[Federal Register Volume 61, Number 128 (Tuesday, July 2, 1996)]
[Notices]
[Pages 34692-34711]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 96-16838]


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DEPARTMENT OF EDUCATION
[CFDA No.: 84.184D]


Safe and Drug-Free Schools and Communities Federal Activities 
Grants Program (Drug and Violence Prevention); Notice Inviting 
Applications for New Awards for Fiscal Year (FY) 1996

Note to Applicants

    This notice is a complete application package. Together with the 
statute authorizing the program and applicable regulations governing 
the program, including the Education Department General Administrative 
Regulations (EDGAR), the notice contains all of the information, 
application forms, and instructions needed to apply for a grant under 
this competition.

Purpose of Program

    To fund projects that develop and implement, expand, or enhance 
innovative programs designed to accomplish one or more of the 
following: (1) infuse research-based knowledge about ``what works'' 
into the design, development, and implementation of school-based 
strategies to prevent drug use among youth; (2) remove firearms and 
other weapons from schools; (3) prevent truancy and address the needs 
of youth who are out of the education mainstream, or (4) prevent 
violent, aggressive, intimidating, or other disruptive behavior arising 
out of bullying, sexual harassment, or other cause.
    Eligible Applicants: Public and private nonprofit organizations and 
individuals.
    Deadline for Transmittal of Applications: August 2, 1996.
    Deadline for Intergovernmental Review: September 2, 1996.
    Available Funds: $10,000,000.

[[Page 34693]]

    Estimated Range of Awards: $300,000-$500,000.
    Estimated Average Size of Awards: $400,000.
    Estimated Number of Awards: 25.

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

    Project Period: Up to 24 months.

Applicable Regulations

    (a) The Education Department General Administrative Regulations 
(EDGAR) as follows:
    (1) 34 CFR Part 74 (Administration of Grants to Institutions of 
Higher Education, Hospitals, and Nonprofit Organizations).
    (2) 34 CFR Part 75 (Direct Grant Programs).
    (3) 34 CFR Part 77 (Definitions that Apply to Department 
Regulations).
    (4) 34 CFR Part 79 (Intergovernmental Review of Department of 
Education Programs and Activities).
    (5) 34 CFR Part 80 (Uniform Administrative Requirements for Grants 
and Cooperative Agreements to State and Local Governments).
    (6) 34 CFR Part 81 (General Education Provisions Act--Enforcement).
    (7) 34 CFR Part 82 (New Restrictions on Lobbying).
    (8) 34 CFR Part 85 (Governmentwide Debarment and Suspension 
(Nonprocurement) and Governmentwide Requirements for Drug-Free 
Workplace (Grants)).
    (9) 34 CFR Part 86 (Drug-Free Schools and Campuses).

    (Note: As of July 1, 1995, Part 86 of EDGAR no longer applies to 
SEAs and LEAs. It continues to apply to IHEs. This change results 
from the Improving America's Schools Act of 1994, Pub.L. 103-382.)

Description of Program

    The seventh National Education Goal provides that, by the year 
2000, all schools in America will be free of drugs and violence and the 
unauthorized presence of firearms and alcohol and offer a disciplined 
environment that is conducive to learning. The State grant portion of 
the Safe and Drug-Free Schools and Communities Act (SDFSCA) provides 
funding to 97 percent of school districts in the nation to assist them 
in preventing violence in and around schools, promoting safety and 
discipline for students, and preventing the illegal use of alcohol, 
tobacco, and other drugs. The Safe and Drug Free Schools Federal 
Activities Grants Program reinforces that effort by supporting the 
development of innovative programs that (1) demonstrate effective new 
methods of ensuring safe and drug-free schools and communities, and (2) 
ultimately will provide models of proven effective practice that will 
assist schools and communities around the nation to improve their 
programs under the SDFSCA.
    Public and private nonprofit organizations and individuals 
receiving funds under this program may not use funds for construction 
(except for minor remodeling needed to carry out the activities 
described in the application) and medical services, drug treatment or 
rehabilitation, except for pupil services or referral to treatment for 
students who are victims of or witnesses to crime or who use alcohol, 
tobacco, or drugs.
    The term `nonprofit', as applied to a school, agency, organization, 
or institution means a school, agency, organization, or institution 
owned and operated by one or more nonprofit corporations or 
associations, no part of the net earnings of which inures, or may 
lawfully inure, to the benefit of any private shareholder or 
individual.
    In making awards under this grant program, the Secretary may take 
into consideration the geographic distribution and diversity of 
activities addressed by the projects, in addition to the rank order of 
applications.

Background

    Creating safe, disciplined, and drug-free learning environments for 
all students is essential to those students achieving to high academic 
standards and schools promoting educational excellence. It is clear, 
however, that in too many of our schools, students, teachers, and staff 
feel threatened, are abused, or are victims of violent acts. In 
addition, drug use among young people threatens their health and their 
ability to master new information. This announcement addresses four 
priorities designed to create safe, disciplined, and drug-free learning 
environments for all students.
    Priority 1 seeks to infuse research-based knowledge about ``what 
works'' into the design, development and implementation of school-based 
strategies to prevent drug use among youth. This priority supports 
collaboration between local educational agencies and research 
institutions, including institutions of higher education, to develop 
and implement effective research-based programs and strategies to 
prevent youth drug use.
    Drug use by adolescents has increased significantly in each of the 
last several years, reversing downward trends noted between 1979 and 
1991. The 1995 ``Monitoring the Future'' study conducted by the 
Institute for Social Research at the University of Michigan documented 
the fourth consecutive year of increases in drug use among 8th graders 
and the third consecutive year of increases among 10th and 12th 
graders.
    Equally alarming, two important determinants of drug use, perceived 
harmfulness of drugs and peer disapproval of drug use, are moving in 
the wrong direction. The proportion of students seeing drugs as 
dangerous continued to decline in 1995, while the norms against using 
illicit drugs generally have been softening in recent years. These 
trends have lead Dr. Lloyd Johnston, principal investigator for the 
Monitoring the Future survey, to suggest that we are in a ``relapse'' 
phase in the longer-term epidemic of youth drug use. Among the reasons 
that may account for this relapse are (1) decreased national attention 
to drug use among youth, and (2) failure to design and implement drug 
prevention programs of demonstrated effectiveness based on findings 
from research.
    This priority directs funds to the development and implementation 
of innovative, research-based drug prevention strategies for 
effectively dealing with alcohol and other drug problems identified by 
schools and school districts. Strategies to be employed by applicants 
could vary from implementing or enhancing prevention curricula to 
integrating drug and alcohol prevention activities into the overall 
operation of the school and redesigning professional development, but 
should be based upon current, up-to-date research.
    Examples of prevention approaches that research has demonstrated as 
effective, and that applicants might propose to develop and implement, 
are social influence approaches that include resistance skills 
training, and approaches that focus on personal and social skills 
training. Gilbert Botvin, Director of the Institute for Prevention 
Research at the New York Hospital-Cornell Medical Center, in a 1992 
article entitled ``School-Based and Community-Based Prevention 
Approaches,'' notes that resistance skills approaches ``generally teach 
students how to recognize situations in which they will have a high 
likelihood of experiencing peer pressure to smoke, drink, or use drugs 
so that these high-risk situations can be avoided. In addition, 
students are taught how to handle situations in which they might 
experience peer pressure to engage in substance use.''
    Personal and Social Skills training models tend to be more 
comprehensive than other approaches. According to Botvin, they are 
based on ``social learning'' theory and ``problem

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behavior'' theory. ``Substance abuse is conceptualized as a socially 
learned and functional behavior, resulting from the interplay of social 
and personal factors. Substance use behavior is learned through 
modeling and reinforcement and is influenced by cognitions, attitudes, 
and beliefs * * *. The intent of these programs is to teach the kind of 
generic skills for coping with life that will have a relatively broad 
application * * * in contrast to the resistance skills training 
approaches which are designed to teach skills with a problem-specific 
focus.''
    Priority 2 invites applications for innovative, research-based 
strategies to remove firearms and other weapons from schools. A small 
but growing number of students find bringing a weapon to school 
acceptable. A Centers for Disease Control study reports that, in 1990, 
1 in 24 students carried a gun to school in the 30 days before the 
study, and by 1993 the incidence had risen to 1 in 12 students. A 1993 
Louis Harris poll showed that 35 percent of children aged 6 to 12 fear 
their lives will be cut short by gun violence. Knives or other devices 
used to inflict intentional injury also are increasingly evident in 
schools.
    The Gun-Free Schools Act of 1994 requires States that receive funds 
under the Elementary and Secondary Education Act of 1965 (ESEA) to have 
in effect a law requiring local educational agencies to expel from 
school for a period of not less than one year students who are 
determined to have brought a weapon to school. Local educational 
agencies that receive ESEA funds are required to refer to the criminal 
justice or juvenile delinquency system any student who brings a firearm 
or weapon to school. Under the Gun-Free Schools Act, ``weapon'' means a 
firearm. For purposes of this grant program, however, a weapon may also 
be a knife, club, or other device used to inflict intentional injury.
    Priority 3 encourages innovative, research-based programs to 
prevent truancy and address the needs of youth who are out of the 
education mainstream. For too many of our young people, regular school 
attendance and high school graduation are no longer the norm. In 
addition to truants, youth out of the education mainstream include 
dropouts, children who are afraid to go to school, children who have 
been suspended or expelled, and children in the juvenile justice system 
who need to maintain or enhance their educational status and be 
reintegrated into the school system upon their release from residential 
placement. Among the reasons for truancy that have been identified are 
student drug use, violence in or near the school, association with 
friends who are truant or absent, lack of family support for regular 
school attendance, and inability to keep pace with academic 
requirements.
    The social and personal costs of failure to attend school are 
clear. Truancy and dropping out of school are significant risk factors 
for delinquency and eventual adult criminality. In 1992, on a national 
basis, juveniles accounted for 18 percent of all violent crime arrests 
and 33 percent of all serious property crime reports. Many of the 
arrests occur between 10 a.m. and 4 p.m. Monday through Friday when 
these juveniles should be in school.
    Priority 4 addresses innovative, research-based approaches to 
preventing violent, aggressive, intimidating, or other disruptive 
behavior arising from bullying, sexual harassment, or other cause. 
Creating a safe and disciplined school environment that is conducive to 
learning is critical to achieving high standards for all students and 
developing a highly skilled and motivated workforce able to compete in 
a global economy.
    When violent, aggressive, intimidating, or other disruptive 
behavior occurs in classrooms, on school grounds, or in the community, 
teachers are diverted from their primary task of teaching, students are 
unable to achieve to their full potential, and parents may fear to send 
their children to school. Bullying behavior, which may manifest itself 
at an early age, presents an important challenge for educators and 
other youth-serving professionals. Evidence suggests that schoolyard 
bullies who are not taught how to behave and cope with frustration are 
very likely headed for a lifetime of failure and involvement in the 
justice system. Research shows that a disproportionately high number of 
these children underachieve in school or drop out, perform below 
potential throughout their careers, land in prison for committing adult 
crimes, and become abusive spouses and parents. The earlier young 
people begin to exhibit problem behaviors, the greater the risk that 
they will become serious chronic delinquents and substance-abusing or 
alcoholic individuals. Victimization also is a serious problem because 
it can be a major distraction from the whole educational process. 
Bullying affects school attendance and the overall campus climate and 
safety. Victims understandably fear school itself and the abuse they 
know awaits them there.
    Violent, aggressive, intimidating, or other disruptive behavior 
arising out of sexual harassment undermines the ability of schools to 
provide a safe and equitable learning or workplace environment. 
According to a 1993 survey by the American Association of University 
Women (``Hostile Hallways''), 85 percent of girls and 76 percent of 
boys surveyed say they have experienced unwanted and unwelcome sexual 
behavior that interferes with their lives. Among the outcomes of sexual 
harassment are not wanting to attend school, decreased class 
participation, greater difficulty paying attention in school, lower 
grades, and feeling afraid or scared.

Priorities

    The priorities in the notice of final priorities for this program, 
as published elsewhere in this issue of the Federal Register and 
repeated below, apply to this competition.
    Under 34 CFR 75.105(c)(3) and the Safe and Drug-Free Schools and 
Communities Act of 1994, the Secretary gives an absolute preference to 
applications that meet one or more of the following priorities. The 
Secretary funds under this competition only applications that meet one 
or more of these absolute priorities.

    Note: The purpose of these priorities is to give applicants 
flexibility to develop and implement programs that are most 
responsive to local school districts' identified needs for drug and 
violence prevention activities. Applicants must address at least one 
of the following priorities and may address more than one.

    Absolute Priority 1--Infusing research-based knowledge about ``what 
works'' into the design, development and implementation of school-based 
strategies to prevent drug use among youth.
    Applicants proposing a project under this priority must--
    (1) Describe the activities that will be implemented and explain 
how they are based on research and best practices, how they will lead 
to sustained improvements in student results and the school 
environment, and how they will be cost-effective and replicable;
    (2) Identify the age groups to be served and describe how the 
proposed activities are appropriate for the target population;
    (3) Provide evidence of collaboration between a local educational 
agency (LEA) and a research institution in the design and 
implementation of activities, including a description of the roles and 
responsibilities of each; and
    (4) Identify performance goals for the project and provide a 
description of how progress toward achieving goals will be measured.

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    Absolute Priority 2--Removing Firearms and other Weapons from 
School.
    Applicants proposing a project under this priority must--
    (1) Describe the activities that will be implemented and explain 
how they are based on research and best practices, how they will lead 
to sustained improvements in student results and the school 
environment, and how they will be cost-effective and replicable;
    (2) Describe techniques the applicant will use to identify and 
remove firearms and other weapons that are brought into school;
    (3) Provide information that demonstrates the extent to which the 
applicant has involved local, State, and/or Federal law enforcement 
agencies, as appropriate, in the development and implementation of 
innovative strategies to prevent firearms and other weapons from coming 
into school;
    (4) Describe how the applicant will provide for referrals to the 
juvenile justice system of youths who are found to possess a firearm, 
consistent with the provisions of the Gun-Free Schools Act; and
    (5) Identify performance goals for the project and provide a 
description of how progress toward achieving goals will be measured.
    Absolute Priority 3--Preventing Truancy and Addressing the Needs of 
Youth Who are Out of the Education Mainstream.
    Applicants proposing a project under this priority must--
    (1) Describe the activities that will be implemented and explain 
how they are based on research and best practices, how they will lead 
to sustained improvements in student results and the school 
environment, and how they will be cost-effective and replicable;
    (2) Describe the problem that will be addressed including an 
assessment of the number of students who will benefit from the project;
    (3) Indicate how the activities are appropriate for returning 
truant and other youth who are out of the education mainstream to the 
classroom and ensuring their educational progress;
    (4) Provide information on the extent to which the following will 
be involved in the development and implementation of activities funded 
by this grant: parents, students, local law enforcement officials, 
including, as appropriate, juvenile justice authorities, and other 
youth-serving organizations in the community; and
    (5) Identify performance goals for the project and provide a 
description of how progress toward achieving goals will be measured.
    Absolute Priority 4: Preventing Violent, Aggressive, Intimidating 
or Other Disruptive Behavior Arising from Bullying, Sexual Harassment 
or Other Cause.
    Applicants proposing a project under this priority must--
    (1) Describe the activities that will be implemented and explain 
how they are based on research and best practices, how they will lead 
to sustained improvements in student results and the school 
environment, and how they will be cost-effective and replicable;
    (2) Describe the behaviors that the program seeks to correct, 
including an assessment of the types and frequency of violent, 
aggressive, intimidating, or other disruptive behavior among youth to 
be served;
    (3) Identify the child development framework used to identify 
appropriate strategies for intervening in violent, aggressive, 
intimidating, or other disruptive behavior;
    (4) Provide information on the extent to which educators, law 
enforcement officials, parents, and students have been involved in the 
development and implementation of interventions for youths who engage 
in violent, aggressive, intimidating, or other disruptive behaviors and 
for youths who are victims of such behaviors; and
    (5) Identify performance goals for the project and provide a 
description of how progress toward achieving goals will be measured.

Competitive Preference Priority

    Within the absolute priorities specified in this notice, the 
Secretary, under 34 CFR 75.105(c)(2)(i) and the Safe and Drug-Free 
Schools and Communities Act, gives preference to applications that meet 
the following competitive priority. The Secretary awards five (5) 
points to an application that meets this competitive priority. These 
points are in addition to any points the application earns under the 
evaluation criteria for the program.

    (Note: The total number of points an application may earn is 
105):

Projects in an Empowerment Zone or Enterprise Community

    In order to meet the competitive preference priority, applicants 
must--
    (1) Propose projects that meet one or more of the four absolute 
priorities for this competition;
    (2) Demonstrate that the project will be carried out in an 
Empowerment Zone (EZ) or Enterprise Community (EC) designated in 
accordance with Section 1391 of the Internal Revenue Code (IRC), as 
amended by Title XIII of the Omnibus Budget Reconciliation Act (OBRA) 
of 1993 or that it will primarily serve students who reside in an EZ or 
EC; and
    (3) Describe how the proposed project is linked to the EZ/EC 
strategic plan and will be an integral part of the Empowerment Zone or 
Enterprise Community Program.

Selection Criteria

    (a)(1) The Secretary uses the following selection criteria to 
evaluate applications for new grants under this competition.
    (2) The maximum score for all of these criteria is 100 points.
    (3) The maximum score for each criterion is indicated in 
parentheses.
    (b) The criteria.-- (1) Meeting the purposes of the authorizing 
statute. (30 Points) the Secretary reviews each application to 
determine how well the project will meet the purpose of the Safe and 
Drug-Free Schools and Communities Act of 1994 including consideration 
of--
    (i) The objectives of the project; and
    (ii) How the objectives of the project further the purposes of the 
Safe and Drug-Free Schools and Communities Act of 1994.
    (2) Extent of need for the project. (30 points) The Secretary 
reviews each application to determine the extent to which the project 
meets specific needs recognized in the Safe and Drug-Free Schools and 
Communities Act of 1994, including consideration of--
    (i) The needs addressed by the project;
    (ii) How the applicant identified those needs;
    (iii) How those needs will be met by the project; and
    (iv) The benefits to be gained by meeting those needs.
    (3) Plan of Operation. (20 points) The Secretary reviews each 
application to determine the quality of the plan of operation for the 
project, including--
    (i) The quality of the design of the project;
    (ii) The extent to which the plan of management is effective and 
ensures proper and efficient administration of the project;
    (iii) How well the objectives of the project relate to the purpose 
of the program;
    (iv) The quality of the applicant's plan to use its resources and 
personnel to achieve each objective; and
    (v) How the applicant will ensure that project participants who are 
otherwise eligible to participate are selected without regard to race, 
color, national origin, gender, age, or handicapping condition.
    (4) Quality of key personnel. (7 points)

[[Page 34696]]

    (i) The Secretary reviews each application to determine the quality 
of key personnel the applicant plans to use on the project, including--
    (A) The qualifications of the project director (if one is to be 
used);
    (B) The qualifications of each of the other key personnel to be 
used in the project;
    (C) The time that each person referred to in paragraphs (b)(4)(i) 
(A) and (B) will commit to the project; and
    (D) How the applicant, as part of its nondiscriminatory employment 
practices, will ensure that its personnel are selected for employment 
without regard to race, color, national origin, gender, age, or 
handicapping condition.
    (ii) To determine personnel qualifications under paragraphs 
(b)(4)(i) (A) and (B), the Secretary considers--
    (A) Experience and training in fields related to the objectives of 
the project; and
    (B) Any other qualifications that pertain to the quality of the 
project.
    (5) Budget and cost effectiveness. (5 points) The Secretary reviews 
each application to determine the extent to which--
    (i) The budget is adequate to support the project; and
    (ii) Costs are reasonable in relation to the objectives of the 
project.
    (6) Evaluation plan. (5 points) The Secretary reviews each 
application to determine the quality of the evaluation plan for the 
project, including the extent to which the applicant's methods of 
evaluation--
    (i) Are appropriate to the project; and
    (ii) To the extent possible, are objective and produce data that 
are quantifiable.
    (Cross-reference: See 34 CFR 75.590 Evaluation by the grantee.)
    (7) Adequacy of resources. (3 points) The Secretary reviews each 
application to determine the adequacy of the resources that the 
applicant plans to devote to the project, including facilities, 
equipment, and supplies.

Intergovernmental Review of Federal Programs

    This program is subject to the requirements of Executive Order 
12372 (Intergovernmental Review of Federal Programs) and the 
regulations in 34 CFR Part 79.
    The objective of the Executive order is to foster an 
intergovernmental partnership and to strengthen federalism by relying 
on State and local processes for State and local government 
coordination and review of proposed Federal financial assistance.
    Applicants must contact the appropriate State Single Point of 
Contact to find out about, and to comply with, the State's process 
under Executive Order 12372. Applicants proposing to perform activities 
in more than one State should immediately contact the Single Point of 
Contact for each of those States and follow the procedure established 
in each State under the Executive order. If you want to know the name 
and address of any State Single Point of Contact, see the list 
published in the Federal Register on August 10, 1995 (60 FR 40980 and 
40981).
    In States that have not established a process or chosen a program 
for review, State, areawide, regional, and local entities may submit 
comments directly to the Department.
    Any State Process Recommendation and other comments submitted by a 
State Single Point of Contact and any comments from State, areawide, 
regional, and local entities must be received by the date indicated in 
this notice at the following address: The Secretary, E.O.12372--CFDA # 
84.184D, U.S. Department of Education, Room 6213, 600 Independence 
Ave., SW, Washington, D.C. 20202-0125.
    Recommendations or comments may be hand-delivered until 4:30 p.m. 
(Washington, D.C. time) on the date indicated in this notice.

    Please note that the above address is not the same address as 
the one to which the applicant submits its completed application. Do 
not send applications to the above address.

Instructions for transmittal and receipt of applications

    (a) If an applicant wants to apply for a grant, the applicant 
shall--
    (1) Mail the original and two copies of the application to: U.S. 
Department of Education, Application Control Center, Attention: (CFDA # 
84.184D), Washington, D.C. 20202-4725.

    Note: All applications must be received by August 2, 1996. 
Applications received after that time will not be eligible for 
funding. Postmarked dates will not be accepted.

    (2) Hand deliver the original and two copies of the application by 
4:30 p.m. (Washington, D.C. time) on the deadline date to: U.S. 
Department of Education, Application Control Center, Attention: (CFDA# 
84.184D), Room #3633, Regional Office Building #3, 7th and D Streets, 
S.W., Washington, D.C.

Notes

    (1) The Application Control Center will mail a Grant Application 
Receipt Acknowledgement to each applicant. If an applicant fails to 
receive the notification of application receipt within 15 days from the 
date of mailing the application, the applicant should call the U.S. 
Department of Education Application Control Center at (202) 708-9494.
    (2) The applicant must indicate on the envelope and--if not 
provided by the Department--in Item 10 of the Application for Federal 
Assistance (Standard Form 424) the CFDA number--and suffix letter, if 
any--of the competition under which the application is being submitted.

Application Instructions and Forms

    The appendix to this application is divided into three parts plus a 
statement regarding estimated public reporting burden and various 
assurances and certifications. These parts and additional materials are 
organized in the same manner that the submitted application should be 
organized. The parts and additional materials are as follows:
    Part I: Application for Federal Assistance (Standard Form 424 (Rev. 
4-88)) and instructions.
    Part II: Budget Information--Non-Construction Programs (ED Form No. 
524) and instructions.
    Part III: Application Narrative.
    Additional Materials:
    Estimated Public Reporting Burden.
    Assurances--Non-Construction Programs (Standard Form 424B).
    Certifications regarding Lobbying; Debarment, Suspension, and Other 
Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-
0013).
    Certification regarding Debarment, Suspension, Ineligibility and 
Voluntary Exclusion: Lower Tier Covered Transactions (ED 80-0014, 9/90) 
and instructions.

    Note: ED 80-0014 is intended for the use of grantees and should 
not be transmitted to the Department.

    Disclosure of Lobbying Activities (Standard Form LLL) (if 
applicable) and instructions. This document has been marked to reflect 
statutory changes. See the notice published by the Office of Management 
and Budget at 61 FR 1413 (January 19, 1996).
    Notice to All Applicants.
    An applicant may submit information on a photostatic copy of the 
application and budget forms, the assurances, and the certifications. 
However, the application form, the assurances, and the certifications 
must each have an original signature. No grant may be awarded unless a 
completed application form has been received.

    For Further Information Contact: Charlotte D. Gillespie, U.S. 
Department of Education, 600 Independence Ave., SW, Room 604 Portals, 
Washington,

[[Page 34697]]

D.C. 20202-6123. Individuals who use a telecommunications device for 
the deaf (TDD) may call the Federal Information Relay Service (FIRS) at 
1-800-877-8339 between 8 a.m. and 8 p.m., Eastern time, Monday through 
Friday.
    Information about the Department's funding opportunities, including 
copies of application notices for discretionary grant competitions, can 
be viewed on the Department's electronic bulletin board (ED Board), 
telephone (202) 260-9950; or on the Internet Gopher Server at 
GOPHER.ED.GOV (under Announcements, Bulletins and Press Releases); or 
on the World Wide Web at (http://www/ed/gov/money.html). However, the 
official application notice for a discretionary grant competition is 
the notice published in the Federal Register.

    Program Authority: 20 U.S.C. 7131.

    Dated: June 26, 1996.
Gerald N. Tirozzi,
Assistant Secretary for Elementary and Secondary Education.

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Part III--Application Narrative

Instructions for Part III--Application Narrative

    Before preparing the Application Narrative an applicant should read 
carefully the description of the program, the information regarding 
priorities, and the selection criteria the Secretary uses to evaluate 
applications.
    The narrative should encompass each function or activity for which 
funds are being required and should--
    1. Begin with an Abstract; that is, a summary of the proposed 
project;
    2. Describe the proposed project in light of each of the selection 
criteria in the order in which the criteria are listed in this 
application package; and
    3. Include any other pertinent information that might assist the 
Secretary in reviewing the application.
    The Secretary strongly requests the applicant to limit the 
Application Narrative to no more than 25 double-spaced, typed pages (on 
one side only), although the Secretary will consider applications of 
greater length.

Instructions for Estimated Public Reporting Burden

    According to the Paperwork Reduction Act of 1995, no persons are 
required to respond to a collection of information unless it displays a 
valid OMB control number. The valid OMB control number for this 
information collection is OMB No. 1810-0551, Exp. Date: 9/11/96. The 
time required to complete this information collection is estimated to 
average 28 hours per response, including the time to review 
instructions, search existing data resources, gather the data needed, 
and complete and review the information collection. If you have any 
comments concerning the accuracy of the time estimate or suggestions 
for improving this form, please write to: U.S. Department of Education, 
Washington, D.C. 20202-4651. If you have comments or concerns regarding 
the status of your individual submission of this form, write directly 
to: Charlotte D. Gillespie, Safe and Drug-Free Schools Program, Office 
of Elementary and Secondary Education, U.S. Department of Education, 
600 Independence Ave., S.W., Washington, D.C. 20202-6123.

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BILLING CODE 4000-01-C

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Notice to All Applicants

    Thank you for your interest in this program. The purpose of this 
enclosure is to inform you about a new provision in the Department 
of Education's General Education Provisions Act (GEPA) that applies 
to applicants for new grant awards under Department programs. This 
provision is section 427 of GEPA, enacted as part of the Improving 
America's Schools Act of 1994 (Pub. L. 103-382).
    To Whom Does This Provision Apply?
    Section 427 of GEPA affects applicants for new discretionary 
grant awards under this program. ALL APPLICANTS FOR NEW AWARDS MUST 
INCLUDE INFORMATION IN THEIR APPLICATIONS TO ADDRESS THIS NEW 
PROVISION IN ORDER TO RECEIVE FUNDING UNDER THIS PROGRAM.
    What Does This Provision Require?
    Section 427 requires each applicant for funds (other than an 
individual person) to include in its application a description of 
the steps the applicant proposes to take to ensure equitable access 
to, and participation in, its federally-assisted program for 
students, teachers, and other program beneficiaries with special 
needs.
    This section allows applicants discretion in developing the 
required description. The statute highlights six types of barriers 
that can impede equitable access or participation that you may 
address: gender, race, national origin, color, disability, or age. 
Based on local circumstances, you can determine whether these or 
other barriers may prevent your students, teachers, etc. from 
equitable access or participation. Your description need not be 
lengthy; you may provide a clear and succinct description of how you 
plan to address those barriers that are applicable to your 
circumstances. In addition, the information may be provided in a 
single narrative, or, if appropriate, may be discussed in connection 
with related topics in the application.
    Section 427 is not intended to duplicate the requirements of 
civil rights statutes, but rather to ensure that, in designing their 
projects, applicants for Federal funds address equity concerns that 
may affect the ability of certain potential beneficiaries to fully 
participate in the project and to achieve to high standards. 
Consistent with program requirements and its approved application, 
an applicant may use the Federal funds awarded to it to eliminate 
barriers it identifies.

What are Examples of How an Applicant Might Satisfy the Requirement 
of This Provision?

    The following examples may help illustrate how an applicant may 
comply with section 427.
    (1) An applicant that proposes to carry out an adult literacy 
project serving, among others, adults with limited English 
proficiency, might describe in its application how it intends to 
distribute a brochure about the proposed project to such potential 
participants in their native language.
    (2) An applicant that proposes to develop instructional 
materials for classroom use might describe how it will make the 
materials available on audio tape or in braille for students who are 
blind.
    (3) An applicant that proposes to carry out a model science 
program for secondary students and is concerned that girls may be 
less likely than boys to enroll in the course, might indicate how it 
tends to conduct ``outreach'' efforts to girls, to encourage their 
enrollment.
    We recognize that many applicants may already be implementing 
effective steps to ensure equity of access and participation in 
their grant programs, and we appreciate your cooperation in 
responding to the requirements of this provision.

Estimated Burden Statement

    According to the Paperwork Reduction Act of 1995, no persons are 
required to respond to a collection of information unless it 
displays a valid OMB control number. The valid OMB control number 
for this information collection is 1801-0004 (Exp. 8/31/98). The 
time required to complete this information collection is estimated 
to vary from 1 to 3 hours per response, with an average of 1.5 
hours, including the time to review instructions, search existing 
data resources, gather and maintain the data needed, and complete 
and review the information collection. If you have any comments 
concerning the accuracy of the time estimate(s) or suggestions for 
improving this form, please write to: U.S. Department of Education, 
Washington, DC 20202-4651.

[FR Doc. 96-16838 Filed 6-28-96; 9:01 am]
BILLING CODE 4000-01-M