[Federal Register: February 12, 1999 (Volume 64, Number 29)]
[Notices]               
[Page 7429-7456]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr12fe99-140]

      

[[Page 7429]]

_______________________________________________________________________

Part IX





Department of Education





_______________________________________________________________________



Even Start Family Literacy Program for Federally Recognized Indian 
Tribes and Tribal Organizations; Inviting Applications for New Awards 
Using Fiscal Year (FY) 1999 Funds; Notice


[[Page 7430]]



DEPARTMENT OF EDUCATION

[CFDA No.: 84.258]

 
Even Start Family Literacy Program for Federally Recognized 
Indian Tribes and Tribal Organizations; Inviting Applications for New 
Awards Using Fiscal Year (FY) 1999 Funds

AGENCY: Department of Education.
    Note to Applicants: This notice is a complete application package. 
Together with the statute authorizing the program and the Education 
Department General Administrative Regulations (EDGAR), the notice 
contains all of the information, application forms, and instructions 
needed to apply for a grant under this competition.
    Purpose of Program: The Even Start Family Literacy Program for 
Indian tribes and tribal organizations is designed to help break the 
cycle of poverty and illiteracy by improving the educational 
opportunities of low-income families by integrating early childhood 
education, adult literacy or adult basic education, and parenting 
education into a unified family literacy program for federally 
recognized Indian tribes and tribal organizations.
    Eligible Applicants: Federally recognized Indian tribes and tribal 
organizations.
    Deadline for Transmittal of Applications: March 30, 1999.
    Available Funds: The Department estimates that there will be 
sufficient FY 1999 funds for three new projects after funding 
continuation awards in FY 1999.
    Estimated Range of Awards: $100,000--$250,000.
    Estimated Average Size of Awards: $175,000.
    Estimated Number of Awards: 3.

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

    Project Period: Up to 48 months.
    Applicable Regulations: The Education Department General 
Administrative Regulations (EDGAR) as follows:
    (1) 34 CFR Part 75 (Direct Grant Programs).
    (2) 34 CFR Part 77 (Definitions that Apply to Department 
Regulations).
    (3) 34 CFR Part 80 (Uniform Administrative Requirements for Grants 
and Cooperative Agreements to State and Local Governments).
    (4) 34 CFR Part 81 (General Education Provisions Act--Enforcement).
    (5) 34 CFR Part 82 (New Restrictions on Lobbying).
    (6) 34 CFR Part 85 (Governmentwide Debarment and Suspension 
(Nonprocurement) and Governmentwide Requirements for Drug-Free 
Workplace (Grants)).
    Description of Program: Under the authority of section 
1202(a)(1)(C) of the Elementary and Secondary Education Act (ESEA), the 
Assistant Secretary of Elementary and Secondary Education (Assistant 
Secretary) awards grants to eligible applicants for projects that--
    (1) Improve the educational opportunities of low-income families by 
integrating early childhood education, adult literacy or adult basic 
education, and parenting education into a unified family literacy 
program for federally recognized Indian tribe and tribal organization 
projects;
    (2) Are implemented through cooperative activities that build on 
existing community resources to create a new range of services for 
federally recognized Indian tribe and tribal organization projects;
    (3) Promote achievement of the National Education Goals one, three, 
five, and eight that address school readiness, student achievement, and 
parent involvement in the education of their children; and
    (4) Assist children and adults to achieve to challenging State 
content standards and challenging State student performance standards.
    Eligible participants. Eligible participants are children and their 
parents who also meet the following conditions specified in section 
1206(a) of the ESEA:
    (1) The parent or parents must be eligible for participation in 
adult education and literacy activities under the Adult Education and 
Family Literacy Act; or
    (2) For a parent or parents within the State's compulsory school 
attendance age range, a local educational agency must provide (or 
ensure the availability of) the basic education component; and
    (3) The child or children must be younger than eight years of age.

    (Note: Family members of eligible participants described in 
paragraphs one through three, above, also may participate in Even 
Start Family Literacy Program activities when appropriate to serve 
Even Start purposes. In addition, section 1206(b) of the ESEA 
generally permits families to remain eligible for Even Start Family 
Literacy services until all family members become ineligible for 
participation. For example, in the case of a family in which the 
parent or parents have become ineligible due to educational 
advancement, eligibility would continue until all children in the 
family reach age eight. If all children in a family have reached the 
age of eight, the family continues to be eligible for two more 
years, or until the parents no longer are eligible for adult 
education and literacy activities under the Adult Education and 
Family Literacy Act, whichever occurs earlier.)

    Budget period. Under 34 CFR 75.112 and 75.117, an eligible 
applicant must propose a project period of up to four years and provide 
budgetary information for each year of that proposed project period in 
its initial application. The budgetary information provided should 
include, for each year, an amount for all key project components with 
an accompanying breakdown of any subcomponents. A written justification 
for all requested amounts should be provided.
    An applicant is also required under 34 CFR Sec. 75.112(b) to 
describe how and when, in each budget period of the project, it plans 
to meet each objective of the project.

    (Note: This information will be used by the Assistant Secretary, 
in conjunction with the grantee's annual performance report required 
under 34 CFR 75.118(a), to determine whether to make a continuation 
award for the subsequent budget year. Under 34 CFR 75.253 a grantee 
can receive a continuation award only if it demonstrates that it 
either has made substantial progress toward meeting the objectives 
of the approved project, or has received the Assistant Secretary's 
approval of changes in the project to enable it to meet the 
objectives in the succeeding budget periods.)

    Federal and local funding. An Even Start Family Literacy project's 
funding is comprised of both a Federal portion of funds (Federal share) 
and a portion contributed by the eligible applicant (local project 
share). The local share of the project may be provided in cash or in 
kind and may be obtained from any source, including other Federal 
programs. The Federal share of the project may not exceed--
    * 90 percent of the total cost of the project in the first 
year;
    * 80 percent in the second year;
    * 70 percent in the third year;
    * 60 percent in the fourth year; and
    * 50 percent in any subsequent year.
    The Federal share for any grantee receiving a grant for a second 
grant cycle may not exceed 50 percent. Any grantee that wishes to 
reapply for a second grant cycle at the end of its first project period 
(up to 48 months) must recompete for funding with new applicants.
    Indirect costs. Even Start Family Literacy Program funds generally 
may not be used for the indirect costs of a project. Recipients of an 
Even Start Indian tribe and tribal organization grant may request the 
Secretary to waive this requirement. To obtain a waiver, however, the 
recipient must demonstrate to the Secretary's satisfaction that the 
recipient otherwise would not be able to participate in the Even Start 
Family Literacy Program.

[[Page 7431]]

    National Evaluation: The Department is conducting a national 
evaluation of Even Start Family Literacy projects. Grantees are 
required to participate in the Department's national evaluation and to 
conduct a separate, annual independent local evaluation consistent with 
the grantee's responsibilities under 34 CFR 75.590 and section 1205(10) 
of the ESEA.
    The Secretary suggests that each applicant budget $10,000 for 
evaluation activities. These funds will be used for expenditures 
related to the project's independent local evaluation and for 
collection and aggregation of data required for the Department's 
national evaluation. The Secretary also recommends that projects budget 
for the cost of travel to Washington, DC, and two nights' lodging for 
the project director and the project evaluator, for their participation 
in annual evaluation meetings.

Selection Criteria

    The Secretary uses the following selection criteria to evaluate 
applications for grants under this competition.
    (1) The maximum composite score for all of these criteria is 100 
points.
    (2) The maximum score for each criterion is indicated in 
parentheses.
    (a) Meeting the purposes of the authorizing statute. (10 points). 
The Secretary considers how well the project will meet the purpose of 
the Even Start Family Literacy Program for federally recognized Indian 
tribes and tribal organizations, which under sections 1201 and 
1202(a)(1)(C) of the ESEA is to help break the cycle of poverty and 
illiteracy by awarding grants for projects that--
    * Improve the educational opportunities of low-income 
families by integrating early childhood education, adult literacy or 
adult basic education, and parenting education into a unified family 
literacy program for federally recognized Indian tribe and tribal 
organization projects;
    * Are implemented through cooperative projects that build on 
existing community resources to create a new range of services for 
Indian tribe and tribal organization projects;
    * Promote achievement of the National Education Goals; and
    * Assist children and adults from low-income families to 
achieve to challenging State content standards and challenging State 
student performance standards.
    (b) Need for project. (15 points). The Secretary considers the need 
for the proposed project. In determining the need for the proposed 
project, the Secretary considers the following factors:
    (i) The magnitude of the need for the services to be provided or 
the activities to be carried out by the proposed project.
    (ii) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses.

    (Note: The Secretary invites applicants to address such factors 
as the following: the number of families in the area who need Even 
Start services, the lack of availability of comprehensive family 
literacy services for that population, other resources that will be 
used to benefit project participants, and any other factors that the 
applicant considers relevant to the extent of need for the project.)

    (c) Significance. (10 points). The Secretary considers the 
significance of the proposed project. In determining the significance 
of the proposed project, the Secretary considers the following factors:
    (i) The extent to which the proposed project involves the 
development or demonstration of promising new strategies that build on, 
or are alternatives to, existing strategies.
    (ii) The potential replicability of the proposed project or 
strategies, including, as appropriate, the potential for implementation 
in a variety of settings.
    (iii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project.
    (d) Quality of the project design. (15 points). The Secretary 
considers the quality of the design of the proposed project. In 
determining the quality of the design of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which the design of the proposed project includes 
a thorough, high-quality review of the relevant literature, a high-
quality plan for project implementation, and the use of appropriate 
methodological tools to ensure successful achievement of project 
objectives.
    (ii) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs.
    (iii) The extent to which the proposed project will be coordinated 
with similar or related efforts, and with other appropriate community, 
State, and Federal resources.

    (Note: Concerning design of the project, an eligible applicant 
must propose a project that incorporates, at a minimum, the 
following program elements required by section 1205 of the ESEA:
    (A) Identification and recruitment of families most in need of 
services provided under the Even Start Family Literacy Program, as 
indicated by a low level of income, a low level of adult literacy or 
English language proficiency of the eligible parent or parents, and 
other need-related indicators.
    (B) Screening and preparation of parents, including teenage 
parents and children, to enable those parents to participate fully 
in the activities and services provided under the Even Start Family 
Literacy Program, including testing, referral to necessary 
counseling, other developmental and support services, and related 
services.
    (C) Design that accommodates the participants' work schedule and 
other responsibilities, including the provision of support services, 
when those services are unavailable from other sources, but are 
necessary for participation in the activities assisted under the 
Even Start Family Literacy Program, such as--
    * Scheduling and location of services to allow joint 
participation by parents and children;
    * Child care for the period that parents are involved in 
the project; and
    * Transportation to enable parents and their children to 
participate in the project.
    (D) High-quality, intensive instructional programs that promote 
adult literacy and empower parents to support the educational growth 
of their children, developmentally appropriate early childhood 
educational services, and preparation of children for success in 
regular school programs.
    (E) Special training of staff, including child care staff, to 
develop the skills necessary to work with parents and young children 
in the full range of instructional services offered through the Even 
Start Family Literacy Program.
    (F) Providing and monitoring of integrated instructional 
services to participating parents and children through home-based 
programs.
    (G) Operation on a year-round basis, including the provision of 
some program services, instructional or enrichment, during the 
summer months.
    (H) Coordination with--
    * Programs assisted under other parts of Title I and 
other programs under the ESEA;
    * Any relevant programs under the Adult Education and 
Family Literacy Act, the Individuals with Disabilities Education 
Act, and the Job Training Partnership Act; and
    * The Head Start program, volunteer literacy programs, 
and other relevant programs.
    (I) Ensuring that the proposed project will serve those families 
most in need of the activities and services provided by the Even 
Start Family Literacy Program.
    (J) An independent evaluation of the project.)

    (e) Quality of project services. (20 points). The Secretary 
considers the quality of the services to be provided by the proposed 
project. In determining the quality of the services to be provided by 
the proposed project, the Secretary

[[Page 7432]]

considers the quality and sufficiency of strategies for ensuring equal 
access and treatment for eligible project participants who are members 
of groups that have traditionally been underrepresented based on race, 
color, national origin, gender, age, or disability. In addition, the 
Secretary considers the following factors:
    (i) The likelihood that the services to be provided by the proposed 
project will lead to improvements in the achievement of students as 
measured against rigorous academic standards.
    (ii) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services.

    (Note: An eligible applicant must propose a project that has 
``high-quality, intensive instructional programs'' in the three core 
instructional areas (early childhood education, adult education and 
parenting education), as required by section 1205(4) of the ESEA. 
Concerning the quality of project services, the Secretary invites 
applicants to describe the level of intensity in these three core 
instructional services that the applicant believes sufficient to 
produce positive and sustainable outcomes for families, and how the 
project will provide that level of intensity of services.)

    (f) Quality of project personnel. (5 points). The Secretary 
considers the quality of the personnel who will carry out the proposed 
project. In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. In addition, the Secretary 
considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel.
    (ii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors.
    (g) Adequacy of resources. (5 points.) The Secretary considers the 
adequacy of resources for the proposed project. In determining the 
adequacy of resources for the proposed project, the Secretary considers 
the following factors:
    (i) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.

    (Note: Applicants may address this criteria in any way that is 
reasonable. An eligible applicant must provide an increasing local 
project share over the grant period (at least the following amounts: 
10% in the first year, 20% in the second year, 30% in the third 
year, and 40% in the fourth year), as required by section 1204(b) of 
the ESEA. In addressing adequacy of resources, the Secretary invites 
applicants to describe the resources that they will use to increase 
the amount of the local project's share over the four years of the 
grant, which will contribute to the applicant's ability to sustain 
the project at the end of the Federal funding.)

    (ii) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project.
    (iii) The potential for the incorporation of project purposes, 
activities, or benefits into the ongoing program of the agency or 
organization at the end of Federal funding.
    (h) Quality of the management plan. (10 points). The Secretary 
considers the quality of the management plan for the proposed project. 
In determining the quality of the management plan for the proposed 
project, the Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (ii) The adequacy of procedures for ensuring feedback and 
continuous improvement in the operation of the proposed project.
    (iii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (iv) How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    (i) Quality of project evaluation. (10 points). The Secretary 
considers the quality of the evaluation to be conducted of the proposed 
project. In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible.
    (ii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.

Instructions for Transmittal of Applications

    (a) If an applicant wants to apply for a grant, the applicant 
shall--
    (1) Mail the original and two copies of the application on or 
before the deadline date to: U.S. Department of Education, Application 
Control Center, Attention: Laura Chow (CFDA #84.258), Compensatory 
Education Programs, Room 3633, Regional Office Building #3, 7th and D 
Streets, SW, Washington, DC 20202-4725 or
    (2) Hand deliver the original and two copies of the application by 
4:30 p.m. (Washington, DC time) on or before the deadline date to: U.S. 
Department of Education, Application Control Center, Attention: Laura 
Chow (CFDA #84.258), Compensatory Education Programs, Room 3633, 
Regional Office Building #3, 7th and D Streets, SW, Washington, DC 
20202-4725.
    (b) An applicant must show one of the following as proof of 
mailing:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary.
    (c) If an application is mailed through the U.S. Postal Service, 
the Secretary does not accept either of the following as proof of 
mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.

    Notes: (1) The U.S. Postal Service does not uniformly provide a 
dated postmark. Before relying on this method, an applicant should 
check with its local post office.
    (2) The Application Control Center will mail a Grant Application 
Receipt Acknowledgment to each applicant. If an applicant fails to 
receive the notification of application receipt within 15 days from 
the date of mailing the application, the applicant should call the 
U.S. Department of Education Application Control Center at (202) 
708-9494.
    (3) The applicant must indicate on the envelope and--if not 
provided by the Department--in Item 10 of the Application for 
Federal Assistance (Standard Form 424) the CFDA number--and suffix 
letter, if any--of the competition under which the application is 
being submitted.

Application Instructions and Forms

    The appendix to this notice contains the following forms and 
instructions, plus a statement regarding estimated public reporting 
burden, a notice to applicants regarding compliance with section 427 of 
the General Education Provisions Act, and various assurances and 
certifications.

[[Page 7433]]

    a. Instructions for the Application Narrative.
    b. Estimated Public Reporting Burden Statement.
    c. Notice to all Applicants.
    d. Objectives and Performance Indicators for the Even Start Family 
Literacy Program.
    e. Application for Federal Assistance (ED 424 (OMB No. 1875-0106, 
Expires 6/30/01)) and instructions.
    f. Budget Information--Non-Construction Programs (ED Form No. 524) 
and instructions.
    g. Assurances--Non-Construction Programs (Standard Form 424).
    h. Certifications Regarding Lobbying; Debarment, Suspension, and 
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 
80-0013).
    i. Certification regarding Debarment, Suspension, Ineligibility and 
Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014, 9/90) 
and instructions. (NOTE: ED 80-0014 is intended for the use of grantees 
and should not be transmitted to the Department.)
    j. Disclosure of Lobbying Activities (Standard Form LLL) (if 
applicable) and instructions. This document has been marked to reflect 
statutory changes. See the notice published in the Federal Register (61 
FR 1413) by the Office of Management and Budget on January 19, 1996.
    An applicant may submit information on photostatic copies of the 
application, budget forms, assurances, and certifications. However, the 
application form, assurances, and certifications must each have an 
original signature. No grant may be awarded unless a completed 
application form, including the signed assurances and certifications, 
have been received.

FOR FURTHER INFORMATION CONTACT: Laura Chow, Compensatory Education 
Programs, Office of Elementary and Secondary Education, U.S. Department 
of Education, 400 Maryland Avenue, SW (FOB 6, 3W208), Washington, DC 
20202-6132. Telephone (202) 260-2683. Individuals who use a 
telecommunications device for the deaf (TDD) may call the Federal 
Information Relay Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8 
p.m., Eastern time, Monday through Friday.
    Individuals with disabilities may obtain this document in an 
alternate format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the contact person listed in the preceding 
paragraph.
    Individuals with disabilities may obtain a copy of the application 
package in an alternate format, also, by contacting that person. 
However, the Department is not able to reproduce in an alternate format 
the standard forms included in the application package.

Electronic Access to This Document

    Anyone may view this document, as well as all other Department of 
Education documents published in the Federal Register, in text or 
portable document format (pdf) on the World Wide Web at either of the 
following sites:

http://ocfo.ed.gov/fedreg.htm
http://www.ed.gov/news html

To use the pdf you must have the Adobe Acrobat Reader Program with 
Search, which is available free at either of the previous sites. If you 
have questions about using the pdf, call the U.S. Government Printing 
Office toll free at 1-888-293-6498.
    Anyone may also view these documents in text copy only on an 
electronic bulletin board of the Department. Telephone (202) 219-1511 
or, toll free, 1-800-222-4922. The documents are located under Option 
G-Files/Announcements, Bulletins and Press Releases.

    Note: The official version of a document is the document 
published in the Federal Register.

    Program authority: 20 U.S.C. section 6362(a)(1)(C).

Gerald N. Tirozzi,
Assistant Secretary for Elementary and Secondary Education.

Instructions for Part III: Application Narrative

    Before preparing the Application Narrative an applicant should read 
carefully the description of the program and the selection criteria the 
Secretary uses to evaluate applications.
    The narrative should encompass each function or activity for which 
funds are being requested and should--
    1. Begin with a one-page Abstract summarizing the proposed project;
    2. Describe the proposed project in light of the selection criteria 
in the order in which the criteria are listed in this application 
package; and
    3. Provide the following in response to the attached ``Notice to 
all Applicants'': (1) a reference to the portion of the application in 
which information appears as to how the applicant is addressing steps 
to promote equitable access and participation, or (2) a separate 
statement that contains that information.
    4. Provide a copy of the signed set of assurances specified in 
section 14306(a) of the ESEA (20 USC 8856(a)) that the applicant has 
filed with its SEA and that is applicable to this grant application.
    5. Include any other pertinent information that might assist the 
Secretary in reviewing the application.
    The Secretary strongly requests the applicant to limit the 
Application Narrative to no more than 20 double-spaced, typed pages (on 
one side only). The Department has found that successful applications 
for similar programs generally meet this page limit.

Instructions for Estimated Public Reporting Burden

    According to the Paperwork Reduction Act of 1995, no persons are 
required to respond to a collection of information unless it displays a 
valid OMB control Number. The valid OMB control number for this 
information collection is 1810-0540 (Expiration Date: 3/31/1999). The 
time required to complete this information collection is estimated to 
average 15 hours per response, including the time to review 
instructions, search existing data resources, gather and maintain the 
data needed, and complete and review the information collection. If you 
have any comments concerning the accuracy of the time estimate or 
suggestions for improving this form, please write to: U.S. Department 
of Education, Washington, D.C. 20202-4651.
    If you have comments or concerns regarding the status of your 
individual submission of this form, write directly to: Patricia McKee, 
Compensatory Education Programs, Office of Elementary and Secondary 
Education, U.S. Department of Education, 400 Maryland Avenue, SW (FOB 
6, Area 3 West), Washington D.C. 20202-6132.

Notice to All Applicants

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

To Whom Does This Provision Apply?

    Section 427 of GEPA affects applicants for new grant awards under 
this program. All applicants for new awards must include information in 
their applications to address this new provision in order to receive 
funding under this program.

What Does This Provision Require?

    Section 427 requires each applicant for funds (other than an 
individual person) to include in its application a description of the 
steps the applicant

[[Page 7434]]

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

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

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

Estimated Burden Statement for GEPA Requirements

    According to the Paperwork Reduction Act of 1995, no persons are 
required to respond to a collection of information unless it displays a 
valid OMB control number. The valid OMB control number for this 
information collection is 1801-0004 (Exp. 8/31/2001). The time required 
to complete this information collection is estimated to vary from 1 to 
3 hours per response, with an average of 1.5 hours, including the time 
to review instructions, search existing data resources, gather and 
maintain the data needed, and complete and review the information 
collection. If you have any comments concerning the accuracy of the 
time estimate(s) or suggestions for improving this form, please write 
to: U.S. Department of Education, Washington, DC 20202-4651.

Objectives and Performance Indicators for the Even Start Family 
Literacy Program

    For your information, following are objectives and performance 
indicators for the Even Start Family Literacy Program (Part B of Title 
I of the ESEA) that the Department has developed in accordance with the 
Government Performance and Results Act.
    Objective 1. The literacy of participating families will improve.
    1.1  Adult literacy achievement. By fall 2001, 40 percent of Even 
Start adults will achieve significant learning gains on measures of 
math and 30 percent of adults will achieve such gains on measures of 
reading skills. In 1995-96, 24% of adults achieved a moderate-to large-
sized gain between pretest and posttest of math achievement, and 20% on 
a test of reading achievement.
    1.2  Adult educational attainment. By fall 2001, 25 percent of 
adult secondary education (ASE) Even Start participants will obtain 
their high school diploma or equivalent. In 1995-96, 18% of all ASE/GED 
participants earned a GED.
    1.3  Children's language development and reading readiness. By fall 
2001, 60 percent of Even Start children will attain significant gains 
on measures of language development and reading readiness. In 1995-96, 
81% of children made better than expected gains on a test of school 
readiness, and 50% achieved moderate to large gains on a test of 
language development.
    1.4  Parenting skills. Increasing percentages of parents will show 
significant improvement on measures of parenting skills, home 
environment, and expectations for their children. In 1995-96, 41% of 
parents scored 75% or higher correct on the posttest measuring the 
quality of cognitive stimulation and emotional support provided to 
children in the home.
    Objective 2. Even Start projects will reach their target population 
of families that are most in need of services.
    2.1  Recruitment of most in need. The projects will continue to 
recruit low-income, disadvantaged families with low literacy levels. In 
1996-97, 90% of families had incomes at or substantially below the 
federal poverty level and 45% of parents had less than a ninth grade 
education at intake.
    Objective 3. Local Even Start projects will provide comprehensive 
instructional and support services of high quality to all families in a 
cost-effective manner.
    3.1  Service hours. By fall 2001, half of the projects will offer 
at least 60 hours of adult education per month, at least 20 hours of 
parenting education per month, and at least 65 hours of early childhood 
education per month. In 1995-96, half of the projects offered 32 hours 
or more of adult education per month, 13 hours or more of parenting 
education per month, and 34 hours or more of early childhood education 
per month.
    3.2  Participation, retention and continuity. Projects will 
increasingly improve retention and continuity of services. By fall 
2001, at least 60 percent of all families will stay in the program for 
more than one year. Of all families participating in Even Start in 
1994-95, 38 percent stayed in the program for more than one year. Of 
new families entering in 1995-96, 41 percent stayed for more than one 
year.
    Objective 4. The Department of Education will provide effective 
guidance and technical assistance and will identify and disseminate 
reliable information on effective approaches.
    4.1  Federal technical assistance. An increasing percentage of 
local project directors will be satisfied with technical assistance and 
guidance.

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BILLING CODE 4000-01-C

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OMB Control No. 1801-0004 (Exp. 8/31/2001)

Notice To All Applicants

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

To Whom Does This Provision Apply?

    Section 427 of GEPA affects applicants for new grant awards under 
this program. ALL APPLICATIONS FOR NEW AWARDS MUST INCLUDE INFORMATION 
IN THEIR APPLICATIONS TO ADDRESS THIS NEW PROVISION IN ORDER TO RECEIVE 
FUNDING UNDER THIS PROGRAM.
    (If this program is a State-formula grant program, a State needs to 
provide this description only for projects or activities that it 
carries out with funds reserved for State-level uses. In addition, 
local school districts or other eligible applicants that apply to the 
State for funding need to provide this description in their 
applications to the State for funding. The State would be responsible 
for ensuring that the school district or other entity has submitted a 
sufficient section 427 statement as described below.)

What Does This Provision Require?

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

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

    The following examples may help illustrate how an applicant may 
comply with Section 427.
    (1) An applicant that proposes to carry out an adult literacy 
project serving, among others, adults with limited English proficiency, 
might describe in it application how it intends to distribute a 
brochure about the proposed project to such potential participants in 
their native language.
    (2) An applicant that proposes to develop instructional materials 
for classroom use might describe how it will make the materials 
available on audio tape or in braille for students who are blind.
    (3) An applicant that proposes to carry out a model science program 
for secondary students and is concerned that girls may be less likely 
than boys to enroll in the course, might indicate how it intends to 
conduct ``outreach'' efforts to girls, to encourage their enrollment.
    We recognize that many applicants may already be implementing 
effective steps to ensure equity of access and participation in their 
grant programs, and we appreciate your cooperative in responding to the 
requirements of this provision.
Estimated Burden Statement for GEPA Requirements
    The time required to complete this information collection is 
estimated to vary from 1 to 3 hours per response, with an average of 
1.5 hours, including the time to review instructions, search existing 
data resources, gather and maintain the data needed, and complete and 
review the information collection. If you have any comments concerning 
the accuracy of the time estimate(s) or suggestions for improving this 
form, please write to: U.S. Department of Education, Washington, DC 
20202-4651.

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BILLING CODE 4000-01-C

[[Page 7455]]

Executive Order--Intergovernmental Review

    The Education Department General Administrative Regulations 
(EDGAR), 34 CFR 79, pertaining to intergovernmental review of Federal 
programs, apply to the program included in this application package.
    Immediately upon receipt of this notice, all applicants, other than 
federally recognized Indian Tribal Governments, must contact the 
appropriate State Point of Contact to find out about, and to comply 
with, the State's process under Executive Order 12372. Applicants 
proposing to perform in more than one State should contact, immediately 
upon receipt of this notice, the Single Points of Contact for each 
State and follow the procedures established in those States under the 
Executive Order. A list containing the Single Point of Contact for each 
State is included in the application package for this program.
    In States that have not established a process or chosen a program 
for review, State, area wide, regional, and local entities may submit 
comments directly to the Department.
    Any State Process Recommendation and other comments by a State 
Point of Contact and any comments from State, area wide, regional, and 
local entities must be mailed or hand-delivered by the date in the 
Program announcement for Intergovernmental Review to the following 
address: The Secretary, E.O. 12372-CFDA #84.200, U.S. Department of 
Education, FB-10, Room 6213, 600 Independence Avenue, SW, Washington, 
DC 20202.
    In those States that require review for this program, applications 
are to be submitted simultaneously to the State Review Process and the 
U.S. Department of Education.
    Proof of mailing will be determined on the same basis as 
applications.
    Please note that the above address is not the same address as the 
one to which the applicant submits its completed application.
    Do not send applications to the above address.

State Single Points of Contact

Arizona
    Ms. Janice Dunn, Arizona State Clearinghouse, 3800 North Central 
Avenue, Fourteenth Floor, Phoenix, Arizona 85012, Telephone: (602) 
280-1315
Arkansas
    Ms. Tracie L. Copeland, Manager, State Clearinghouse, Office of 
Intergovernmental Service, Department of Finance and Administration, 
P.O. Box 3278, Little Rock, Arkansas 72203, Telephone: (501) 682-
1074
California
    Mr. Glenn Staber, Grants Coordinator, Office of Planning & 
Research, 1400 Tenth Street, Sacramento, California 95814, 
Telephone: (916) 323-7480
Colorado
    State Single Point of Contact, State Clearinghouse, Division of 
Local Government, 1313 Sherman Street, Room 520, Denver, Colorado 
80203, Telephone: (303) 866-2156.
Connecticut
    Mr. Willliam T. Quigg, Intergovernmental Review Coordinator, 
State Single Point of Contact, Office of Policy and Management, 
Intergovernmental Policy Division, 80 Washington Street, Hartford, 
Connecticut 06106-4459, Telephone: (203) 566-3410
Delaware
    Ms. Francine Booth, State Single Point of Contact, Executive 
Department, Thomas Collins Building, Dover, Delaware 19903, 
Telephone: (302) 739-3326
District of Columbia
    Mr. Rodney T. Hallman, State Single Point of Contact, Office of 
Grants Management & Development, 717 14th St. N.W., Suite 500, 
Washington, DC 20005, Telephone: (202) 727-6551
Florida
    Florida State Clearinghouse, Intergovernmental Affairs Policy 
Unit, Executive Office of the Governor, Office of Planning & 
Budgeting, The Capitol, Tallahassee, Florida 32399-0001, Telephone: 
(904) 488-8114
Georgia
    Charles H. Badger, Administrator, Georgia State Clearinghouse, 
270 Washington Street, S.W., Room 534A, Atlanta, Georgia 30334, 
Telephone: (404) 656-3855
Illinois
    Mr. Steve Klokkenga, State Single Point of Contact, Office of 
the Governor, State of Illinois, 107 Stratton Building, Springfield, 
Illinois 62706, Telephone: (217) 782-1671
Indiana
    Ms. Jean S. Blackwell, Budget Director, State Budget Agency, 212 
State House, Indianapolis, Indiana 46204, Telephone: (317) 232-5610
Iowa
    Mr. Steven R. McCann, Division for Community Progress, Iowa 
Department of Economic Development, 200 East Grand Avenue, Des 
Moines, Iowa 50309, Telephone: (515) 281-3725
Kentucky
    Mr. Ronald W. Cook, Office of the Governor, Department of Local 
Government, 1024 Capitol Center Drive, Frankfort, Kentucky 40601, 
Telephone: (502) 564-2382
Maine
    State Single Point of Contact, Attn: Joyce Benson, State 
Planning Office, State House Station #38, Augusta, Maine 04333, 
Telephone: (207) 289-3261
Maryland
    Mary Abrams, Chief, Maryland State Clearinghouse, Department of 
State Planning, 301 West Preston Street, Baltimore, Maryland 21201, 
Telephone: (301) 225-4490
Massachusetts
    Ms. Karen Arone, State Clearinghouse, Executive Office of 
Communities and Development, 100 Cambridge Street, Room 1803, 
Boston, Massachusetts 02202, Telephone: (617) 727-7001
Michigan
    Richard S. Pastula, Director, Michigan Department of Commerce, 
Office of Federal Grants, P.O. Box 30225, Lansing, Michigan 48909, 
Telephone: (517) 373-7356
Mississippi
    Ms. Cathy Mallette, Clearinghouse Officer, Office of Federal 
Grant, Management and Reporting, Department of Finance and 
Administration, 301 West Pearl Street, Jackson, Mississippi 39203, 
Telephone: (601) 949-2174
Missouri
    Ms. Lois Pohl, Federal Assistance Clearinghouse, Office of 
Administration, P.O. Box 809, Room 430, Truman Building, Jefferson 
City, Missouri 65102, Telephone: (314) 751-4834
Nevada
    Department of Administration, State Clearinghouse, Capitol 
Complex, Carson City, Nevada 89710, Attn: Ron Sparks, Clearinghouse 
Coordinator, Telephone: (702) 687-4065
New Hampshire
    Mr. Jeffrey H. Taylor, Director, New Hampshire Office of State 
Planning, Attn: Intergovernmental Review Process/James E. Bieber, 2 
\1/2\ Beacon Street, Concord, New Hampshire 03301, Telephone: (603) 
271-2155
New Jersey
    Gregory W. Adkins, Acting Director, Division of Community 
Resources, New Jersey Department of Community Affairs. Please direct 
all correspondence and questions about intergovernmental review to: 
Andrew Jaskolka, State Review Process, Division of Community 
Resources, CN 814, Room 609, Trenton, New Jersey 08625-0814, 
Telephone: (609) 292-9025
New Mexico
    Mr. George Elliott, Deputy Director, State Budget Division, Rm. 
190, Bataan Memorial Building, Santa Fe, New Mexico 87503, 
Telephone: (505) 827-3640
New York
    New York State Clearinghouse, Division of the Budget, State 
Capitol, Albany, New York 12224, Telephone: (518) 474-1605
North Carolina
    Mrs. Chrys Baggett, Director, Office of the Secretary of Admin., 
N.C. State Clearinghouse, 116 West Jones Street, Raleigh, N. 
Carolina 27603-8003, Telephone: (919) 733-7232
North Dakota
    North Dakota State Single Point of Contact, Office of 
Intergovernmental Assistance, Office of Management & Budget, 600 
East Boulevard Avenue, Bismarck, N. Dakota 58505-0170, Telephone: 
(701) 224-2094
Ohio
    Mr. Larry Weaver, State Single Point of Contact, State/Federal 
Funds

[[Page 7456]]

Coordinator, State Clearinghouse, Office of Budget & Management, 30 
East Broad Street, 34th Floor, Columbus, OH 43266-0411, Telephone: 
(614) 466-0698
Rhode Island
    Mr. Daniel W. Varin, Associate Director, Statewide Planning 
Program, Department of Administration, Division of Planning, 265 
Melrose Street, Providence, Rhode Island 02907, Telephone: (401) 
277-2656. Please direct correspondence and questions to: Review 
Coordinator, Office of Strategic Planning
South Carolina
    Ms. Omeagia Burgess, State Single Point of Contact, Grant 
Services, Office of the Governor, Room 477, 1205 Pendleton Street, 
Columbia, South Carolina 29201, Telephone: (803) 734-0494
South Dakota
    Ms. Susan Comer, State Clearinghouse Coordinator, Office of the 
Governor, 500 East Capitol, Pierre, South Dakota 57501, Telephone: 
(605) 773-3212
Tennessee
    Mr. Charles Brown, State Single Point of Contact, State Planning 
Office, 500 Charlotte Avenue, 309 John Sevier Building, Nashville, 
Tennessee 37219, Telephone: (615) 741-1676
Texas
    Mr. Tom Adams, Governor's Office of Budget and Planning, P.O. 
Box 12428, Austin, Texas 78711, Telephone: (512) 463-1778
Utah
    Utah State Clearinghouse, Office of Planning and Budget, Attn: 
Ms. Carolyn Wright, Room 116, State Capitol, Salt Lake City, Utah 
84114, Telephone: (801) 538-1535
Vermont
    Mr. Bernard D. Johnson, Assistant Director, Office of Policy 
Research and Coordination, Pavilion Office Building, 109 State 
Street, Montpelier, Vermont 05602, Telephone: (802) 828-3326
West Virginia
    Mr. Fred Cutlip, Director, Community Development Division, West 
Virginia Development Office, Building #6, Room 553 Charleston, West 
Virginia 2305, Telephone: (304) 348-4010
Wisconsin
    Mr. William C. Carey, Section Chief, Federal/State Relations 
Office, Wisconsin Department of Administration, 101 South Webster 
Street, P.O. Box 7864, Madison, Wisconsin 53707, Telephone: (608) 
266-0267
Wyoming
    Ms. Sheryl Jeffries, State Single Point of Contact, Herschler 
Building, 4th Floor, East Wing, Cheyenne, Wyoming 82002, Telephone: 
(307)-777-7574

Territories

Guam
    Mr. Michael J. Reidy, Director, Bureau of Budget and Management 
Research, Office of the Governor, P.O. Box 2950, Agana, Guam 96910, 
Telephone: (671) 472-2285
Northern Mariana Islands
    State Single Point of Contact, Planning and Budget Office, 
Office of the Governor, Saipan, CM, Northern Mariana Islands 96950
Puerto Rico
    Norma Burgops/Jose E. Caro, Chairman/Director, Puerto Rico 
Planning Board, Minillas Government Center, P.O. Box 41119, San 
Juan, Puerto Rico 00940-9985, Telephone: (809) 727-4444
Virgin Islands
    Mr. Jose George, Director, Office of Management & Budget, #41 
Norregade Emancipation Garden Station, Second Floor, St. Thomas, 
Virgin Islands 00802. Please direct correspondence to: Linda Clark 
Telephone: (809) 774-0750.

    In accordance with Executive Order #12372, ``Intergovernmental 
Review Process,'' this listing represents the designated State 
Single Points of Contact. Upon request, a background document 
explaining the Executive Order is available. The Office of 
Management and Budget point of contact for updating this listing is: 
Donna Rivelli (202) 395-5090. The States not listed no longer 
participate in the process. These include, Alabama; Alaska; Kansas; 
Hawaii; Idaho; Louisiana; Minnesota; Montana; Nebraska; Oklahoma; 
Oregon; Pennsylvania; Virginia; and Washington. This list is based 
on the most current information provided by the States. Information 
on any changes or apparent errors should be provided to the Office 
of Management and Budget and the State in question. Changes to the 
list will be made only upon formal notification by the State.

[FR Doc. 99-3341 Filed 2-11-99; 8:45 am]
BILLING CODE 4000-01-M