94-14905. [No title available]  

  • [Federal Register Volume 59, Number 117 (Monday, June 20, 1994)]
    [Unknown Section]
    [Page 0]
    From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
    [FR Doc No: 94-14905]
    
    
    [[Page Unknown]]
    
    [Federal Register: June 20, 1994]
    
    
    -----------------------------------------------------------------------
    
    EQUAL EMPLOYMENT OPPORTUNITY COMMISSION
    
    ``FEDERAL REGISTER'' CITATION OF PREVIOUS ANNOUNCEMENT: 59 FR 30980, 
    June 16, 1994.
    
    PREVIOUSLY ANNOUNCED TIME AND DATE OF MEETING: 2:00 p.m. (Eastern Time) 
    Tuesday, June 28, 1994.
    
    CHANGE IN THE NOTICE:
    
    Open Session
    
        The title of the item listed below has been changed:
    
        3. Proposed Internal Guidance for EEOC Investigators for 
    Communicating and Interacting with Persons with Disabilities.
    
    CONTACT PERSON FOR MORE INFORMATION: Frances M. Hart, Executive Officer 
    on (202) 663-4070.
    
        This Notice Issued June 16, 1994.
    Frances M. Hart,
    Executive Officer, Executive Secretariat.
    [FR Doc. 94-15067 Filed 6-16-94; 2:19 pm]
    BILLING CODE 6750-06-M
    _______________________________________________________________________
    
    Part VI
    
    Department of Labor
    Employment and Training Administration
    
    Department of Education
    Office of Vocational and Adult Education
    _______________________________________________________________________
    
    
    
    Job Training Partnership Act: School-to-Work Opportunities; Urban/Rural 
    Opportunities Grants; Application Procedures; Notice
    DEPARTMENT OF LABOR
    
    Employment and Training Administration
    
    DEPARTMENT OF EDUCATION
    
    Office of Vocational and Adult Education
    
    Job Training Partnership Act: School-to-Work Opportunities; Urban/
    Rural Opportunities Grants; Application Procedures
    
    AGENCY: 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 the 
    competition for Urban/Rural Opportunities Grants financed under the 
    authority of Title IV of the Job Training Partnership Act, to enable 
    local partnerships serving youth who reside or attend school in high 
    poverty areas to begin development and implementation of School-to-Work 
    Opportunities initiatives in high poverty areas of urban and rural 
    communities. These initiatives will offer young Americans in such 
    communities access to School-to-Work Opportunities programs 
    specifically designed to address barriers to their successful 
    participation in such programs and to 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 commending June 
    20, 1994. The closing date for receipt of applications is (60 days from 
    date of publication), 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 
    Education, Application Control Center, Attention: (CFDA #17.249), 
    Washington, DC 20202-4725.
    
    FOR FURTHER INFORMATION CONTACT: Ms. Marian Banfield, U.S. Department 
    of Education, telephone: (202) 205-8838 (this is not a toll-free 
    number).
    
    SUPPLEMENTARY INFORMATION:
    
    Section A. Purpose
    
        The U.S. Departments of Labor and Education are conducting separate 
    competitions for grants to States that are prepared to implement 
    statewide School-to-Work 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 
    and that are also prepared to develop and implement local School-to-
    Work Opportunities initiatives in these areas. This notice announces 
    the competition for Urban/Rural opportunities Grants. Grants under this 
    competition will be financed under title IV of the Job Training 
    Partnership Act to enable local partnerships to begin implementation of 
    School-to-Work Opportunities initiatives in high poverty areas of urban 
    and rural communities.
        Partnerships in high poverty areas face particular challenges in 
    implementing School-to-Work Opportunities initiatives:
        1. There are few large private or public employers in high poverty 
    areas, making it more difficult to secure employer participation, work-
    based learning opportunities, and career-track jobs for youth who 
    complete a School-to-Work Opportunities program. Therefore, creative 
    strategies must be developed to fully utilize 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 high poverty areas in many cases are 
    over 50 percent, and interventions to improve schools may need to begin 
    in the elementary or middle school years. School-to-Work Opportunities 
    programs can provide more relevant and engaging school-based and work-
    based activities which can encourage youth to remain in school until 
    completion.
        3. Students at schools in high poverty areas will be poorer and may 
    be much less aware of college opportunities than students in other 
    areas. This, coupled with financial constraints, may make them more 
    likely to seek immediate job placement prior to or immediately upon 
    high school graduation, regardless of whether those jobs have potential 
    for long-term career opportunities.
        4. In most high poverty area neighborhoods, peer pressure is a 
    strong force which does not necessarily promote achievement. School-to-
    Work Opportunities programs that offer alternative learning 
    environments and creative approaches to academic and technical subjects 
    can make success in school more attractive to these youth.
        5. Youth in high poverty areas are likely to experience pressure 
    from situations outside of school which may affect their performance in 
    school. To turn around the prevailing negative forces operating on 
    youth, School-to-Work Opportunities initiatives in these neighborhoods 
    will need to be complemented by various community-wide interventions.
        6. Schools in high poverty areas are more likely to have students 
    of diverse racial and ethnic backgrounds than schools in other areas. 
    In addition, high poverty area schools often serve a higher percentage 
    of students with distinctive learning needs; therefore, School-to-Work 
    Opportunities initiatives in these areas should be designed to meet the 
    needs of these youth.
        7. Because of the high dropout rates in many high poverty areas, 
    there will be proportionately many more out-of-school youth in these 
    areas than in other communities. School-to-Work Opportunities 
    initiatives should include linkages with institutions that meet the 
    special needs of such youth by improving their ability to make a 
    transition into education and/or employment.
        8. The quality of educational and employment opportunities is often 
    uneven among high poverty area youth, thus requiring that careful 
    consideration be given to enhancing both the access and availability of 
    opportunities to all area youth.
        Under this competition, awards will be made to local partnerships 
    serving youth who reside or attend school in high poverty areas to 
    address their special needs and implement local School-to-Work 
    Opportunities initiatives, as defined in this notice. Approximately $10 
    million are available for awards under this notice. The Departments 
    expect to award 15 to 25 12-month grants. The amount of the awards 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. While there are no limitations on the size of 
    a high poverty area, the Departments expect that the resources 
    available for individual grants will effectively serve areas of no more 
    than 50,000 in population. The Departments are not bound by the 
    estimates in this notice.
        The Departments intend to conduct subsequent competitions for 
    Urban/Rural Opportunities Grants, on an annual basis, under the 
    recently enacted ``School-to-Work Opportunities Act of 1994.'' A local 
    partnership shall be eligible to receive only one (1) grant under this 
    notice, with grant renewals to be awarded depending upon fund 
    availability.
    
    Section B. Application Process
    
    1. Eligible Applicants
    
        A local entity that both meets the definition of ``local 
    partnership'' and proposes to serve youth residing in areas meeting the 
    definition of ``high poverty area'' in section B.7. of this notice is 
    eligible to apply for an Urban/Rural Opportunities Grant. An eligible 
    partnership must include employers, representatives of local 
    educational agencies and local postsecondary educational institutions 
    (including representatives of area vocational education schools, where 
    applicable), local educators (such as teachers, counselors, or 
    administrators), representatives of labor organizations or 
    nonmanagerial employee representatives, and students. Other entities 
    appropriate to effective development and implementation of the proposed 
    School-to-Work Opportunities initiative, particularly community-based 
    organizations with experience, expertise, and demonstrated success in 
    addressing the needs of youth within the targeted area, should also be 
    included in the partnership.
    
    2. Submission of Application
    
        Applicants must submit an original and four (4) copies of the 
    application. The application shall consist of two (2) separate parts:
        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. 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.
        Part II shall contain the application narrative that demonstrates 
    the applicant's plan and capabilities in accordance with the Statement 
    of Work in Section C. No cost data or reference to price shall be 
    included in this part of the application. In order to assist applicants 
    in the preparation of their applications and to facilitate the 
    expeditious evaluation by the panel, applicants should describe their 
    proposed plan in light of each of the Selection Criteria in Section E 
    of this notice.
        The Departments strongly request that applicants limit the 
    application narrative to no more than 40 double-spaced pages, on one 
    side only.
    
    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
        (b) Was sent by the U.S. Postal Service Express Mail Next Day 
    Service to addressee not later than 5 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 shall be twelve (12) months from the date 
    of award by the Department of Labor.
    
    6. Option to Extend
    
        These Urban/Rural Opportunities Grants may be extended for 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.
        The amount of Federal funds, if any, that are added to a grant 
    awarded under this notice will decrease as the School-to-Work 
    Opportunities initiative serving the high poverty area is incorporated 
    into the statewide School-to-Work Opportunities system.
    
    7. Definitions
    
        As used in this notice--
        ``All aspects of an industry'' includes, with respect to the 
    industry or industry sector that a student is preparing to enter, 
    planning, management, finances, technical and production skills, 
    underlying principles of technology, labor and community issues, health 
    and safety issues, and environmental issues related to such industry or 
    industry sector;
        ``All students'' means both male and female students from the broad 
    range of backgrounds and circumstances, including disadvantaged 
    students; students with diverse racial, ethnic, or cultural 
    backgrounds; American Indians; Alaska Natives; Native Hawaiians; 
    students with disabilities; students with limited English proficiency; 
    migrant children; school dropouts; and academically talented students;
        ``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 decision-making, 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 fields of 
    study that prepares a student for a first job and that--
        (a) Integrates academic and occupational learning, integrates 
    school-based 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 post secondary 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 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;
        ``High poverty area'' means an urban census tract, a contiguous 
    group of urban census tracts, a block number area in a nonmetropolitan 
    county, a contiguous group of block number areas in a nonmetropolitan 
    county; or an Indian reservation (as defined in section 403(9) of the 
    Indian Child Protection and Family Violence Prevention Act (25 U.S.C. 
    3202(9))), with a poverty rate of 20 percent or more among individuals 
    who have not attained the age of 22, as determined by the Bureau of the 
    Census;
        ``Local educational agency'' means a public board of education or 
    other public authority legally constituted within a State for either 
    administrative control or direction of, or to perform a service 
    function for, public elementary or secondary schools in a city, county, 
    township, school district, or other political subdivision of a State, 
    or such combination of school districts or counties as are recognized 
    in a State as an administrative agency for its public elementary or 
    secondary schools. Such term includes any other public institution or 
    agency having administrative control and direction of a public 
    elementary or secondary school;
        ``Local partnership'' means a local entity that is responsible for 
    local School-to-Work Opportunities programs and that--
        (a) consists of employers, representatives of local educational 
    agencies and local postsecondary educational institutions (including 
    representatives of area vocational education schools, where 
    applicable), local educators (such as teachers, counselors, or 
    administrators), representatives of labor organizations or 
    nonmanagerial employee representatives, and students; and
        (b) may include other entities, such as--
        (1) employer organizations;
        (2) community-based organizations;
        (3) national trade associations working at the local levels;
        (4) industrial extension centers;
        (5) rehabilitation agencies and organizations;
        (6) registered apprenticeship agencies;
        (7) local vocational education entities;
        (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 continue to 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 102 of the 
    Job Training Partnership Act (29 U.S.C. 1512);
        (14) Federally recognized Indian tribes, Indian organizations, and 
    Alaska Native villages within the meaning of the Alaska Native Claims 
    Settlement Act (43 U.S.C. 1601 et seq.); and
        (15) Native Hawaiian entities.
        ``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 continues to meet the 
    eligibility and certification requirements under Title IV of such 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 State 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 Board established under 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 State plan;
        ``State'' means each of the several States, the District of 
    Columbia, the Commonwealth of Puerto Rico, the Commonwealth of the 
    Northern Mariana Islands, American Samoa, Guam, the Virgin Islands, the 
    Federated States of Micronesia, the Republic of the Marshall Islands, 
    and the Republic of Palau; and
        ``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.
        In order to create a national framework for high-quality, statewide 
    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 Secretaries of Education and 
    Labor have developed the School-to-Work Opportunities initiative. Under 
    this initiative, which is based on the recently enacted ``School-to-
    Work Opportunities Act of 1994,'' the Departments of Education and 
    Labor are using current legislative authority in fiscal year 1994 to 
    begin the development and implementation of statewide School-to-Work 
    Opportunities systems in every State.
        Helping youth who reside or attend school in impoverished rural and 
    urban communities navigate paths to productive and progressively more 
    rewarding roles in the workplace will require extraordinary efforts due 
    to the distinctive needs and limited resources in such areas. Within 
    high poverty areas, existing family and community resources are often 
    severely strained; traditional educational experiences in the schools 
    fail to motivate many students to learn; high rates of joblessness and 
    dependency exist among adults, restricting the number of positive role 
    models; and access to high-skill, high-wage jobs and postsecondary 
    education and training is severely limited. In order to permit a 
    concentration of resources to address such barriers affecting the 
    educational and training experiences of youth in high poverty areas, 
    the Departments are conducting the competition announced in this notice 
    to award grants to local partnerships serving youth who reside or 
    attend school in urban or rural high poverty areas to develop and 
    implement local School-to-Work Opportunities initiatives that meet the 
    requirements established in the notice.
        The overall purpose of the School-to-Work Opportunities initiative 
    is to support the development and initial stages of implementation of 
    statewide School-to-Work Opportunities systems within which local 
    partnerships will apply to the State for funds to develop programs. 
    Under the initiative, each State is expected to receive a State 
    Implementation Grant, described below in ``Grant Program Schedule,'' 
    under which the State will be required to expand the State's School-to-
    Work Opportunities system over time to cover all geographic areas of 
    the State, including those with high concentrations of poor and 
    disadvantaged youth. However, through separate competitions, local 
    partnerships--including those serving youth who reside or attend school 
    in a high poverty area--may apply directly to the Federal Government.
        It is expected that the States will benefit from the experiences of 
    the local partnerships and may incorporate successful elements of local 
    initiatives into their statewide systems. Local and State programs may 
    be developed by enhancing existing programs such as tech-prep 
    education, career academies, youth apprenticeship, cooperative 
    education, school-to-apprenticeship, and business-education compacts. 
    However, the purpose of funding under the School-to-Work Opportunities 
    initiative is not simply to augment existing programs, but rather to 
    build statewide systems that provide opportunities for all students to 
    achieve the benefits and outcomes of the School-to-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.
        Youth in urban and rural high poverty areas may require academic 
    and needs assessments prior to participation in School-to-Work 
    Opportunities programs so that any skill deficiencies may be identified 
    and elevated to grade-level performance and any participation barriers 
    may be alleviated. Due to such additional measures that may need to be 
    taken prior to local program implementation in a high poverty area and 
    to the often high incidence of at-risk youth in such areas, achieving 
    school-to-work objectives in a high poverty area may take more time, 
    innovation, and resources than in those local areas where the incidence 
    of high poverty is not so concentrated. Although the Departments 
    recognize this, the expected outcomes for all local School-to-Work 
    Opportunities initiatives are the same. In addition, since the overall 
    purpose of funding under the School-to-Work Opportunities initiative is 
    to build statewide systems, a local partnership serving youth who 
    reside or attend school in high poverty areas will be required to 
    consult with the State within which it is located on the State's plans 
    for creating a statewide School-to-Work Opportunities system, as well 
    as consult eventually with the local partnership in the State-
    designated geographic area within which it is located. The purpose of 
    such consultations is to assure that School-to-Work Opportunities 
    initiatives funded under this notice meet the same high standards and 
    lead to the same outcomes as other School-to-Work Opportunities 
    initiatives throughout the State.
    
    Grant Program Schedule
    
        The School-to-Work Opportunities initiative is proceeding on two 
    funding tracks--(1) during fiscal year 1994, the initiative is being 
    funded under current legislative authority in the Job Training 
    Partnership Act and the Carl D. Perkins Vocational and Applied 
    Technology Education Act; and (2) for fiscal year 1995 and beyond, it 
    will be funded under the recently enacted ``School-to-Work 
    Opportunities Act of 1994.'' However, since programs begun in 1994 will 
    be continued in fiscal year 1995 and beyond, the Departments have 
    modeled the proposed grant program, to the extent possible, upon the 
    recent legislation. The funds will be made available through a grants 
    program administered cooperatively by the Department of Education and 
    the Department of Labor that consists of--
        (a) State Development Grants, which have been awarded to each State 
    for developing a statewide School-to-Work Opportunities plan;
        (b) State Implementation Grants, awarded competitively to States 
    that can demonstrate substantial ability to begin full-scale operations 
    and implement the Statewide plan (the first round of State 
    Implementation Grants are expected to be announced in June, 1994);
        (c) Local Partnership Grants, awarded competitively to localities 
    that are prepared to implement School-to-Work Opportunities initiatives 
    (the first round of Local Partnership Grants are expected to be 
    announced in early July, 1994);
        (d) Urban/Rural Opportunities Grants, as announced in this notice, 
    awarded competitively to local partnerships to support the development 
    and implementation of School-to-Work Opportunities programs in urban 
    and rural areas of high poverty; and
        (e) Grants for Territories and for Native American programs, to 
    support School-to-Work Opportunities initiatives in the territories and 
    for Indian youth, respectively.
        Local partnerships are eligible for direct Federal funding to 
    implement programs throughout their entire local area and in high 
    poverty areas, through separate competitions, in the current program 
    year. The intent of this funding strategy is to begin implementation of 
    local School-to-Work Opportunities initiatives in ``leading edge'' 
    communities and to provide supplemental resources to selected local 
    partnerships serving youth residing or attending school in high poverty 
    areas, even if the States in which they are located are still in the 
    systems development phase. This will allow a State in the development 
    phase to learn from innovative local partnerships in their own State 
    and in others and will build incentives for States and localities to 
    work together to maximize funding within the State. Local partnerships 
    may apply for or request extensions of Urban/Rural Opportunities Grants 
    serving high poverty areas even if they receive School-to-Work 
    Opportunities funding through State grants or through direct Federal 
    funding. The Urban/Rural Opportunities Grants are in addition to other 
    funds for which the local partnership may be eligible.
        A local partnership applying for a Urban/Rural Opportunities grant 
    under this competition should consult with the State at the earliest 
    possible time. These consultations will permit local initiatives to be 
    designed so that they are, or will be, consistent with State plans for 
    a comprehensive statewide School-to-Work Opportunities system. The 
    current funding strategy could result in a State, a local partnership, 
    and a local partnership serving youth who reside or attend school in a 
    high poverty area each receiving a competitive implementation grant 
    award in 1994. Therefore, the possibility exists that an Urban/Rural 
    Opportunities Grant may be awarded to a partnership serving youth 
    residing or attending school in a high poverty area that is located 
    within the jurisdiction or a larger local partnership and within a 
    State that each receive Implementation Grants. Thus, consultation and 
    coordination among the grantees are essential to the creation of a 
    comprehensive statewide system that provides opportunities for all 
    students to participate in School-to-Work Opportunities initiatives 
    that meet the same high standards.
    
    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 and individual local initiatives will share 
    several common features and basic program components as required by the 
    ``School-to-Work Opportunities Act of 1994.'' A local 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 
    post secondary 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 (school-
    based 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 school-based 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 programs 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 the State has 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-to-Work Opportunities program 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 school-based 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-the-job training.
        (c) Connecting Activities, that include--
         Matching students with the work-based 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 small-and medium-sized businesses, and other parties in--
        (A) Designing school-based learning components as described above, 
    work-based 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; and
        (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 School-to-Work Opportunities 
    program, to the extent practicable, on the basis of socioeconomic 
    status, race, gender, ethnicity, culture, 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 program with employer and industry strategies for 
    upgrading the skills of their workers.
    
    b. Scope
    
        As noted above in Section A, ``Purpose,'' a local partnership in a 
    high poverty area faces particular challenges and must identify and 
    address a great variety of needs of the youth residing or attending 
    school in these areas. The Departments encourage only applications for 
    high quality School-to-Work Opportunities initiatives that--
        1. Propose innovative and effective ways to deliver the common 
    features and basic program components defined above in Part II. a., 
    ``Objectives;''
        2. Have the potential to serve large numbers of students who reside 
    or attend school in the targeted area;
        3. Contain coordinated strategies for serving both in-school youth 
    and school dropouts;
        4. Demonstrate strong potential for achieving the local 
    partnership's planned goals and outcomes, acquiring significant 
    employer involvement, and maintaining School-to-Work Opportunities 
    programs after Federal funding ceases;
        5. Exhibit a strong awareness of the multiple needs of the students 
    within the targeted area and present an effective strategy for 
    assessing and addressing those needs;
        6. Are linked to efforts to produce schoolwide reform;
        7. Have consulted effectively with the State on the consistency of 
    the applicant's planned activities with the State's plans for a 
    comprehensive statewide School-to-Work Opportunities system and have a 
    feasible plan for working with the State to assure consistency with the 
    State's approved plan; and
        8. Promote coordination and integration with other human services 
    in an effort to provide a comprehensive array of services to high 
    poverty area youth.
    
    c. Examples of Allowable Activities
    
        Funds awarded under this competition to an Urban/Rural 
    Opportunities local partnership may be used only for activities 
    undertaken to implement the local partnership's plan that will provide 
    opportunities for students to participate successfully in a School-to-
    Work Opportunities initiative. Among the activities that may be 
    conducted with funds awarded under an Urban/Rural Opportunities Grant 
    are--
        1. Recruiting and providing assistance to employers, including 
    small- and medium-sized businesses, to provide the work-based learning 
    components in the School-to-Work Opportunities program;
        2. Establishing consortia of employers to support the School-to-
    Work Opportunities program 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 students and school dropouts in obtaining jobs 
    and further education and training;
        4. Designing or adapting 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;
        6. Establishing, in schools participating in a School-to-Work 
    Opportunities program, 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 program;
        9. Conducting or obtaining an in-depth 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 that are for school dropouts;
        11. Establishing or expanding school-to-apprenticeship programs in 
    cooperation with registered apprenticeship agencies and apprenticeship 
    sponsors;
        12. Assisting participating employers, including small- and medium-
    sized businesses, to identify and train workplace mentors and to 
    develop work-based learning components;
        13. Promoting the formation of partnerships between 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 after-school, 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 school dropouts and youths 
    to participate in a local School-to-Work Opportunities program;
        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 high poverty area;
        19. Establishing in conjunction with average daily attendance funds 
    and JTPA funds an alternative school for dropout youth or chronic 
    truants;
        20. Developing in conjunction with Chapter 1 or other funds 
    improvements in the elementary and middle schools that serve the high 
    poverty area in order to reduce the long-term dropout rate of youth 
    residing or attending school in the such area;
        21. Developing and implementing techniques that will increase the 
    college enrollment of youth in the high poverty area;
        22. Utilizing complementary initiatives within the high poverty 
    area, such as community policing, comprehensive sports and recreation 
    programs, after-school programs, and community development activities; 
    and
        23. Encouraging youth to design and initiate work-based learning 
    activities operated within a school setting.
    
    Part III. Application Contents
    
        An eligible applicant must submit an application that includes the 
    following:
        a. The State's comments on the application. The local partnership 
    serving a higher poverty area must submit its application to the State 
    for review and comment before submitting the application to the 
    Department. Many States have designated a State School-to-Work 
    Opportunities contact. Applicants should call the office of their 
    Governor for the name of the School-to-Work Opportunities contact. The 
    Departments expect that all State School-to-Work Opportunities team 
    members (e.g., the Governor; the State educational agency; the State 
    agency officials responsible for economic development, employment, job 
    training, and postsecondary education; and other appropriate officials 
    on the State team) will be provided an opportunity to review and 
    comment on the local partnership's application. Of particular 
    importance to the Departments are the State's comments on the 
    consistency of the local partnership's planned activities with the 
    State's plans for a comprehensive statewide School-to-Work 
    Opportunities system and the relationship of any proposed activities 
    with other local plans, especially where the grant applicant is not an 
    identified local partnership within the State system.
        The State's comments must be included in the local partnership's 
    application; however, the local partnership may submit the application 
    without State comment if proof of receipt by the State office is 
    provided that the State was given the opportunity to comment, but did 
    not do so within ten (10) days of receiving the request. A State's 
    written comments received by the Department after this time will still 
    be given consideration, if received within ten (10) days of the closing 
    date for receipt of applications in order to be considered, although 
    the local partnership will no longer be responsible for the submission 
    of the State's comments.
        b. A description of the composition of the local partnership 
    serving youth who reside or attend school in high poverty areas. The 
    application must identify the members of the local partnership, which 
    must include employers, representatives of local educational agencies 
    and local postsecondary educational institutions (including 
    representatives of area vocational education schools, where 
    applicable), local educators (such as teachers, counselors, or 
    administrators), representatives of labor organizations or nonmangerial 
    employee representatives, and students, and may include others 
    appropriate to effective implementation of the proposed School-to-Work 
    Opportunities initiative; the respective roles of each member; and how 
    the partnership is organized to successfully implement the planned 
    local School-to-Work Opportunities initiative. Given the particular 
    needs in high poverty areas, special efforts should be made to recruit 
    and involve community-based organizations which demonstrate the ability 
    to successfully identify and address the special needs of the youth 
    within the high poverty area.
        c. A description of the targeted area to be covered, and its 
    relationship to the entire urban or rural labor market. Included in the 
    description should be information on specific employer needs; industry 
    and occupational growth projections; and high-demand, high-wage careers 
    to be targeted. Since high poverty areas frequently lack industries 
    that provide high-skill, high-wage positions and that are able to 
    provide work-based learning opportunities, the description should 
    include information for the entire labor market area in which the high 
    poverty area is located. In addition to the description, a map should 
    be provided indicating the urban census tract(s), block number area(s), 
    or Indian reservation to be served by the local partnership; the 
    population of each urban census tract, block number area, or Indian 
    reservation to be served, along with the total population of the 
    targeted area; and the poverty rate of each urban census tract, block 
    number area, or Indian reservation, among individuals who have not 
    attained the age of 22, as determined by the Bureau of the Census, 
    along with an average poverty rate for the entire area to be served. 
    (NOTE: Such Bureau of the Census information may be obtained through a 
    local college or university, city planning department, state data 
    center; or through the Data User Service Division of the Bureau of the 
    Census: Telephone No., 301-763-1150.) Population data published by the 
    Bureau of the Census is provided in age ranges: 0-5, 5, 6-11, 12-17, 
    18-24, and 25 and up. Since the age range up to age 17 would be the 
    most inclusive in terms of enabling local areas to meet the high 
    poverty area definition [see Section B. 7., ``Definitions''], the 
    Departments will accept data from this range.)
        d. A plan for implementing a local School-to-Work Opportunities 
    program. This plan must:
        1. Show how the local School-to-Work Opportunities initiative will 
    include the basic features and program components outlined above in 
    Part II. a., ``Objectives;''
        2. Describe the manner in which the local partnership has obtained 
    and will continue to obtain the active and continued involvement in 
    local School-to-Work Opportunities programs of employers (both those 
    who conduct business inside the high poverty area and those who conduct 
    business outside the high poverty area) 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 
    associations of such organizations, 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;
        3. Describe the manner in which the local partnership will 
    coordinate with or integrate its School-to-Work Opportunities 
    program(s) with existing programs, including programs financed from 
    State and private sources, with funds available from such related 
    Federal programs as programs under: the Adult Education Act (20 U.S.C. 
    1201 et seq.), the Carl D. Perkins Vocational and Applied Technology 
    Act (20 U.S.C. 2301 et seq.), the Elementary and Secondary Education 
    Act of 1965 (20 U.S.C. 2701 et seq.), the Higher Education Act of 1965 
    (20 U.S.C. 1001 et seq.), Part F of Title IV of the Social Security Act 
    (42 U.S.C. 681 et seq., authorizing the Job Opportunity Basic Skills 
    Training Program), the Goals 2000: Educate America Act, the National 
    Skill Standards Act of 1994, the Individuals with Disabilities 
    Education Act (20 U.S.C. 1400 et seq.), the Job Training Partnership 
    Act (29 U.S.C. 1501 et seq.), the Act of August 16, 1937 (commonly 
    known as the ``National Apprenticeship Act'': 50 Stat. 664, chapter 
    663; 29 U.S.C. 50 et seq.), the Rehabilitation Act of 1973 (29 U.S.C. 
    701 et seq.); and the National and Community Service Act of 1990 (42 
    U.S.C. 12501 et seq.). Other linkages should be examined, such as 
    potential connections with Chapter 1 Compensatory Education Funds, 
    ``Schoolwide Projects for Low-Income Schools'' authorized by JTPA 
    Sections 263 (g) and 265 (d), and planning activities for Enterprise 
    Community/Empowerment Zone participation (such community/zone 
    designations are expected to be announced by the Department of Housing 
    and Urban Development in the fall of 1994);
        4. Describe the strategy of the local partnership for providing 
    training for teachers, employers, mentors, counselors, and others, 
    including specialized training and technical support for the counseling 
    and training of women, minorities, and individuals with disabilities 
    for high-skill, high-wage careers in nontraditional employment, and 
    provide assurances of coordination with similar training and technical 
    support under other provisions of law;
        5. Describe how the local partnership will adopt or develop model 
    curricula and innovative instructional methodologies, to be used in the 
    secondary and, where possible, the elementary grades, that integrate 
    academic and vocational learning and promote career awareness, and that 
    are consistent with academic and skill standards established pursuant 
    to the Goals 2000: Educate America Act and the National Skill Standards 
    Act of 1994;
        6. Describe how the local partnership will expand and improve 
    career and academic counseling in the elementary and secondary grades, 
    which may include linkages to career counseling and labor market 
    information services outside of the school system;
        7. Describe the strategy of the local partnership for integrating 
    academic and vocational education;
        8. Describe the resources, including private sector resources, the 
    local partnership intends to employ in maintaining local School-to-Work 
    Opportunities programs when Federal School-to-Work Opportunities funds, 
    including funds awarded for State Development Grants, State 
    Implementation Grants, and Local Partnership Implementation Grants, are 
    no longer available;
        9. Describe the extent to which the local School-to-Work 
    Opportunities program(s) will require paid high-quality, work-based 
    learning experiences, and the steps the local partnership will take to 
    generate such paid experiences;
        10. Describe how the local partnership will ensure effective and 
    meaningful opportunities for all students, as defined in this notice, 
    who reside or attend school in the designated high poverty area to 
    participate in School-to-Work Opportunities programs;
        11. Describe the goals of the local partnership and the methods the 
    local partnership will use, such as awareness and outreach, to ensure 
    opportunities for young women to participate in School-to-Work 
    Opportunities programs in a manner that leads to employment in high-
    performance, high-paying jobs, including non-traditional employment, 
    and goals to ensure an environment free from racial and sexual 
    harassment;
        12. Describe how the local partnership will ensure opportunities 
    for low achieving students, students with disabilities, school 
    dropouts, and academically talented students to participate in School-
    to-Work Opportunities programs;
        13. Describe the process of the local partnership for assessing the 
    skills and knowledge required in career majors and the process for 
    awarding skill certificates that is, to the extent feasible, consistent 
    with the skill standards certification systems endorsed under the 
    National Skill Standards Act of 1994;
        14. Describe the manner in which the local partnership will ensure 
    that students participating in the programs are provided, to the 
    greatest extent possible, with flexibility to develop new career goals 
    over time and to change career majors; and
        15. Describe the procedures to facilitate the entry of students 
    participating in a School-to-Work Opportunities program into additional 
    training or postsecondary education programs, as well as to facilitate 
    the transfer of the students between education and training programs.
        16. Describe the experience of the local partnership and/or its key 
    members in operating comprehensive vocational preparation programs with 
    successful job placement rates achieved through cooperative activities 
    among various local entities and organizations.
        e. A description of the short- and long-term goals and performance 
    outcomes that the partnership has established and how the partnership 
    will measure its progress in meeting these goals. In addition to goals 
    related directly to School-to-Work Opportunities outcomes, such goals 
    for high poverty areas might include decreased dropout rates, decreased 
    truancy rates, and increased college entry rates. As noted above in 
    Part I, ``Background,'' the expected outcomes for all local School-to-
    Work Opportunities programs are the same. In addition to describing its 
    own goals and outcomes, each Urban/Rural Opportunities local 
    partnership awarded a grant under this notice must commit to assisting 
    the Federal Government in the conduct of a national evaluation that 
    will track and assess the progress and effectiveness of statewide 
    School-to-Work Opportunities systems and the progress and outcomes of 
    local programs.
        f. A description of the current and planned coordination between 
    the local partnership's initiative in the high poverty area and the 
    State's plans for a comprehensive statewide School-to-Work 
    Opportunities system. In order to ensure consistency with the State's 
    developing School-to-Work Opportunities system, the local partnership 
    serving the high poverty area should describe any current or planned 
    coordination activities with expected statewide system-building efforts 
    in such areas as: the development of skill standards and processes for 
    awarding skill certificates; the establishment of a State evaluation 
    system; the identification of emerging occupations appropriate for 
    career majors; the development of new curricula; strategies for 
    recruiting employers and providing paid work-based learning 
    experiences; and plans for providing professional staff development. 
    Should the State not have a plan for developing skill standards and 
    awarding skill certificates, the application should describe the local 
    partnership's 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. In addition, another local partnership 
    (one not designated as a high poverty area) located near or 
    encompassing the targeted high poverty 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.
        g. A timeline outlining the specific tasks, with expected 
    completion dates, that will be undertaken to implement the proposed 
    plan, enroll significant numbers of students, and achieve the stated 
    outcomes.
        h. 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 non-overtime work, 
    wages, or employment benefits).
        2. No School-to-Work Opportunities program shall impair existing 
    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 a School-to-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 race, religion, color, ethnicity, national origin, 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, that 
    the foregoing safeguards will be implemented and maintained throughout 
    all program activities.
    
    Section E. Selection Criteria
    
        Under the fiscal year 1994 School-to-Work Opportunities Urban/Rural 
    Opportunities Grants competition, a careful evaluation of applications 
    will be made by a panel of (a) peer reviewers and/or (b) specialists 
    within the Departments of Labor and Education. Each panelist will 
    evaluate the applications against the criteria listed below, with 
    emphasis on the scope and quality of the proposed plan and with careful 
    consideration to the effectiveness, rather than the presence, of each 
    program component. The panel results are advisory in nature and not 
    binding on the Government. In providing grants under this notice, the 
    Departments shall give priority to Urban/Rural Opportunities local 
    partnerships that have demonstrated effectiveness in the delivery of 
    comprehensive vocational preparation programs with successful rates in 
    job placement through cooperative activities among local educational 
    agencies, local businesses, labor organizations, and other 
    organizations. 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, innovation, and relative degree of 
    poverty.
        The Government will use the following selection criteria in 
    evaluating applications:
        1. Scope and Quality of Local School-to-Work Opportunities 
    Initiative (25 points). Is there an innovative and effective strategy 
    for implementing a School-to-Work Opportunities initiative in the high 
    poverty area that integrates school-based 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 high-demand, high-wage jobs and relate that strategy to the 
    partnership's goals? What steps will the local partnership take to 
    generate paid high-quality, 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-to-Work 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?
        2. Scope and Effectiveness of Urban/Rural Opportunities Local 
    Partnerships (25 points). Does the application demonstrate the strong 
    commitment and support of employers (both within and surrounding the 
    targeted area), representatives of local educational agencies and local 
    postsecondary educational institutions (including representatives of 
    area vocational education schools, where applicable), local educators 
    (such as teachers, counselors, or administrators), representatives of 
    labor organizations or nonmanagerial employee representatives, 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 others experienced in dealing with the distinctive 
    needs of youth residing or attending schools in high poverty areas? Are 
    the roles and responsibilities of the members of the local partnership 
    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 
    associations of such organizations, 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 the local 
    program(s)?
        3. Student Participation (20 points). Does the plan propose 
    realistic strategies to ensure that ``all students,'' including 
    disadvantaged students; students with diverse racial, ethnic, or 
    cultural backgrounds; American Indians; Alaska Natives; Native 
    Hawaiians; students with disabilities; students with limited English 
    proficiency; migrant children; school dropouts; and academically 
    talented students, have opportunities to participate in School-to-Work 
    Opportunities programs? Does the strategy recognize barriers to their 
    participation and propose effective ways of overcoming them so that 
    these students are prepared for high-skill, high-wage jobs, including--
    for young women and minorities--nontraditional employment? Does the 
    plan provide for the direct delivery of services to large numbers of 
    students residing or attending school in the urban or rural high 
    poverty area? Is there an effective strategy for assessing the academic 
    and human service needs of students and dropouts within the high 
    poverty area 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 youth in school-to-work 
    activities, such as career exploration and awareness?
        4. Comprehensiveness (10 points). To what extent has the local 
    partnership considered the current and future occupational needs of the 
    urban or rural labor market area within which the targeted area is 
    located? 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 youth for a 
    first job in a high-skill, high-wage career and postsecondary education 
    and training? Is there existing or planned collaboration among other 
    school districts, employers, labor organizations, and community groups 
    that will lead to an increasingly comprehensive local School-to-Work 
    Opportunities system? Are various forms of human services provided 
    within the community included in the partnership's plan for 
    coordination? Are strategies in place to coordinate various forms of 
    Federal funding available to the urban or rural high poverty area? Does 
    the local partnership's plan exhibit strong potential for maintaining 
    School-to-Work Opportunities programs after Federal funding within this 
    initiative ceases?
        5. Collaboration with State (10 points). To the extent practicable, 
    has the local partnership effectively consulted with the State in which 
    it is located and established realistic methods for ensuring 
    consistency of its program(s) with the statewide School-to-Work 
    Opportunities system being developed by the State? Has the local 
    partnership developed a sound strategy for adapting its plans, as 
    necessary, to coincide with the State plan for a School-to-Work 
    Opportunities system? If applicable, has the Urban/Rural Opportunities 
    local partnership established linkages with the local partnership 
    within which it is located and developed means by which to coordinate 
    efforts and to share information regarding such items as work-based 
    learning opportunities, human service providers, and skill standards 
    and certifications?
        6. Management plan (10 points). 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 School-to-
    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 beyond the high 
    poverty area as the program 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 programs? 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 Urban/Rural Opportunities 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 local partnerships located in urban or rural high poverty areas; 
    and
         Acting as a host to outside visitors who are interested in 
    developing and implementing School-to-Work Opportunities initiatives in 
    other urban or rural high poverty areas and to State visitors 
    interested in the replication and adaptation of program elements 
    successful in high poverty areas.
    
        Signed at Washington, DC, this 13th day of June 1994.
    Doug Ross,
    Assistant Secretary for Employment and Training, Department of Labor.
    
    Augusta Kappner,
    Assistant Secretary for Vocational and Adult Education, Department of 
    Education.
    
    BILLING CODE 4510-30-M
    
    TN20JN94.061
    
    
    TN20JN94.062
    
    
    TN20JN94.063
    
    
    TN20JN94.064
    
    
    TN20JN94.065
    
    
    TN20JN94.066
    
    
    TN20JN94.067
    
    
    TN20JN94.068
    
    
    TN20JN94.069
    
    
    TN20JN94.070
    
    
    TN20JN94.071
    
    
    TN20JN94.072
    
    
    TN20JN94.073
    
    
    TN20JN94.074
    
    
    TN20JN94.075
    
    
    TN20JN94.076
    
    
    TN20JN94.077
    
    
    [FR Doc. 94-14804 Filed 6-17-94; 8:45 am]
    BILLING CODE 4510-30-C
    _______________________________________________________________________
    
    Part IX
    
    
    
    
    
    Department of Health and Human Services
    
    
    
    
    
    _______________________________________________________________________
    
    
    
    Centers for Disease Control and Prevention
    
    
    
    _______________________________________________________________________
    
    
    
    New Vaccine Information Materials; Notice
    DEPARTMENT OF HEALTH AND HUMAN SERVICES
    
    Centers for Disease Control and Prevention
    
     
    New Vaccine Information Materials
    
    AGENCY: Centers for Disease Control and Prevention (CDC), Public Health 
    Service, Department of Health and Human Services.
    
    ACTION: Notice.
    
    -----------------------------------------------------------------------
    
    SUMMARY: As required by Public Law 99-660, CDC developed extensive 
    vaccine information materials for distribution by health care providers 
    to distribute prior to their administering particular vaccines. In 
    response to concerns regarding the length and readability of the 
    materials and the process for development of the materials, the law was 
    revised by Public Law 103-183, the Preventive Health Amendments of 
    1993, to provide for simplification of the vaccine information 
    materials. On January 26, 1994, CDC published a notice in the Federal 
    Register (59 FR 3752) seeking public comment on proposed new vaccine 
    information materials which were drafted under the revised law. The 60-
    day comment period ended on March 28, 1994. Following review of the 
    comments submitted and consultation as required under the law, CDC has 
    finalized the new vaccine information materials. Those final materials 
    are contained in this notice.
    
    DATES: Effective October 1, 1994, each health care provider who 
    administers any vaccine containing diphtheria, tetanus, pertussis, 
    measles, mumps, rubella, or polio vaccine shall, prior to 
    administration of the vaccine, provide a copy of the relevant vaccine 
    information materials, contained in this notice, to any adult to whom 
    such provider intends to administer such vaccine and to the legal 
    representative of any child to whom such provider intends to administer 
    such vaccine.
    
    FOR FURTHER INFORMATION CONTACT: Walter A. Orenstein, M.D., Director, 
    National Immunization Program, Centers for Disease Control and 
    Prevention (CDC), Mailstop E-05, 1600 Clifton Road, NE, Atlanta, 
    Georgia 30333, telephone (404) 639-8200.
    
    SUPPLEMENTARY INFORMATION: Title III of Public Law 99-660 (the National 
    Childhood Vaccine Injury Act of 1986) added a new Title XXI to the 
    Public Health Service Act. Section 2126 of the Public Health Service 
    Act (42 U.S.C. Sec. 300aa-26) required the Secretary of Health and 
    Human Services to develop by rule extensive vaccine information 
    materials for distribution by health care providers to the legal 
    representatives of any child receiving particular vaccines (i.e., 
    diphtheria, tetanus, pertussis, measles, mumps, rubella, and polio 
    vaccines). These vaccine information materials were issued as a final 
    rule on October 15, 1991 (56 FR 51798; codified at 42 CFR Part 110). 
    Since April 15, 1992, any health care provider who intends to 
    administer one of the covered vaccines is required to provide copies of 
    vaccine information materials that comply with the requirements of 
    section 2126 prior to administration of these vaccines.
        Based on concerns expressed by providers and others about the 
    length and readability of the vaccine information materials (each of 
    the three existing vaccine information pamphlets is 10 pages long) and 
    the lengthy development and revision process required by the rulemaking 
    process (development of the materials took approximately three years), 
    the Department of Health and Human Services proposed legislation to 
    amend section 2126 to provide for simplification of the vaccine 
    information materials. In section 708 of Public Law 103-183, the 
    Preventive Health Amendments of 1993, which was enacted on December 14, 
    1993, Congress revised section 2126 to: (1) delete the requirement for 
    development and revision of the vaccine information materials by 
    rulemaking; (2) simplify the information to be included in the 
    materials; and (3) clarify that the materials must not only be provided 
    to the parent or legal representative of a child receiving a covered 
    vaccine, but also must be provided to any adult who receives a covered 
    vaccine.
        CDC intends to repeal the vaccine information materials currently 
    contained in Appendix A of 42 CFR Part 110, effective September 30, 
    1994.
        Section 2126, as amended by Public Law 103-183, requires that 
    information contained in the revised materials be based on available 
    data and information, be presented in understandable terms, and 
    include:
    
    (1) A concise description of the benefits of the vaccine,
    (2) A concise description of the risks associated with the vaccine,
    (3) A statement of the availability of the National Vaccine Injury 
    Compensation Program, and
    (4) Such other relevant information as may be determined by the 
    Secretary.
    
        The law also requires that the materials be developed after notice 
    to the public, with a 60-day comment period, and in consultation with 
    the Advisory Commission on Childhood Vaccines, appropriate health care 
    provider and parent organizations, and the Food and Drug 
    Administration.
        On January 26, 1994, CDC published a notice in the Federal Register 
    (59 FR 3752) seeking public comment on proposed new vaccine information 
    materials which were drafted under the revised law. The 60-day comment 
    period ended on March 28, 1994. On February 2, 1994, CDC met with 
    consultants from the Advisory Commission on Childhood Vaccines, Food 
    and Drug Administration, American Nurses Association, Children's 
    Defense Fund, March of Dimes Birth Defects Foundation, National 
    Association of County Health Officials, American Academy of Pediatrics, 
    Ohio Parents for Vaccine Safety, Healthy Mothers Healthy Babies 
    Coalition, Dissatisfied Parents Together, Association of State and 
    Territorial Health Officials, American Osteopathic Pediatricians, and 
    American Academy of Family Physicians. Comments were submitted by 32 
    individuals or organizations in response to the January 26 notice, and 
    varied from those that focused on conceptual objections to word choice 
    suggestions. Comments from the consultants, along with the comments 
    submitted in response to the January 26 notice, were fully considered 
    in revising the vaccine information materials, and suggestions were 
    incorporated if deemed appropriate.
        Examples of comments that were incorporated are the addition of a 
    sentence stating that vaccines may be given simultaneously; the 
    addition of information on how to learn more about the vaccine (from 
    the vaccine package insert, or other sources); the use of graphics and 
    a standard format for all VISs; and the revision of the vaccine 
    schedules to be consistent with recommendations of both the Advisory 
    Committee on Immunization Practices, and the American Academy of 
    Pediatrics.
        Following consultation and review of comments submitted, new 
    vaccine information materials which comply with the provisions of the 
    revised section 2126 have been finalized and are contained in this 
    notice. They are entitled ``Polio Vaccine: What you need to know before 
    you or your child gets the vaccine,'' ``Measles, Mumps, and Rubella 
    Vaccine (MMR): What you need to know before you or your child gets the 
    vaccine,'' ``Diphtheria, Tetanus, and Pertussis Vaccine (DTP): What you 
    need to know before your child gets the vaccine,'' and ``Tetanus and 
    Diphtheria Vaccine (Td): What you need to know before you get the 
    vaccine.''
    
    Vaccine Information Materials
    
    Required Use
    
        As required under section 2126 of the Public Health Service Act (42 
    U.S.C. Sec. 300aa-26), effective October 1, 1994, all health care 
    providers who administer any vaccine containing diphtheria, tetanus, 
    pertussis, measles, mumps, rubella, or polio vaccine shall, prior to 
    administration of the vaccine, provide a copy of the relevant vaccine 
    information materials contained in this notice:
    
    (1) To any adult to whom such provider intends to administer such 
    vaccine, and
    (2) To the legal representative of any child to whom such provider 
    intends to administer such vaccine.
    
        The materials shall be supplemented with visual presentations or 
    oral explanations, in appropriate cases.
        ``Legal representative'' is defined as a parent or other individual 
    who is qualified under state law to consent to the immunization of a 
    minor.
    
    Recordkeeping
    
        Health care providers are not required to obtain the signature of 
    the patient, or legal representative, acknowledging receipt of the 
    vaccine information materials. To ensure that a record of provision of 
    the materials exists, health care providers shall make a notation in 
    each patient's permanent medical record indicating that the vaccine 
    information materials were provided at the time of the vaccination.
    
    Applicability of State Law
    
        Health care providers should consult their legal counsel to 
    determine additional State requirements pertaining to immunization. For 
    example, state law determines who is qualified to consent to 
    immunization of minors. The Federal requirement to provide the vaccine 
    information materials supplements any applicable state law.
    
    Interim Use of Materials Prior to October 1, 1994
    
        Prior to October 1, 1994, health care providers may use either the 
    vaccine information materials contained in this notice or the materials 
    in Appendix A of 42 CFR Part 110.
    
    Availability of Copies
    
        Single camera-ready copies of the vaccine information materials are 
    available from State health departments.
    
        Dated: June 14, 1994.
    David Satcher,
    Director, Centers for Disease Control and Prevention (CDC).
    
    Polio Vaccine
    
        What you need to know before you or your child gets the vaccine.
    
    About the Disease
    
        Polio is a serious disease. It spreads when germs pass from an 
    infected person to the mouths of others. Polio can:
         Paralyze a person (make arms and legs unable to move).
         Cause death.
    
    About the Vaccines
    
    Benefits of the Vaccine
        Vaccination is the best way to protect against polio. Because most 
    children get the polio vaccine, there are now very few cases of this 
    disease. Before most children were vaccinated, there were thousands of 
    cases of polio.
    There are 2 Kinds of Polio Vaccine
        OPV or Oral Polio Vaccine is the one most often given to children. 
    It is given by mouth as drops. It is easy to give and works well to 
    stop the spread of polio.
        IPV or Inactivated Polio Vaccine is given as a shot in the leg or 
    arm.
    OPV Schedule
        Most children should have a total of 4 OPV vaccines. They should 
    have OPV at:
    
    2 months of age
    4 months of age
    6-18 months of age
    4-6 years of age
    
        Other vaccines may be given at the same time as OPV.
    
    Who Should Get OPV?
    
        Most doctors recommend that almost all young children get OPV. But 
    there are some cautions. Tell your doctor or nurse if the person 
    getting the vaccine or anyone else in close contact with the person 
    getting the vaccine is less able to fight serious infections because 
    of:
         A disease she/he was born with.
         Treatment with drugs such as long-term steroids.
         Any kind of cancer.
         Cancer treatment with x-rays or drugs.
         AIDS or HIV infection.
        If so, your doctor or nurse will probably give IPV instead of OPV.
        If you are older than age 18 years, you usually do not need polio 
    vaccine.
    --Travel
        If you are traveling to a country where there is polio, you should 
    get either OPV or IPV.
    --Pregnancy
        If protection is needed during pregnancy, OPV or IPV can be used.
    --Allergy to neomycin or streptomycin
        Does the person getting the vaccine have an allergy to the drugs 
    neomycin or streptomycin? If so, she/he should get OPV, but not IPV. 
    Ask your doctor or nurse if you are not sure.
        Tell your doctor or nurse if the person getting the vaccine:
         Ever had a serious allergic reaction or other problem 
    after getting polio vaccine.
         Now has moderate or severe illness.
        If you are not sure, ask your doctor or nurse.
    
    What Are the Risks From Polio Vaccine?
    
        As with any medicine, there are very small risks that serious 
    problems, even death, could occur after getting a vaccine.
        The risks from the vaccine are much smaller than the risks from the 
    disease if people stopped using vaccine.
        Almost all people who get polio vaccine have no problems from it.
         Risks from OPV
        Risks to the person taking OPV:
        There is a very small chance of getting polio disease from the 
    vaccine.
    
    --about 1 case occurs for every 1\1/2\ million first doses
    --about 1 case occurs for every 30 million later doses
        Risks to people who never took polio vaccine who have close contact 
    with the person taking OPV:
        After a person gets OPV, it can be found in his or her mouth and 
    stool. If you never took polio vaccine, there is a very small chance of 
    getting polio disease from close contact with a child who got OPV in 
    the past 30 days. (Examples of close contact include changing diapers 
    or kissing.)
    
    --About 1 case occurs for every 2 million first doses
    --About 1 case occurs for every 15 million later doses Talk to your 
    doctor or nurse about getting IPV.
     Risks From IPV
        This vaccine is not known to cause problems except mild soreness 
    where the shot is given.
        What to do if there is a serious reaction:
         Call a doctor or get the person to a doctor right away.
         Write down what happened and the date and time it 
    happened.
         Ask your doctor, nurse, or health department to file a 
    Vaccine Adverse Event Report form or call: (800) 822-7967 (toll-free).
        The National Vaccine Injury Compensation Program gives compensation 
    (payment) to some persons thought to be injured by vaccines. For 
    details call: (800) 338-2382 (toll-free).
        If you want to learn more, ask your doctor or nurse. She/he can 
    give you the vaccine package insert or suggest other sources of 
    information: U.S. Department of Health and Human Services, Public 
    Health Service, Centers for Disease Control and Prevention, Polio 6/10/
    94, 42 U.S.C. 300aa-26 .
    
    Measles, Mumps, and Rubella Vaccine (MMR)
    
        What you need to know before you or your child gets the vaccine.
    
    About the Diseases
    
        Measles, mumps, and rubella (German measles) are serious diseases. 
    They spread when germs pass from an infected person to the nose or 
    throat of others.
    
    ------------------------------------------------------------------------
        Measles causes            Mumps causes            Rubella causes    
    ------------------------------------------------------------------------
    Rash...................  Fever..................  Rash.                 
    Cough..................  Headache...............  Mild fever.           
    Fever..................  Swollen glands under     Swollen glands.       
                              the jaw.                                      
                             .......................  Arthritis (mostly in  
                                                       women).              
    It can lead to:........  It can lead to:........  Pregnant women can    
    --ear infection........  --hearing loss.........   lose their babies.   
    --pneumonia............  --meningitis (infection  Babies can be born    
    --diarrhea.............   of brain and spinal      with birth defects   
    --seizures (jerking and   cord coverings).         such as:             
     staring spells).        --Males can have         --deafness            
    --brain damage.........   painful, swollen        --blindness           
    --death................   testicles.              --heart disease       
                                                      --brain damage        
                                                      --other serious       
                                                       problems.            
    ------------------------------------------------------------------------
    
    About the Vaccines
    
    Benefits of the Vaccine
        Vaccination is the best way to protect against measles, mumps, and 
    rubella. Because most children get the MMR vaccine, there are now many 
    fewer cases of these diseases. There would be many more cases if we 
    stopped vaccinating children.
    MMR Schedule
        Most children should have a total of 2 MMR vaccines. They should 
    have MMR at:
    
    12-15 months of age
    4-6 years of age or before middle school or junior high school
    
        Other vaccines may be given at the same time as MMR.
    
    Who Should Get MMR Vaccine?
    
        Most doctors recommend that almost all young children get MMR 
    vaccine. But there are some cautions. Tell your doctor or nurse if the 
    person getting the vaccine is less able to fight serious infections 
    because of:
         A disease she/he was born with.
         Treatment with drugs such as long-term steroids.
         Any kind of cancer.
         Cancer treatment with x-rays or drugs.
        Also:
         People with AIDS or HIV infection usually should get MMR 
    vaccine.
         Pregnant women should wait until after pregnancy for MMR 
    vaccine.
         People with a serious allergy to eggs or the drug neomycin 
    should tell the doctor or nurse. If you are not sure, ask the doctor or 
    nurse.
        Tell your doctor or nurse if the person getting the vaccine:
         Ever had a serious allergic reaction or other problem 
    after getting MMR.
         Now has moderate or severe illness.
         Has ever had a seizure.
         Has a parent, brother, or sister who has had seizures.
         Has gotten immune globulin or other blood products (such 
    as a transfusion) during the past several months.
        If you are not sure, ask your doctor or nurse.
    
    What Are the Risks From MMR Vaccine?
    
        As with any medicine, there are very small risks that serious 
    problems, even death, could occur after taking a vaccine.
        The risk from the vaccine are much smaller than the risks from the 
    diseases if people stopped using vaccine.
        Almost all people who get MMR have no problems from it.
     Mild or Moderate Problems
    --Soon after the vaccination, there may be soreness, redness, or 
    swelling where the shot was given.
    --1-2 weeks after the first dose, there may be:
    
         Rash (5-15 out of every 100 doses).
         Fever of 103 deg. or higher (5-15 out of every 100 doses). 
    This usually lasts 1-2 days.
         Swelling of the glands in the cheeks, neck, or under the 
    jaw.
         A seizure (jerking and staring spell) usually caused by 
    fever. This is rare.
    --1-3 weeks after the first dose, there may be:
    
         Pain, stiffness, or swelling in one or more joints lasting 
    up to 3 days (1 out of every 100 doses in children; up to 40 out of 
    every 100 doses in young women). Rarely, pain or stiffness lasts a 
    month or longer, or may come and go.
        Acetaminophen or ibuprofen (non-aspirin) may be used to reduce 
    fever and soreness.
    Severe Problems
        These problems happen very rarely:
    
    --Serious allergic reaction
    --Low number of platelets (a type of blood cell) that can lead to 
    bleeding problems. This is almost always temporary.
    --Long seizures, decreased consciousness, or coma
        Problems following MMR are much less common after the second dose.
        What to do if there is a serious reaction:
         Call a doctor or get the person to a doctor right away.
         Write down what happened and the date and time it 
    happened.
         Ask your doctor, nurse, or health department to file a 
    Vaccine Adverse Event Report form or call: (800) 822-7967 (toll-free).
        The National Vaccine Injury Compensation Program gives compensation 
    (payment) for some persons thought to be injured by vaccines. For 
    details call: (800) 338-2382 (toll-free).
        If you want to learn more, ask your doctor or nurse. She/he can 
    give you the vaccine package insert or suggest other sources of 
    information: U.S. Department of Health and Human Services, Public 
    Health Service, Centers for Disease Control and Prevention, MMR 6/10/
    94, 42 U.S.C. Sec. 300aa-26.
    
    Diphtheria, Tetanus, and Pertussis Vaccine (DTP)
    
        What you need to know before your child gets the vaccine.
    
    About the Diseases
    
        Diphtheria, tetanus (lockjaw), and pertussis (whooping cough) are 
    serious diseases. Diphtheria and pertussis spread when germs pass from 
    an infected person to the nose or throat of others. Tetanus is caused 
    by a germ that enters the body through a cut or wound. 
    
    ------------------------------------------------------------------------
       Diphtheria causes          Tetanus causes         Pertussis causes   
    ------------------------------------------------------------------------
    A thick coating in the   Serious, painful spasms  Coughing and choking  
     nose, throat, or         of all muscles.          for several weeks    
     airway.                                           (makes it hard for   
                                                       infants to eat,      
                                                       drink, or breathe)   
    It can lead to:........  It can lead to:........  It can lead to:       
    --breathing problems...  --``locking'' of the     --pneumonia           
    --heart failure........   jaw so the patient      --seizures (jerking   
    --paralysis............   cannot open his or her   and staring spells)  
    --death................   mouth or swallow.       --brain damage        
                             --death................  --death.              
    ------------------------------------------------------------------------
    
    About the Vaccines
    
    Benefits of the Vaccine
        Vaccination is the best way to protect against diphtheria, tetanus, 
    and pertussis. Because most children get the vaccine, there are now 
    many fewer cases of these diseases. There would be many more cases if 
    we stopped vaccinating children.
    DTP Schedule
        Most children should have a total of 5 DTP vaccines. They should 
    have DTP at:
    
     2 months of age
     4 months of age
     6 months of age
     12-18 months of age
     4-6 years of age
    
        Other vaccines may be given at the same time as DTP.
    Related Vaccines
    DTaP (Diphtheria Tetanus acellular Pertussis)
     Like DTP, it prevents diphtheria, tetanus, and pertussis.
     It is only given for the 4th and 5th doses.
     It is less likely to cause the mild problems we see after DTP 
    and is probably less likely to cause some of the moderate problems.
    DT (Diphtheria Tetanus)
     Unlike DTP, it does not prevent pertussis. For this reason, it 
    is usually not recommended.
    Who should get DTP vaccine?
        Most doctors recommend that almost all young children get DTP or 
    DTaP vaccine. Some children should get DT. With all vaccines, there are 
    some cautions.
        Tell your doctor or nurse if the child getting the vaccine:
     ever had a serious allergic reaction or other problem after 
    getting DTP, DTaP, or DT
     now has moderate or severe illness
     has ever had a seizure
     has a parent, brother, or sister who has had seizures
     has a brain problem that is getting worse
        If you are not sure, ask your doctor or nurse.
    
    What Are the Risks From These Vaccines?
    
        As with any medicine, there are very small risks that serious 
    problems, even death, could occur after getting a vaccine.
        The risks from the vaccine are much smaller than the risks from the 
    diseases if people stopped using vaccine.
        Below is a list of problems that may occur after getting the 
    vaccine. If your child ever had one of the moderate or severe problems 
    listed below or any other serious problem after DTP, DTaP, or DT, 
    discuss it with your doctor or nurse before this vaccination.
     Mild Problems
        If these problems occur, they usually start within hours to a day 
    or two after vaccination. They usually last up to 1-2 days:
    
    --Soreness, redness, or swelling where the shot was given
    --Fever
    --Fussiness, drowsiness, less appetite
    
        Acetaminophen or ibuprofen (non-aspirin) may be used to prevent or 
    reduce fever and soreness. This is especially important for children 
    who have had seizures or have a parent, brother or sister who has had 
    seizures.
     Moderate Problems
        Once for every 100-1,000 doses:
    
    --On-going crying for 3 hours or more
    --Fever of 105  deg.F or higher
    --An unusual, high-pitched cry
    
        Once for every 1,750 doses:
    
    --A seizure (jerking and staring spell) usually caused by fever
    --Shock-collapse (becomes blue or pale, limp, and faints)
     Severe Problems
        These problems happen very rarely:
    
    --Serious allergic reaction after DT or DTP
    --A long seizure
    --Decreased consciousness or coma
        There is disagreement about whether or not DTP causes lasting brain 
    damage. If it does, it is very rare.
        What to do if there is a serious reaction:
         Call a doctor or get the person to a doctor right away.
         Write down what happened and the date and time it 
    happened.
         Ask your doctor, nurse, or health department to file a 
    Vaccine Adverse Event Report form or call: (800) 822-7967 (toll-free).
        The National Vaccine Injury Compensation Program gives compensation 
    (payment) for some persons thought to be injured by vaccines. For 
    details call: (800) 338-2382 (toll-free).
        If you want to learn more, ask your doctor or nurse. She/he can 
    give you the vaccine package insert or suggest other sources of 
    information: U.S. Department of Health and Human Services, Public 
    Health Service, Centers for Disease Control and Prevention, DTP 6/10/
    94, 42 U.S.C. Sec. 300aa-26.
    
    Tetanus and Diphtheria Vaccine (Td)
    
        What you need to know about the vaccine
    
    About the Diseases
    
        Tetanus (lockjaw), and diphtheria are serious diseases. Tetanus is 
    caused by a germ that enters the body through a cut or wound. 
    Diphtheria spreads when germs pass from an infected person to the nose 
    or throat of others.
    
    ------------------------------------------------------------------------
              Tetanus causes                      Diphtheria causes         
    ------------------------------------------------------------------------
    Serious, painful spasms of all       A thick coating in the nose,       
     muscles.                             throat, or airway.                
    It can lead to:                      It can lead to:                    
    --``locking'' of the jaw so the      --breathing problems               
     patient cannot open his or her      --heart failure                    
     mouth or swallow.                   --paralysis                        
    --death                              --death.                           
    ------------------------------------------------------------------------
    
    About the Vaccine
    
    Benefits of the Vaccine
        Vaccination is the best way to protect against tetanus and 
    diphtheria. Because of vaccination, there are many fewer cases of these 
    diseases. Cases are rare in children because most get DTP (Diphtheria, 
    Tetanus and Pertussis), DTaP (Diphtheria, Tetanus and acellular 
    Pertussis) or DT (Diphtheria and Tetanus) vaccines. There would be many 
    more cases if we stopped vaccinating people.
    When Should You Get Td Vaccine?
        Td is made for people 7 years of age and older.
        People who have not gotten at least 3 doses of any tetanus and 
    diphtheria vaccine (DTP, DTaP, or DT) during their lifetime should do 
    so using Td. After a person gets the third dose, a Td dose is needed 
    every 10 years all through life.
        Other vaccines may be given at the same time as Td.
    Tell your doctor or nurse if you:
         Ever had a serious allergic reaction or other problem with 
    Td, or any other tetanus and diphtheria vaccine (DTP, DTaP, or DT).
         Now have a moderate or severe illness.
         Are pregnant.
        If you are not sure, ask your doctor or nurse.
    
    What are the Risks From Td Vaccine?
    
        As with any medicine, there are very small risks that serious 
    problems, even death, could occur after getting a vaccine.
        The risks from the vaccine are much smaller than the risks from the 
    diseases if people stopped using vaccine.
        Almost all people who get Td have no problems from it.
     Mild Problems
        If these problems occur, they usually start within hours to a day 
    or two after vaccination. They may last 1-2 days:
    
    --Soreness, redness, or swelling where the shot was given.
    
        These problems can be worse in adults who get Td vaccine very 
    often.
        Acetaminophen or ibuprofen (non-aspirin) may be used to reduce 
    soreness.
     Severe Problems
        These problems happen very rarely:
    
    --Serious allergic reaction
    --Deep, aching pain and muscle wasting in upper arm(s). This starts 2 
    days to 4 weeks after the shot, and may last many months.
        What to do if there is a serious reaction:
         Call a doctor or get the person to a doctor right away.
         Write down what happened and the date and time it 
    happened.
         Ask your doctor, nurse, or health department to file a 
    Vaccine Adverse Event Report form or call: (800) 822-7967 (toll-free).
        The National Vaccine Injury Compensation Program gives compensation 
    (payment) for some persons thought to be injured by vaccines. For 
    details call: (800) 338-2382 (toll-free).
        If you want to learn more, ask your doctor or nurse. She/he can 
    give you the vaccine package insert or suggest other sources of 
    information: U.S. Department of Health and Human Services, Public 
    Health Service, Centers for Disease Control and Prevention, Td 6/10/94, 
    42 U.S.C. Sec. 300aa-26.
    
    [FR Doc. 94-14905 Filed 6-17-94; 8:45 am]
    BILLING CODE 4160-18-P
    
    
    

Document Information

Published:
06/20/1994
Entry Type:
Uncategorized Document
Action:
Notice of availability of funds and solicitation for grant applications (SGA).
Document Number:
94-14905
Dates:
Applications for grant awards will be accepted commending June 20, 1994. The closing date for receipt of applications is (60 days from
Pages:
0-0 (1 pages)
Docket Numbers:
Federal Register: June 20, 1994, FR Doc. 94-15067 Filed 6-16-94, 2:19 pm, FR Doc. 94-14804 Filed 6-17-94, 8:45 am, FR Doc. 94-14905 Filed 6-17-94