[Federal Register: January 3, 2001 (Volume 66, Number 2)]
[Notices]
[Page 559-584]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr03ja01-82]
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Part IV
Department of Education
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Native American Vocational and Technical Education Program (NAVTEP);
Notice Inviting Applications for New Awards for Fiscal Year (FY) 2000;
Notice
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DEPARTMENT OF EDUCATION
[CFDA No: 84.101]
Native American Vocational and Technical Education Program
(NAVTEP); Notice Inviting Applications for New Awards for Fiscal Year
(FY) 2000
Notice to Applicants: This notice is a complete application
package. Together with the statute authorizing the program and
applicable regulations governing the program, including 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.
SUMMARY: The Secretary invites applications for new awards for FY 2000
under the Native American Program authority of section 116 of the Carl
D. Perkins Vocational and Technical Education Act of 1998 (Act) and
announces deadline dates for the transmittal of applications for
funding under that program authority.
Purpose of Program: The Native American Vocational and Technical
Education Program (NAVTEP), formerly known as the Indian Vocational
Education Program (IVEP), provides grants to improve vocational and
technical education programs that are consistent with the purposes of
the Act and that benefit American Indians and Alaska Natives.
Eligible Applicants: (a) The following entities are eligible for an
award under the NAVTEP:
(1) A Federally recognized Indian tribe.
(2) A tribal organization.
(3) An Alaska Native entity.
(4) A Bureau-funded school, except for a bureau funded school
proposing to use its award to support secondary school vocational and
technical education programs.
(b) Any tribe, tribal organization, Alaska Native entity, or
eligible Bureau-funded school may apply individually or as part of a
consortium with one or more eligible tribes, tribal organizations,
Alaska Native entities, or eligible Bureau-funded schools. (Eligible
applicants seeking to apply for funds as a consortium should read and
follow the regulations in 34 CFR 75.127-75.129, which apply to group
applications.)
Note: An applicant must include documentation in its application
showing that it and, if appropriate, consortium members are eligible
according to the requirements in paragraphs (a) and (b) of the
``ELIGIBLE APPLICANTS'' section of this notice.
Submission of Applications: Each tribe to be served must approve an
application for a project to serve more than one Indian tribe. (25
U.S.C. 450b(1))
Deadline for Transmittal of Applications: March 2, 2001.
Available Funds: $13,063,668 for the first 12 months of the 36-
month project period. Funding for the second and third 12-month periods
of the 36-month project period is subject to the availability of funds
and to a grantee meeting the requirements of 34 CFR 75.253
(Continuation of multi-year project after the first budget period.).
Estimated Range of Awards: $300,000 to $500,000 for the first 12
months.
Estimated Average Size of Awards: $375,000.
Estimated Number of Awards: 35.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 36 months.
Applicable Statute and Regulations: (a) The relevant provisions of
the Carl D. Perkins Vocational and Technical Education Act of 1998, 20
U.S.C. 2301 et seq., in particular, section 116(a)-(g).
(b) The Education Department General Administrative Regulations
(EDGAR) as follows:
(1) 34 CFR part 74 (Administration of Grants and Agreements with
Institutions of Higher Education, Hospitals, and Other 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 80 (Uniform Administrative Requirements for Grants
and Cooperative Agreements to State and Local Governments).
(5) 34 CFR part 81 (General Education Provisions Act--Enforcement).
(6) 34 CFR part 82 (New Restrictions on Lobbying).
(7) 34 CFR part 85 (Governmentwide Debarment and Suspension
(Nonprocurement) and Governmentwide Requirements for Drug-Free
Workplace (Grants)).
(8) 34 CFR part 86 (Drug and Alcohol Abuse Prevention).
(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).
SUPPLEMENTARY INFORMATION:
General
This notice implements section 116 of the Carl D. Perkins
Vocational and Technical Education Act of 1998 (Act) (Pub. L. 105-332),
enacted October 31, 1998. In section 116(e) of the Act, Congress
expresses its intent to fund programs that improve vocational and
technical education. Section 116, which continues support for the
Secretary to provide grants, cooperative agreements, and contracts for
Native Americans to operate vocational and technical education
projects, also gives the Secretary a strong mandate to expend Federal
funds under the Native American Vocational and Technical Education
Program on projects that improve vocational and technical education.
Under the IVEP, the predecessor to the NAVTEP, the Congress
authorized the Secretary to provide financial assistance to Indian
tribes and certain schools funded by the Department of the Interior to
plan, conduct, and administer projects, or portions of projects, that
are authorized by and consistent with the Carl D. Perkins Vocational
and Applied Technology Education Act of 1990 (20 U.S.C. 2301 et seq.).
Based on requests from tribal entities, the Secretary generally funded
three types of projects. First, many tribal entities used funds to
provide tribal members with their initial opportunity to receive
vocational and technical education in a tribal setting. Second, tribal
entities used grants to improve or expand existing vocational programs
or develop new ones. Third, some tribal entities received grants each
year to provide continuous funding for the same vocational education
programs, services, or activities.
Section 116 of the Act changes many requirements under which the
Secretary must administer the vocational and technical education
program for Indians. Past grant recipients under the IVEP will find
that statutory changes will have a noticeable impact on how tribal
entities plan for and operate projects.
The following summary is intended to help the reader to become
familiar with the significant changes in section 116 of the Act and the
way in which these changes are reflected in the administration of the
NAVTEP as compared with the IVEP.
Changes to the Program
(a) Eligibility. (1) Applications from a tribal organization may be
submitted directly to the Secretary. Under the IVEP, Indian tribes were
required to submit the applications of tribal organizations.
(2) Alaska Native entities are eligible to apply for and receive an
award under the NAVTEP whereas, under the IVEP, they were not.
[[Page 561]]
(3)(i) Bureau-funded schools proposing to use their awards to fund
secondary vocational and technical education programs are no longer
eligible for direct funding from the Secretary under the NAVTEP.
(ii) Although Bureau-funded schools proposing to fund secondary
programs are not eligible to receive an award directly from the
Secretary, an Indian tribe, tribal organization, Alaska Native entity,
or eligible Bureau funded school may use its award to assist a
secondary school operated or supported by the Bureau of Indian Affairs
to carry out vocational and technical education programs.
(4) A Bureau-funded school that is not proposing a secondary
program is eligible for assistance under the NAVTEP. Under the IVEP,
Bureau-funded schools proposing postsecondary programs were not
eligible for funding. This change will enable the Bureau-funded schools
for which assistance is provided under the Tribally Controlled Schools
Act to receive an award under the NAVTEP. (20 U.S.C. 2326(b)(1),(3),
and (6))
(b) Appeals process. (1) Any applicant may request a hearing to
review the Secretary's decision not to make an award under the NAVTEP,
whereas under the IVEP only tribal organizations could request a
hearing.
(2) The Secretary will implement the appeals process in accordance
with the procedures in 34 CFR 401.23, except that the Secretary will
accept a request for a hearing from any applicant denied funding under
the NAVTEP. Any applicant denied funding under the competition outlined
in this notice has 30 calendar days to make a written request to the
Secretary for a hearing to review the Secretary's decision.
(c) Authorized projects, services, activities. (1) Improvement.
Section 116(e) of the Act requires the Secretary to ensure that
activities funded under the NAVTEP ``will improve vocational and
technical education programs...'' (20 U.S.C. 2326(e)). Through this new
provision Congress has expressed its intent that the Department
generally not continue support of ongoing Indian vocational and
technical education programs. Further, the requirement in section
116(e) of the Act, that projects funded under NAVTEP serve to improve
(rather than merely sustain) vocational and technical education
programs, aligns the NAVTEP with other programs authorized under the
Act that require recipients of funds under the Act to develop
challenging academic standards and improve vocational and technical
education.
In light of section 116(e) of the Act, the Department generally
does not intend to provide continuous funding for the same vocational
education programs, services, or activities. The Department will,
however, continue to support projects that develop new programs,
services, or activities or improve or expand existing programs,
services, or activities. In other words, the Department will support
``expansion'' or ``improvements'' that include, but are not limited to,
the expansion of effective programs or practices; upgrading of
activities, equipment, or materials; increasing staff capacity;
adoption of new technology; modification of curriculum; or
implementation of new policies to improve program effectiveness and
outcomes.
The Secretary believes that some programs, services, and
activities, by their very nature, improve vocational and technical
education and thus meet the requirement of section 116(e) of the Act.
The notice provides, for the convenience of potential applicants,
examples of these types of programs, services, and activities. It may
become necessary for the Secretary to modify the examples as the body
of knowledge improves and today's leading-edge techniques and
methodologies become commonplace.
(2) Start of services to students. Under the IVEP, some applicants
delayed the start of projects for as much as six months. Those
applicants delayed services in order to recruit students and staff. In
light of section 116(e) of the Act, applicants under the NAVTEP should
plan to start their vocational and technical education programs as soon
as possible after receiving notification of an award. The Secretary
strongly encourages applicants to start their programs no later than
two months after receiving notification. Under IVEP, many applicants
were able to start projects soon after receiving funding because of
pre-award planning. For example, while developing their applications,
these applicants reached tentative agreements with prospective staff to
work on the project in the event funding was received. The applicants
also advertised the possibility of vocational and technical education
services becoming available and, therefore, were able to quickly
attract students.
(3) Support services. In section 3(25), the Act now uses the term
``support services'' to refer to services that are related to
curriculum modification, equipment modification, classroom
modification, supportive personnel, and instructional aids. The Carl D.
Perkins Vocational and Applied Technology Education Act of 1990 used
the term ``supplementary services'' to refer to those services. This
change in terminology may create confusion for former grantees under
the IVEP who, as a matter of practice, generally used the term
``support services'' to refer to dependent care, transportation, books,
and supplies. In order to avoid confusion, under the NAVTEP the
Secretary will use the term ``direct assistance to students'' to refer
to tuition, dependent care, transportation, books, and supplies.
While the Act does not explicitly authorize the use of funds for
direct assistance to students, the legislative history of the Act
indicates that Congress intended to give eligible entities the
flexibility to continue these services to the extent they were
previously provided. In view of the legislative history and amendments
to the Act, the Secretary believes the Congress intended to give
eligible entities the flexibility to provide direct assistance to
special populations under certain, limited circumstances.
The Secretary realizes the importance of this direct assistance to
students and strongly encourages potential applicants to strengthen and
multiply their efforts to coordinate with Federal, State, and local
entities for the provision of these services.
(d) Integration of services. Funds under the NAVTEP may be
integrated with assistance received from related programs in accordance
with the provisions of Pub. L. 102-477, the Indian Employment, Training
and Related Services Demonstration Act of 1992. Integration of services
was not authorized under the IVEP.
(e) Supplanting. In accordance with section 311(a) of the Act,
funds under this program may not be used to supplant non-Federal funds
used to carry out vocational and technical education activities and
tech-prep activities. Further, the prohibition against supplanting also
means that grantees are required to use their negotiated restricted
indirect cost rate under this program. (34 CFR 75.563). A supplanting
provision did not apply to grantees under the IVEP.
Each year a few applicants propose to supplant tribal and other
non-Federal funds with Federal funds in order to pay the costs of
students' tuition, dependent care, transportation, books, supplies, and
other costs associated with participation in a vocational and technical
education program. With the new statutory prohibition against
supplanting, the Secretary cautions applicants not to plan to use funds
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under the NAVTEP to replace otherwise available non-Federal funding for
``direct assistance to students'' and family assistance programs.
Further, the Secretary is concerned that funds under the NAVTEP may
be used to replace Federal student financial aid. The Secretary wishes
to highlight that the statute does not authorize the Secretary to fund
projects that serve primarily as entities through which students may
apply for and receive tuition and other financial assistance.
(f) Limitation on services. Section 315 of the Act prohibits the
use of funds received under the Act to provide vocational and technical
education programs to students prior to the seventh grade.
(g) Evaluation. In order to ensure the high quality of NAVTEP
projects and the achievement of the purposes of section 116 of the Act,
this notice includes a requirement for projects to evaluate their
quality and effectiveness. Along with being consistent with the Act's
requirement that recipients measure levels of performance, the notice
is harmonious with the Department's promotion of accountability and
performance measures under the Government Performance and Results Act
(GPRA).
Definitions
Act of April 16, 1984 means the Federal law commonly known as the
``Johnson-O'Malley Act'' that authorizes the Secretary of the Interior
to make contracts for the education of Indians and other purposes (25
U.S.C. 455-457).
Acute economic need means an income that is at or below the
national poverty level according to the latest available data from the
Department of Commerce or the Department of Health and Human Services
Poverty Guidelines.
Alaska Native or Native means--
(a) A citizen of the United States who is a person of one-fourth
degree or more Alaska Indian (including Tsimshian Indians not enrolled
in the Metlakta Indian Community) Eskimo, or Aleut blood, or a
combination thereof.
(b) The term includes--
(1) Any Native, as so defined, either or both of whose adoptive
parents are not Natives; and
(2) In the absence of proof of a minimum blood quantum, any citizen
of the United States who is regarded as an Alaska Native by the Native
village or Native group of which he or she claims to be a member and
whose father or mother is (or, if deceased, was) regarded as Native by
any village or group. Any decision of the Secretary of Interior
regarding eligibility for enrollment shall be final. (20 U.S.C.
2326(a)(1); 43 U.S.C. 1602(b)).
Alaska Native entity means an entity such as an Alaska Native
village, group, or regional or village corporation. (20 U.S.C. 2326; 43
U.S.C. 1602(c), (d), (g), and (j)).
Alaska Native group means any tribe, band, clan, village,
community, or village association of Natives in Alaska composed of less
than twenty-five Natives, who comprise a majority of the residents of
the locality. (43 U.S.C. 1602(d)).
Alaska Native village means any tribe, band, clan, group, village,
community, or association in Alaska--
(a) Listed in sections 1610 and 1615 of the Alaska Native Claims
Settlement Act; or
(b) That meets the requirements of chapter 33 of the Alaska Native
Claims Settlement Act; and
(c) That the Secretary of Interior determines was, on the 1970
census enumeration date (as shown by the census or other evidence
satisfactory to the Secretary of Interior, who shall make findings of
fact in each instance), composed of twenty-five or more Natives. (43
U.S.C. 1602(c)).
Alaska regional corporation means an Alaska Native regional
corporation established under the laws of the State of Alaska in
accordance with the provisions of chapter 33 of the Alaska Native
Claims Settlement Act. (43 U.S.C. 1602(g)).
Alaska village corporation means an Alaska Native Village
Corporation organized under the laws of the State of Alaska as a
business for profit or nonprofit corporation to hold, invest, manage
and/or distribute lands, property, funds, and other rights and assets
for and on behalf of a Native village in accordance with the terms of
chapter 33 of the Alaska Native Claims Settlement Act. (43 U.S.C.
1602(j)).
Bureau means the Bureau of Indian Affairs of the U.S. Department of
the Interior. (25 U.S.C. 2026(2)).
Bureau-funded school means--
(a) A Bureau operated elementary or secondary day or boarding
school or Bureau-operated dormitory for students attending a school
other than a Bureau school. (25 U.S.C. 2026(4));
(b) An elementary or secondary school or dormitory which receives
financial assistance for its operation under a contract, grant, or
agreement with the Bureau under section 102, 103(a), or 208 of the
Indian Self-Determination Act (25 U.S.C. 450f, 450h(a), or 458d) or
under the Tribally Controlled Schools Act of 1988 (25 U.S.C. 2504). (25
U.S.C. 2026(5)); or
(c) A school for which assistance is provided under the Tribally
Controlled Schools Act of 1988 (25 U.S.C. 2501 et seq.). (25 U.S.C.
2026(3)).
Coherent sequence of courses means a series of courses in which
vocational and academic education is integrated, and which directly
relates to, and leads to, both academic and occupational competencies.
The term includes competency-based education and academic education.
Direct assistance to students means tuition, dependent care,
transportation, books, and supplies.
Indian means a person who is a member of an Indian tribe. (20
U.S.C. 2326(a)(3); 25 U.S.C. 450b(d)).
Indian tribe means any Indian tribe, band, nation, or other
organized group or community, including any Alaska Native village or
regional or village corporation as defined in or established pursuant
to the Alaska Native Claims Settlement Act (43 U.S.C. 1601 et seq.)
that is recognized as eligible for the special programs and services
provided by the United States to Indians because of their status as
Indians. (20 U.S.C. 2326(a)(3); 25 U.S.C. 450b(e)).
Institution of higher education means--
(a) An educational institution in any State that--
(1) Admits as regular students only persons having a certificate of
graduation from a school providing secondary education, or the
recognized equivalent of such a certificate;
(2) Provides an educational program for which the institution
awards a bachelor's degree or provides not less than a 2-year program
that is acceptable for full credit toward such a degree;
(3) Is a public or other nonprofit institution; and
(4) Is accredited by a nationally recognized accrediting agency or
association, or if not so accredited, is an institution that has been
granted preaccreditation status by such an agency or association that
has been recognized by the Secretary of the Interior for the granting
of preaccreditation status, and the Secretary of Interior has
determined that there is satisfactory assurance that the institution
will meet the accreditation standards of such an agency or association
within a reasonable time.
(b) The term also includes--
(1) Any school that provides not less than a 1-year program of
training to prepare students for gainful employment in a recognized
occupation and that meets the provisions of paragraphs (a)(1), (3), and
(4) of this definition.
[[Page 563]]
(2) A public or nonprofit private educational institution in any
State that, in lieu of the requirement in paragraph (a)(1) of this
definition, admits as regular students persons who are beyond the age
of compulsory school attendance in the State in which the institution
is located.
(Authority: 20 U.S.C. 1001 and 2302(28))
Special populations means--
(a) Individuals with disabilities;
(b) Individuals from economically disadvantaged families, including
foster children;
(c) Individuals preparing for nontraditional training and
employment;
(d) Single parents, including single pregnant women;
(e) Displaced homemakers; and
(f) Individuals with other barriers to educational achievement,
including individuals with limited English proficiency.(20 U.S.C.
2302(23)).
Stipend means a subsistence allowance for a student that is
necessary for the student to participate in a project funded under this
program.
Tribal organization means the recognized governing body of any
Indian tribe; any legally established organization of Indians that is
controlled, sanctioned, or chartered by that governing body or that is
democratically elected by the adult members of the Indian community to
be served by the organization and that includes the maximum
participation of Indians in all phases of its activities, provided that
in any case where a contract is let or grant made to an organization to
perform services benefiting more than one Indian tribe, the approval of
each such Indian tribe shall be a prerequisite to the letting or making
of such contract or grant. (20 U.S.C. 2326(a)(3); 25 U.S.C. 450b(l)).
Tribally Controlled College or University means an institution of
higher education which is formally controlled, or has been formally
sanctioned, or chartered, by the governing body of an Indian tribe or
tribes, except that no more than one such institution shall be
recognized with respect to any such tribe.
(Authority: 20 U.S.C. 2302(27) and 25 U.S.C. 1801(a)(4))
Vocational and technical education means organized educational
activities that--
(a) Offer a sequence of courses that provides an individual with
the academic and technical knowledge and skills the individual needs to
prepare for further education and careers (other than careers requiring
a baccalaureate, master's, or doctoral degree) in current or emerging
employment sectors; and
(b) Include competency-based applied learning that contributes to
an individual's academic knowledge, higher-order reasoning and problem-
solving skills, work attitudes, general employability skills, technical
skills, and occupational-specific skills of an individual. (20 U.S.C.
2302(29)).
Eligible Programs, Services, and Activities
(a) Authorized programs. Under this competition--
(1) The Secretary awards grants to carry out projects that improve
vocational and technical education programs that are consistent with
the purposes of the Act.
(2) In order to ensure that grants awarded will serve to improve
vocational and technical education programs, the Secretary funds a
vocational and technical education program, service, or activity that--
(i) Is new--was not provided by the applicant during the
instructional term that preceded the request for funding under the
NAVTEP;
(ii) Will improve or expand an existing vocational and technical
education program; or
(iii) Inherently improves vocational and technical education.
(3) A program, service, or activity inherently improves vocational
and technical education if it proposes to--
(i) Strengthen the academic, vocational, and technical skills of
students participating in vocational and technical education programs--
(A) By strengthening the rigor of the academic and vocational and
technical components of programs; and
(B) Through the integration of academics with vocational and
technical education programs through a coherent sequence of courses to
ensure learning in the core academic and vocational and technical
subjects;
(ii) Expand the scope, depth, and relevance of curriculum,
especially content that provides students with a comprehensive
understanding of all aspects of an industry and a variety of hands-on,
job-specific experiences;
(iii) Offer--
(A) Work-related experience, internships, cooperative education,
school-based enterprises, entrepreneurship, community service learning,
and job shadowing that are related to vocational and technical
education programs;
(B) Coaching/mentoring and support services, extra help for
students after school, on the weekends, and/or during the summers so
they can meet higher standards;
(C) Career guidance and academic counseling for students
participating in vocational and technical education programs under the
NAVTEP;
(D) Placement services for students who have successfully completed
vocational and technical education programs under the NAVTEP;
(E) Professional development programs for teachers, counselors, and
administrators; or
(F) Strong partnerships among grantees and local educational
agencies, postsecondary institutions, community leaders, adult
education providers, and, as appropriate, other entities, such as
employers, labor organizations, parents, and local partnerships, to
enable students to achieve State academic standards and vocational and
technical skills;
(iv) Use student assessment and evaluation data to continually
improve instruction and staff development with the goal of increasing
student achievement; or
(v) Perform research, development, demonstration, dissemination,
evaluation and assessment, capacity building, and technical assistance.
(b) Assistance to Bureau-funded secondary schools. An Indian tribe,
a tribal organization, an Alaska Native entity, or eligible Bureau-
funded school that receives an award under this program may use all or
a portion of the funds to provide assistance to a secondary school
operated or supported by the Bureau of Indian Affairs to enable that
school to carry out vocational and technical education programs.
(c) Student stipends. (1) A portion of an award under this program
may be used to provide stipends to a student to help meet the costs of
participation in a NAVTEP project.
(2) The student must--
(i) Be enrolled in a vocational and technical education project
funded under this program;
(ii) Be in regular attendance in a NAVTEP project and meet the
training institution's attendance requirement; and
(iii) Maintain satisfactory progress in his or her course of study
according to the training institution's published standards for
satisfactory progress.
(iv) Have an acute economic need that--
(A) Prevents participation in a project funded under this program;
and
(B) Cannot be met through a work-study program.
(3) The amount of a stipend may be the greater of either the
minimum hourly wage prescribed by State or local law, or the minimum
hourly wage established under the Fair Labor Standards Act.
(4) A grantee may only award a stipend if the stipend combined with
[[Page 564]]
other resources the student receives does not exceed the student's
financial need. A student's financial need is the difference between
the student's cost of attendance and the financial aid or other
resources available to defray the student's cost of attending a NAVTEP
project.
(5) To calculate the amount of a student's stipend, a grantee would
multiply the number of hours a student actually attends vocational and
technical education instruction by the amount of the minimum hourly
wage that is prescribed by State or local law, or by the minimum hourly
wage that is established under the Fair Labor Standards Act.
Example: If a grantee uses the Fair Labor Standards Act minimum
hourly wage of $6.15 and a student attends classes for 20 hours a
week, the student's stipend would be $123 for the week during which
the student attends classes ($6.15 x 20 = 123).
(d) Direct assistance to students. (1) A grantee may provide direct
assistance to a student if the following conditions are met:
(A) The recipient of the direct assistance must be an individual
who is a member of a special population and who is participating in a
NAVTEP project.
(B) Direct assistance may only be provided to an individual to the
extent that it is needed to address barriers to the individual's
successful participation in a NAVTEP project.
(C) Direct assistance to individuals must be part of a broader,
more generally focused effort to address the needs of individuals who
are members of special populations. Direct assistance to individuals
who are members of special populations is not, by itself, a ``program
for special populations''.
(D) Funds must be used to supplement, and not supplant, assistance
that is otherwise available from non-Federal sources. For example,
generally, a postsecondary educational institution could not use NAVTEP
funds to provide child care for single parents if non-Federal funds
previously were made available for this purpose, or if non-Federal
funds are used to provide child care services for single parents
participating in non-vocational programs and these services otherwise
would have been available to vocational students in the absence of
NAVTEP funds.
(2) In determining how much of the grant funds may be used for
direct assistance to a student, a grantee must consider whether:
(A) The specific services to be provided are a reasonable and
necessary cost of providing programs for special populations.
(B) The amount of the grant that would be used for these services
(both on an item-by-item basis and in the aggregate compared to the
amount of the entire grant) would be consistent with the predecessor
authority to fund support services under the IVEP.
Integration of Services
(a) A tribe, tribal organization, or Alaska Native entity receiving
financial assistance under this program may integrate those funds with
assistance received from related programs in accordance with the
provisions of Pub. L. 102-477, the Indian Employment, Training and
Related Services Demonstration Act of 1992 (25 U.S.C. 3401 et seq.).
(b) A tribe, tribal organization, or Alaska Native entity wishing
to integrate funds must have a plan that meets the requirements of the
Indian Employment, Training and Related Services Demonstration Act of
1992 (25 U.S.C. 3401 et seq.) and is acceptable to the Secretary of the
Interior and the Secretary of Education.
For further information on the integration of grant funds under
this and related programs contact Lynn Forcia, Chief, Division of Job
Placement and Training, Office of Economic Development, Bureau of
Indian Affairs, U.S. Department of the Interior, 1849 C Street NW.,
Mailstop 4640-MIB, Washington, DC 20240. Telephone: (202) 219-5270.
Internet address: Lynn_Forcia@ios.doi.gov. Fax: (202) 208-3664.
Special Considerations
In addition to the points to be awarded to applicants based on the
selection criteria, under section 116(e) of the Act the Secretary
awards--
(a) Up to 10 points to applications that propose exemplary
approaches that involve, coordinate with, or encourage tribal economic
development plans; and
(b) Five points to applications from tribally controlled colleges
or universities that--
(1) Are accredited or are candidates for accreditation by a
nationally recognized accreditation organization as an institution of
postsecondary vocational and technical education; or
(2) Operate vocational and technical education programs that are
accredited or are candidates for accreditation by a nationally
recognized accreditation organization and issue certificates for
completion of vocational and technical education programs. (20 U.S.C.
2326(e)).
Selection Criteria
The Secretary uses the following program criteria to evaluate an
application. The maximum score for each criterion is indicated in
parentheses.
(a) Need for project. (15 points) (1) The Secretary considers the
need for the proposed project.
(2) In determining the need for the proposed project, the Secretary
considers the following factors:
(i) The magnitude or severity of the problem to be addressed by the
proposed project.
(ii) The magnitude of the need for the services to be provided or
the activities to be carried out by the proposed project (as evidenced
by data such as local labor market demand, occupational trends,
surveys, recommendations from accrediting agencies, or tribal economic
development plans).
(iii) 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.
(b) Significance. (10 points) (1) The Secretary considers the
significance of the proposed project.
(2) In determining the significance of the proposed project, the
Secretary considers the following factors:
(i) The potential contribution of the proposed project to increased
knowledge or understanding of educational needs, issues, or effective
educational strategies for providing vocational and technical education
to American Indians and Alaska Natives.
(ii) The likelihood that the proposed project will result in system
change or improvement in the applicant's educational program.
(iii) The extent to which the proposed project is likely to build
local capacity to provide, improve, or expand services that address the
vocational and technical education needs of the target population.
(iv) The extent to which the results of the proposed project are to
be disseminated in ways that will enable vocational and technical
education practitioners to use the information or strategies developed
by the proposed project.
(v) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project, especially improvements in
teaching and student achievement.
(c) Quality of the project design. (25 points) (1) The Secretary
considers the quality of the project design.
[[Page 565]]
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which goals, objectives, and outcomes are clearly
specified and measurable (e.g., student vocational and technical
education activities; expected enrollments, completions, and student
placements in jobs, military specialties, and continuing education/
training opportunities in each vocational training area; the number of
teachers, counselors, and administrators to be trained; identification
of requirements for each course of study to be provided under the
project, including related training areas; description of performance
outcomes; and description of the planned dissemination activities,
including the number and names of products or practices to be
disseminated, target audience for dissemination activities, and
intended uses for disseminated products or services).
(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 design for implementing and
evaluating the proposed project will result in information to guide
possible replication of project activities or strategies, including
information about the effectiveness of the approach or strategies
employed by the project.
(iv) The extent to which the design of the proposed project
reflects up-to-date knowledge from research and effective practice.
(v) The extent to which the proposed project will be coordinated
with similar or related efforts, and with other appropriate community,
State, and Federal resources.
(vi) The extent to which the proposed project will establish
linkages with other appropriate agencies and organizations providing
services to the target population.
(vii) The extent to which performance feedback and continuous
improvement are integral to the design of the proposed project.
(viii) The quality of the methodology to be employed in the
proposed project.
(d) Quality of project services. (25 points) (1) The Secretary
considers the quality of the services to be provided by the proposed
project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the following factors:
(i) The extent to which the services to be provided by the proposed
project are appropriate to the needs of the intended recipients of
those services.
(ii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice.
(iii) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services.
(iv) 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.
(v) The extent to which the training or professional development
services to be provided by the proposed project for the staff of its
vocational and technical education program are of sufficient quality,
intensity, and duration to lead to improvements in practice among the
applicant's staff.
(vi) The likelihood that the services to be provided by the
proposed project will lead to improvements in the skills necessary to
gain employment.
(vii) 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.
(viii) The likelihood that the services to be provided by the
proposed project will lead to improvements in the skills necessary to
gain employment or build capacity for independent living.
(e) Quality of project personnel. (15 points) (1) The Secretary
considers the quality of the personnel who will carry out the proposed
project.
(2) 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 color, national origin,
gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of the project director.
(ii) The qualifications, including relevant training and
experience, of key project personnel, especially the extent to which
the project will use instructors who are certified to teach in the
field in which they will provide instruction.
(iii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
(f) Adequacy of resources. (5 points) (1) The Secretary considers
the adequacy of resources for the proposed project.
(2) 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(s).
(ii) The relevance and demonstrated commitment (e.g., articulation
agreements, memoranda of understanding, letters of support, commitments
to employ project participants) of the applicant, members of the
consortium, local employers, or tribal entities to be served by the
project, to the implementation and success of the project.
(iii) The extent to which the budget is adequate to support the
proposed project.
(iv) The extent to which the costs are reasonable in relation to
the objectives, design, services, and potential significance of the
proposed project.
(v) The extent to which the costs are reasonable in relation to the
number of persons to be served and to the anticipated results and
benefits.
(vi) The potential for continued support of the project after
Federal funding ends, including, as appropriate, the demonstrated
commitment of appropriate entities to provide such support.
(g) Quality of the management plan. (10 points) (1) The Secretary
considers the quality of the management plan for the proposed project.
(2) 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 the milestones and performance
standards for accomplishing project tasks.
(ii) 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.
(iii) The adequacy of procedures for ensuring feedback and
continuous improvement in the operation of the proposed project.
(iv) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(h) Quality of the project evaluation. (20 points)
[[Page 566]]
(1) The Secretary considers the quality of the evaluation to be
conducted by an independent evaluator of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation proposed by the
grantee are thorough, feasible, and appropriate to the goals,
objectives, and outcomes of the proposed project.
(ii) 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 the GPRA core factors discussed
elsewhere in this notice, and will produce quantitative and qualitative
data to the extent possible.
(iii) The extent to which the methods of evaluation will provide
timely guidance for quality assurance.
(iv) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(v) The extent to which the evaluation will provide guidance about
effective strategies suitable for replication or testing in other
settings. (Approved by the Office of Management and Budget under
Control No. 1830-0542)
Additional Factors
After evaluating applications according to the selection criteria
in this notice, the Secretary may select other than the most highly
rated applications for funding if doing so would--
(a) Permit the funding of more cost-effective projects;
(b) Prevent the duplication of an effort already being made;
(c) Create a more equitable distribution of funds under this
competition among Indian tribes, tribal organizations, Alaska Native
entities, or eligible Bureau-funded schools;
(d) Prevent the funding of an applicant who performed poorly under
a previous award under this program, especially one who failed to
accomplish the project objectives; or
(e) Permit the funding of a variety of approaches for carrying out
the activities under the NAVTEP.
Program Requirements
To ensure the high quality of NAVTEP projects and the achievement
of the goals and purposes of section 116(e) of the Act, the Secretary
establishes the following program requirements:
(a) Evaluation. (1) Each grantee shall budget for and conduct an
ongoing evaluation of its effectiveness. An independent evaluator must
conduct the evaluation.
(2) The evaluation must--
(i) Be appropriate for the project and be both formative and
summative in nature;
(ii) Include performance measures that are clearly related to the
intended outcomes of the project and the GPRA core factors for the
NAVTEP;
(iii) Measure the effectiveness of the project, including a
comparison between the intended and observed results, and a
demonstration of a clear link between the observed results and the
specific treatment given to project participants;
(iv) Measure the extent to which information about or resulting
from the project was disseminated and the ease by which project
activities and results were replicated at other sites, such as through
the grantee's development and use of guides or manuals that provide
step-by-step directions for practitioners to follow when initiating
similar efforts and reproducing comparable results; and
(v) Measure the long-term impact of the project, e.g., follow-up
data on students' employment, sustained employment, promotions,
advancement in the military, further/continuing education or training,
or the impact the project had on tribal economic development or
vocational and technical education activities offered by tribes.
(3) A proposed project evaluation design must be submitted to the
Department for review and approval prior to the end of the first six
months of the project period.
(4) As required in paragraph (b)(2) of the ``PROGRAM REQUIREMENTS''
section of this notice, the results of the evaluation must be submitted
to the Secretary along with the annual performance report.
(b) Reporting. Each grantee shall submit to the Secretary the
following reports--
(1) A semi-annual performance report, unless the Secretary requires
more frequent reporting, summarizing significant project
accomplishments and, if applicable, barriers impeding progress and
steps taken to alleviate those barriers.
(2) A performance report must include--
(i) A comparison of actual accomplishments to the objectives
established for the period. Describe any problems, delays, or adverse
conditions that materially impair the ability of the project to
accomplish its purposes, along with the reasons for slippage and an
explanation of any action taken or contemplated to resolve the
difficulties;
(ii) A description of any favorable developments that will permit
the project to accomplish its purposes sooner, at less cost, or more
effectively than projected; and
(iii) A statistical report covering quantitative analyses of--
(A) The extent to which the project achieved its goals with respect
to enrollment, completion, and placement (into additional training or
education, military service, or employment) of participants for the
most recently completed training cycle(s) by gender and by courses of
study for which instruction was provided;
(B) The number and kind of academic, vocational and technical, and
work credentials and competencies acquired and demonstrated by
individuals participating in the project, including the number of those
who have completed the education and training offered by the project.
Grantees should also report students' participation in programs
providing instruction at the associate degree level that is articulated
with an advanced degree option; and
(C) The number of referrals to social or related services that were
intended to improve the extent to which participants benefit from the
project (e.g., referring a student to an agency that will help her to
obtain child care or health care, which would result in improved
classroom attendance) or to prepare for or obtain employment.
(3) An annual evaluation report that is submitted along with the
annual performance report. (Approved by the Office of Management and
Budget under Control Number 1830-0542)
Indian Self-Determination Contracts
Section 116(b)(2) of the Act provides that grants or contracts
awarded under section 116 are subject to the terms and conditions of
section 102 of the Indian Self-Determination Act (ISDA)(25 U.S.C. 450f)
and shall be conducted in accordance with the provisions of sections 4,
5, and 6 of the Act of April 16, 1934, which are relevant to the
programs administered under section 116(b). Section 102 of the ISDA
authorizes Indian tribes to request self-determination contracts.
Accordingly, an Indian tribe or tribal organization that has applied to
the Secretary for financial assistance under the NAVTEP and has been
notified of its selection to be a recipient of financial assistance may
submit a request to operate its NAVTEP project through a section 102
Indian self-determination contract.
In accordance with section 102(a) of the ISDA, any tribe or tribal
[[Page 567]]
organization requesting to operate its project under an Indian self-
determination contract must do so by tribal resolution. After
successful applicants are selected under the competition announced in
this notice, the Secretary will review any such requests pursuant to
the ISDA. If a request for an Indian self-determination contract is
approved, the Indian tribe or tribal organization submitting the
request will be required, to the extent possible, to operate its
project in accordance with the terms of the ISDA, as well as in
accordance with the relevant provisions of the NAVTEP statute and the
program requirements established in this notice. As with grants, self-
determination contracts under the NAVTEP are limited to a 36-month
period and subject to the availability of funds. The vocational and
technical education programs, services, and activities provided through
an Indian self-determination contract would have to be essentially the
same as were proposed in the initial application and approved by the
Department. Any tribe or tribal organization that is successful under
the competition announced in this notice and is selected to receive
funding, but whose request for an Indian self-determination contract is
denied, may appeal the denial to the Secretary. If you have questions
about ISDA self-determination contracts, please contact the staff
listed in the FOR FURTHER INFORMATION CONTACT section of this notice.
Government Performance and Results Act (GPRA)
The Government Performance and Results Act of 1993 (GPRA) places
new management expectations and requirements on Federal departments and
agencies by creating a framework for more effective planning,
budgeting, program evaluation, and fiscal accountability for Federal
programs. The intent of the Act is to improve public confidence by
holding departments and agencies accountable for achieving program
results. Departments and agencies must clearly describe the goals and
objectives of their programs, identify resources and actions needed to
accomplish these goals and objectives, develop a means of measuring
progress made, and regularly report on their achievement. One important
source of program information on successes and lessons learned is the
project evaluation conducted under individual grants. NAVTEP grantees
shall include the following core factors in evaluating the success of
their projects:
(a) Students master academic knowledge and skills that meet
challenging State defined (at the secondary level) or program defined
(at the postsecondary level) academic standards as measured by--
(1) At the secondary level, an increase in the number of vocational
and technical education students who show increased score gains in
language arts, mathematics, science, and social studies; and
(2) At the postsecondary level, an increase in the number of
vocational and technical education students who receive degrees,
certificates, or credentials.
(b) Students master the knowledge and skills that meet State
established (at the secondary level) or program established (at the
postsecondary level), industry-validated vocational and technical skill
standards as measured by--
(1) An increase in the number of programs with industry-recognized
skill standards so students can earn skill certificates in those
programs; and
(2) An increase in the number of programs offering skill
competencies, related assessments, and industry-recognized skills
certificates in secondary and postsecondary institutions.
(c) Student attainment of a secondary school diploma or its State-
recognized equivalent, proficiency credentials in conjunction with a
secondary school diploma, or a postsecondary degree or credential as
measured by an increase in the number of vocational and technical
education students who--
(1) At the secondary level--
(i) Attain high school diplomas; or
(ii) Attain a proficiency credential in conjunction with a
secondary school diploma or its State-recognized equivalent; or
(2) At the postsecondary level, attain postsecondary degrees,
certificates, and credentials.
(d) Placement in, retention in, and completion of, postsecondary
education or advanced training, placement in military services, or
placement or retention in employment as measured by an increase in the
number of vocational and technical education students who--
(1) Graduate from secondary programs and enter postsecondary
programs;
(2) Graduate from postsecondary programs and enter advanced degree
programs or advanced training;
(3) Remain in and/or complete a postsecondary degree or certificate
program;
(4) Are placed in military service; or
(5) Are placed in a job, upgraded in a job, or retain employment.
(e) Student participation in and completion of vocational and
technical education programs that lead to nontraditional training and
employment as measured by an increase in the number of vocational and
technical education students who--
(1) Enroll in nontraditional training programs; and
(2) Secure employment in nontraditional job/careers. (Approved by
the Office of Management and Budget under Control Number 1830-0542)
Waiver of Rulemaking
Under the Administrative Procedure Act (5 U.S.C. 553) the
Department generally offers interested parties the opportunity to
comment on proposed program requirements before they are implemented.
However, section 437(d)(1) of the General Education Provisions Act
exempts from formal rulemaking requirements, regulations governing the
first grant competition under a new or substantially revised program
authority (20 U.S.C. 1232(d)(1)). The program authority for what was
formerly known as the Indian Vocational Education Program was
substantially revised on October 31, 1998 by section 116 of Pub. Law
105-332. In order to make awards on a timely basis, the Assistant
Secretary has decided to publish this notice of program requirements
without requesting public comment, under the authority of section
437(d)(1). Any requirements, criteria, or regulations that the
Department establishes for future competitions will be published in
proposed form in the Federal Register with an opportunity for
interested persons to comment.
The Assistant Secretary is not promulgating any regulations through
this notice applicable to section 116(b)(2) of the Act, relating to
certain sections of the Indian Self-Determination Act and the Act of
April 16, 1934. However, the Assistant Secretary is interested in
receiving future public comment and suggestions on the Department's
implementation of section 116 of the Act and on whether any regulations
may be needed in the future. Please send written public comments on
this issue to Sharon A. Jones, Division of National Programs, Office of
Vocational and Adult Education, U.S. Department of Education, 400
Maryland Avenue, SW. (Room 4515, Mary E. Switzer Building), Washington,
DC 20202-7242. Telephone (202) 205-9870. Internet addresses:
sharon_jones@ed.gov.
[[Page 568]]
Instructions for Transmittal of Applications
Applicants are required to submit one original signed application
and two copies of the application. All forms and assurances must have
ink signatures. Please mark applications as ``original'' or ``copy''.
To aid with the review of applications, the Department encourages
applicants to submit four additional paper copies of the application.
The Department will not penalize applicants who do not provide
additional copies.
(a) If an applicant wants to apply for a grant under this
competition, the applicant must either--
(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 #84.101), 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:
(CFDA #84.101), Room #3633, Regional Office Building #3, 7th and D
Streets, SW., Washington, DC
(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 (ED Form 424) the CFDA number--and suffix letter,
if any--of the competition under which the application is being
submitted.
Application Instructions and Forms
All forms and instructions are included as Appendix A of this
notice. Questions and answers pertaining to this program are included,
as Appendix B, to assist potential applicants.
To apply for an award under this program competition, an
application must be organized in the following order, include the
following five parts, and CONTAIN DOCUMENTATION SHOWING THAT THE
APPLICANT AND, IF APPROPRIATE, CONSORTIUM MEMBERS ARE ELIGIBLE
ACCORDING TO THE REQUIREMENTS IN THE ``ELIGIBLE APPLICANTS'' SECTION OF
THIS NOTICE. The parts and additional materials are as follows:
(1) Application for Federal Education Assistance (ED Form 424 (Rev.
1-12-99)) and instructions.
(2) Budget Information--Non-Construction Programs (ED Form No. 524)
and instructions.
(3) Budget Narrative.
(4) Program Narrative.
(5) Additional Assurances and Certifications:
a. Assurances--Non-Construction Programs (Standard Form 424B).
b. Certification regarding Lobbying, Debarment, Suspension, and
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED
80-0013) and instructions.
c. Certification regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion: Lower Tier Covered Transactions (ED Form 80-0014,
9/90) and instructions.
Note: ED Form 80-0014 is intended for the use of grantees and
should not be transmitted to the Department.
d. Disclosure of Lobbying Activities (Standard Form LLL), if
applicable, and instructions. This document has been marked to reflect
statutory changes. See the notice published by the Office of Management
and Budget at 61 FR 1413 (January 19, 1996).
e. Notice to All Applicants.
No grant or cooperative agreement may be awarded unless a completed
application form has been received.
FOR FURTHER INFORMATION CONTACT: Paul Geib, Linda Mayo, or Gwen
Washington, Special Programs Branch, Division of National Programs,
Office of Vocational and Adult Education, U.S. Department of Education,
400 Maryland Avenue, SW. (Room 4520, Mary E. Switzer Building),
Washington, DC 20202-7242. Telephone (202) 205-9962, 205-9353, or 205-
9270, respectively. Internet addresses:
paul_geib@ed.gov
linda_mayo@ed.gov
gwen_washington@ed.gov
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 notice in an alternative
format (e.g., Braille, large print, audiotape, or computer diskette) on
request to the contact person listed at the beginning of this
paragraph. Please note, however, that the Department is not able to
reproduce in an alternative format the standard forms included in the
notice.
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 Adobe
Portable Document Format (PDF) on the Internet at either of the
following sites:
http://ocfo.ed.gov/fedreg.htm
http://www.ed.gov/news.html
To use PDF you must have Adobe Acrobat Reader, which is available
free at either of the preceding sites. If you have questions about
using PDF, call the U.S. Government Printing Office (GPO), toll free,
at 1-888-293-6498; or in the Washington, DC, area at (202) 512-1530.
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. 2326(a)-(g).
Dated: December 27, 2000.
Robert Muller,
Acting Assistant Secretary, Office of Vocational and Adult Education.
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 1830-0542. Expiration date: September 30,
2003. The time required to complete this information collection is
estimated to average 208 hours per response, including the time to
review instructions, search existing data resources, gather the data
needed, and complete and review the information collection.
If you have any comments concerning the accuracy of the time
estimates or suggestions for improving this form, please write to: U.S.
Department of
[[Page 569]]
Education, Washington, DC 20202-4651.
If you have comments or concerns regarding the status of your
individual submission of this form, write directly to: Paul Geib, Linda
Mayo or Gwen Washington, Division of National Programs, Office of
Vocational and Adult Education, U.S. Department of Education, 400
Maryland Avenue, SW., Room 4512, Mary E. Switzer Building, Washington,
DC 20202-7242.
Appendix A
Part II--Budget Information
Instructions for Part II--Budget Information Sections A and B--
Budget Summary by Categories
1. Personnel: Show salaries to be paid to personnel for each
budget year.
2. Fringe Benefits: Indicate the rate and amount of fringe
benefits for each budget year.
3. Travel: Indicate the amount requested both local and out of
State travel of Program Staff for each budget year. Include funds
for the 1st and 2nd year for two people to attend the Program
Director's Workshop.
4. Equipment: Indicate the cost of non-expendable personal
property that has a cost of $5,000 or more per unit for each budget
year.
5. Supplies: Include the cost of consumable supplies and
materials to be used during the project period for each budget year.
6. Contractual: Show the amount to be used for: (1) procurement
contracts (except those which belong on other lines such as supplies
and equipment); and (2) sub-contracts for each budget year.
7. Construction: Not applicable.
8. Other: Indicate all direct costs not clearly covered by lines
1 through 6 above, including consultants and capital expenditures
for each budget year.
9. Total Direct Cost: Show the total for Lines 1 through 8 for
each budget year.
10. Indirect Costs: Indicate the rate and amount of indirect
costs for each budget year.
11. Training/Stipend Cost: Indicate cost per student and number
of hours of instruction. The amount of a stipend may be the greater
of the minimum hourly wage prescribed by State and local law, or the
minimum hourly wage set under the Fair Labor Standards Act.
12. Total Costs: Show total for lines 9 through 11 for each
budget year.
Instructions for Part III--Budget Narrative
The budget narrative should explain, justify, and, if needed,
clarify your budget summary. For each line item (personnel, fringe
benefits, travel, etc.) in your budget, explain why it is there and
how you computed the costs.
Please limit this section to no more than five pages. Be sure
that each page of your application is numbered consecutively.
Appendix B
Potential applicants frequently direct questions to officials of
the Department regarding application notices and programmatic and
administrative regulations governing various direct grant programs.
To assist potential applicants, the Department has assembled the
following most commonly asked questions followed by the Department's
answers.
Q. Can we get an extension of the deadline?
A. No. A closing date may be changed only under extraordinary
circumstances. Any change must be announced in the Federal Register
and must apply to all applications. Waivers for individual
applications cannot be granted regardless of the circumstances.
Q. How many copies of the application should I submit and must
they be bound?
A. Applicants are required to submit one original and two copies
of the grant application. To aid with the review of applications,
the Department encourages applicants to submit four additional
copies of the grant application. The Department will not penalize
applicants who do not provide additional copies. The binding of
applications is optional.
Q. We just missed the deadline for the XXX competition. May we
submit under another competition?
A. Yes, however, the likelihood of success is not good. A
properly prepared application must meet the specifications of the
competition to which it is submitted.
Q. I'm not sure which competition is most appropriate for my
project. What should I do?
A. We are happy to discuss any such questions with you and
provide clarification on the unique elements of the various
competitions.
Q. Will you help us prepare our application?
A. We are happy to provide general program information. Clearly,
it would not be appropriate for staff to participate in the actual
writing of an application, but we can respond to specific questions
about application requirements, evaluation criteria, and the
priorities. Applicants should understand, however, that prior
contact with the Department is not required, nor will it in any way
influence the success of an application.
Q. When will I find out if I'm going to be funded?
A. You can expect to receive notification within 3 to 4 months
of the applications received and the number of Department
competitions with similar closing dates.
Q. Once my application has been reviewed by the review panel,
can you tell me the outcome?
A. No. Every year we are called by a number of applicants who
have a legitimate reason for needing to know the outcome of the
panel review prior to official notification. Some applicants need to
make job decisions, some need to notify a local school district,
etc. Regardless of the reason, because final funding decisions have
not been made at that point, we cannot share information about the
results of the panel review with anyone.
Q. Will my application be returned if I am not funded?
A. No. We no longer return unsuccessful applications. Thus,
applicants should retain at least one copy of the application.
Q. Can I obtain copies of reviewers' comments?
A. Upon written request, reviewers' comments will be mailed to
unsuccessful applicants.
Q. If my application receives high scores from the reviewers,
does that mean that I will receive funding?
A. Not necessarily. It is often the case that the number of
applications scored highly by the reviewers exceeds the dollars
available for funding projects under a particular competition. The
order of selection, which is based on the scores of all the
applications reviewed and other relevant factors, determines the
applications that can be funded.
Q. What happens during pre-award clarification discussions?
A. During pre-award clarification discussions, technical and
budget issues may be raised. These are issues that have been
identified during the panel and staff reviews that require
clarification. Sometimes issues are stated as ``conditions.'' These
are issues that have been identified as so critical that the award
cannot be made unless those conditions are met. Questions may also
be raised about the proposed budget. Generally, these issues are
raised because an application contains inadequate justification or
explanation of a particular budget item, or because the budget item
seems unimportant to the successful completion of the project. If
you are asked to make changes that you feel could seriously affect
the project's success, you may provide reasons for not making the
changes or provide alternative suggestions. Similarly, if proposed
budget reductions will, in your opinion, seriously affect the
project activities, you may explain why and provide additional
justification for the proposed expenses. An award cannot be made
until all issues under discussion have been resolved.
Q. How do I provide an assurance?
A. Except for SF-424B. ``Assurances--Non-Construction
Programs,'' you may provide an assurance simply by stating in
writing that you are meeting a prescribed requirement.
Q. Where can copies of the Federal Register, Education
Department General Administrative Regulations (EDGAR), and Federal
statutes be obtained?
A. Copies of these materials can usually be found at your local
library. If not, they can be obtained from the Government Printing
Office by writing to Superintendent of Documents, U.S. Government
Printing Office, Washington, DC 20402. Telephone: (202) 708-8228.
When requesting copies of regulations or statutes, it is helpful to
use the specific name of the public law, number of a statute, or
part number of a regulation. The material referenced in this notice
should be referred to as follows:
(1) The Carl D. Perkins Vocational and Technical Education Act
of 1998.
(2) Education Department General Administrative Regulations, 34
CFR parts 74, 75, 77, 80, 81, 82, 85, 86, 97, 98, and 99.
Copies of these materials may also be found on the World Wide
Web at http://www.access.gpo.gov/nara.
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