[Federal Register: November 14, 1995 (Volume 60, Number 219)]
[Notices ]               
[Page 57275-57301]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]

[[Page 57275]]


Part II

Department of Labor
Employment and Training Administration

Department of Education
Office of Vocational and Adult Education; Urban/Rural Opportunities 
Grants; Application Procedures; Notice

[[Page 57276]]


Employment and Training Administration


Office of Vocational and Adult Education; School-to-Work 
Opportunities; Urban/Rural Opportunities Grants; Application Procedures

AGENCIES: Employment and Training Administration, Department of Labor. 
Office of Vocational and Adult Education, Department of Education.

ACTION: Notice of availability of funds, solicitation for grant 
application (SGA), an administrative cost cap, a definition of 
administrative costs, and final selection criteria for School-to-Work 
Urban/Rural Opportunities Grants.


SUMMARY: This notice announces the fiscal year (FY) competition for 
Urban/Rural Opportunities Grants authorized under Title III of the 
School-to-Work Opportunities Act of 1994 (the Act). This notice
contains all of the necessary information and forms needed to apply for 
grant funding in FY 1995. The Departments of Labor and Education (the 
Departments) also establish final selection criteria to be used in 
evaluating applications submitted under the Urban/Rural Opportunities 
Grant competition in FY 1995 and in succeeding years. Urban/Rural 
Opportunities Grants will enable local partnerships serving youth who 
reside or attend school in high poverty areas to develop and implement 
School-to-Work Opportunities intiatives in high poverty areas of urban 
and rural communities. These intiatives 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 education and training.

DATES: Applications for grant awards will be accepted commencing 
November 14, 1995. The closing date for receipt of applications is 
January 29, 1996, at 2 p.m. (Eastern time) at the address below. 
Telefacsimile (FAX) applications will not be accepted.

ADDRESSES: Applications must be mailed to: U.S. Department of 
Education, Application Control Center, Attention: CFDA #84.278D, 
Washington, DC 20202-4725.

FOR FURTHER INFORMATION CONTACT: Karen Clark, National School-to-Work 
Office, Telephone: (202) 401-6222 (this is not a toll-free number). 
Individuals who use a telecommunications device for the deaf (TDD) may 
call the Federal Information Relay Service (FIRS) at 1-800-877-8339 
between 8 a.m. and 8 p.m., Eastern time, Monday through Friday.


Section A. Background

    The Departments of Labor and Education are reserving funds 
appropriated for FY 1995 under the Act (Public Law 103-329) for a 
competition for Urban/Rural Opportunities Grants authorized under Title 
III of the Act. Grants under this competition will be awarded 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. The Departments recognize that high poverty areas face 
particular challenges in implementing such initiatives, including: few 
large private or public employers in high poverty areas; dropout rates 
that, in many cases, are over 50 percent; poorer students who may be 
much less aware of college opportunities than students in other areas; 
strong peer pressure that does not necessarily promote achievement 
among youth; pressure on youth from situations outside of school which 
may affect their school performance; schools with students of more 
diverse ethnic and racial backgrounds than schools in other areas; 
proportionately more out-of-school youth than in other areas; and 
uneven quality in educational and employment opportunities among high 
poverty area youth.
    Due to these particular challenges, a local partnership in a high 
poverty area must identify and address a great variety of needs of 
youth residing or attending school in these areas. The Departments 
encourage applications from only those local partnerships that propose 
innovative and effective ways to deliver the common features and basic 
program components as outlined in Title I of the Act and that have the 
potential to serve large numbers of students who reside or attend 
school in the targeted area. Further, the Departments wish to emphasize 
the importance of a local partnership's ability to coordinate its 
strategies for serving in-school and out-of-school youth; for achieving 
its planned goals and outcomes; for assessing and addressing the 
multiple needs of high poverty area youth, particularly human service 
needs; and for linking effectively with both schoolwide reform efforts 
and with the State's plan for a comprehensive School-to-Work 
Opportunities system.
    In accordance with the authority provided in Section 5 of the Act, 
the Departments have determined that the administrative provisions 
contained in the Education Department General Administrative 
Regulations (EDGAR), at 34 CFR Parts 74, 75, 77, 79, 80, 82, 85 and 86, 
will apply to grants awarded to local partnerships under this Urban/
Rural Opportunities Grant competition.
    This notice establishes a definition of the term ``administrative 
costs,'' a 10 percent cap on administrative costs incurred by local 
partnerships receiving grants under Title III, and the selection 
criteria that will be used in evaluating applications submitted in 
response to this year's competition, and contains all of the other 
necessary information and forms needed to apply for grant funding.

Public Comment

    It is the practice of the Secretaries to offer to interested 
parties the opportunity to comment on proposed solicitations under the 
Act. However, as explained elsewhere in this notice, the selection 
criteria contained in this notice were previously published for public 
comment (See 60 FR 46984-47009, September 8, 1995). The eligibility 
criteria and funding priority contained in this notice are statutory. 
For these reasons, the Secretaries have determined that further public 
comment on the content of this notice is unnecessary and contrary to 
the public interest.

Section B. Purpose

    Under this competition, the Departments will award grants to local 
partnerships serving youth who reside or attend school in high poverty 
areas that have built a sound planning and development base for their 
school-to-work programs, to begin implementation of School-to-Work 
Opportunities initiatives that will become part of statewide School-to-
Work Opportunities systems. These local initiatives will offer young 
Americans access to programs designed to prepare them for first jobs in 
high-skill, high-wage careers, to increase their opportunities for 
further education and training, and to address the special needs of 
youth residing or attending school in high poverty areas.

Section C. Application Process

1. Eligible Applicants

(A) Local Partnership Definition
    A local entity that meets the definition of ``local partnership'' 
in section 4(11) of the Act, is eligible to 

[[Page 57277]]
apply for an Urban/Rural Opportunities Grant. As defined in the Act, 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, representatives of labor organizations or 
nonmanagerial employee representatives, and students. Other entities 
appropriate to effective implementation of a local School-to-Work 
Opportunities initiative should also be included in the partnership.
    Under section 302(b)(2) of the Act, a local partnership is eligible 
to receive only one (1) Urban/Rural Opportunities Grant.
(B) High Poverty Area Definition
    In addition to meeting the definition of ``local partnership'' in 
section 4(11) of the Act, under section 307 of the Act, applicants 
seeking funding under this notice are required to meet the definition 
of ``high poverty area'' as stated in that section and describe the 
urban or rural high poverty area to be served. The description must 
    * A map indicating the urban census tract, contiguous group
of urban census tracts, block number area, contiguous group of block 
number areas, or Indian reservation to be served by the local 
    * The population of each urban census tract, block number
area, or Indian reservation to be served, along with the total 
population of the entire area to be served; and
    * The poverty rate for each urban census tract, block number
area, or Indian reservation to be served, among individuals under the 
age of 22, as determined by the Bureau of the Census, along with an 
average poverty rate among this age group for the entire area to be 
    In accordance with section 307 of the Act, only those applicants 
that both provide the required population/poverty rate data in their 
applications in the format outlined in this subsection of this notice 
and that meet the definition of a high poverty area as described in 
this subsection will be considered for funding. The Departments intend 
to pre-screen all applications for high poverty area eligibility prior 
to the panelists' review and will not consider any applications that do 
not contain the required population/poverty rate data. Information in 
addition to what is required in this notice with regard to population/
poverty rate data is not necessary and will have no influence upon 
meeting the high poverty area definition. Applicants will not have the 
opportunity to submit additional or revised information should a 
determination be made that the identified area does not meet the high 
poverty definition.

    Note: 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. 
Applicants are encouraged to utilize local providers of census data. 
For those applicants who are unable to locate such data, please 
contact the Census Bureau State Data Center for your local area. A 
list of State and Local Data Center contacts is included in an 
appendix to this notice. Population/poverty rate data published by 
the Bureau of the Census is provided in age ranges: 0-5, 6-11, 12-
17, 18-24, and 25 and up. The Departments will accept poverty rate 
data for either age range up to 17 or up to 25, whichever is higher, 
for the purposes of eligibility. In order to be considered for 
funding, areas to be served must be characterized by a poverty rate 
of 20.0 percent or greater among the age group.

2. State Comments

    The local partnership must submit its application to the State for 
review and comment before submitting the application to the 
Departments, in accordance with section 303(a) of the Act. The 
application should be submitted to the State's School-to-Work Contact. 
A list of State School-to-Work Contacts is included in an appendix to 
this notice. The Departments expect that the State School-to-Work 
Contact will provide all members of the State School-to-Work 
Partnership listed in section 213(b)(4) (A)-(K) of the Act, an 
opportunity to review and comment on the local partnership's 
    Of particular importance to the Departments are each State's 
comments on the consistency of the local partnership's planned 
activities with the State's plan for a comprehensive statewide School-
to-Work Opportunities system and the relationship of any proposed 
activities with other local plans, especially if the grant applicant is 
not specifically identified as a local partnership within the State 
    In accordance with section 305 of the Act, if a State has an 
approved State School-to-Work Opportunities plan, the State must 
confirm that the plan submitted by the local partnership is in 
accordance with the State plan. The application from the local 
partnership must contain this confirmation.
    Section 303(b)(1) of the Act requires that each State review and 
comment on a local partnership's application within 30 days from the 
date on which the State receives the application from the local 
partnership. Therefore, even though an applicant has 75 days to apply 
for a Urban/Rural Opportunties Grant under this notice, it must provide 
its application to its State in time for the State to have at least 30 
days before the due date to review and comment on the application.
    Furthermore, under section 303(c)(2) of the Act, the State's 
comments must be included in the local partnership's application. 
However, if the State does not provide review and comment within the 
30-day time period described above, the local partnership may submit 
the application without State comment. In such a case, the local 
partnership should provide proof that the State received a copy of the 
local partnership's application at least 30 days prior to the 
application due date.

3. Period of Performance

    The period of performance for Urban/Rural Opportunities Grants is 
twelve (12) months from the date of award by the Departments.

4. Option to Extend

    Urban/Rural Opportunities Grants may be extended up to four 
additional years, regardless of the State Implementation Grant status 
of the State in which the partnership is located. Extensions will be 
based upon availability of funds and the progress of the local 
partnership toward its objectives as approved in its application and 
will be subject to the annual approval of the Secretaries of Labor and 
Education (the Secretaries). It is likely that the amount of Federal 
funds, if any, that are awarded to local partnerships under this notice 
in subsequent years will decrease.

5. Available Funds

    Approximately $15 million is available for this competition.

6. Estimated Range of Awards

    The amount of an award under this competition will depend upon the 
scope, quality, and comprehensiveness of the proposed initiative and 
the relative size of the high poverty area to be served by the local 
partnership. While there is no limitation on the size of a high poverty 
area, the Departments expect that the resources available for 
individual grants will effectively serve high poverty areas of no more 
than a total of 50,000 in population. The Departments further expect 
that first-year award amounts will range from a minimum award of 
$200,000 to a maximum award of $650,000. These estimates are provided 
to assist applicants in developing their plans. 

[[Page 57278]]

7. Estimated Number of Awards

    The Departments expect to award 25-35 grants under this 

    Note: The Departments are not bound by any estimates in this 

8. Reporting Requirements/Deliverables

    (a) Reporting requirements.
    The local partnership will be required, at a minimum, to submit--
    * Quarterly Financial Reports (SF 269 A);
    * Quarterly Narrative Progress Reports;
    * An Annual Continuation Application package, if
appropriate, including--

--A revised SF 524 and renewed Assurances and Certifications;
--A Narrative Report describing progress toward stated goals, and 
identifying goals and objectives for the coming year;
--Annual Financial Reports (ED Form 524 B, and SF 269);
--Budget Information for Upcoming Years;

    * An Annual Performance Report providing data on performance
measures; and
    * A close-out report at the end of the grant.
    (b) Deliverables.
    The local partnership will be required to--
    * Provide information on best practices and innovative
school- and work-based curricula suitable for dissemination to States 
and other stakeholders;
    * Participate in two grantee meetings per year sponsored by
the National School-to-Work Office;
    * Act as a host to outside visitors who are interested in
developing and implementing School-to-Work Opportunities initiatives in 
urban or rural areas of high poverty and to other visitors interested 
in the replication, adaptation and/or impact of successful program 
elements; and
    * Participate as needed in national evaluation and special
data collection activities.

9. Application Transmittal Instructions

    An application for an award must be mailed or hand delivered by the 
closing date.
(A) Applications Delivered by Mail
    An application sent by mail must be addressed to the U.S. 
Department of Education, Application Control Center, Attention CFDA 
#84.278D, 600 Independence Avenue, SW, Washington, DC 20202-4725.
    An application must show proof of mailing consisting of one of the 
    * A legibly dated U.S. Postal Service Postmark;
    * A legible mail receipt with the date of mailing stamped by
the U.S. Postal Service;
    * A dated shipping label, invoice, or receipt from a
commercial carrier; or
    * Any other proof of mailing acceptable to the U.S.
Secretary of Education.
    If an application is sent through the U.S. Postal Service, the 
Secretaries do not accept either of the following as proof of mailing:
    * A private metered postmark; or
    * A mail receipt that is not dated by the U.S. Postal
    An applicant should note that the U.S. Postal Service does not 
uniformly provide a dated postmark. Before relying on this method, an 
applicant should check with its local post office. An applicant is 
encouraged to use registered or at least first class mail. Each late 
applicant will be notified that its application will not be considered.
(B) Applications Delivered by Hand
    An application that is hand delivered must be taken to the U.S. 
Department of Education, Application Control Center, Room 3633, 
Regional Office Building 3, 7th and D Streets, SW, Washington, DC.
    The Application Control Center will accept hand delivered 
applications between 8:00 a.m. and 4:30 p.m. (Eastern time) daily, 
except Saturdays, Sundays and Federal holidays.
    Individuals delivering applications must use the D Street Entrance. 
Proper identification is necessary to enter the building.
    In order for an application sent through a courier service to be 
considered timely, the courier service must be in receipt of the 
application on or before the closing date.

Section D. Organization and Content of Applications

    Applicants are encouraged to submit an original and four (4) copies 
of their application. The Departments suggest that the application be 
divided into six distinct parts: detachable description addressing the 
high poverty area definition, budget and certifications, abstract, 
State comments, program narrative, and appendices. To ensure a 
comprehensive and expedient review, the Departments strongly suggest 
that applicants submit an application formatted follows:
Table of Contents
I. Eligibility Requirements
    Part I must contain detailed information as described in the 
Eligible Applicants, High Poverty Area Definition subsection of this 
notice and, for pre-screening purposes, should be separate and 
easily detachable from the remainder of the application.
II. Budget and Certifications
    Part I should contain the Standard Form (SF) 424, ``Application 
for Federal Assistance,'' and SF 524, ``Budget.'' All copies of the 
SF 424 must have original signatures of the designated fiscal agent. 
In addition, the budget should include--on a separate page(s)--a 
detailed cost break-out of each line item on SF 524. All Assurances 
and Certifications found in an appendix to this notice should also 
be included in Part II of the application.
III. Abstract
    Part III should consist of a one-page abstract summarizing the 
essential components and key features of the local partnership's 
IV. State Comments
    Part IV should contain the State's comments on the application. 
Details on this section can be found under the State Comments 
heading of this notice.
V. Program Narrative
    Part V should contain the application narrative that 
demonstrates the applicant's plan and capabilities in accordance 
with the selection criteria contained in this notice. In order to 
facilitate expeditious evaluation by the panels, applicants should 
describe their proposed plan in light of each of the selection 
criteria. No cost data or reference to price should be included in 
this part of the application. The Departments strongly request that 
applicants limit the program narrative section to no more than 40 
one-sided, double-spaced pages.
VI. Appendices
    All applicable appendices including letters of support, resumes, 
and organizational charts should be included in this section. The 
Departments recommend that all appendix entries be cross-referenced 
back to the applicable sections in the program narrative.

    Note: Applicants are advised that the peer review panels 
evaluate each application solely on the basis of the selection 
criteria contained in this notice and the School-to-Work 
Opportunities Act. Appendices may be used to provide supporting 
information. However, in scoring applications, reviewers are 
required to take into account only information that is presented in 
the application narrative, which must address the selection criteria 
and requirements of the Act. Letters of support are welcome, but 
applicants should be aware that support letters contained in the 
application will strengthen the application only if they contain 
commitments that pertain to the selection criteria.

Section E. Safeguards

    The Departments will apply certain safeguards, as required under 

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601 of the Act, to School-to-Work Opportunities programs funded under 
this notice. The application must include a brief assurance that the 
following safeguards will be implemented and maintained throughout all 
program activities:
    (a) No student 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).
    (b) No School-to-Work Opportunities program shall impair existing 
contracts for services or collective bargaining agreements, and no 
program funded under this notice shall be undertaken without the 
written concurrence of the labor organization and employer concerned.
    (c) No student shall be employed or fill a job--
    (1) 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
    (2) 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 the student.
    (d) 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 laws.
    (e) Nothing in the Act 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 
    (f) Funds awarded under the Act shall not be expended for wages of 
students or workplace mentors.
    (g) The grantee shall implement and maintain such other safeguards 
as the Secretaries 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 the Act.

Section F. Waivers

    Under Title V of the Act, the Secretaries may waive certain Federal 
requirements that impede the ability of a State or local partnership to 
carry out the purposes of the Act. Only local partnerships in States 
with approved School-to-Work Opportunities plans may apply for waivers. 
A local partnership that seeks a waiver should contact its State 
School-to-Work Contact to determine what documentation is required and 
to whom it should be sent.
    In May, 1995, the National School-to-Work Opportunities Office 
issued a document entitled ``School-to-Work Opportunities Waiver and 
Plan Approval Process Questions and Answers.'' This document was sent 
to every Governor and State School-to-Work Contact. The document 
contains answers to many of the questions that localities may have when 
preparing their waiver requests. Local Partnerships interested in 
applying for waivers should contact the National School-to-Work 
Opportunities Office or their State School-to-Work Contact for a copy 
of the waivers document.

Section G. Bidders' Conferences

    Bidders' Conferences for interested School-to-Work Urban/Rural 
Opportunities representatives are scheduled from 1:00 p.m. to 4:00 
p.m., on the following dates and locations:

* November 17, 1995
    Mary Burch Theater
    Essex County College
    303 University Avenue
    Newark, NJ 07102
    1:00-4:00 p.m., Registration: 12:00-1:00 p.m. (Eastern time).
* November 20, 1995
    Arlington Convention Center
    1200 Ballpark Way
    Arlington, TX 76011
    1:00-4:00 p.m., Registration 12:00-1:00 p.m. (Central time)

    Participants at each of the Conferences will receive a detailed 
description of the School-to-Work Opportunities Act, the selection 
criteria and high poverty area definition and how they will be applied, 
and will have the opportunity to ask questions of Federal School-to-
Work officials.
    All partnerships should pre-register by faxing the names and 
addresses of up to three members of the local partnership planning to 
attend, the name of the local partnership, and a phone number to: Kevin 
Shelton, Training and Technical Assistance Corporation, 2409 18th 
Street, NW, Washington, DC; FAX #: (202) 408-8308.
    Questions regarding the solicitation may be submitted in advance. 
If you are unable to attend one of the Bidders' Conferences but would 
like the conference materials and a conference transcript, submit your 
request via fax to the fax number listed above. All information must be 
submitted no later than November 15, 1995. You will be sent a 
confirmation along with hotel accommodation information once your 
registration has been received; walk-in registration will also be 

Urban/Rural Opportunities Grant Competition

Previous Comments and Changes
    On September 8, 1995, the Departments of Labor and Education 
published a notice establishing final selection criteria, a 10 percent 
cap on administrative costs, and a definition of the term 
``administrative costs'' for the Local Partnership Grant competition 
and competitions in succeeding years in the Federal Register (60 FR 
46984-47009). That notice further contained an analysis of the comments 
received in response to its prior publication (May 25, 1995, 60 FR 
27812-27814) and of the changes made in response to those comments. 
Since, pursuant to section 302(b)(3) and section 307 of the Act, the 
only distinctions between the Local Partnership Grant and the Urban/
Rural Opportunities Grant are statutory, the Secretaries have chosen to 
use the same selection criteria that have been subject to notice and 
comment and to forego publication of proposed selection criteria and 
proposed definition for this Urban/Rural Opportunities Grant 
competition. Distinctions established by these sections of the Act can 
be found under the Eligible Applicants and Selection Criteria headings 
of this notice.

School-to-Work Local Partnership Grants

Administrative Cost Cap
    The Departments are applying the 10 percent cap on administrative 
costs contained in section 215(b)(6) of the Act to local partnerships 
receiving grants directly under this competition. Section 215(b)(6) of 
the Act applies the 10 percent administrative cap to subgrants received 
by local partnerships from a State. The Departments have concluded that 
applying the 10 percent cap to local partnerships under this 
competition is consistent with the Act's intent and its broader 
limitations on administrative costs. Further, this limitation is 
consistent with section 305 of Title III, which requires conformity 
between School-to-Work Opportunities plans of local partnerships and 
State School-to-Work Opportunities plans.
    All definitions in the Act apply to local School-to-Work 
Opportunities systems funded under this and future Urban/Rural 
Opportunities Grant competitions. Since the Act does not contain a 
definition of the term ``administrative costs'' as used in section 217 
of the Act, the Departments will apply the following definition to 

[[Page 57280]]
this and future competitions for Urban/Rural Opportunities Grants.
    The term ``administrative costs'' means the activities of a local 
partnership that are necessary for the proper and efficient performance 
of its duties under the Urban/Rural Opportunities Grant pursuant to the 
School-to-Work Opportunities Act and that are not directly related to 
the provision of services to participants or otherwise allocable to the 
program's allowable activities listed in section 215(b)(4) and section 
215(c) of the Act. Administrative costs may be either personnel or non-
personnel costs, and may be either direct or indirect. Costs of 
administration include those costs that are related to this grant in 
such categories as--
    A. Costs of salaries, wages, and related costs of the grantee's 
staff engaged in--
    * Overall system management, system coordination, and
general administrative functions;
    * Preparing program plans, budgets, and schedules, as well
as applicable amendments;
    * Monitoring of local initiatives, pilot projects,
subrecipients, and related systems and processes;
    * Procurement activities, including the award of specific
subgrants, contracts, and purchase orders;
    * Developing systems and procedures, including management
information systems, for ensuring compliance with the requirements 
under the Act;
    * Preparing reports and other documents related to the Act;
    * Coordinating the resolution of audit findings;
    B. Costs for goods and services required for administration of the 
School-to-Work Opportunities system;
    C. Costs of system-wide management functions; and
    D. Travel costs incurred for official business in carrying out 
grants management or administrative activities.

Selection Criteria

    Under the School-to-Work Urban/Rural Opportunities Grant 
competition, the Departments will use the following selection criteria 
in evaluating applications and will utilize a peer review process in 
which review teams, including peers, will evaluate applications using 
the selection criteria and the associated point values. The Departments 
will base final funding decisions on the ranking of applications as a 
result of the peer review, and such other factors as replicability, 
sustainability, innovation, geographic balance, and diversity of system 
    Further, as established in section 302(b)(3) of the Act, the 
Secretaries, in awarding grants under this notice, shall give priority 
to 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. In addition, the Secretaries may consider, as part 
of the basis for funding decisions under this competition, any other 
priorities giving special consideration to applications proposing to 
implement School-to-Work initiatives in areas designated as Empowerment 
Zones or Enterprise Communities (EZ/EC) under section 1391 of the 
Internal Revenue Code, as amended, that the Departments may publish in 
the Federal Register.

Selection Criterion 1: Comprehensive Local School-to-Work Opportunities 
System (40 Points)

    Considerations: In applying this criterion, reviewers will 
    A. 20 Points. The extent to which the partnership has designed a 
comprehensive local School-to-Work Opportunities plan that--
    * Includes effective strategies for integrating school-based
and work-based learning, integrating academic and vocational education, 
and establishing linkages between secondary and postsecondary 
    * Is likely to produce systemic change that will have
substantial impact on the preparation of all students for a first job 
in a high-skill, high-wage career and in increasing their opportunities 
for further learning;
    * Ensures all students will have a full range of options,
including options for higher education, additional training and 
employment in high-skill, high-wage jobs;
    * Ensures coordination and integration with existing school-
to-work programs, and with related programs financed from State and 
private sources, with funds available from Federal education and 
training programs (such as the Job Training Partnership Act and the 
Carl D. Perkins Vocational and Applied Technology Education Act); and 
where applicable, communities designated as Empowerment Zones or 
Enterprise Communities (EZ/EC);
    * Serves a geographical area that reflects the needs of the
local labor market (i.e., considers the needs of the local labor market 
that encompasses the high poverty area), and is able to adjust to 
regional structures that the State School-to-Work Opportunities plan 
may identify;
    * Targets occupational clusters that represent growing
industries in the partnership's geographic area; and, where applicable, 
demonstrates that the clusters are included among the occupational 
clusters being targeted by the State School-to-Work Opportunities 
system; and
    * Consistent with section 301(2) of the Act, includes an
effective strategy for assessing and addressing the academic and human 
service needs of students and dropouts within the high poverty area, 
making improvements or adjustments as necessary, with particular 
emphasis on the coordination of various human services provided within 
the community.
    B. 20 Points. The extent to which the partnership's plan 
demonstrates its capability to achieve the statutory requirements and 
to effectively put in place the system components in Title I of the 
School-to-Work Opportunities Act, including--
    * A work-based learning component that includes the
statutory ``mandatory activities'' and that contributes to the 
transformation of workplaces into active learning components of the 
education system through an array of learning experiences such as 
mentoring, job-shadowing, unpaid work experiences, school-sponsored 
enterprises, and paid work experiences;
    * A school-based learning component that provides students
with high-level academic and technical skills consistent with academic 
standards that the State establishes for all students, including, where 
applicable, standards established under the Goals 2000: Educate America 
    * A connecting activities component to provide a functional
link between students' school and work activities, and between 
workplace partners, educators, community organizations, and other 
appropriate entities;
    * Effective processes for assessing skills and knowledge
required in career majors, and issuing portable skill certificates that 
are benchmarked to high-quality standards such as those States will 
establish under the Goals 2000: Educate America Act, and for 
periodically assessing and collecting information on student outcomes, 
as well as a realistic strategy and timetable for implementing the 
process in concert with the State;
    * A flexible School-to-Work Opportunities system that allows
students participating in the local system to develop new career goals 
over time, and to change career majors; and 

[[Page 57281]]

    * Effective strategies for: providing staff development for
teachers, worksite mentors and other key personnel; developing model 
curricula and innovative instructional methodologies; expanding career 
and academic counseling in elementary and secondary schools; and 
utilizing innovative technology-based instructional techniques.

Selection Criterion 2: Quality and Effectiveness of the Local 
Partnership (20 Points)

    Considerations: In applying this criterion, reviewers will refer to 
section 4(11) of the Act and consider--
    * Whether the partnership's plan demonstrates an effective
and convincing strategy for continuing the commitment of required 
partners and other interested parties in the local School-to-Work 
Opportunities system. As defined by the Act, partners 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, and may include other relevant stakeholders such as those 
listed in section 4(11)(B) of the Act, including employer 
organizations; community-based organizations; national trade 
associations working at the local levels; industrial extension centers; 
rehabilitation agencies and organizations; registered apprenticeship 
agencies; local vocational education entities; proprietary institutions 
of higher education; local government agencies; parent organizations; 
teacher organizations; vocational student organizations; private 
industry councils under JTPA; Federally recognized Indian tribes, 
Indian organizations, and Alaska Native villages; and Native Hawaiian 
    * Whether the partnership's plan demonstrates an effective
and convincing strategy for continuing the commitment of workplace 
partners and other interested parties in the local School-to-Work 
Opportunities system;
    * The effectiveness of the partnership's plan to include
private sector representatives as joint partners with educators in both 
the design and the implementation of the local School-to-Work 
Opportunities system;
    * The extent to which the local partnership has developed
strategies to provide a range of opportunities for workplace partners 
to participate in the design and implementation of the local School-to-
Work Opportunities system, including membership on councils and 
partnerships; assistance in setting standards, designing curricula, and 
determining outcomes; providing worksite experiences for teachers; 
helping to recruit other employers; and providing worksite learning 
activities for students such as mentoring, job shadowing, unpaid work 
experiences, and paid work experiences;
    * The extent to which the roles and responsibilities of the
key parties and any other relevant stakeholders, are clearly defined 
and are likely to produce the desired changes in the way students are 
prepared for the future;
    * The extent to which the partnership demonstrates the
capacity to build a quality local School-to-Work Opportunities system; 
    * Whether the partnership has included methods for
sustaining and expanding the partnership, as the program expands in 
scope and size.

    Note: As indicated in the Background section of this notice, in 
accordance with section 301(2) of the Act, the Departments recognize 
the significance of a local partnership's capability to provide for 
a broad range of services that sufficiently address the various 
needs of high poverty area youth. Applicants are, therefore, 
reminded that local partnerships should include members that are 
appropriate to the effective implementation of the local initiative, 
particularly community-based organizations and others experienced in 
dealing with the distinctive needs of youth residing or attending 
schools in high poverty areas.

Selection Criterion 3: Participation of All Students (15 Points)

    Considerations: In applying this criterion, reviewers will refer to 
the definition of the term ``all students'' in section 4(2) of the Act, 
and consider--
    * The extent to which the partnership will implement
effective strategies and systems to provide all students with equal 
access to the full range of program components specified in sections 
102 through 104 of the Act and related activities such as recruitment, 
enrollment, and placement activities, and to ensure that all students 
have meaningful opportunities to participate in School-to-Work 
Opportunities programs;
    * Whether the partnership has identified potential barriers
to the participation of any students, and the degree to which it 
proposes effective ways of overcoming these barriers;
    * The degree to which the partnership has developed
realistic goals and methods for assisting young women to participate in 
School-to-Work Opportunities programs leading to employment in high-
performance, high-paying jobs, including non-traditional jobs;
    * The partnership's methods for ensuring safe and healthy
work environments for students, including strategies for encouraging 
schools to provide students with general awareness training in 
occupational safety and health as part of the school-based learning 
component, and for encouraging workplace partners to provide risk-
specific training as part of the work-based learning component, as well 
the extent to which the partnership has developed realistic goals to 
ensure environments free from racial and sexual harassment; and
    * The extent to which the partnership's plan provides for
the participation of a significant number or percentage of students in 
School-to-Work Opportunities activities listed under Title I of the 

Selection Criterion 4: Collaboration With State (15 Points)

    Considerations: In applying this criterion, reviewers will 
    * The extent to which the local partnership has effectively
consulted with its State School-to-Work Opportunities Partnership, and 
has established realistic methods for ensuring consistency of its local 
strategies with the statewide School-to-Work Opportunities system being 
developed by that State Partnership;
    * Whether the local partnership has developed a sound
strategy for integrating its plan, as necessary, with the State plan 
for a statewide School-to-Work Opportunities system;
    * The extent to which the local partnership has developed
effective processes through which it is able to assist and collaborate 
with the State in establishing the statewide School-to-Work 
Opportunities system, and is able to provide feedback to the state on 
their system-building process; and
    * Whether the plan includes a feasible workplan which
describes the steps that will be taken in order to make the local 
system part of the State School-to-Work Opportunities System, including 
a timeline that includes major planned objectives during the grant 

Selection Criterion 5: Management Plan (10 Points)

    Considerations: In applying this criterion, reviewers will 
    * The feasibility and effectiveness of the partnership's
strategy for using other resources, including private sector resources, 
to maintain the system when Federal resources under the School-to-

[[Page 57282]]
Work Opportunities Act are no longer available;
    * The extent to which the partnership's management plan
anticipates barriers to implementation and proposes effective methods 
for addressing barriers as they arise;
    * Whether the plan includes feasible, measurable goals for
the School-to-Work Opportunities system, based on performance outcomes 
established under section 402 of the Act, and an effective method for 
collecting information relevant to the local partnership's progress in 
meeting its goals;
    * Whether the plan includes a regularly scheduled process
for improving or redesigning the School-to-Work Opportunities system 
based on performance outcomes established under section 402 of the Act;
    * The extent to which the resources requested will be used
to develop information, products, and ideas that will assist other 
States and local partnerships as they design and implement local 
systems; and
    * The extent to which the partnership will limit equipment
and other purchases in order to maximize the amounts spent on delivery 
of services to students.

    Note: Experience with the 1994 Urban/Rural Opportunities Grant 
competition provided the Departments with a greater awareness with 
regard to a local partnership's responsibilty for understanding and 
coordinating an array of programs and services available to high 
poverty area youth. In considering this criterion, applicants should 
address the partnership's capacity to manage the implementation of 
the local School-to-Work Opportunities initiative.

    Program Authority: Pub. L.103-329.

    Dated: November 8, 1995.
Tim Barnicle,
Assistant Secretary for Employment and Training, Department of Labor.
Patricia McNeil,
Acting Assistant Secretary for Vocational and Adult Education, 
Department of Education.

[[Page 57283]]

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[[Page 57291]]

Estimated Public Reporting Burden

    Under terms of the Paperwork Reduction Act of 1980, as amended, and 
the regulations implementing that Act, the Department of Education 
invites comment on the public reporting burden in this collection of 
information. Public reporting burden for this collection of information 
is estimated to average 90 hours per response, including the time for 
reviewing instructions, searching existing data sources, gathering and 
maintaining the data needed, and completing and reviewing the 
collection of information. You may send comments regarding this burden 
estimate or any other aspect of this collection of information, 
including suggestions for reducing this burden, to the U.S. Department 
of Education, Information Management and Compliance Division, 
Washington, DC 20202-4651; and to the Office of Management and Budget, 
Paperwork Reduction Project 1830-0530, Washington, DC 20503.
    (Information collection approved under OMB control number 1830-
0530, Expiration date: 6/30/98.)

[[Page 57292]]

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[[Page 57296]]

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[[Page 57297]]

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[[Page 57298]]

Notice to All Applicants

    Thank you for your interest in this program. The purpose of this 
enclosure is to inform you about a new provision in the Department of 
Education's General Education Provisions Act (GEPA) that applies to 
applicants for new grant awards under Department programs. This 
provision is Section 427 of GEPA, enacted as part of the Improving 
America's Schools Act of 1994 (Pub. L. 103-382).

To Whom Does This Provision Apply?

    Section 427 of GEPA affects applicants for new discretionary grant 

What Does This Provision Require?

    Section 427 requires each applicant for funds (other than an 
individual person) to include in its application a description of the 
steps the applicant proposes to take to ensure equitable access to, and 
participation in, its Federally-assisted program for students, 
teachers, and other program beneficiaries with special needs.
    This section allows applicants discretion in developing the 
required description. The statute highlights six types of barriers that 
can impede equitable access or participation that you may address: 
gender, race, national origin, color, disability, or age. Based on 
local circumstances, you can determine whether these or other barriers 
may prevent your students, teachers, etc. from such access or 
participation. Your description need not be lengthy; you may provide a 
clear and succinct description of how you plan to address those 
barriers that are applicable to your circumstances. In addition, the 
information may be provided in a single narrative, or, if appropriate, 
may be discussed in connection with related topics in the application.
    Section 427 is not intended to duplicate the requirements of civil 
rights statutes, but rather to ensure that, in designing their 
projects, applicants for Federal funds address equity concerns that may 
affect the ability of certain potential beneficiaries to fully 
participate in the project and to achieve to high standards. Consistent 
with program requirements and its approved application, an applicant 
may use the Federal funds awarded to it to eliminate barriers it 

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

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

Estimated Burden Statement

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

Census Bureau Telephone Contacts National, State, & Local Data Centers

Business/Industry Data Centers--DUSD.......................301-457-1305
          Clearinghouse for Census Data Services--Larry Carbaugh (DUSD)
             National Census Information Centers--Barbara Harris (DUSD)
State Data Center Program--Tim Jones.......................301-457-1305
State data centers (SDC's) and business/industry data centers (BIDC's)
(Data centers are usually State government agencies, universities and 
libraries that head up a network of affiliate centers. Below are listed 
the SDC and BIDC lead agency contacts. All States except Alaska have 
SDC's. Asterisks (*) identify States that also have BIDC's. In some 
States, one agency serves as the lead for both the SDC and the BIDC; 
the BIDC is listed separately where there is a separate agency serving 
as the lead.)

Alabama--Annette Walters, University of Alabama............205-348-6191
*Arizona--Betty Jefferies, Department of Security..........602-542-5984
Arkansas--Sarah Breshears, University of Arkansas at Little Rock 
California--Linda Gage, Department of Finance..............916-322-4651
Colorado--Rebecca Picaso, Department of Local Affairs......303-866-2156
Connecticut--Bill Kraynak, Office of Policy & Management...203-566-8285
*Delaware--Staff Development Office........................302-739-4271
            District of Columbia--Gan Ahuja, Mayor's Office of Planning
*Florida--Valerie Jugger, State Data Center................904-487-2814
BIDC--Nick Leslie, Department of Commerce..................904-487-2971
Georgia--Marty Sik, Office of Planning & Budget............404-656-0911
Guam--Art De Oro, Department of Commerce...................671-646-5841
Hawaii--Jan Nakamoto, Department of Business, Economic 
Development & Tourism......................................808-586-2493
Idaho--Alan Porter, Department of Commerce.................208-334-2470
Illinois--Suzanne Ebetsch, Bureau of the Budget............217-782-1381
*Indiana--Laurence Hathaway, State Library.................317-232-3733
BIDC--Carol Rogers, Business Research Center...............317-274-2205
Iowa--Beth Henning, State Library..........................515-281-4350
Kansas--Marc Galbraith, State Library......................913-296-3296
            *Kentucky--Ron Crouch, Center for Urban & Economic Research
Louisiana--Karen Paterson, Office of Planning & Budget.....504-342-7410
Maine--Jean Martin, Department of Labor....................207-287-2271
Maryland--Robert Dadd/Jane Traynham, Department of State Planning
             *Massachusetts--Valerie Conti, University of Massachusetts
              Michigan--Eric Swanson, Department of Management & Budget
*Minnesota--David Birkholz, State Demographer's Office.....612-297-2557
BIDC--David Rademacher, State Demographer's Office.........612-297-3255
*Mississippi--Rachael McNeely University of Mississippi....601-232-7288
           BIDC--Bill Rigby, Division of Research & Information Systems

[[Page 57299]]

*Missouri--Kate Graf, State Library........................314-751-1823
BIDC--Terry Maynard, Small Business Development Centers....314-882-0344
*Montana--Patricia Roberts, Department of Commerce.........406-444-2896
Nebraska--Jerome Deichert, University of Nebraska-Omaha....402-595-2311
Nevada--Laura Witschi, State Library.......................702-687-8327
New Hampshire--Thomas J. Duffy, Office of State Planning...603-271-2155
*New Jersey--Connie O. Hughes, Department of Labor.........609-984-2593
*New Mexico--Kevin Kargacin, University of New Mexico......505-277-6626
BIDC--Bobby Leitch, University of Mexico...................505-277-2216
*New York--Staff, Department of Economic Development.......518-474-1141
*North Carolina--Staff, State Library......................919-733-3270
            North Dakota--Richard Rathge, North Dakota State University
Northern Mariana Islands--Juan Borja, Department of Commerce &
*Ohio--Barry Bennett, Department of Development............614-466-2115
*Oklahoma--Jeff Wallace, Department of Commerce............405-841-5184
Oregon--George Hough, Portland State University............503-725-5159
*Pennsylvania--Diane Shoop, Pennsylvania State University at 
Puerto Rico--Irmgard Gonzalez Segarra, Planning Board......809-728-4430
Rhode Island--Paul Egan, Department of Administration......401-277-6493
South Carolina--Mike MacFarlane, Budget & Control Board....803-734-3780
South Dakota--DeVee Dykstra, University of South Dakota....605-677-5287
Tennessee--Charles Brown, State Planning Office............615-741-1676
Texas--Steve Murdock, Texas A&M University.................409-845-5115
*Utah--Brenda Weaver, Office of Planning & Budget..........801-538-1036
Vermont--Sybil McShane, Department of Libraries............802-828-3261
          Virgin Islands--Frank Mills, University of the Virgin Islands
*Virginia--Dan Jones, Virginia Employment Commission.......804-786-8308
            *Washington--David Lamphere, Office of Financial Management
*West Virginia--Mary C. Harless, Office of Community & Industrial
BIDC--Randy Childs, Center for Economic Research...........304-293-7832
*Wisconsin--Robert Naylor, Department of Administration....608-266-1927
BIDC--Michael Knight, University of Wisconsin-Madison......608-265-3044
Wyoming--Wenlin Liu, Department of Administration & Fiscal
National census information centers
(National Census Information Centers, in partnership with the Census 
Bureau, coordinate information networks that disseminate census data on 
the Black, Hispanic, Asian and Pacific islander, and American Indian/
Alaska Native populations)

          Asian American Health Forum, Inc. San Francisco--Clarissa Tom
          Indian Net Information Center Arkadelphia, AR--George Baldwin
National Council of La Raza Washington, DC--Sonia Perez....202-289-1380
National Urban League, Washington, DC--Billy Tidwell.......202-898-1604
Southwest Voter Research Institute, San Antonio, Texas--Robert 

State Grant Contacts

District of Columbia

Deborah Evans
Center for Workforce Development
441 N. 4th Street, NW., Suite 5105
Washington, DC 20001
T: 202-727-2578
F: 202-727-3486

Puerto Rico

Augustin Marquez
Metro Center Building, 1st Floor
5 Mayaguez Street
Hato Rey, PR 00917
T: 809-765-3644
F: 809-754-3478

State of Alabama

Stephen Franks
50 N. Ripley St.
Montgomery, AL 36130
T: 205-242-9111
F: 205-242-0234

State of Alaska

Nancy Buell
801 W. 10th St, Ste 200
Department of Education
Juneau, AK 99810-1894
T: 907-465-8689
F: 907-465-3396

State of Arizona

William Morrison
STW State Director
1700 W. Washington, Rm 320
Governor's Office of Com. & Family Prog.
Phoenix, AZ 85007
T: 602-542-3478
F: 602-542-3520

State of Arkansas

Mary Swoope
Vocational & Technical Education Division
Three Capitol Mall
Little Rock, AR 72201-1083
T: 501-682-1666
F: 501-682-1509

State of California

Robert Hotchkiss
Program and Policy Development Branch
800 Capitol Mall, MC 88
Sacramento, CA 95814
T: 916-654-8656
F: 916-654-5981

State of Colorado

Alaine Ginocchio
Office of the Governor
136 State Capitol
Denver, CO 80203
T: 303-866-2155
F: 303-866-2003

State of Connecticut

Susan Vinkowski
Bureau of Applied Curriculum, Technology & Careers
25 Industrial Park Road
Middletown, CT 06457
T: 203-638-4021
F: 203-638-4062

State of Delaware

Nikki Castle
Executive Director
Carvel State Office Building
820 N. French St, 3rd Fl.
Wilmington, DE 19801
T: 302-577-3762
F: 302-577-3922

State of Florida

Michael Brawer
Director, School-to-Work Programs
Florida Department of Education
325 W. Gaines St., Ste. 1232
Tallahassee, FL 32399
T: 904-488-7394
F: 904-487-0426

State of Georgia

Gail Trapnell
148 International Blvd., NE, STE 638
Atlanta, GA 30303
T: 404-657-6740
F: 404-656-2683

State of Hawaii

Anthony Calabrese
2530 10th Ave, Rm A22
Department of Education
Honolulu, HI 96816
T: 808-733-9120
F: 808-733-9138

State of Idaho

Trudy Anderson
PO Box 83720
State Division of Vocational Education
Boise, ID 83720-0095

[[Page 57300]]

T: 208-334-3216
F: 208-334-2365

State of Illinois

Fran Beaumann
Dept. of Adult, Vocational & Technical Education
100 N. First Street, E-426
Springfield, IL 62777-0001
T: 217-782-4620
F: 217-782-9224

State of Indiana

Peggy O'Malley
Deputy Commissioner, Education & Training
Indiana Department of Workforce Development
10 N. Senate Ave, SE., Rm 302
Indianapolis, IN 46204
T: 317-232-1832
F: 317-233-1670

State of Iowa

Dennis Guffey
150 Des Moines St.
Department of Economic Development
Des Moines, IA 50309
T: 515-281-9036
F: 515-281-9033

State of Kansas

Lee Droegemueller
Kansas State Board of Education
120 SE 10th Avenue
Topeka, KS 66612-1182
T: 913-296-3202
F: 913-296-7933

State of Kentucky

Beth Brinly
Executive Director
Berry Hill Annex
700 Louisville Road
Frankfort, KY 40601
T: 502-564-5901
F: 502-564-5904

State of Louisiana

Chris Weaver
Department of Education
626 N. Fourth, 3rd Floor
Baton Rouge, LA 70804
T: 504-342-3524
F: 504-342-2059

State of Maine

Chris Lyons
Director, Division of Applied Technology
Department of Education
23 State House Station
Augusta, ME 04333-0023
T: 207-287-5854
F: 207-287-5894

State of Maryland

Katherine Oliver
20 W. Baltimore St.
Department of Education
Baltimore, MD 21201-2595
T: 410-767-0158
F: 410-333-2099

State of Massachusetts

John Niles
Executive Director
MA Office for School-to-Work Transition
101 Summer St., 4th Floor
Boston, MA 02110
T: 617-451-5130
F: 617-451-1291

State of Michigan

Willard Walker
Director, Office of School-to-Work
201 N. Washington Sq.
Victor Office Center, 1st Fl.
Lansing, MI 48906
T: 517-373-6432
F: 517-373-8179

State of Minnesota

John Mercer
Department of Education
550 Cedar St.
St. Paul, MN 55101
T: 612-297-3115
F: 612-297-7201

State of Mississippi

Worth Haynes
Department of Education
500 High St.
Jackson, MS 39205
T: 601-359-5743
F: 601-359-2326

State of Missouri

Don Eisinger
Missouri Dept. of Elementary & Secondary Education
400 Dix Rd.
Jefferson City, MO 65101
T: 314-751-7563
F: 314-526-3897

State of Montana

Jane Karas
Office of the Commissioner of Higher Education
2500 Broadway
Helena, MT 59260-3101
T: 406-444-0316
F: 406-444-1469

State of Nebraska

Darl Naumann
STW Interim Director
301 Centennial Mall S.
PO. Box 94666
Lincoln, NE 68509-4666
T: 402-471-3741
F: 402-471-3778

State of Nevada

Barbara Weinberg
Dept. of Employment, Training & Rehabilitation
400 W. King St., Suite 108
Bismark, NV 89710
T: 702-687-4310
F: 702-687-8917

State of New Hampshire

Paul Leather
Director, Vocational Rehabilitation & Adult Learning
101 Pleasant Street
NH Department of Education
Concord, NH 03301
T: 603-271-6354
F: 603-271-7095

State of New Jersey

Thomas Henry
Director, Office of School-to-Work Initiatives
240 W. State St.
CN500, 11th Fl.
Trenton, NJ 08625-0500
T: 609-633-0665
F: 609-633-0658

State of New Mexico

James Jimenez
Department of Finance
Battaan Memorial Building
Santa Fe, NM 87503
T: 505-827-4986
F: 505-827-4984

State of New York

Johanna Duncan-Poitier
Asst. Commissioner, Workforce, Prep. & Cont. Education
NY State Education Department
89 Washington Ave, Rm 319EB
Albany, NY 12234
T: 581-474-8892
F: 518-474-0319

State of North Carolina

Sandra Babb
116 W. Jones St.
Commission on Workforce Preparedness
Raleigh, NC 27603-8001
T: 919-715-3300
F: 919-715-3974

State of North Dakota

Dean Monteith
State Board of Vocational & Technical Education
State Capitol, 15th Fl.
Carson City, ND 58505
T: 701-224-3180
F: 701-328-1255

State of Ohio

Mary McCullough
Director, Ohio STW Office
145 S. Front St, Rm 646
Columbus,OH 43215
T: 614-728-4630
F: 614-466-5025

[[Page 57301]]

State of Oklahoma

Richard Makin
State Coordinator
Department of Vocational & Technical Education
1500 W. Seventh Ave.
Stillwater, OK 74074-4364
T: 405-743-5434
F: 405-743-5541

State of Oregon

Bill Braly
Coordinator, School-to-Work
Public Service Bldg.
255 Capitol St, NE
Salem, OR 97310
T: 503-378-3584, ext. 327
F: 503-378-5156

State of Pennsylvania

Michael Snyder
School-to-Work Opportunities Liaison
333 Market St.
Department of Education/10th Floor
Harrisburg, PA 17126-0333
T: 717-787-4860
F: 717-783-6802

State of Rhode Island

Miriam Coleman
Department of Employment & Training
101 Friendship St.
Providence, RI 02903-3740
T: 401-277-3930
F: 401-861-8030

State of South Carolina

Bob Falls
Employment Security Commission
1550 Gadsen St.
Columbia, SC 29202
T: 803-737-0459
F: 803-737-2642

State of South Dakota

Mary Ellen Johnson
Department of Labor
700 Governors Dr.
Pierre, SC 57501
T: 605-773-5017
F: 605-773-4211

State of Tennessee

Russell Smith
Division of Vocational-Technical Education
710 James Robertson Parkway
Nashville, TN 37243
T: 615-532-4725
F: 615-532-8226

State of Texas

Ann Dorsey
Council on Workforce/Economic Competitiveness
3000 South IH 35, Suite 200
Austin, TX 78768
T: 512-912-7150
F: 512-912-7172

State of Utah

Scott Hess
STW Coordinator
250 East 500 South
Utah State Office of Education
Salt Lake City, UT 84111
T: 801-538-7852
F: 801-538-7868

State of Vermont

Jeanie Crosby
Office of the Governor
109 State St.
Montpelier, VT 05609
T: 802-828-3333
F: 802-828-3339

State of Virginia

Randolph Beales
Virginia Department of Education
200-202 North 9th St.
Richmond, VA 23219
T: 804-692-0244
F: 804-692-0430

State of Washington

Steve Hodes.
Executive Policy Assistant
State Office of Financial Management
302 14th St, Rm 100
Olympia, WA 98504
T: 360-586-6771
F: 360-586-8380

State of West Virginia

David Mohr
Senior Program Analyst
State Capitol Building 1
1900 Kanawha Blvd, E./Rotunda R-151
Charleston, WV 25305
T: 304-558-2440
F: 304-558-1311

State of Wisconsin

Vicki Poole
Director, Office for Workforce Excellence
Dept of Ind. Labor & Human Relations
201 E. Washington Ave, Rm 231
Madison, WI 53702
T: 608-266-0223
F: 608-261-6698

State of Wyoming

Marcia Price
School-to-Work Manager
1710 Pacific Avenue
Cheyenne, WY 82007
T: 307-632-5527
F: 307-632-5548

[FR Doc. 95-28108 Filed 11-13-95; 8:45 am]