[Federal Register Volume 64, Number 29 (Friday, February 12, 1999)]
[Notices]
[Pages 7430-7456]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 99-3341]
[[Page 7429]]
_______________________________________________________________________
Part IX
Department of Education
_______________________________________________________________________
Even Start Family Literacy Program for Federally Recognized Indian
Tribes and Tribal Organizations; Inviting Applications for New Awards
Using Fiscal Year (FY) 1999 Funds; Notice
Federal Register / Vol. 64, No. 29 / Friday, February 12, 1999 /
Notices
[[Page 7430]]
DEPARTMENT OF EDUCATION
[CFDA No.: 84.258]
Even Start Family Literacy Program for Federally Recognized
Indian Tribes and Tribal Organizations; Inviting Applications for New
Awards Using Fiscal Year (FY) 1999 Funds
AGENCY: Department of Education.
Note to Applicants: This notice is a complete application package.
Together with the statute authorizing the program and the Education
Department General Administrative Regulations (EDGAR), the notice
contains all of the information, application forms, and instructions
needed to apply for a grant under this competition.
Purpose of Program: The Even Start Family Literacy Program for
Indian tribes and tribal organizations is designed to help break the
cycle of poverty and illiteracy by improving the educational
opportunities of low-income families by integrating early childhood
education, adult literacy or adult basic education, and parenting
education into a unified family literacy program for federally
recognized Indian tribes and tribal organizations.
Eligible Applicants: Federally recognized Indian tribes and tribal
organizations.
Deadline for Transmittal of Applications: March 30, 1999.
Available Funds: The Department estimates that there will be
sufficient FY 1999 funds for three new projects after funding
continuation awards in FY 1999.
Estimated Range of Awards: $100,000--$250,000.
Estimated Average Size of Awards: $175,000.
Estimated Number of Awards: 3.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 48 months.
Applicable Regulations: The Education Department General
Administrative Regulations (EDGAR) as follows:
(1) 34 CFR Part 75 (Direct Grant Programs).
(2) 34 CFR Part 77 (Definitions that Apply to Department
Regulations).
(3) 34 CFR Part 80 (Uniform Administrative Requirements for Grants
and Cooperative Agreements to State and Local Governments).
(4) 34 CFR Part 81 (General Education Provisions Act--Enforcement).
(5) 34 CFR Part 82 (New Restrictions on Lobbying).
(6) 34 CFR Part 85 (Governmentwide Debarment and Suspension
(Nonprocurement) and Governmentwide Requirements for Drug-Free
Workplace (Grants)).
Description of Program: Under the authority of section
1202(a)(1)(C) of the Elementary and Secondary Education Act (ESEA), the
Assistant Secretary of Elementary and Secondary Education (Assistant
Secretary) awards grants to eligible applicants for projects that--
(1) Improve the educational opportunities of low-income families by
integrating early childhood education, adult literacy or adult basic
education, and parenting education into a unified family literacy
program for federally recognized Indian tribe and tribal organization
projects;
(2) Are implemented through cooperative activities that build on
existing community resources to create a new range of services for
federally recognized Indian tribe and tribal organization projects;
(3) Promote achievement of the National Education Goals one, three,
five, and eight that address school readiness, student achievement, and
parent involvement in the education of their children; and
(4) Assist children and adults to achieve to challenging State
content standards and challenging State student performance standards.
Eligible participants. Eligible participants are children and their
parents who also meet the following conditions specified in section
1206(a) of the ESEA:
(1) The parent or parents must be eligible for participation in
adult education and literacy activities under the Adult Education and
Family Literacy Act; or
(2) For a parent or parents within the State's compulsory school
attendance age range, a local educational agency must provide (or
ensure the availability of) the basic education component; and
(3) The child or children must be younger than eight years of age.
(Note: Family members of eligible participants described in
paragraphs one through three, above, also may participate in Even
Start Family Literacy Program activities when appropriate to serve
Even Start purposes. In addition, section 1206(b) of the ESEA
generally permits families to remain eligible for Even Start Family
Literacy services until all family members become ineligible for
participation. For example, in the case of a family in which the
parent or parents have become ineligible due to educational
advancement, eligibility would continue until all children in the
family reach age eight. If all children in a family have reached the
age of eight, the family continues to be eligible for two more
years, or until the parents no longer are eligible for adult
education and literacy activities under the Adult Education and
Family Literacy Act, whichever occurs earlier.)
Budget period. Under 34 CFR 75.112 and 75.117, an eligible
applicant must propose a project period of up to four years and provide
budgetary information for each year of that proposed project period in
its initial application. The budgetary information provided should
include, for each year, an amount for all key project components with
an accompanying breakdown of any subcomponents. A written justification
for all requested amounts should be provided.
An applicant is also required under 34 CFR Sec. 75.112(b) to
describe how and when, in each budget period of the project, it plans
to meet each objective of the project.
(Note: This information will be used by the Assistant Secretary,
in conjunction with the grantee's annual performance report required
under 34 CFR 75.118(a), to determine whether to make a continuation
award for the subsequent budget year. Under 34 CFR 75.253 a grantee
can receive a continuation award only if it demonstrates that it
either has made substantial progress toward meeting the objectives
of the approved project, or has received the Assistant Secretary's
approval of changes in the project to enable it to meet the
objectives in the succeeding budget periods.)
Federal and local funding. An Even Start Family Literacy project's
funding is comprised of both a Federal portion of funds (Federal share)
and a portion contributed by the eligible applicant (local project
share). The local share of the project may be provided in cash or in
kind and may be obtained from any source, including other Federal
programs. The Federal share of the project may not exceed--
90 percent of the total cost of the project in the first
year;
80 percent in the second year;
70 percent in the third year;
60 percent in the fourth year; and
50 percent in any subsequent year.
The Federal share for any grantee receiving a grant for a second
grant cycle may not exceed 50 percent. Any grantee that wishes to
reapply for a second grant cycle at the end of its first project period
(up to 48 months) must recompete for funding with new applicants.
Indirect costs. Even Start Family Literacy Program funds generally
may not be used for the indirect costs of a project. Recipients of an
Even Start Indian tribe and tribal organization grant may request the
Secretary to waive this requirement. To obtain a waiver, however, the
recipient must demonstrate to the Secretary's satisfaction that the
recipient otherwise would not be able to participate in the Even Start
Family Literacy Program.
[[Page 7431]]
National Evaluation: The Department is conducting a national
evaluation of Even Start Family Literacy projects. Grantees are
required to participate in the Department's national evaluation and to
conduct a separate, annual independent local evaluation consistent with
the grantee's responsibilities under 34 CFR 75.590 and section 1205(10)
of the ESEA.
The Secretary suggests that each applicant budget $10,000 for
evaluation activities. These funds will be used for expenditures
related to the project's independent local evaluation and for
collection and aggregation of data required for the Department's
national evaluation. The Secretary also recommends that projects budget
for the cost of travel to Washington, DC, and two nights' lodging for
the project director and the project evaluator, for their participation
in annual evaluation meetings.
Selection Criteria
The Secretary uses the following selection criteria to evaluate
applications for grants under this competition.
(1) The maximum composite score for all of these criteria is 100
points.
(2) The maximum score for each criterion is indicated in
parentheses.
(a) Meeting the purposes of the authorizing statute. (10 points).
The Secretary considers how well the project will meet the purpose of
the Even Start Family Literacy Program for federally recognized Indian
tribes and tribal organizations, which under sections 1201 and
1202(a)(1)(C) of the ESEA is to help break the cycle of poverty and
illiteracy by awarding grants for projects that--
Improve the educational opportunities of low-income
families by integrating early childhood education, adult literacy or
adult basic education, and parenting education into a unified family
literacy program for federally recognized Indian tribe and tribal
organization projects;
Are implemented through cooperative projects that build on
existing community resources to create a new range of services for
Indian tribe and tribal organization projects;
Promote achievement of the National Education Goals; and
Assist children and adults from low-income families to
achieve to challenging State content standards and challenging State
student performance standards.
(b) Need for project. (15 points). The Secretary considers the need
for the proposed project. In determining the need for the proposed
project, the Secretary considers the following factors:
(i) The magnitude of the need for the services to be provided or
the activities to be carried out by the proposed project.
(ii) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses.
(Note: The Secretary invites applicants to address such factors
as the following: the number of families in the area who need Even
Start services, the lack of availability of comprehensive family
literacy services for that population, other resources that will be
used to benefit project participants, and any other factors that the
applicant considers relevant to the extent of need for the project.)
(c) Significance. (10 points). The Secretary considers the
significance of the proposed project. In determining the significance
of the proposed project, the Secretary considers the following factors:
(i) The extent to which the proposed project involves the
development or demonstration of promising new strategies that build on,
or are alternatives to, existing strategies.
(ii) The potential replicability of the proposed project or
strategies, including, as appropriate, the potential for implementation
in a variety of settings.
(iii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project.
(d) Quality of the project design. (15 points). The Secretary
considers the quality of the design of the proposed project. In
determining the quality of the design of the proposed project, the
Secretary considers the following factors:
(i) The extent to which the design of the proposed project includes
a thorough, high-quality review of the relevant literature, a high-
quality plan for project implementation, and the use of appropriate
methodological tools to ensure successful achievement of project
objectives.
(ii) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs.
(iii) The extent to which the proposed project will be coordinated
with similar or related efforts, and with other appropriate community,
State, and Federal resources.
(Note: Concerning design of the project, an eligible applicant
must propose a project that incorporates, at a minimum, the
following program elements required by section 1205 of the ESEA:
(A) Identification and recruitment of families most in need of
services provided under the Even Start Family Literacy Program, as
indicated by a low level of income, a low level of adult literacy or
English language proficiency of the eligible parent or parents, and
other need-related indicators.
(B) Screening and preparation of parents, including teenage
parents and children, to enable those parents to participate fully
in the activities and services provided under the Even Start Family
Literacy Program, including testing, referral to necessary
counseling, other developmental and support services, and related
services.
(C) Design that accommodates the participants' work schedule and
other responsibilities, including the provision of support services,
when those services are unavailable from other sources, but are
necessary for participation in the activities assisted under the
Even Start Family Literacy Program, such as--
Scheduling and location of services to allow joint
participation by parents and children;
Child care for the period that parents are involved in
the project; and
Transportation to enable parents and their children to
participate in the project.
(D) High-quality, intensive instructional programs that promote
adult literacy and empower parents to support the educational growth
of their children, developmentally appropriate early childhood
educational services, and preparation of children for success in
regular school programs.
(E) Special training of staff, including child care staff, to
develop the skills necessary to work with parents and young children
in the full range of instructional services offered through the Even
Start Family Literacy Program.
(F) Providing and monitoring of integrated instructional
services to participating parents and children through home-based
programs.
(G) Operation on a year-round basis, including the provision of
some program services, instructional or enrichment, during the
summer months.
(H) Coordination with--
Programs assisted under other parts of Title I and
other programs under the ESEA;
Any relevant programs under the Adult Education and
Family Literacy Act, the Individuals with Disabilities Education
Act, and the Job Training Partnership Act; and
The Head Start program, volunteer literacy programs,
and other relevant programs.
(I) Ensuring that the proposed project will serve those families
most in need of the activities and services provided by the Even
Start Family Literacy Program.
(J) An independent evaluation of the project.)
(e) Quality of project services. (20 points). The Secretary
considers the quality of the services to be provided by the proposed
project. In determining the quality of the services to be provided by
the proposed project, the Secretary
[[Page 7432]]
considers the quality and sufficiency of strategies for ensuring equal
access and treatment for eligible project participants who are members
of groups that have traditionally been underrepresented based on race,
color, national origin, gender, age, or disability. In addition, the
Secretary considers the following factors:
(i) The likelihood that the services to be provided by the proposed
project will lead to improvements in the achievement of students as
measured against rigorous academic standards.
(ii) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services.
(Note: An eligible applicant must propose a project that has
``high-quality, intensive instructional programs'' in the three core
instructional areas (early childhood education, adult education and
parenting education), as required by section 1205(4) of the ESEA.
Concerning the quality of project services, the Secretary invites
applicants to describe the level of intensity in these three core
instructional services that the applicant believes sufficient to
produce positive and sustainable outcomes for families, and how the
project will provide that level of intensity of services.)
(f) Quality of project personnel. (5 points). The Secretary
considers the quality of the personnel who will carry out the proposed
project. In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. In addition, the Secretary
considers the following factors:
(i) The qualifications, including relevant training and experience,
of key project personnel.
(ii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
(g) Adequacy of resources. (5 points.) The Secretary considers the
adequacy of resources for the proposed project. In determining the
adequacy of resources for the proposed project, the Secretary considers
the following factors:
(i) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization.
(Note: Applicants may address this criteria in any way that is
reasonable. An eligible applicant must provide an increasing local
project share over the grant period (at least the following amounts:
10% in the first year, 20% in the second year, 30% in the third
year, and 40% in the fourth year), as required by section 1204(b) of
the ESEA. In addressing adequacy of resources, the Secretary invites
applicants to describe the resources that they will use to increase
the amount of the local project's share over the four years of the
grant, which will contribute to the applicant's ability to sustain
the project at the end of the Federal funding.)
(ii) The extent to which the costs are reasonable in relation to
the objectives, design, and potential significance of the proposed
project.
(iii) The potential for the incorporation of project purposes,
activities, or benefits into the ongoing program of the agency or
organization at the end of Federal funding.
(h) Quality of the management plan. (10 points). The Secretary
considers the quality of the management plan for the proposed project.
In determining the quality of the management plan for the proposed
project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(ii) The adequacy of procedures for ensuring feedback and
continuous improvement in the operation of the proposed project.
(iii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(iv) How the applicant will ensure that a diversity of perspectives
are brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate.
(i) Quality of project evaluation. (10 points). The Secretary
considers the quality of the evaluation to be conducted of the proposed
project. In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
(ii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
Instructions for Transmittal of Applications
(a) If an applicant wants to apply for a grant, the applicant
shall--
(1) Mail the original and two copies of the application on or
before the deadline date to: U.S. Department of Education, Application
Control Center, Attention: Laura Chow (CFDA #84.258), Compensatory
Education Programs, Room 3633, Regional Office Building #3, 7th and D
Streets, SW, Washington, DC 20202-4725 or
(2) Hand deliver the original and two copies of the application by
4:30 p.m. (Washington, DC time) on or before the deadline date to: U.S.
Department of Education, Application Control Center, Attention: Laura
Chow (CFDA #84.258), Compensatory Education Programs, Room 3633,
Regional Office Building #3, 7th and D Streets, SW, Washington, DC
20202-4725.
(b) An applicant must show one of the following as proof of
mailing:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary.
(c) If an application is mailed through the U.S. Postal Service,
the Secretary does not accept either of the following as proof of
mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
Notes: (1) The U.S. Postal Service does not uniformly provide a
dated postmark. Before relying on this method, an applicant should
check with its local post office.
(2) The Application Control Center will mail a Grant Application
Receipt Acknowledgment to each applicant. If an applicant fails to
receive the notification of application receipt within 15 days from
the date of mailing the application, the applicant should call the
U.S. Department of Education Application Control Center at (202)
708-9494.
(3) The applicant must indicate on the envelope and--if not
provided by the Department--in Item 10 of the Application for
Federal Assistance (Standard Form 424) the CFDA number--and suffix
letter, if any--of the competition under which the application is
being submitted.
Application Instructions and Forms
The appendix to this notice contains the following forms and
instructions, plus a statement regarding estimated public reporting
burden, a notice to applicants regarding compliance with section 427 of
the General Education Provisions Act, and various assurances and
certifications.
[[Page 7433]]
a. Instructions for the Application Narrative.
b. Estimated Public Reporting Burden Statement.
c. Notice to all Applicants.
d. Objectives and Performance Indicators for the Even Start Family
Literacy Program.
e. Application for Federal Assistance (ED 424 (OMB No. 1875-0106,
Expires 6/30/01)) and instructions.
f. Budget Information--Non-Construction Programs (ED Form No. 524)
and instructions.
g. Assurances--Non-Construction Programs (Standard Form 424).
h. Certifications Regarding Lobbying; Debarment, Suspension, and
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED
80-0013).
i. Certification regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014, 9/90)
and instructions. (NOTE: ED 80-0014 is intended for the use of grantees
and should not be transmitted to the Department.)
j. Disclosure of Lobbying Activities (Standard Form LLL) (if
applicable) and instructions. This document has been marked to reflect
statutory changes. See the notice published in the Federal Register (61
FR 1413) by the Office of Management and Budget on January 19, 1996.
An applicant may submit information on photostatic copies of the
application, budget forms, assurances, and certifications. However, the
application form, assurances, and certifications must each have an
original signature. No grant may be awarded unless a completed
application form, including the signed assurances and certifications,
have been received.
FOR FURTHER INFORMATION CONTACT: Laura Chow, Compensatory Education
Programs, Office of Elementary and Secondary Education, U.S. Department
of Education, 400 Maryland Avenue, SW (FOB 6, 3W208), Washington, DC
20202-6132. Telephone (202) 260-2683. Individuals who use a
telecommunications device for the deaf (TDD) may call the Federal
Information Relay Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8
p.m., Eastern time, Monday through Friday.
Individuals with disabilities may obtain this document in an
alternate format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed in the preceding
paragraph.
Individuals with disabilities may obtain a copy of the application
package in an alternate format, also, by contacting that person.
However, the Department is not able to reproduce in an alternate format
the standard forms included in the application package.
Electronic Access to This Document
Anyone may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or
portable document format (pdf) on the World Wide Web at either of the
following sites:
http://ocfo.ed.gov/fedreg.htm
http://www.ed.gov/news html
To use the pdf you must have the Adobe Acrobat Reader Program with
Search, which is available free at either of the previous sites. If you
have questions about using the pdf, call the U.S. Government Printing
Office toll free at 1-888-293-6498.
Anyone may also view these documents in text copy only on an
electronic bulletin board of the Department. Telephone (202) 219-1511
or, toll free, 1-800-222-4922. The documents are located under Option
G-Files/Announcements, Bulletins and Press Releases.
Note: The official version of a document is the document
published in the Federal Register.
Program authority: 20 U.S.C. section 6362(a)(1)(C).
Gerald N. Tirozzi,
Assistant Secretary for Elementary and Secondary Education.
Instructions for Part III: Application Narrative
Before preparing the Application Narrative an applicant should read
carefully the description of the program and the selection criteria the
Secretary uses to evaluate applications.
The narrative should encompass each function or activity for which
funds are being requested and should--
1. Begin with a one-page Abstract summarizing the proposed project;
2. Describe the proposed project in light of the selection criteria
in the order in which the criteria are listed in this application
package; and
3. Provide the following in response to the attached ``Notice to
all Applicants'': (1) a reference to the portion of the application in
which information appears as to how the applicant is addressing steps
to promote equitable access and participation, or (2) a separate
statement that contains that information.
4. Provide a copy of the signed set of assurances specified in
section 14306(a) of the ESEA (20 USC 8856(a)) that the applicant has
filed with its SEA and that is applicable to this grant application.
5. Include any other pertinent information that might assist the
Secretary in reviewing the application.
The Secretary strongly requests the applicant to limit the
Application Narrative to no more than 20 double-spaced, typed pages (on
one side only). The Department has found that successful applications
for similar programs generally meet this page limit.
Instructions for Estimated Public Reporting Burden
According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless it displays a
valid OMB control Number. The valid OMB control number for this
information collection is 1810-0540 (Expiration Date: 3/31/1999). The
time required to complete this information collection is estimated to
average 15 hours per response, including the time to review
instructions, search existing data resources, gather and maintain the
data needed, and complete and review the information collection. If you
have any comments concerning the accuracy of the time estimate or
suggestions for improving this form, please write to: U.S. Department
of Education, Washington, D.C. 20202-4651.
If you have comments or concerns regarding the status of your
individual submission of this form, write directly to: Patricia McKee,
Compensatory Education Programs, Office of Elementary and Secondary
Education, U.S. Department of Education, 400 Maryland Avenue, SW (FOB
6, Area 3 West), Washington D.C. 20202-6132.
Notice to All Applicants
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 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
[[Page 7434]]
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 provision allows applicants discretion in developing the
required description. The statute highlights six types of barriers that
can impede equitable access or participation: gender, race, national
origin, color, disability, or age. Based on local circumstances, you
should determine whether these or other barriers may prevent your
students, teachers, etc. from such access or participation in, the
Federally-funded project or activity. The description in your
application of steps to be taken to overcome these barriers 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 intends 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 for GEPA Requirements
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. 8/31/2001). The time required
to complete this information collection is estimated to vary from 1 to
3 hours per response, with an average of 1.5 hours, including the time
to review instructions, search existing data resources, gather and
maintain the data needed, and complete and review the information
collection. If you have any comments concerning the accuracy of the
time estimate(s) or suggestions for improving this form, please write
to: U.S. Department of Education, Washington, DC 20202-4651.
Objectives and Performance Indicators for the Even Start Family
Literacy Program
For your information, following are objectives and performance
indicators for the Even Start Family Literacy Program (Part B of Title
I of the ESEA) that the Department has developed in accordance with the
Government Performance and Results Act.
Objective 1. The literacy of participating families will improve.
1.1 Adult literacy achievement. By fall 2001, 40 percent of Even
Start adults will achieve significant learning gains on measures of
math and 30 percent of adults will achieve such gains on measures of
reading skills. In 1995-96, 24% of adults achieved a moderate-to large-
sized gain between pretest and posttest of math achievement, and 20% on
a test of reading achievement.
1.2 Adult educational attainment. By fall 2001, 25 percent of
adult secondary education (ASE) Even Start participants will obtain
their high school diploma or equivalent. In 1995-96, 18% of all ASE/GED
participants earned a GED.
1.3 Children's language development and reading readiness. By fall
2001, 60 percent of Even Start children will attain significant gains
on measures of language development and reading readiness. In 1995-96,
81% of children made better than expected gains on a test of school
readiness, and 50% achieved moderate to large gains on a test of
language development.
1.4 Parenting skills. Increasing percentages of parents will show
significant improvement on measures of parenting skills, home
environment, and expectations for their children. In 1995-96, 41% of
parents scored 75% or higher correct on the posttest measuring the
quality of cognitive stimulation and emotional support provided to
children in the home.
Objective 2. Even Start projects will reach their target population
of families that are most in need of services.
2.1 Recruitment of most in need. The projects will continue to
recruit low-income, disadvantaged families with low literacy levels. In
1996-97, 90% of families had incomes at or substantially below the
federal poverty level and 45% of parents had less than a ninth grade
education at intake.
Objective 3. Local Even Start projects will provide comprehensive
instructional and support services of high quality to all families in a
cost-effective manner.
3.1 Service hours. By fall 2001, half of the projects will offer
at least 60 hours of adult education per month, at least 20 hours of
parenting education per month, and at least 65 hours of early childhood
education per month. In 1995-96, half of the projects offered 32 hours
or more of adult education per month, 13 hours or more of parenting
education per month, and 34 hours or more of early childhood education
per month.
3.2 Participation, retention and continuity. Projects will
increasingly improve retention and continuity of services. By fall
2001, at least 60 percent of all families will stay in the program for
more than one year. Of all families participating in Even Start in
1994-95, 38 percent stayed in the program for more than one year. Of
new families entering in 1995-96, 41 percent stayed for more than one
year.
Objective 4. The Department of Education will provide effective
guidance and technical assistance and will identify and disseminate
reliable information on effective approaches.
4.1 Federal technical assistance. An increasing percentage of
local project directors will be satisfied with technical assistance and
guidance.
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OMB Control No. 1801-0004 (Exp. 8/31/2001)
Notice To All Applicants
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 grant awards under
this program. ALL APPLICATIONS FOR NEW AWARDS MUST INCLUDE INFORMATION
IN THEIR APPLICATIONS TO ADDRESS THIS NEW PROVISION IN ORDER TO RECEIVE
FUNDING UNDER THIS PROGRAM.
(If this program is a State-formula grant program, a State needs to
provide this description only for projects or activities that it
carries out with funds reserved for State-level uses. In addition,
local school districts or other eligible applicants that apply to the
State for funding need to provide this description in their
applications to the State for funding. The State would be responsible
for ensuring that the school district or other entity has submitted a
sufficient section 427 statement as described below.)
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 provision allows applicants discretion in developing the
required description. The statute highlights six types of barriers that
can impede equitable access or participation: gender, race, national
origin, color, disability, or age. Based on local circumstances, you
should determine whether these or other barriers may prevent your
students, teachers, etc. from such access or participation in, the
Federally-funded project or activity. The description in your
application of steps to be taken to overcome these barriers 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 statues, 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 it 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 intends 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 cooperative in responding to the
requirements of this provision.
Estimated Burden Statement for GEPA Requirements
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.
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Executive Order--Intergovernmental Review
The Education Department General Administrative Regulations
(EDGAR), 34 CFR 79, pertaining to intergovernmental review of Federal
programs, apply to the program included in this application package.
Immediately upon receipt of this notice, all applicants, other than
federally recognized Indian Tribal Governments, must contact the
appropriate State Point of Contact to find out about, and to comply
with, the State's process under Executive Order 12372. Applicants
proposing to perform in more than one State should contact, immediately
upon receipt of this notice, the Single Points of Contact for each
State and follow the procedures established in those States under the
Executive Order. A list containing the Single Point of Contact for each
State is included in the application package for this program.
In States that have not established a process or chosen a program
for review, State, area wide, regional, and local entities may submit
comments directly to the Department.
Any State Process Recommendation and other comments by a State
Point of Contact and any comments from State, area wide, regional, and
local entities must be mailed or hand-delivered by the date in the
Program announcement for Intergovernmental Review to the following
address: The Secretary, E.O. 12372-CFDA #84.200, U.S. Department of
Education, FB-10, Room 6213, 600 Independence Avenue, SW, Washington,
DC 20202.
In those States that require review for this program, applications
are to be submitted simultaneously to the State Review Process and the
U.S. Department of Education.
Proof of mailing will be determined on the same basis as
applications.
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.
State Single Points of Contact
Arizona
Ms. Janice Dunn, Arizona State Clearinghouse, 3800 North Central
Avenue, Fourteenth Floor, Phoenix, Arizona 85012, Telephone: (602)
280-1315
Arkansas
Ms. Tracie L. Copeland, Manager, State Clearinghouse, Office of
Intergovernmental Service, Department of Finance and Administration,
P.O. Box 3278, Little Rock, Arkansas 72203, Telephone: (501) 682-
1074
California
Mr. Glenn Staber, Grants Coordinator, Office of Planning &
Research, 1400 Tenth Street, Sacramento, California 95814,
Telephone: (916) 323-7480
Colorado
State Single Point of Contact, State Clearinghouse, Division of
Local Government, 1313 Sherman Street, Room 520, Denver, Colorado
80203, Telephone: (303) 866-2156.
Connecticut
Mr. Willliam T. Quigg, Intergovernmental Review Coordinator,
State Single Point of Contact, Office of Policy and Management,
Intergovernmental Policy Division, 80 Washington Street, Hartford,
Connecticut 06106-4459, Telephone: (203) 566-3410
Delaware
Ms. Francine Booth, State Single Point of Contact, Executive
Department, Thomas Collins Building, Dover, Delaware 19903,
Telephone: (302) 739-3326
District of Columbia
Mr. Rodney T. Hallman, State Single Point of Contact, Office of
Grants Management & Development, 717 14th St. N.W., Suite 500,
Washington, DC 20005, Telephone: (202) 727-6551
Florida
Florida State Clearinghouse, Intergovernmental Affairs Policy
Unit, Executive Office of the Governor, Office of Planning &
Budgeting, The Capitol, Tallahassee, Florida 32399-0001, Telephone:
(904) 488-8114
Georgia
Charles H. Badger, Administrator, Georgia State Clearinghouse,
270 Washington Street, S.W., Room 534A, Atlanta, Georgia 30334,
Telephone: (404) 656-3855
Illinois
Mr. Steve Klokkenga, State Single Point of Contact, Office of
the Governor, State of Illinois, 107 Stratton Building, Springfield,
Illinois 62706, Telephone: (217) 782-1671
Indiana
Ms. Jean S. Blackwell, Budget Director, State Budget Agency, 212
State House, Indianapolis, Indiana 46204, Telephone: (317) 232-5610
Iowa
Mr. Steven R. McCann, Division for Community Progress, Iowa
Department of Economic Development, 200 East Grand Avenue, Des
Moines, Iowa 50309, Telephone: (515) 281-3725
Kentucky
Mr. Ronald W. Cook, Office of the Governor, Department of Local
Government, 1024 Capitol Center Drive, Frankfort, Kentucky 40601,
Telephone: (502) 564-2382
Maine
State Single Point of Contact, Attn: Joyce Benson, State
Planning Office, State House Station #38, Augusta, Maine 04333,
Telephone: (207) 289-3261
Maryland
Mary Abrams, Chief, Maryland State Clearinghouse, Department of
State Planning, 301 West Preston Street, Baltimore, Maryland 21201,
Telephone: (301) 225-4490
Massachusetts
Ms. Karen Arone, State Clearinghouse, Executive Office of
Communities and Development, 100 Cambridge Street, Room 1803,
Boston, Massachusetts 02202, Telephone: (617) 727-7001
Michigan
Richard S. Pastula, Director, Michigan Department of Commerce,
Office of Federal Grants, P.O. Box 30225, Lansing, Michigan 48909,
Telephone: (517) 373-7356
Mississippi
Ms. Cathy Mallette, Clearinghouse Officer, Office of Federal
Grant, Management and Reporting, Department of Finance and
Administration, 301 West Pearl Street, Jackson, Mississippi 39203,
Telephone: (601) 949-2174
Missouri
Ms. Lois Pohl, Federal Assistance Clearinghouse, Office of
Administration, P.O. Box 809, Room 430, Truman Building, Jefferson
City, Missouri 65102, Telephone: (314) 751-4834
Nevada
Department of Administration, State Clearinghouse, Capitol
Complex, Carson City, Nevada 89710, Attn: Ron Sparks, Clearinghouse
Coordinator, Telephone: (702) 687-4065
New Hampshire
Mr. Jeffrey H. Taylor, Director, New Hampshire Office of State
Planning, Attn: Intergovernmental Review Process/James E. Bieber, 2
\1/2\ Beacon Street, Concord, New Hampshire 03301, Telephone: (603)
271-2155
New Jersey
Gregory W. Adkins, Acting Director, Division of Community
Resources, New Jersey Department of Community Affairs. Please direct
all correspondence and questions about intergovernmental review to:
Andrew Jaskolka, State Review Process, Division of Community
Resources, CN 814, Room 609, Trenton, New Jersey 08625-0814,
Telephone: (609) 292-9025
New Mexico
Mr. George Elliott, Deputy Director, State Budget Division, Rm.
190, Bataan Memorial Building, Santa Fe, New Mexico 87503,
Telephone: (505) 827-3640
New York
New York State Clearinghouse, Division of the Budget, State
Capitol, Albany, New York 12224, Telephone: (518) 474-1605
North Carolina
Mrs. Chrys Baggett, Director, Office of the Secretary of Admin.,
N.C. State Clearinghouse, 116 West Jones Street, Raleigh, N.
Carolina 27603-8003, Telephone: (919) 733-7232
North Dakota
North Dakota State Single Point of Contact, Office of
Intergovernmental Assistance, Office of Management & Budget, 600
East Boulevard Avenue, Bismarck, N. Dakota 58505-0170, Telephone:
(701) 224-2094
Ohio
Mr. Larry Weaver, State Single Point of Contact, State/Federal
Funds
[[Page 7456]]
Coordinator, State Clearinghouse, Office of Budget & Management, 30
East Broad Street, 34th Floor, Columbus, OH 43266-0411, Telephone:
(614) 466-0698
Rhode Island
Mr. Daniel W. Varin, Associate Director, Statewide Planning
Program, Department of Administration, Division of Planning, 265
Melrose Street, Providence, Rhode Island 02907, Telephone: (401)
277-2656. Please direct correspondence and questions to: Review
Coordinator, Office of Strategic Planning
South Carolina
Ms. Omeagia Burgess, State Single Point of Contact, Grant
Services, Office of the Governor, Room 477, 1205 Pendleton Street,
Columbia, South Carolina 29201, Telephone: (803) 734-0494
South Dakota
Ms. Susan Comer, State Clearinghouse Coordinator, Office of the
Governor, 500 East Capitol, Pierre, South Dakota 57501, Telephone:
(605) 773-3212
Tennessee
Mr. Charles Brown, State Single Point of Contact, State Planning
Office, 500 Charlotte Avenue, 309 John Sevier Building, Nashville,
Tennessee 37219, Telephone: (615) 741-1676
Texas
Mr. Tom Adams, Governor's Office of Budget and Planning, P.O.
Box 12428, Austin, Texas 78711, Telephone: (512) 463-1778
Utah
Utah State Clearinghouse, Office of Planning and Budget, Attn:
Ms. Carolyn Wright, Room 116, State Capitol, Salt Lake City, Utah
84114, Telephone: (801) 538-1535
Vermont
Mr. Bernard D. Johnson, Assistant Director, Office of Policy
Research and Coordination, Pavilion Office Building, 109 State
Street, Montpelier, Vermont 05602, Telephone: (802) 828-3326
West Virginia
Mr. Fred Cutlip, Director, Community Development Division, West
Virginia Development Office, Building #6, Room 553 Charleston, West
Virginia 2305, Telephone: (304) 348-4010
Wisconsin
Mr. William C. Carey, Section Chief, Federal/State Relations
Office, Wisconsin Department of Administration, 101 South Webster
Street, P.O. Box 7864, Madison, Wisconsin 53707, Telephone: (608)
266-0267
Wyoming
Ms. Sheryl Jeffries, State Single Point of Contact, Herschler
Building, 4th Floor, East Wing, Cheyenne, Wyoming 82002, Telephone:
(307)-777-7574
Territories
Guam
Mr. Michael J. Reidy, Director, Bureau of Budget and Management
Research, Office of the Governor, P.O. Box 2950, Agana, Guam 96910,
Telephone: (671) 472-2285
Northern Mariana Islands
State Single Point of Contact, Planning and Budget Office,
Office of the Governor, Saipan, CM, Northern Mariana Islands 96950
Puerto Rico
Norma Burgops/Jose E. Caro, Chairman/Director, Puerto Rico
Planning Board, Minillas Government Center, P.O. Box 41119, San
Juan, Puerto Rico 00940-9985, Telephone: (809) 727-4444
Virgin Islands
Mr. Jose George, Director, Office of Management & Budget, #41
Norregade Emancipation Garden Station, Second Floor, St. Thomas,
Virgin Islands 00802. Please direct correspondence to: Linda Clark
Telephone: (809) 774-0750.
In accordance with Executive Order #12372, ``Intergovernmental
Review Process,'' this listing represents the designated State
Single Points of Contact. Upon request, a background document
explaining the Executive Order is available. The Office of
Management and Budget point of contact for updating this listing is:
Donna Rivelli (202) 395-5090. The States not listed no longer
participate in the process. These include, Alabama; Alaska; Kansas;
Hawaii; Idaho; Louisiana; Minnesota; Montana; Nebraska; Oklahoma;
Oregon; Pennsylvania; Virginia; and Washington. This list is based
on the most current information provided by the States. Information
on any changes or apparent errors should be provided to the Office
of Management and Budget and the State in question. Changes to the
list will be made only upon formal notification by the State.
[FR Doc. 99-3341 Filed 2-11-99; 8:45 am]
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