July 1, 1994.

Congress has appropriated $403 million in

1995.

• Funding will be formula-based. For firstyear funding, states have been asked to

submit an application that will describe how

a broad-based citizen panel will develop an

action plan to improve their schools. The

application will also describe how subgrants

will be made for local education

improvement and better teacher preservice

and professional development programs.

• During the first year, states will use at

least 60 percent of their allotted funds to

award subgrants to local school districts for

the development or implementation of local

and individual school improvement efforts,

and for better teacher education programs

and professional development activities.

• In succeeding years, at least 90 percent

of each state’s funds will be used to make

subgrants for the implementation of the state,

local and individual school improvement

plans and to support teacher education and

professional development.

• During the first year, local districts will

use at least 75 percent of the funds they

receive to support individual school

improvement initiatives. After the first year,

districts will pass through at least 85 percent

of the funds to schools.

Components of the Goals 2000: Educate

America Act

Title I: Setting High Expectations for Our

Nation: the National Education Goals

• Formalizes in law the original six

National Education Goals. These goals

concern: readiness for school; increased

school graduation rates; student academic

achievement and citizenship; mathematics

and science performance; adult literacy; and

safe, disciplined, and drug-free schools. The

Act adds two new goals that encourage

parental participation and better professional

development for teachers and principals.

Title II: Public Accountability for Progress

Toward the Goals and Development of

Challenging Voluntary, Academic Standards

• Establishes in law the bipartisan

National Education Goals Panel, which will;

report on the nation’s progress toward

meeting the goals; build public support for

taking actions to meet the goals; and review

the voluntarily-submitted national standards

and the criteria for certification of these

standards developed by the National

Education Standards and Improvement

Council.

• Creates the National Education

Standards and Improvement Council, made

of a bipartisan, broad base of citizens and

educators, to examine and certify voluntary

national and state standards submitted on a

voluntary basis by states and by

organizations working on particular

academic subjects.

• Authorizes grants to support the

development of voluntary assessment

systems aligned to state standards, and for

the development of model opportunity-tolearn standards.

Title III: Supporting Community and State

Efforts to Improve Education

• The central purpose of the Goals 2000

Act is to support, accelerate, and sustain state

and local improvement efforts aimed at

helping students reach challenging academic

and occupational standards.

• Section 318 of the Act specifically

prohibits federal mandates, direction and

control of education.

Broad-Based Citizen Involvement in State

Improvement Efforts

• The Governor and the Chief State School

Officer will each appoint half the members

of a broad-based panel. This panel will be

comprised of teachers, principals,

administrators, parents, representatives of

business, labor, and higher education, and

members of the public, as well as the chair

of the state board of education and the chairs

of the appropriate authorizing committees of

the state legislature.

• States that already have a broad-based

panel in place that has made substantial

progress in developing a reform plan may

request that the Secretary of Education

recognize the existing panel.

Comprehensive Improvement Plan Geared to

High Standards of Achievement

• The State Planning Panel is responsible

for developing a comprehensive reform plan.

• States with reform plan already in place

that meet the Act’s requirements will not

have to develop new plans for Goals 2000.

The U.S. Secretary of Education may approve

plans, or portions of plans, already adopted

by the state.

• In order to receive Goals 2000 funds after

the first year, a state has to have an approved

plan or have made substantial progress in

developing it.

• A peer review process will be used to

review the state plans and offer guidance to

the State Planning Panel. The U.S.

Department of Education also will offer other

technical assistance and support by drawing

on the expertise of successful educators and

leaders from around the nation.

In general, the plans are to address:

• Strategies for the development or

adoption of content standards, student

performance standards, student assessments,

and plans for improving teacher training.

• Strategies to involve parents and the

community in helping all students meet

challenging state standards and to promote

grass-roots, bottom-up involvement in

reform.

• Strategies for ensuring that all local

educational agencies and schools in the state

are involved in developing and

implementing needed improvements.

• Strategies for improved management and

governance, and for promoting accountability

for results, flexibility, site-based

management, and other principles of highperformance management.

• Strategies for providing all students an

opportunity to learn at high academic levels.

• Strategies for assisting local education

agencies and schools to meet the needs of

school-age students who have dropped out of

school.

• Strategies for bringing technology into

the classroom to increase learning.

Funds are also available to states to

support the development of a state

technology plan, to be integrated with the

overall reform plan.
Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 / Notices 14153

Broad-Based Involvement in Local Education

Improvement Efforts

• Each local school district that applies for

Goals 2000 funds will be asked to develop a

broad consensus regarding a local

improvement plan.

• Local districts will encourage and assist

school in developing and implementing

reforms that best meet the particular needs of

the schools. The local plan would include

strategies for ensuring that students meet

higher academic standards.

Waivers and Flexibility

• State educational agencies may apply to

the U.S. Secretary of Education for waivers

of certain requirements of Department of

Education programs that impede the

implementation of the state or local plans.

States may also submit waiver requests on

behalf of local school districts and schools.

• The Secretary may select up to six states

for participation in an education flexibility

demonstration program, which allows the

Secretary to delegate his waiver authority to

State education agencies.

• The Act specifies certain statutory and

regulatory programmatic requirements that

may not be waived, including parental

involvement and civil rights laws.

Title IV. Support for Increased Parental

Involvement

• This title creates parental information

and resource centers to increase parents

knowledge and confidence in child-rearing

activities and to strengthen partnerships

between parents and professionals in meeting

the educational needs of children. Parent

resource centers will be funded by the U.S.

Department of Education beginning in fiscal

year 1995.

Title V. National Skill Standards Board

• This title creates a National Skill

Standards Board to stimulate the

development and adoption of a voluntary

national system of occupational skill

standards and certification. This Board will

serve as a cornerstone of the national strategy

to enhance workforce skills. The Board will

be responsible for identifying broad clusters

of major occupations in the U.S. and

facilitating the establishment of voluntary

partnership to develop skill standards for

each cluster. The Board will endorse those

skill standards submitted by the partnerships

that meet certain statutorily prescribed

criteria.

Relationship of Goals 2000 to Other Federal

Education Programs

• State participation in all apsects of the

Goals 2000 Act is voluntary, and is not a

precondition for participation in other

Federal programs.

• The Goals 2000 Act is a step toward

making the Federal government a better

partner and a supportive partner in local and

state comprehensive improvement efforts

aimed at helping all children reach higher

standards. The proliferation of many sets of

rules and regulations for different federal

education programs has often interfered with

local school, community or state efforts to

improve schools. The Goals 2000 Act is

designed to be flexible and supportive of

community-based improvements in

education.

• Other new and existing education and

training programs will fit within the Goals

2000 framework of challenging academic and

occupations standards, comprehensive

reform, and flexibility at the state and local

levels. The aim is to give schools;

communities and states the option of

coordinating, promoting, and building greater

coherence among Federal programs and

between Federal programs and state and local

education reforms.

• For example, the School-to-Work

Opportunities Act will support state and

local efforts to build a school-to-work

transition system that will help youth acquire

the knowledge, skills, abilities, and labormarket information they need to make a

smooth transition from school to careeroriented work and to further education and

training. Students in these programs could be

expected to meet the same academic

standards established in states under Goals

2000 and will earn portable, industryrecognized skill certificates that are

benchmarked to high-quality standards.

• Similarly, the reauthorization of the

Elementary and Secondary Education Act

(ESEA) allows states that have developed

their own standards and assessments under

Goals 2000 to use them for students

participating in ESEA programs, thereby

providing one set of standards and

assessments for states and schools to use for

their own reform needs and, at the same

time, to meet Federal requirements.

For more information, contact 1–800–

USA–Learn.

Appendix D—Questions and Answers About

School-to-Work Indian Program Grants

What is the purpose of the SGA?

The Solicitation for Grant Award (SGA)

announces a competition or Indian Program

Grants to enable eligible partnerships to

begin development or implementation of

School-to-Work Opportunities initiatives

serving Indian youth and involving schools

funded by the Bureau of Indian Affairs.

Are public comments being sought?

No. The SGA was developed in concert

with key organizations including the Bureau

of Indiana Affairs, the National Advisory

Council on Indian Education, and Indian

programs within the Departments of

Education and Labor. This work group

provided input into the development of the

SGA. In accordance with DOL procurement

policy and the desire to get funds to the field

as soon as possible, the SGA was published

in the final format.

Why School-to-Work Opportunities?

The United States is the only

industrialized Nation that lacks a

comprehensive and coherent system to help

its youth acquire the knowledge, skills,

abilities, and information about the labor

market necessary to make an effective

transition from school to career-oriented

work. The School-to-Work Opportunities Act

of 1994 created a national framework for

high-quality, school-to-work transition

systems that enable young Americans to

identify and navigate paths to productive and

progressively more rewarding roles in the

workplace. School-to-Work Opportunities

initiatives funded under this competition

will offer Indian youth access to School-tooWork Opportunity programs that will prepare

them for first jobs in high-skill, high-wage

careers and further post-secondary education

and training.

When are applications due?

Applications are due 60 days after the

publication of the SGA.

When will awards be made?

All awards must be made by June 30, 1995.

How should I format my application?

The Departments recommend that

applications be formatted as suggested in

Section B.2 of the SGA. Applications should

include: an abstract, budget, program

narrative and appendices. Applicants are

strongly urged to submit applications that

comprehensively address the selection

criteria as described in Section E of the SGA.

Who will review my application?

Under this application, a technical review

panel consisting of peer reviewers and

specialists with the Departments of Labor

and Education will review applications for

both development and implementation

grants.

What will the review of my application be

based on?

a. Inclusion of required elements.

All applications must include:

1. Evidence that the applicant meets the

definition of an eligible applicant.

2. An assurance that the grantee will abide

by the safeguards as stated in the legislation.

3. Evidence of the key descriptive

components as required in Part III,

Application Contents, of the SGA.

b. Quality and comprehensiveness of the

program narrative.

Panelists will evaluate all applications

against the criteria listed in Section E of the

SGA for the development and

implementation grant competitions.

Emphasis will be placed on the scope and

quality of the proposed plan and with careful

consideration of the effectiveness, rather than

the presence, of each program component.

Final funding decisions will be made based

on the results of the panel review process

and such other factors as: geographic balance,

diversity of programmatic approaches,

replicability, sustainability, and innovation.

Who may apply for these grants?

A partnership which proposes to serve

Indian youth and involves Bureau of Indian

Affairs funded schools is qualified under this

competition to apply for either a

development or implementation grant. To be

eligible to apply, a partnership must include:

1. Tribal organizations responsible for

economic development, employment and job

training, and education (such as tribal

business councils, local chapters of tribal

business councils, tribal departments of

education and tribal school boards).

2. Employers (including tribal businesses

or school-based enterprises where

applicable).

3. Representatives of Bureau-funded

schools and local postsecondary educational

institutions (including representatives of area

vocational education schools and tribal

colleges where applicable).

4. Local educators (such as teachers,

counselors or administrators).
14154 Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 / Notices

5. Representatives of labor organizations or

nonmanagerial employee representatives.

6. Students and parents, and may include

other appropriate entities. Examples of these

entities are contained in section B.7 of the

SGA.

What funding is available?

This SGA offers $500,000 in FY94 funds

under JTPA Title IV for activities that are

consistent with Title II, Subtitle C of the

School-to-Work Opportunities Act of 1994.

Future year appropriations are authorized

under the School-to-Work Opportunities Act.

The statute that 1⁄2 of 1% of all future

appropriations shall be set aside for STWO

Indian Program Grants. Based on current

budget levels, $1.25 million in FY95 funds

will be available for the next competition.

How many grants are anticipated?

The Departments anticipate awarding:

• Approximately 8 development grants of

$30,000 each; and

• Up to 5 implementation grants ranging in

amount between $50,000 and $100,000.

The final amount of each award will be

based on a number of factors, including the

scope, quality, and comprehensiveness of the

proposed initiative and the size of the

population to be served.

How long is the project period?

The award period for this competition will

be 12 months. However, grants may be

continued for five years based on satisfactory

progress and the availability of federal funds.

Can I apply for both a development and

implementation grant?

Eligible partnerships may apply for either

a development grant, an implementation

grant or both. The rationale is to allow those

partnerships which have been engaged in

planning and development activities to apply

for an implementation grant without

jeopardizing their opportunities for receiving

a development grant. However, partnerships

that intend to apply for consideration under

both the development and implementation

grant competitions must submit separate

applications for each competition. A local

partnership may receive only one (1) grant

under this competition, either a development

grant or an implementation grant.

What are the reporting requirements?

Reporting requirements include quarterly

financial and narrative reports and an annual

report on project accomplishments.

What other grant programs have been

implemented under the STWO Act?

The U.S. Departments of Labor and

Education are jointly conducting separate

competitions for grants to States that are

prepared to implement statewide School-toWork Opportunities systems, to local

partnerships that are prepared to implement

local School-to-Work Opportunities

initiatives, and to local partnerships that

serve high poverty areas of Urban and Rural

constituencies and that are also prepared to

develop and implement local School-to-Work

Opportunities initiatives. Planning and

development grants have been awarded to all

States and Puerto Rico. Development grants

will be awarded to the seven U.S. Territories

by June 1995.

[FR Doc. 95–6333 Filed 3–14–95; 8:45 am]

BILLING CODE 4510–30–M