Federal Register: May 30, 2000 (Volume 65, Number 104)]
[Notices]
[Page 34545-34566]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
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Part III
Department of Education
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[CFDA No. 84.214A]
Migrant Education Even Start Program; Notice Inviting Applications for
New Awards for Fiscal Year (FY) 2000; Notice
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DEPARTMENT OF EDUCATION
[CFDA No. 84.214A]
Migrant Education Even Start Program; Notice Inviting
Applications for New Awards for Fiscal Year (FY) 2000
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, the notice contains all of the information,
application forms, and instructions needed to apply for a grant under
this competition.
Purpose of Program
The Migrant Education Even Start (MEES) program is designed to help
break the cycle of poverty and improve the literacy of participating
migrant families by integrating early childhood education, adult
literacy or adult basic education (including English language training,
as appropriate), and parenting education into a unified family literacy
program.
Eligible Applicants
While any entity is eligible to apply for a grant under the MEES
program, the Secretary specifically invites applications from State
educational agencies (SEAs) that administer migrant education programs;
local educational agencies (LEAs) that have a high percentage of
migrant students; and non-profit community-based organizations that
work with migrant families.
Deadlines and Awards
Deadline for Transmittal of Applications: July 14, 2000.
Deadline for Intergovernmental Review: September 12, 2000.
Available Funds: For FY 2000, approximately $3,600,000 is available
for new grants under this program.
Estimated Range of Awards: $75,000$300,000.
Estimated Average Size of Awards: $200,000.
Estimated Number of Awards: 1618.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 48 months.
Applicable Regulations
(a) The Education Department General Administrative Regulations as
follows:
(1) 34 CFR Part 74 (Administration of Grants and Agreements with
Institutions of Higher Education, Hospitals, and Nonprofit
Organizations).
(2) 34 CFR Part 75 (Direct Grant Programs).
(3) 34 CFR Part 77 (Definitions that Apply to Department
Regulations).
(4) 34 CFR Part 79 (Intergovernmental Review of Department of
Education Programs and Activities).
(5) 34 CFR Part 80 (Uniform Administrative Requirements for Grants
and Cooperative Agreements to State and Local Governments).
(6) 34 CFR Part 81 (General Education Provisions ActEnforcement).
(7) 34 CFR Part 82 (New Restrictions on Lobbying).
(8) 34 CFR Part 85 (Governmentwide Debarment and Suspension (Non-
procurement)) and Governmentwide Requirements for Drug-Free Workplace
(Grants)).
(9) 34 CFR Part 97 (Protection of Human Subjects).
(10) 34 CFR Part 98 (Student Rights in Research, Experimental
Programs, and Testing).
(11) 34 CFR Part 99 (Family Educational Rights and Privacy).
(b) The definitions of a migratory child, a migratory agricultural
worker and a migratory fisher contained in 34 CFR 200.40.
Description of Program
Under the authority of section 1202(a)(1)(A) of the Elementary and
Secondary Education Act, as amended (ESEA), the Assistant Secretary for
Elementary and Secondary Education (Assistant Secretary) awards grants
to eligible applicants under the MEES program for projects that
(1) Improve the educational opportunities of migrant families by
integrating early childhood education, adult literacy or adult basic
education (including English language training, as appropriate), and
parenting education into a unified program of family literacy services.
Note: The term family literacy services is defined in ESEA section
1202(e) as services provided to participants on a voluntary basis that
are of sufficient intensity in terms of hours, and of sufficient
duration, to make sustainable changes in a family, and that integrate
all of the following activities:
(A) Interactive literacy activities between parents and their
children.
(B) Training for parents regarding how to be the primary teacher
for their children and full partners in the education of their
children.
(C) Parent literacy training that leads to economic self-
sufficiency.
(D) An age-appropriate education to prepare children for success in
school and life experiences.
(2) Implement cooperative activities that build on existing
community resources to create a new range of services to migrant
families.
(3) Promote school readiness, early reading acquisition, adult
literacy and lifelong learning, and parent involvement and
participation in their child's education.
(4) Where possible, use research-based strategies for developing
literacy and reading proficiency and, where applicable, second language
acquisition.
(5) Assist children and adults from migrant families to achieve
challenging State content standards and challenging State student
performance standards.
Program Requirements
(a) Eligible Participants
Eligible MEES participants consist of migratory children and their
parents as defined in 34 CFR 200.30 and 200.40 who also meet the
following conditions specified in section 1206(a) of the ESEA:
(1) The parent or parents
(i) Are eligible for participation in an adult basic education
program under the Adult Education Act and Family Literacy Act; or
(ii) Are within the State's compulsory school attendance age range,
so long as a local educational agency provides (or ensures the
availability of) the basic education component required under this
part; and
(2) The child or children must be younger than eight years of age.
Note: Family members of eligible participants described in
paragraphs (a)(1) and (a)(2) may also participate in MEES activities.
These participants include siblings, grandparents, and other family
members as long as one or more eligible children and their parents or
guardian participate in the core services. In addition, section 1206(b)
of the ESEA permits families to remain eligible for MEES services until
all family members become ineligible to participate. For example, in
the case of a family in which the parent or parents lose eligibility
because of their educational advancement, the parent or parents can
still participate in MEES activities until all children in the family
reach age eight. If all children in the family have reached the age of
eight, the family continues to be eligible for Even Start services for
two more years (until the youngest participating child turns ten) or
until the parents are no longer eligible for adult basic education
under the Adult Education and Family Literacy Act, whichever occurs
first. In addition, the Department interprets 34 CFR 200.30 together
with section 1206(b) of ESEA to mean that MEES
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services can continue to be provided to a parent or child who is no
longer migratory, provided that the family has at least one parent or
child who is a migratory worker or migratory child as these terms are
defined under 34 CFR 200.40.
(b) Required Program Elements
Any MEES project must, at a minimum, incorporate the following
program elements specified in section 1205 of the ESEA:
Identification and recruitment of migrant families most in need of
MEES services, 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. (Note: MEES program
services may be provided in communities where migratory families have
resided for extended periods of time. 34 CFR 200.30 and 200.40 make
children eligible for MEES services up to three years after they make a
move that makes the children eligible for the Migrant Education Program
(MEP). However, in developing and using their need-related indicators
to identify and recruit those migrant families most in need of MEES
program services, the Secretary believes that the most effective MEES
projects are likely to focus on families that are highly mobile or who
have only recently moved to the communities that those projects serve.
In this regard, the MEP statute (section 1304(d) of the ESEA) provides
that migrant students whose education has been interrupted and who are
at most risk of failing must be given a priority in services that the
program offers. While this MEP priority is not an explicit requirement
of the MEES program, one would assume, because of the purpose of the
MEES program, that the highly mobile families whose children receive a
priority under the MEP also have the greatest need for MEES services.)
Screening and preparation of parents, including teenage parents, to
enable these parents to participate fully in program activities and
services, including testing, referral to counseling, other
developmental and support services, and related services.
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 the regular school
programs.
A design for service delivery that accommodates the participants'
work schedules and other responsibilities, including the provision of
support services, when such services are unavailable from other
sources, necessary for participation in project activities, such as
Scheduling and locating of services to allow joint participation by
parents and children;
Child care for the period that parents are involved in the project
activities.
Transportation for the purpose of enabling parents and their
children to participate in project activities.
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.
Providing and monitoring integrated instructional services to
participating parents and children through home-based activities.
Operation on a year-round basis, including the provision of some
program services, instructional or enrichment, during the summer
months.
Appropriate coordination with other programs funded under the ESEA,
any relevant programs under the Adult Education and Family Literacy
Act, the Individuals with Disabilities Education Act, the Workforce
Investment (Employment Training) Act, Head Start, volunteer literacy
programs, and other relevant programs. (Note: In addition, to promote
strong community collaboration, sections 1202(e) and 1207(a) of the
ESEA require applicants for grants under the basic Even Start Family
Literacy program administered by SEAs to be partnerships composed of
(1) a local educational agency (LEA), and (2) a non-profit community-
based organization, a public agency other than an LEA, an institution
of higher education, or a public or private nonprofit organization of
demonstrated quality other than an LEA. While these provisions are not
requirements of the MEES program, the Secretary believes that the most
effective MEES projects are also likely to contain strong, on-going
collaborative relationships among these kinds of local entities.)
Ensure that the project will serve families most in need of MEES
family literacy services.
An independent local evaluation. (Note: The Secretary encourages
projects to use local evaluators for MEES projects who understand the
family literacy model, are able to work with the project as a partner
in designing the evaluation, and will help the project use its
evaluation results in an on-going way for continuous program
improvement.)
(c) Federal and Local Funding
A MEES project's funding is comprised of both a Federal portion of
funds (Federal share) and a portion contributed by the eligible
applicant (local share). However, the Federal share of the program 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;
50 percent in the fifth, sixth, seventh, and eighth years; and
35 percent in any following year.
The local share of the MEES project may be provided in cash or in
kind and may be obtained from any source, including other Federal
programs funded under the ESEA. Indirect costs are not an allowable
cost either for the Federal share or the matching portion of a MEES
project.
Invitational Priority
The Secretary is especially interested in receiving applications
that include a plan demonstrating that grant activities will focus on
one or more approaches described in this section. However, an
application that meets one of more of these invitational priorities
does not receive competitive or absolute preference over other
applications (34 CFR 75.105(c)(1)).
Coordination across SEAs and local school districts is at the heart
of migrant education's purpose: To mitigate disruptions in the
education of qualifying migrant students. Short-term MEES seasonal
projects can provide intensity of services to migratory families, but
those projects may not be of sufficient duration to demonstrate long-
term gains for students or to increase the level of economic self-
sufficiency of migrant parents, and may be another disruption in
completing the family's educational goals.
Therefore, to promote opportunities for continuous learning by
migrant families, the Secretary is particularly interested in receiving
applications that propose to include one or more of the following
activities
Coordinate continuing family literacy services across State and
local school district boundaries to meet the needs of highly mobile
migrant agricultural families.
Coordinate their activities with State and local endeavors to
improve family literacy services; promote early reading proficiency,
employ Federal Work-Study tutoring programs; create partnerships for
family involvement in education; or other initiatives that foster early
school success.
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Support the unique needs of single parent migrant families whose
needs for child care and instructional services do not align with
traditional schedules for educational and family support services.
Build networks with agricultural employers to coordinate and
integrate resources that support English literacy for migrant
agricultural families with limited English proficiency needs.
Selection Criteria
The Secretary uses the following selection criteria to evaluate
applications for grants under this competition.
(1) The maximum 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 (5 Points)
The Secretary reviews each application to determine how well the
project will
(1) Improve the educational opportunities of migrant families by
integrating early childhood education, adult literacy or adult basic
education (including English language training, as appropriate), and
parenting education into a unified family literacy program.
(2) Be implemented through cooperative projects that build on
existing community resources to create a new range of services to
migrant families.
(3) Promote the achievement of family literacy goals (particularly
the goals that address school readiness, student achievement, adult
literacy, and parent involvement and participation in their child's
early education) through research-based reading and English-language
acquisition practices that meet the diverse needs of the migrant
community of learners.
(4) Assist children and adults from migrant families to achieve the
challenging State content standards and challenging State student
performance standards.
(b) Need for Project (20 Points)
The Secretary considers the need for the proposed project. In
determining the need for the proposed project, the Secretary considers
the following factors:
(1) The magnitude of the need for the services to be provided or
the activities to be carried out by the proposed project.
(2) The extent to which the proposed project will focus on serving
or otherwise addressing the needs of disadvantaged individuals (i.e.,
eligible migrant agricultural or fishing families).
(3) 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: Applicants are free to address criterion (b) in any way that
they wish. However, given the purpose of the MEES program, the
Secretary believes that high-quality applications will likely include a
discussion of the following key elements:
(i) How the project would be located in an area or areas with high
percentages or large numbers of migratory children and their parents,
guardians, or primary caretakers in need of MEES services.
(ii) How the project will address the lack of existing
comprehensive family literacy services for the migrant population.
(iii) How community resources will be used to benefit project
participants both during the participants' period of eligibility for
migrant education services, and in the event that participating
families lose their eligibility for MEES services during the project
period.
(iv) How the project will integrate child development, adult
literacy, and parenting activities.
(v) How the project will assist migrant children and adults to
achieve the State content standards and student performance standards.
In addition, some migrant families may settle in a community during
their enrollment and therefore cease to meet the eligibility
requirements outlined in the Program Requirements section of this
notice; therefore, the Secretary also believes that high-quality
applications will likely include a plan for ensuring that these
families have ongoing access to family literacy services when their
enrollment can no longer be supported with basic MEP or MEES program
funds. In this regard, an applicant might, for example, consider
providing a succinct description of how the project will fill any gaps
in services, or how it will connect families with existing resources or
services as they settle in the community.
(c) Quality of the Project Design (20 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:
(1) 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.
(2) The extent to which the project is designed to build capacity
and yield results that will extend beyond the period of Federal
financial assistance.
(3) The extent to which the proposed project will establish
linkages with other appropriate agencies and organizations providing
services to the target population.
Note: Applicants are free to address criterion (c) in any way that
they wish. However, the Secretary believes that, in designing their
project, high-quality applications likely will address each of the
required program elements in section 1205 of the ESEA and listed in the
Program Requirements section of this notice. In this regard, the
Secretary believes that a high-quality application likely would explain
how its proposed design addresses each one of those requirements in
order to fully meet the needs of its target population. For example,
given the mobility of the migrant population to be served by the MEES
program, the Secretary believes that high-quality applications will
likely include strategies that support family education plans whether
or not families are resident in a community throughout a given project
year or its continuation years.
In addressing the requirement that projects conduct family literacy
services year-round, the Secretary acknowledges that migrant families
may reside in communities for varying lengths of time. Therefore, the
Secretary interprets the requirement that projects operate on a year-
round basis to mean that project activities must be conducted not only
throughout the period in which participating migrant families reside in
the project area, as well as times when alternative activities or
services, or both, are offered. The Secretary strongly encourages
applicants to explore ways to maintain contact and continue to monitor
the progress of highly mobile families whether or not they are resident
in the applicant's community.
Examples of strategies that address the requirement for year-round
operations and ongoing family participation when families do not reside
in the project area may include distance learning; capacity building
and partnership efforts with sending and receiving States and school
districts; self-paced learning packages; and other materials,
technologies, and activities that make year-round literacy services
viable and family-friendly for migrant workers.
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(d) 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 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:
(1) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services.
(2) The extent to which the services to be provided by the proposed
project reflect up-to-date knowledge from research and effective
practice.
(3) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services.
(4) The extent to which the services provided by the proposed
project are focused on those with the greatest needs.
(5) 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.
(e) Adequacy of Resources (15 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:
(1) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
(2) The extent to which the costs are reasonable in relation to the
objectives, design, and potential significance of the proposed project.
(3) The potential for continued support of the project after
Federal funding ends, including, as appropriate, the demonstrated
commitment of appropriate entities to such support.
(4) The extent to which costs are reasonable in relation to the
number of persons to be served and the anticipated results and
benefits.
(f) Quality of the Project Evaluation. (20 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:
(1) The extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies.
(2) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(3) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(4) The extent to which 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.
(5) The extent to which the evaluation will provide guidance about
effective strategies suitable for replication or testing in other
settings.
Note: Applicants are free to address criterion (f) in any way they
wish. However, Section 1205(10)of the ESEA requires applicants must
conduct an independent evaluation of their project. In addition, they
must participate in the national Even Start data collection effort.
Given these two requirements, the Secretary believes that high-quality
applications are likely to address this criterion by explaining how the
project will conduct an ongoing, independent, local evaluation to
ensure that the quality of the proposed family literacy services are
validated and improved over the course of the four-year project period.
In addition, the Secretary believes that high-quality applicants
would likely bear in mind the following information in considering how
they intend to report the effectiveness of their project. Funded
projects are required to complete an annual performance report on their
progress in meeting the approved objectives of their grant to ensure
continued funding. These reports and other evaluation information
provide local projects, the Department, and the Congress with objective
data about the activities and services provided by the project, the
participants served, the retention rates of those participants, and the
success of the families in the project. The Department has also
developed a set of performance indicators for the Even Start Family
Literacy Program in accordance with the Government Performance and
Results Act (GPRA) that relate to participant outcomes and project
management. These indicators are appended to this application package.
The Secretary encourages applicants to refer to these indicators when
developing their evaluation plans, as the Department uses these
indicators in reporting to the Congress on the overall effectiveness of
the program.
The following items are not part of the program's selection
criteria, but provide additional information for applicants.
National Evaluation
The Department is conducting a national evaluation of Even Start
Family Literacy projects. MEES program grantees must cooperate with the
Department's efforts by adopting an evaluation plan that is consistent
with the national evaluation (as well as with the grantee's
responsibilities under section 1205(10) of the ESEA and 34 CFR 74.51,
75.118, 75.253, and 80.40).
The Secretary suggests that each applicant budget for evaluation
activities as follows: in addition to the costs of planning and
conducting an independent local evaluation, a project with an estimated
budget of up to $120,000 should designate $5,000 for this purpose; and
a project with an estimated cost of over $120,000 should designate
$10,000 for these activities. These funds will be used for expenditures
related to the collection and entry of data required for the
Department's national evaluation. The Secretary also recommends that
applicants budget for the cost of travel to Washington, DC and three
nights' lodging for the project director and project evaluator, for
their participation in annual technical assistance/evaluation meetings.
Government Performance Results Act: Even Start Performance Indicators
Even Start Family Literacy Program Performance Plan: Objectives and
Indicators
Objective 1. The literacy of participating families will improve.
1.1Adult literacy achievement. Increasing percentages of Even Start
adults will achieve significant learning gains on measures of math and
reading skills.
1.2Adult educational attainment. Increasing percentages of adult
secondary education Even Start participants will obtain their high
school diploma or equivalent.
1.3Children's language development and reading readiness.
[[Page 34550]]
Increasing percentages of Even Start children will achieve significant
gains on measures of language development and reading readiness.
1.4Parenting skills. Increasing percentages of parents will show
significant improvement on measures of parenting skills, home
environment, and expectations for their children.
Objective 2. Even Start projects will reach their target population
of families who are most in need of services.
2.1Recruitment of most in need. The projects will continue to
recruit low-income, disadvantaged families with low literacy levels.
Objective 3. Local Even Start projects will provide high-quality,
comprehensive instructional and support services to all families in a
cost-effective manner.
3.1Service hours. Increasing percentages of 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.
3.2Participation, retention and continuity. Projects will
increasingly improve retention and continuity of services.
Information by Project and Budget Periods
Under 34 CFR 75.112 and 75.117, an eligible applicant must propose
a project period, and provide budgetary information for each budget
period of that proposed project period. The Secretary requires that the
budgetary information include an amount for all key project components
with an accompanying breakdown of any subcomponents, along with a
written justification for all requested amounts. (A form for reporting
this information is contained in the appendix of this notice.)
Section 75.112(b) also requires that an applicant describe how and
when, in each budget period of the project, it plans to meet each
objective of the project.
(Note: The Department will use this information, in conjunction with
the grantee's annual performance report required under 34 CFR
75.118(a), to determine whether a continuation award for the subsequent
budget year should be made. 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.)
As indicated in the Note to the selection criterion (f) (Quality of
project evaluation), each project must conduct an independent local
evaluation. In budgeting for the cost of this independent local
evaluation, you may wish to contact potential local evaluators, such as
researchers or teachers at local community colleges or universities, to
ascertain a typical hourly rate.
Intergovernmental Review of Federal Programs
This program is subject to the requirements of Executive Order
12372 (Intergovernmental Review of Federal Programs) and the
regulations in 34 CFR Part 79.
One of the objectives of the Executive order is to foster an
intergovernmental partnership and a strengthened federalism. The
Executive Order relies on processes developed by State and local
governments for coordination and review of proposed Federal financial
assistance.
If you are an applicant, you must contact the appropriate State
Single Point of Contact (SPOC) to find out about, and to comply with,
the State's process under Executive Order 12372. If you propose to
perform activities in more than one State, you should immediately
contact the SPOC for each of those States and follow the procedure
established in each State under the Executive order. You may view the
latest official SPOC list on the Web site of the Office of Management
and Budget at the following address: http://www.whitehouse.gov/omb/
grants
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 submitted by a
SPOC and any comments from State, areawide, regional, and local
entities must be mailed or hand-delivered by the date indicated in this
notice to the following address: The Secretary, E.O. 12372CFDA 84.214A,
U.S. Department of Education, Room 7E200, 400 Maryland Avenue, SW.,
Washington, DC 202020125.
We will determine proof of mailing 34 CFR 75.102 (Deadline date for
applications). Recommendations or comments may be hand-delivered until
4:30 p.m. (Washington, D.C. time) on the date indicated in this notice.
Note: 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.
Application Instructions and Forms
The appendix to this application is divided into three parts
plus a statement regarding estimated public reporting burden and
various assurances and certifications. These parts and additional
materials are organized in the same manner that the submitted
application should be organized. The parts and additional materials
are as follows:
Part I: Application for Federal Assistance (Standard Form 424)
and instructions.
Part II: Budget InformationNon-Construction Programs (ED Form
No. 524) and instructions.
Part III: Application Narrative.
Additional Materials:
Estimated Public Reporting Burden.
AssurancesNon-Construction Programs (Standard Form 424B).
Certifications regarding Lobbying; Debarment, Suspension, and
Other Responsibility Matters; and Drug-Free Workplace Requirements
(ED 800013, 12/98).
Certification regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion: Lower Tier Covered Transactions (ED 800014, 9/
90) and instructions. (Note: ED 800014 is intended for the use of
grantees and should not be transmitted to the Department.)
Disclosure of Lobbying Activities (Standard Form LLL) (if
applicable) and instructions; and Disclosure of Lobbying Activities
Continuation Sheet (Standard Form LLLA).
You may submit information on a photocopy of the application and
budget forms, the assurances, and the certifications. However, the
application form, the assurances, and the certifications must each
have an original signature. No grant may be awarded unless a
completed application form has been received.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or
computer diskette) on request to the contact person listed under FOR
FURTHER INFORMATION CONTACT. However, the Department is not able to
reproduce in an alternative format the standard forms included in
the application package.
For Further Information Contact
DonnaMarie Marlow, U.S. Department of Education, Office of
Elementary and Secondary Education, Office of Migrant Education, 400
Maryland Avenue, SW., Room 3E313, Washington, DC 202026135.
Telephone: (202) 2601164. The program contact may also be reached
via e-mail at donnamariemarlowed.gov. If you use a
telecommunications device for the deaf (TDD), you may call the
Federal Information Relay Service (FIRS) at 18008778339.
Instructions for Transmittal of Applications
(a) If an applicant wants to apply for a grant, an applicant
must
(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: (CFDA 84.214A), Washington,
DC 202024725.
(2) Hand deliver the original and two copies of the application
by 4:30 p.m.
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(Washington, DC time) on the deadline date to: U.S. Department of
Education, Application Control Center, Attention: (CFDA 84.214A),
Room 3633, Regional Office Building 3, 7th and D Streets, SW.,
Washington, DC 20202.
(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) 7089494.
(3) The applicant must indicate on the envelope andif not provided
by the Departmentin Item 10 of the Application for Federal Assistance
(Standard Form 424) the CFDA numberand suffix letter, if anyof the
competition under which the application is being submitted.
Electronic Access to This Document
You 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 18882936498; or in the Washington, DC area at (202)
5121530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: http://
www.access.gpo.gov/nara/index.html
Program Authority: 20 U.S.C. 6362(a)(1)(A).
Dated: May 24, 2000.
Michael Cohen,
Assistant Secretary for Elementary and Secondary Education.
Instructions for Part IIIApplication 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 an Abstract; that is, a summary of the proposed
project.
2. Describe the proposed project in light of each of the selection
criteria in the order in which the criteria are listed in this
application package. (Note: While applicants can address the criteria
in any way that is reasonable, given the required emphasis of any MEES
project on an integrated program of early childhood education, adult
literacy or adult basic education, and parenting education, the
Secretary believes that a reasonable plan of operation would likely
address how the proposed project will provide high-quality instruction
in these three areas that, with interactive literacy activities between
parents and children (PACT), is integrated into a unified family
literacy program. Moreover, consistent with 34 CFR 75.112(b), which
requires that the application describe how and when, in each budget
period, the applicant plans to meet each project objective, the
Secretary believes that applicants would want particularly to describe
each goal in terms of measurable objectives, specific activities that
are proposed to meet each objective, time lines associated with these
activities, the resources believed to be needed to achieve each
objective, and how each objective will be evaluated.)
3. Provide the following information in response to the attached
NOTICE TO ALL APPLICANTS: (1) A reference to the portion of the
application in which the applicant has described the steps that the
applicant proposes to take to remove barriers to equitable access to,
and equitable participation in, project activities; or (2) a separate
statement that includes this information.
4. Include any other pertinent information that might assist the
Secretary in reviewing the application.
Page Limit: The application narrative (Part III of the application)
is where the applicant addresses the selection criteria reviewers use
to evaluate your application. The recommended page limit for this
application is 50 pages (appendices excepted), using the following
standards:
A page is 8.5 x 11, on one side only, with 1 margins at the top,
bottom, and both sides.
Double space (no more than three lines per vertical inch) all text
in the application narrative, including titles, headings, footnotes,
quotations, references, and captions, as well as all text in charts,
tables, figures, and graphs.
Use a font that is either 12-point or larger or no smaller than 10
pitch (characters per inch).
The page limit does not apply to part I, the cover sheet; Part II,
the budget section, including the narrative budget justification; Part
IV, the assurances and certifications; or the one-page abstract, the
resumes, the bibliography, or the letters of support. However, you must
include all of the application narrative in Part III.
Instruction 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 18100541. (Expiration date: 04/30/2003). The
time required to complete this information collection is estimated to
average 60 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. If you have any comments concerning the
accuracy of the time estimate(s) or suggestions for improving this
form, please write to: US Department of Education, Washington, DC
202024651. If you have comments or concerns regarding the status of
your individual submission of this form, write directly to: Office of
Migrant Education, US Department of Education, 400 Maryland Avenue, SW,
Washington, DC 202026135.
(Information collection approved under OMB control number 18100541.
Expiration date: 04/30/2003.)
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[FR Doc. 0013429 Filed 52600; 8:45 am]
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