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

SUMMARY: This notice announces the fiscal year (FY) competition for

Urban/Rural Opportunities Grants authorized under Title III of the

School-to-Work Opportunities Act of 1994 (the Act). This notice

contains all of the necessary information and forms needed to apply for

grant funding in FY 1995. The Departments of Labor and Education (the

Departments) also establish final selection criteria to be used in

evaluating applications submitted under the Urban/Rural Opportunities

Grant competition in FY 1995 and in succeeding years. Urban/Rural

Opportunities Grants will enable local partnerships serving youth who

reside or attend school in high poverty areas to develop and implement

School-to-Work Opportunities intiatives in high poverty areas of urban

and rural communities. These intiatives will offer young Americans in

such communities access to School-to-Work Opportunities programs

specifically designed to address barriers to their successful

participation in such programs and to prepare them for first jobs in

high-skill, high-wage careers and further education and training.

DATES: Applications for grant awards will be accepted commencing

November 14, 1995. The closing date for receipt of applications is

January 29, 1996, at 2 p.m. (Eastern time) at the address below.

Telefacsimile (FAX) applications will not be accepted.

ADDRESSES: Applications must be mailed to: U.S. Department of

Education, Application Control Center, Attention: CFDA #84.278D,

Washington, DC 20202-4725.

FOR FURTHER INFORMATION CONTACT: Karen Clark, National School-to-Work

Office, Telephone: (202) 401-6222 (this is not a toll-free number).

Individuals who use a telecommunications device for the deaf (TDD) may

call the Federal Information Relay Service (FIRS) at 1-800-877-8339

between 8 a.m. and 8 p.m., Eastern time, Monday through Friday.

SUPPLEMENTARY INFORMATION:

Section A. Background

The Departments of Labor and Education are reserving funds

appropriated for FY 1995 under the Act (Public Law 103-329) for a

competition for Urban/Rural Opportunities Grants authorized under Title

III of the Act. Grants under this competition will be awarded to local

partnerships that serve high poverty areas and that are also prepared

to develop and implement local School-to-Work Opportunities initiatives

in these areas. The Departments recognize that high poverty areas face

particular challenges in implementing such initiatives, including: few

large private or public employers in high poverty areas; dropout rates

that, in many cases, are over 50 percent; poorer students who may be

much less aware of college opportunities than students in other areas;

strong peer pressure that does not necessarily promote achievement

among youth; pressure on youth from situations outside of school which

may affect their school performance; schools with students of more

diverse ethnic and racial backgrounds than schools in other areas;

proportionately more out-of-school youth than in other areas; and

uneven quality in educational and employment opportunities among high

poverty area youth.

Due to these particular challenges, a local partnership in a high

poverty area must identify and address a great variety of needs of

youth residing or attending school in these areas. The Departments

encourage applications from only those local partnerships that propose

innovative and effective ways to deliver the common features and basic

program components as outlined in Title I of the Act and that have the

potential to serve large numbers of students who reside or attend

school in the targeted area. Further, the Departments wish to emphasize

the importance of a local partnership's ability to coordinate its

strategies for serving in-school and out-of-school youth; for achieving

its planned goals and outcomes; for assessing and addressing the

multiple needs of high poverty area youth, particularly human service

needs; and for linking effectively with both schoolwide reform efforts

and with the State's plan for a comprehensive School-to-Work

Opportunities system.

In accordance with the authority provided in Section 5 of the Act,

the Departments have determined that the administrative provisions

contained in the Education Department General Administrative

Regulations (EDGAR), at 34 CFR Parts 74, 75, 77, 79, 80, 82, 85 and 86,

will apply to grants awarded to local partnerships under this Urban/

Rural Opportunities Grant competition.

This notice establishes a definition of the term ``administrative

costs,'' a 10 percent cap on administrative costs incurred by local

partnerships receiving grants under Title III, and the selection

criteria that will be used in evaluating applications submitted in

response to this year's competition, and contains all of the other

necessary information and forms needed to apply for grant funding.

Public Comment

It is the practice of the Secretaries to offer to interested

parties the opportunity to comment on proposed solicitations under the

Act. However, as explained elsewhere in this notice, the selection

criteria contained in this notice were previously published for public

comment (See 60 FR 46984-47009, September 8, 1995). The eligibility

criteria and funding priority contained in this notice are statutory.

For these reasons, the Secretaries have determined that further public

comment on the content of this notice is unnecessary and contrary to

the public interest.

Section B. Purpose

Under this competition, the Departments will award grants to local

partnerships serving youth who reside or attend school in high poverty

areas that have built a sound planning and development base for their

school-to-work programs, to begin implementation of School-to-Work

Opportunities initiatives that will become part of statewide School-to-

Work Opportunities systems. These local initiatives will offer young

Americans access to programs designed to prepare them for first jobs in

high-skill, high-wage careers, to increase their opportunities for

further education and training, and to address the special needs of

youth residing or attending school in high poverty areas.

Section C. Application Process

1. Eligible Applicants

(A) Local Partnership Definition

A local entity that meets the definition of ``local partnership''

in section 4(11) of the Act, is eligible to

[[Page 57277]]

apply for an Urban/Rural Opportunities Grant. As defined in the Act, an

eligible partnership must include employers, representatives of local

educational agencies and local postsecondary educational institutions

(including representatives of area vocational education schools, where

applicable), local educators, representatives of labor organizations or

nonmanagerial employee representatives, and students. Other entities

appropriate to effective implementation of a local School-to-Work

Opportunities initiative should also be included in the partnership.

Under section 302(b)(2) of the Act, a local partnership is eligible

to receive only one (1) Urban/Rural Opportunities Grant.

(B) High Poverty Area Definition

In addition to meeting the definition of ``local partnership'' in

section 4(11) of the Act, under section 307 of the Act, applicants

seeking funding under this notice are required to meet the definition

of ``high poverty area'' as stated in that section and describe the

urban or rural high poverty area to be served. The description must

include--

A map indicating the urban census tract, contiguous group

of urban census tracts, block number area, contiguous group of block

number areas, or Indian reservation to be served by the local

partnership;

The population of each urban census tract, block number

area, or Indian reservation to be served, along with the total

population of the entire area to be served; and

The poverty rate for each urban census tract, block number

area, or Indian reservation to be served, among individuals under the

age of 22, as determined by the Bureau of the Census, along with an

average poverty rate among this age group for the entire area to be

served.

In accordance with section 307 of the Act, only those applicants

that both provide the required population/poverty rate data in their

applications in the format outlined in this subsection of this notice

and that meet the definition of a high poverty area as described in

this subsection will be considered for funding. The Departments intend

to pre-screen all applications for high poverty area eligibility prior

to the panelists' review and will not consider any applications that do

not contain the required population/poverty rate data. Information in

addition to what is required in this notice with regard to population/

poverty rate data is not necessary and will have no influence upon

meeting the high poverty area definition. Applicants will not have the

opportunity to submit additional or revised information should a

determination be made that the identified area does not meet the high

poverty definition.

Note: Census information may be obtained through a local college

or university, city planning department, State data center, or

through the Data User Service Division of the Bureau of the Census.

Applicants are encouraged to utilize local providers of census data.

For those applicants who are unable to locate such data, please

contact the Census Bureau State Data Center for your local area. A

list of State and Local Data Center contacts is included in an

appendix to this notice. Population/poverty rate data published by

the Bureau of the Census is provided in age ranges: 0-5, 6-11, 12-

17, 18-24, and 25 and up. The Departments will accept poverty rate

data for either age range up to 17 or up to 25, whichever is higher,

for the purposes of eligibility. In order to be considered for

funding, areas to be served must be characterized by a poverty rate

of 20.0 percent or greater among the age group.

2. State Comments

The local partnership must submit its application to the State for

review and comment before submitting the application to the

Departments, in accordance with section 303(a) of the Act. The

application should be submitted to the State's School-to-Work Contact.

A list of State School-to-Work Contacts is included in an appendix to

this notice. The Departments expect that the State School-to-Work

Contact will provide all members of the State School-to-Work

Partnership listed in section 213(b)(4) (A)-(K) of the Act, an

opportunity to review and comment on the local partnership's

application.

Of particular importance to the Departments are each State's

comments on the consistency of the local partnership's planned

activities with the State's plan for a comprehensive statewide School-

to-Work Opportunities system and the relationship of any proposed

activities with other local plans, especially if the grant applicant is

not specifically identified as a local partnership within the State

system.

In accordance with section 305 of the Act, if a State has an

approved State School-to-Work Opportunities plan, the State must

confirm that the plan submitted by the local partnership is in

accordance with the State plan. The application from the local

partnership must contain this confirmation.

Section 303(b)(1) of the Act requires that each State review and

comment on a local partnership's application within 30 days from the

date on which the State receives the application from the local

partnership. Therefore, even though an applicant has 75 days to apply

for a Urban/Rural Opportunties Grant under this notice, it must provide

its application to its State in time for the State to have at least 30

days before the due date to review and comment on the application.

Furthermore, under section 303(c)(2) of the Act, the State's

comments must be included in the local partnership's application.

However, if the State does not provide review and comment within the

30-day time period described above, the local partnership may submit

the application without State comment. In such a case, the local

partnership should provide proof that the State received a copy of the

local partnership's application at least 30 days prior to the

application due date.

3. Period of Performance

The period of performance for Urban/Rural Opportunities Grants is

twelve (12) months from the date of award by the Departments.

4. Option to Extend

Urban/Rural Opportunities Grants may be extended up to four

additional years, regardless of the State Implementation Grant status

of the State in which the partnership is located. Extensions will be

based upon availability of funds and the progress of the local

partnership toward its objectives as approved in its application and

will be subject to the annual approval of the Secretaries of Labor and

Education (the Secretaries). It is likely that the amount of Federal

funds, if any, that are awarded to local partnerships under this notice

in subsequent years will decrease.

5. Available Funds

Approximately $15 million is available for this competition.

6. Estimated Range of Awards

The amount of an award under this competition will depend upon the

scope, quality, and comprehensiveness of the proposed initiative and

the relative size of the high poverty area to be served by the local

partnership. While there is no limitation on the size of a high poverty

area, the Departments expect that the resources available for

individual grants will effectively serve high poverty areas of no more

than a total of 50,000 in population. The Departments further expect

that first-year award amounts will range from a minimum award of

$200,000 to a maximum award of $650,000. These estimates are provided

to assist applicants in developing their plans.

[[Page 57278]]

7. Estimated Number of Awards

The Departments expect to award 25-35 grants under this

competition.

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

notice.

8. Reporting Requirements/Deliverables

(a) Reporting requirements.

The local partnership will be required, at a minimum, to submit--

Quarterly Financial Reports (SF 269 A);

Quarterly Narrative Progress Reports;

An Annual Continuation Application package, if

appropriate, including--

--A revised SF 524 and renewed Assurances and Certifications;

--A Narrative Report describing progress toward stated goals, and

identifying goals and objectives for the coming year;

--Annual Financial Reports (ED Form 524 B, and SF 269);

--Budget Information for Upcoming Years;

An Annual Performance Report providing data on performance

measures; and

A close-out report at the end of the grant.

(b) Deliverables.

The local partnership will be required to--

Provide information on best practices and innovative

school- and work-based curricula suitable for dissemination to States

and other stakeholders;

Participate in two grantee meetings per year sponsored by

the National School-to-Work Office;

Act as a host to outside visitors who are interested in

developing and implementing School-to-Work Opportunities initiatives in

urban or rural areas of high poverty and to other visitors interested

in the replication, adaptation and/or impact of successful program

elements; and

Participate as needed in national evaluation and special

data collection activities.

9. Application Transmittal Instructions

An application for an award must be mailed or hand delivered by the

closing date.

(A) Applications Delivered by Mail

An application sent by mail must be addressed to the U.S.

Department of Education, Application Control Center, Attention CFDA

#84.278D, 600 Independence Avenue, SW, Washington, DC 20202-4725.

An application must show proof of mailing consisting of one of the

following:

A legibly dated U.S. Postal Service Postmark;

A legible mail receipt with the date of mailing stamped by

the U.S. Postal Service;

A dated shipping label, invoice, or receipt from a

commercial carrier; or

Any other proof of mailing acceptable to the U.S.

Secretary of Education.

If an application is sent through the U.S. Postal Service, the

Secretaries do not accept either of the following as proof of mailing:

A private metered postmark; or

A mail receipt that is not dated by the U.S. Postal

Service.

An applicant should note that the U.S. Postal Service does not

uniformly provide a dated postmark. Before relying on this method, an

applicant should check with its local post office. An applicant is

encouraged to use registered or at least first class mail. Each late

applicant will be notified that its application will not be considered.

(B) Applications Delivered by Hand

An application that is hand delivered must be taken to the U.S.

Department of Education, Application Control Center, Room 3633,

Regional Office Building 3, 7th and D Streets, SW, Washington, DC.

The Application Control Center will accept hand delivered

applications between 8:00 a.m. and 4:30 p.m. (Eastern time) daily,

except Saturdays, Sundays and Federal holidays.

Individuals delivering applications must use the D Street Entrance.

Proper identification is necessary to enter the building.

In order for an application sent through a courier service to be

considered timely, the courier service must be in receipt of the

application on or before the closing date.

Section D. Organization and Content of Applications

Applicants are encouraged to submit an original and four (4) copies

of their application. The Departments suggest that the application be

divided into six distinct parts: detachable description addressing the

high poverty area definition, budget and certifications, abstract,

State comments, program narrative, and appendices. To ensure a

comprehensive and expedient review, the Departments strongly suggest

that applicants submit an application formatted follows:

Table of Contents

I. Eligibility Requirements

Part I must contain detailed information as described in the

Eligible Applicants, High Poverty Area Definition subsection of this

notice and, for pre-screening purposes, should be separate and

easily detachable from the remainder of the application.

II. Budget and Certifications

Part I should contain the Standard Form (SF) 424, ``Application

for Federal Assistance,'' and SF 524, ``Budget.'' All copies of the

SF 424 must have original signatures of the designated fiscal agent.

In addition, the budget should include--on a separate page(s)--a

detailed cost break-out of each line item on SF 524. All Assurances

and Certifications found in an appendix to this notice should also

be included in Part II of the application.

III. Abstract

Part III should consist of a one-page abstract summarizing the

essential components and key features of the local partnership's

plan.

IV. State Comments

Part IV should contain the State's comments on the application.

Details on this section can be found under the State Comments

heading of this notice.

V. Program Narrative

Part V should contain the application narrative that

demonstrates the applicant's plan and capabilities in accordance

with the selection criteria contained in this notice. In order to

facilitate expeditious evaluation by the panels, applicants should

describe their proposed plan in light of each of the selection

criteria. No cost data or reference to price should be included in

this part of the application. The Departments strongly request that

applicants limit the program narrative section to no more than 40

one-sided, double-spaced pages.

VI. Appendices

All applicable appendices including letters of support, resumes,

and organizational charts should be included in this section. The

Departments recommend that all appendix entries be cross-referenced

back to the applicable sections in the program narrative.

Note: Applicants are advised that the peer review panels

evaluate each application solely on the basis of the selection

criteria contained in this notice and the School-to-Work

Opportunities Act. Appendices may be used to provide supporting

information. However, in scoring applications, reviewers are

required to take into account only information that is presented in

the application narrative, which must address the selection criteria

and requirements of the Act. Letters of support are welcome, but

applicants should be aware that support letters contained in the

application will strengthen the application only if they contain

commitments that pertain to the selection criteria.

Section E. Safeguards

The Departments will apply certain safeguards, as required under

section

[[Page 57279]]

601 of the Act, to School-to-Work Opportunities programs funded under

this notice. The application must include a brief assurance that the

following safeguards will be implemented and maintained throughout all

program activities:

(a) No student shall displace any currently employed worker

(including a partial displacement, such as a reduction in the hours of

non-overtime work, wages, or employment benefits).

(b) No School-to-Work Opportunities program shall impair existing

contracts for services or collective bargaining agreements, and no

program funded under this notice shall be undertaken without the

written concurrence of the labor organization and employer concerned.

(c) No student shall be employed or fill a job--

(1) When any other individual is on temporary layoff, with the

clear possibility of recall, from the same or any substantially

equivalent job with the participating employer; or

(2) When the employer has terminated the employment of any regular

employee or otherwise reduced its workforce with the intention of

filling the vacancy so created with the student.

(d) Students shall be provided with adequate and safe equipment and

safe and healthful workplaces in conformity with all health and safety

requirements of Federal, State, and local laws.

(e) Nothing in the Act shall be construed so as to modify or affect

any Federal or State law prohibiting discrimination on the basis of

race, religion, color, ethnicity, national origin, gender, age, or

disability.

(f) Funds awarded under the Act shall not be expended for wages of

students or workplace mentors.

(g) The grantee shall implement and maintain such other safeguards

as the Secretaries may deem appropriate in order to ensure that School-

to-Work Opportunities participants are afforded adequate supervision by

skilled adult workers, or to otherwise further the purposes of the Act.

Section F. Waivers

Under Title V of the Act, the Secretaries may waive certain Federal

requirements that impede the ability of a State or local partnership to

carry out the purposes of the Act. Only local partnerships in States

with approved School-to-Work Opportunities plans may apply for waivers.

A local partnership that seeks a waiver should contact its State

School-to-Work Contact to determine what documentation is required and

to whom it should be sent.

In May, 1995, the National School-to-Work Opportunities Office

issued a document entitled ``School-to-Work Opportunities Waiver and

Plan Approval Process Questions and Answers.'' This document was sent

to every Governor and State School-to-Work Contact. The document

contains answers to many of the questions that localities may have when

preparing their waiver requests. Local Partnerships interested in

applying for waivers should contact the National School-to-Work

Opportunities Office or their State School-to-Work Contact for a copy

of the waivers document.

Section G. Bidders' Conferences

Bidders' Conferences for interested School-to-Work Urban/Rural

Opportunities representatives are scheduled from 1:00 p.m. to 4:00

p.m., on the following dates and locations:

November 17, 1995

Mary Burch Theater

Essex County College

303 University Avenue

Newark, NJ 07102

1:00-4:00 p.m., Registration: 12:00-1:00 p.m. (Eastern time).

November 20, 1995

Arlington Convention Center

1200 Ballpark Way

Arlington, TX 76011

1:00-4:00 p.m., Registration 12:00-1:00 p.m. (Central time)

Participants at each of the Conferences will receive a detailed

description of the School-to-Work Opportunities Act, the selection

criteria and high poverty area definition and how they will be applied,

and will have the opportunity to ask questions of Federal School-to-

Work officials.

All partnerships should pre-register by faxing the names and

addresses of up to three members of the local partnership planning to

attend, the name of the local partnership, and a phone number to: Kevin

Shelton, Training and Technical Assistance Corporation, 2409 18th

Street, NW, Washington, DC; FAX #: (202) 408-8308.

Questions regarding the solicitation may be submitted in advance.

If you are unable to attend one of the Bidders' Conferences but would

like the conference materials and a conference transcript, submit your

request via fax to the fax number listed above. All information must be

submitted no later than November 15, 1995. You will be sent a

confirmation along with hotel accommodation information once your

registration has been received; walk-in registration will also be

permitted.

Urban/Rural Opportunities Grant Competition

Previous Comments and Changes

On September 8, 1995, the Departments of Labor and Education

published a notice establishing final selection criteria, a 10 percent

cap on administrative costs, and a definition of the term

``administrative costs'' for the Local Partnership Grant competition

and competitions in succeeding years in the Federal Register (60 FR

46984-47009). That notice further contained an analysis of the comments

received in response to its prior publication (May 25, 1995, 60 FR

27812-27814) and of the changes made in response to those comments.

Since, pursuant to section 302(b)(3) and section 307 of the Act, the

only distinctions between the Local Partnership Grant and the Urban/

Rural Opportunities Grant are statutory, the Secretaries have chosen to

use the same selection criteria that have been subject to notice and

comment and to forego publication of proposed selection criteria and

proposed definition for this Urban/Rural Opportunities Grant

competition. Distinctions established by these sections of the Act can

be found under the Eligible Applicants and Selection Criteria headings

of this notice.

School-to-Work Local Partnership Grants

Administrative Cost Cap

The Departments are applying the 10 percent cap on administrative

costs contained in section 215(b)(6) of the Act to local partnerships

receiving grants directly under this competition. Section 215(b)(6) of

the Act applies the 10 percent administrative cap to subgrants received

by local partnerships from a State. The Departments have concluded that

applying the 10 percent cap to local partnerships under this

competition is consistent with the Act's intent and its broader

limitations on administrative costs. Further, this limitation is

consistent with section 305 of Title III, which requires conformity

between School-to-Work Opportunities plans of local partnerships and

State School-to-Work Opportunities plans.

Definition

All definitions in the Act apply to local School-to-Work

Opportunities systems funded under this and future Urban/Rural

Opportunities Grant competitions. Since the Act does not contain a

definition of the term ``administrative costs'' as used in section 217

of the Act, the Departments will apply the following definition to

[[Page 57280]]

this and future competitions for Urban/Rural Opportunities Grants.

The term ``administrative costs'' means the activities of a local

partnership that are necessary for the proper and efficient performance

of its duties under the Urban/Rural Opportunities Grant pursuant to the

School-to-Work Opportunities Act and that are not directly related to

the provision of services to participants or otherwise allocable to the

program's allowable activities listed in section 215(b)(4) and section

215(c) of the Act. Administrative costs may be either personnel or non-

personnel costs, and may be either direct or indirect. Costs of

administration include those costs that are related to this grant in

such categories as--

A. Costs of salaries, wages, and related costs of the grantee's

staff engaged in--

Overall system management, system coordination, and

general administrative functions;

Preparing program plans, budgets, and schedules, as well

as applicable amendments;

Monitoring of local initiatives, pilot projects,

subrecipients, and related systems and processes;

Procurement activities, including the award of specific

subgrants, contracts, and purchase orders;

Developing systems and procedures, including management

information systems, for ensuring compliance with the requirements

under the Act;

Preparing reports and other documents related to the Act;

Coordinating the resolution of audit findings;

B. Costs for goods and services required for administration of the

School-to-Work Opportunities system;

C. Costs of system-wide management functions; and

D. Travel costs incurred for official business in carrying out

grants management or administrative activities.

Selection Criteria

Under the School-to-Work Urban/Rural Opportunities Grant

competition, the Departments will use the following selection criteria

in evaluating applications and will utilize a peer review process in

which review teams, including peers, will evaluate applications using

the selection criteria and the associated point values. The Departments

will base final funding decisions on the ranking of applications as a

result of the peer review, and such other factors as replicability,

sustainability, innovation, geographic balance, and diversity of system

approaches.

Further, as established in section 302(b)(3) of the Act, the

Secretaries, in awarding grants under this notice, shall give priority

to local partnerships that have demonstrated effectiveness in the

delivery of comprehensive vocational preparation programs with

successful rates in job placement through cooperative activities among

local educational agencies, local businesses, labor organizations, and

other organizations. In addition, the Secretaries may consider, as part

of the basis for funding decisions under this competition, any other

priorities giving special consideration to applications proposing to

implement School-to-Work initiatives in areas designated as Empowerment

Zones or Enterprise Communities (EZ/EC) under section 1391 of the

Internal Revenue Code, as amended, that the Departments may publish in

the Federal Register.

Selection Criterion 1: Comprehensive Local School-to-Work Opportunities

System (40 Points)

Considerations: In applying this criterion, reviewers will

consider--

A. 20 Points. The extent to which the partnership has designed a

comprehensive local School-to-Work Opportunities plan that--

Includes effective strategies for integrating school-based

and work-based learning, integrating academic and vocational education,

and establishing linkages between secondary and postsecondary

education;

Is likely to produce systemic change that will have

substantial impact on the preparation of all students for a first job

in a high-skill, high-wage career and in increasing their opportunities

for further learning;

Ensures all students will have a full range of options,

including options for higher education, additional training and

employment in high-skill, high-wage jobs;

Ensures coordination and integration with existing school-

to-work programs, and with related programs financed from State and

private sources, with funds available from Federal education and

training programs (such as the Job Training Partnership Act and the

Carl D. Perkins Vocational and Applied Technology Education Act); and

where applicable, communities designated as Empowerment Zones or

Enterprise Communities (EZ/EC);

Serves a geographical area that reflects the needs of the

local labor market (i.e., considers the needs of the local labor market

that encompasses the high poverty area), and is able to adjust to

regional structures that the State School-to-Work Opportunities plan

may identify;

Targets occupational clusters that represent growing

industries in the partnership's geographic area; and, where applicable,

demonstrates that the clusters are included among the occupational

clusters being targeted by the State School-to-Work Opportunities

system; and

Consistent with section 301(2) of the Act, includes an

effective strategy for assessing and addressing the academic and human

service needs of students and dropouts within the high poverty area,

making improvements or adjustments as necessary, with particular

emphasis on the coordination of various human services provided within

the community.

B. 20 Points. The extent to which the partnership's plan

demonstrates its capability to achieve the statutory requirements and

to effectively put in place the system components in Title I of the

School-to-Work Opportunities Act, including--

A work-based learning component that includes the

statutory ``mandatory activities'' and that contributes to the

transformation of workplaces into active learning components of the

education system through an array of learning experiences such as

mentoring, job-shadowing, unpaid work experiences, school-sponsored

enterprises, and paid work experiences;

A school-based learning component that provides students

with high-level academic and technical skills consistent with academic

standards that the State establishes for all students, including, where

applicable, standards established under the Goals 2000: Educate America

Act;

A connecting activities component to provide a functional

link between students' school and work activities, and between

workplace partners, educators, community organizations, and other

appropriate entities;

Effective processes for assessing skills and knowledge

required in career majors, and issuing portable skill certificates that

are benchmarked to high-quality standards such as those States will

establish under the Goals 2000: Educate America Act, and for

periodically assessing and collecting information on student outcomes,

as well as a realistic strategy and timetable for implementing the

process in concert with the State;

A flexible School-to-Work Opportunities system that allows

students participating in the local system to develop new career goals

over time, and to change career majors; and

[[Page 57281]]

Effective strategies for: providing staff development for

teachers, worksite mentors and other key personnel; developing model

curricula and innovative instructional methodologies; expanding career

and academic counseling in elementary and secondary schools; and

utilizing innovative technology-based instructional techniques.

Selection Criterion 2: Quality and Effectiveness of the Local

Partnership (20 Points)

Considerations: In applying this criterion, reviewers will refer to

section 4(11) of the Act and consider--

Whether the partnership's plan demonstrates an effective

and convincing strategy for continuing the commitment of required

partners and other interested parties in the local School-to-Work

Opportunities system. As defined by the Act, partners must include

employers, representatives of local educational agencies and local

postsecondary educational institutions (including representatives of

area vocational education schools, where applicable), local educators

(such as teachers, counselors, or administrators), representatives of

labor organizations or nonmanagerial employee representatives, and

students, and may include other relevant stakeholders such as those

listed in section 4(11)(B) of the Act, including employer

organizations; community-based organizations; national trade

associations working at the local levels; industrial extension centers;

rehabilitation agencies and organizations; registered apprenticeship

agencies; local vocational education entities; proprietary institutions

of higher education; local government agencies; parent organizations;

teacher organizations; vocational student organizations; private

industry councils under JTPA; Federally recognized Indian tribes,

Indian organizations, and Alaska Native villages; and Native Hawaiian

entities;

Whether the partnership's plan demonstrates an effective

and convincing strategy for continuing the commitment of workplace

partners and other interested parties in the local School-to-Work

Opportunities system;

The effectiveness of the partnership's plan to include

private sector representatives as joint partners with educators in both

the design and the implementation of the local School-to-Work

Opportunities system;

The extent to which the local partnership has developed

strategies to provide a range of opportunities for workplace partners

to participate in the design and implementation of the local School-to-

Work Opportunities system, including membership on councils and

partnerships; assistance in setting standards, designing curricula, and

determining outcomes; providing worksite experiences for teachers;

helping to recruit other employers; and providing worksite learning

activities for students such as mentoring, job shadowing, unpaid work

experiences, and paid work experiences;

The extent to which the roles and responsibilities of the

key parties and any other relevant stakeholders, are clearly defined

and are likely to produce the desired changes in the way students are

prepared for the future;

The extent to which the partnership demonstrates the

capacity to build a quality local School-to-Work Opportunities system;

and

Whether the partnership has included methods for

sustaining and expanding the partnership, as the program expands in

scope and size.

Note: As indicated in the Background section of this notice, in

accordance with section 301(2) of the Act, the Departments recognize

the significance of a local partnership's capability to provide for

a broad range of services that sufficiently address the various

needs of high poverty area youth. Applicants are, therefore,

reminded that local partnerships should include members that are

appropriate to the effective implementation of the local initiative,

particularly community-based organizations and others experienced in

dealing with the distinctive needs of youth residing or attending

schools in high poverty areas.

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

Considerations: In applying this criterion, reviewers will refer to

the definition of the term ``all students'' in section 4(2) of the Act,

and consider--

The extent to which the partnership will implement

effective strategies and systems to provide all students with equal

access to the full range of program components specified in sections

102 through 104 of the Act and related activities such as recruitment,

enrollment, and placement activities, and to ensure that all students

have meaningful opportunities to participate in School-to-Work

Opportunities programs;

Whether the partnership has identified potential barriers

to the participation of any students, and the degree to which it

proposes effective ways of overcoming these barriers;

The degree to which the partnership has developed

realistic goals and methods for assisting young women to participate in

School-to-Work Opportunities programs leading to employment in high-

performance, high-paying jobs, including non-traditional jobs;

The partnership's methods for ensuring safe and healthy

work environments for students, including strategies for encouraging

schools to provide students with general awareness training in

occupational safety and health as part of the school-based learning

component, and for encouraging workplace partners to provide risk-

specific training as part of the work-based learning component, as well

the extent to which the partnership has developed realistic goals to

ensure environments free from racial and sexual harassment; and

The extent to which the partnership's plan provides for

the participation of a significant number or percentage of students in

School-to-Work Opportunities activities listed under Title I of the

Act.

Selection Criterion 4: Collaboration With State (15 Points)

Considerations: In applying this criterion, reviewers will

consider--

The extent to which the local partnership has effectively

consulted with its State School-to-Work Opportunities Partnership, and

has established realistic methods for ensuring consistency of its local

strategies with the statewide School-to-Work Opportunities system being

developed by that State Partnership;

Whether the local partnership has developed a sound

strategy for integrating its plan, as necessary, with the State plan

for a statewide School-to-Work Opportunities system;

The extent to which the local partnership has developed

effective processes through which it is able to assist and collaborate

with the State in establishing the statewide School-to-Work

Opportunities system, and is able to provide feedback to the state on

their system-building process; and

Whether the plan includes a feasible workplan which

describes the steps that will be taken in order to make the local

system part of the State School-to-Work Opportunities System, including

a timeline that includes major planned objectives during the grant

period.

Selection Criterion 5: Management Plan (10 Points)

Considerations: In applying this criterion, reviewers will

consider--

The feasibility and effectiveness of the partnership's

strategy for using other resources, including private sector resources,

to maintain the system when Federal resources under the School-to-

[[Page 57282]]

Work Opportunities Act are no longer available;

The extent to which the partnership's management plan

anticipates barriers to implementation and proposes effective methods

for addressing barriers as they arise;

Whether the plan includes feasible, measurable goals for

the School-to-Work Opportunities system, based on performance outcomes

established under section 402 of the Act, and an effective method for

collecting information relevant to the local partnership's progress in

meeting its goals;

Whether the plan includes a regularly scheduled process

for improving or redesigning the School-to-Work Opportunities system

based on performance outcomes established under section 402 of the Act;

The extent to which the resources requested will be used

to develop information, products, and ideas that will assist other

States and local partnerships as they design and implement local

systems; and

The extent to which the partnership will limit equipment

and other purchases in order to maximize the amounts spent on delivery

of services to students.

Note: Experience with the 1994 Urban/Rural Opportunities Grant

competition provided the Departments with a greater awareness with

regard to a local partnership's responsibilty for understanding and

coordinating an array of programs and services available to high

poverty area youth. In considering this criterion, applicants should

address the partnership's capacity to manage the implementation of

the local School-to-Work Opportunities initiative.

Program Authority: Pub. L.103-329.

Dated: November 8, 1995.

Tim Barnicle,

Assistant Secretary for Employment and Training, Department of Labor.

Patricia McNeil,

Acting Assistant Secretary for Vocational and Adult Education,

Department of Education.

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Estimated Public Reporting Burden

Under terms of the Paperwork Reduction Act of 1980, as amended, and

the regulations implementing that Act, the Department of Education

invites comment on the public reporting burden in this collection of

information. Public reporting burden for this collection of information

is estimated to average 90 hours per response, including the time for

reviewing instructions, searching existing data sources, gathering and

maintaining the data needed, and completing and reviewing the

collection of information. You may send comments regarding this burden

estimate or any other aspect of this collection of information,

including suggestions for reducing this burden, to the U.S. Department

of Education, Information Management and Compliance Division,

Washington, DC 20202-4651; and to the Office of Management and Budget,

Paperwork Reduction Project 1830-0530, Washington, DC 20503.

(Information collection approved under OMB control number 1830-

0530, Expiration date: 6/30/98.)

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Notice to All Applicants

Thank you for your interest in this program. The purpose of this

enclosure is to inform you about a new provision in the Department of

Education's General Education Provisions Act (GEPA) that applies to

applicants for new grant awards under Department programs. This

provision is Section 427 of GEPA, enacted as part of the Improving

America's Schools Act of 1994 (Pub. L. 103-382).

To Whom Does This Provision Apply?

Section 427 of GEPA affects applicants for new discretionary grant

awards under this program. ALL APPLICANTS FOR NEW AWARDS MUST INCLUDE

INFORMATION IN THEIR APPLICATIONS TO ADDRESS THIS NEW PROVISION IN

ORDER TO RECEIVE FUNDING UNDER THIS PROGRAM.

What Does This Provision Require?

Section 427 requires each applicant for funds (other than an

individual person) to include in its application a description of the

steps the applicant proposes to take to ensure equitable access to, and

participation in, its Federally-assisted program for students,

teachers, and other program beneficiaries with special needs.

This section allows applicants discretion in developing the

required description. The statute highlights six types of barriers that

can impede equitable access or participation that you may address:

gender, race, national origin, color, disability, or age. Based on

local circumstances, you can determine whether these or other barriers

may prevent your students, teachers, etc. from such access or

participation. Your description need not be lengthy; you may provide a

clear and succinct description of how you plan to address those

barriers that are applicable to your circumstances. In addition, the

information may be provided in a single narrative, or, if appropriate,

may be discussed in connection with related topics in the application.

Section 427 is not intended to duplicate the requirements of civil

rights statutes, but rather to ensure that, in designing their

projects, applicants for Federal funds address equity concerns that may

affect the ability of certain potential beneficiaries to fully

participate in the project and to achieve to high standards. Consistent

with program requirements and its approved application, an applicant

may use the Federal funds awarded to it to eliminate barriers it

identifies.

What Are Examples of How an Applicant Might Satisfy the Requirement of

This Provision?

The following examples may help illustrate how an applicant may

comply with section 427.

(1) An applicant that proposes to carry out an adult literacy

project serving, among others, adults with limited English proficiency,

might describe in its application how it intends to distribute a

brochure about the proposed project to such potential participants in

their native language.

(2) An applicant that proposes to develop instructional materials

for classroom use might describe how it will make the materials

available on audio tape or in braille for students who are blind.

(3) An applicant that proposes to carry out a model science program

for secondary students and is concerned that girls may be less likely

than boys to enroll in the course, might indicate how it intends to

conduct ``outreach'' efforts to girls, to encourage their enrollment.

We recognize that many applicants may already be implementing

effective steps to ensure equity of access and participation in their

grant programs, and we appreciate your cooperation in responding to the

requirements of this provision.

Estimated Burden Statement

The time required to complete this information collection is

estimated to vary from 1 to 3 hours per response, with an average of

1.5 hours, including the time to review instructions, search existing

data resources, gather and maintain the data needed, and complete and

review the information collection. If you have any comments concerning

the accuracy of the time estimate(s) or suggestions for improving this

form, please write to: U.S. Department of Education, Washington, DC

20202-4651. (OMB Control No. 1801-0004 (Exp. 8/31/98)

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

Business/Industry Data Centers--DUSD.......................301-457-1305

Clearinghouse for Census Data Services--Larry Carbaugh (DUSD)

.............301-457-1242

National Census Information Centers--Barbara Harris (DUSD)

................301-457-1305

State Data Center Program--Tim Jones.......................301-457-1305

State data centers (SDC's) and business/industry data centers (BIDC's)

(Data centers are usually State government agencies, universities and

libraries that head up a network of affiliate centers. Below are listed

the SDC and BIDC lead agency contacts. All States except Alaska have

SDC's. Asterisks (*) identify States that also have BIDC's. In some

States, one agency serves as the lead for both the SDC and the BIDC;

the BIDC is listed separately where there is a separate agency serving

as the lead.)

Alabama--Annette Walters, University of Alabama............205-348-6191

*Arizona--Betty Jefferies, Department of Security..........602-542-5984

Arkansas--Sarah Breshears, University of Arkansas at Little Rock

501-569-8530

California--Linda Gage, Department of Finance..............916-322-4651

Colorado--Rebecca Picaso, Department of Local Affairs......303-866-2156

Connecticut--Bill Kraynak, Office of Policy & Management...203-566-8285

*Delaware--Staff Development Office........................302-739-4271

District of Columbia--Gan Ahuja, Mayor's Office of Planning

...............202-727-6533

*Florida--Valerie Jugger, State Data Center................904-487-2814

BIDC--Nick Leslie, Department of Commerce..................904-487-2971

Georgia--Marty Sik, Office of Planning & Budget............404-656-0911

Guam--Art De Oro, Department of Commerce...................671-646-5841

Hawaii--Jan Nakamoto, Department of Business, Economic

Development & Tourism......................................808-586-2493

Idaho--Alan Porter, Department of Commerce.................208-334-2470

Illinois--Suzanne Ebetsch, Bureau of the Budget............217-782-1381

*Indiana--Laurence Hathaway, State Library.................317-232-3733

BIDC--Carol Rogers, Business Research Center...............317-274-2205

Iowa--Beth Henning, State Library..........................515-281-4350

Kansas--Marc Galbraith, State Library......................913-296-3296

*Kentucky--Ron Crouch, Center for Urban & Economic Research

...............502-852-7990

Louisiana--Karen Paterson, Office of Planning & Budget.....504-342-7410

Maine--Jean Martin, Department of Labor....................207-287-2271

Maryland--Robert Dadd/Jane Traynham, Department of State Planning

410-225-4450

*Massachusetts--Valerie Conti, University of Massachusetts

................413-545-3460

Michigan--Eric Swanson, Department of Management & Budget

.................517-373-7910

*Minnesota--David Birkholz, State Demographer's Office.....612-297-2557

BIDC--David Rademacher, State Demographer's Office.........612-297-3255

*Mississippi--Rachael McNeely University of Mississippi....601-232-7288

BIDC--Bill Rigby, Division of Research & Information Systems

..............601-359-2674

[[Page 57299]]

*Missouri--Kate Graf, State Library........................314-751-1823

BIDC--Terry Maynard, Small Business Development Centers....314-882-0344

*Montana--Patricia Roberts, Department of Commerce.........406-444-2896

Nebraska--Jerome Deichert, University of Nebraska-Omaha....402-595-2311

Nevada--Laura Witschi, State Library.......................702-687-8327

New Hampshire--Thomas J. Duffy, Office of State Planning...603-271-2155

*New Jersey--Connie O. Hughes, Department of Labor.........609-984-2593

*New Mexico--Kevin Kargacin, University of New Mexico......505-277-6626

BIDC--Bobby Leitch, University of Mexico...................505-277-2216

*New York--Staff, Department of Economic Development.......518-474-1141

*North Carolina--Staff, State Library......................919-733-3270

North Dakota--Richard Rathge, North Dakota State University

...............701-231-8621

Northern Mariana Islands--Juan Borja, Department of Commerce &

Labor......................................................670-322-0874

*Ohio--Barry Bennett, Department of Development............614-466-2115

*Oklahoma--Jeff Wallace, Department of Commerce............405-841-5184

Oregon--George Hough, Portland State University............503-725-5159

*Pennsylvania--Diane Shoop, Pennsylvania State University at

Harrisburg.................................................717-948-6336

Puerto Rico--Irmgard Gonzalez Segarra, Planning Board......809-728-4430

Rhode Island--Paul Egan, Department of Administration......401-277-6493

South Carolina--Mike MacFarlane, Budget & Control Board....803-734-3780

South Dakota--DeVee Dykstra, University of South Dakota....605-677-5287

Tennessee--Charles Brown, State Planning Office............615-741-1676

Texas--Steve Murdock, Texas A&M University.................409-845-5115

*Utah--Brenda Weaver, Office of Planning & Budget..........801-538-1036

Vermont--Sybil McShane, Department of Libraries............802-828-3261

Virgin Islands--Frank Mills, University of the Virgin Islands

.............809-776-9200

*Virginia--Dan Jones, Virginia Employment Commission.......804-786-8308

*Washington--David Lamphere, Office of Financial Management

...............206-586-2504

*West Virginia--Mary C. Harless, Office of Community & Industrial

Development................................................304-558-4010

BIDC--Randy Childs, Center for Economic Research...........304-293-7832

*Wisconsin--Robert Naylor, Department of Administration....608-266-1927

BIDC--Michael Knight, University of Wisconsin-Madison......608-265-3044

Wyoming--Wenlin Liu, Department of Administration & Fiscal

Control....................................................307-777-7504

National census information centers

(National Census Information Centers, in partnership with the Census

Bureau, coordinate information networks that disseminate census data on

the Black, Hispanic, Asian and Pacific islander, and American Indian/

Alaska Native populations)

Asian American Health Forum, Inc. San Francisco--Clarissa Tom

.............415-541-0866

Indian Net Information Center Arkadelphia, AR--George Baldwin

.............501-230-5294

National Council of La Raza Washington, DC--Sonia Perez....202-289-1380

National Urban League, Washington, DC--Billy Tidwell.......202-898-1604

Southwest Voter Research Institute, San Antonio, Texas--Robert

Brischetto.................................................210-222-8014

State Grant Contacts

District of Columbia

Deborah Evans

Center for Workforce Development

441 N. 4th Street, NW., Suite 5105

Washington, DC 20001

T: 202-727-2578

F: 202-727-3486

Puerto Rico

Augustin Marquez

Metro Center Building, 1st Floor

5 Mayaguez Street

Hato Rey, PR 00917

T: 809-765-3644

F: 809-754-3478

State of Alabama

Stephen Franks

50 N. Ripley St.

Montgomery, AL 36130

T: 205-242-9111

F: 205-242-0234

State of Alaska

Nancy Buell

801 W. 10th St, Ste 200

Department of Education

Juneau, AK 99810-1894

T: 907-465-8689

F: 907-465-3396

State of Arizona

William Morrison

STW State Director

1700 W. Washington, Rm 320

Governor's Office of Com. & Family Prog.

Phoenix, AZ 85007

T: 602-542-3478

F: 602-542-3520

State of Arkansas

Mary Swoope

Vocational & Technical Education Division

Three Capitol Mall

Little Rock, AR 72201-1083

T: 501-682-1666

F: 501-682-1509

State of California

Robert Hotchkiss

Program and Policy Development Branch

800 Capitol Mall, MC 88

Sacramento, CA 95814

T: 916-654-8656

F: 916-654-5981

State of Colorado

Alaine Ginocchio

Office of the Governor

136 State Capitol

Denver, CO 80203

T: 303-866-2155

F: 303-866-2003

State of Connecticut

Susan Vinkowski

Bureau of Applied Curriculum, Technology & Careers

25 Industrial Park Road

Middletown, CT 06457

T: 203-638-4021

F: 203-638-4062

State of Delaware

Nikki Castle

Executive Director

Carvel State Office Building

820 N. French St, 3rd Fl.

Wilmington, DE 19801

T: 302-577-3762

F: 302-577-3922

State of Florida

Michael Brawer

Director, School-to-Work Programs

Florida Department of Education

325 W. Gaines St., Ste. 1232

Tallahassee, FL 32399

T: 904-488-7394

F: 904-487-0426

State of Georgia

Gail Trapnell

148 International Blvd., NE, STE 638

Atlanta, GA 30303

T: 404-657-6740

F: 404-656-2683

State of Hawaii

Anthony Calabrese

2530 10th Ave, Rm A22

Department of Education

Honolulu, HI 96816

T: 808-733-9120

F: 808-733-9138

State of Idaho

Trudy Anderson

PO Box 83720

State Division of Vocational Education

Boise, ID 83720-0095

[[Page 57300]]

T: 208-334-3216

F: 208-334-2365

State of Illinois

Fran Beaumann

Dept. of Adult, Vocational & Technical Education

100 N. First Street, E-426

Springfield, IL 62777-0001

T: 217-782-4620

F: 217-782-9224

State of Indiana

Peggy O'Malley

Deputy Commissioner, Education & Training

Indiana Department of Workforce Development

10 N. Senate Ave, SE., Rm 302

Indianapolis, IN 46204

T: 317-232-1832

F: 317-233-1670

State of Iowa

Dennis Guffey

150 Des Moines St.

Department of Economic Development

Des Moines, IA 50309

T: 515-281-9036

F: 515-281-9033

State of Kansas

Lee Droegemueller

Kansas State Board of Education

120 SE 10th Avenue

Topeka, KS 66612-1182

T: 913-296-3202

F: 913-296-7933

State of Kentucky

Beth Brinly

Executive Director

Berry Hill Annex

700 Louisville Road

Frankfort, KY 40601

T: 502-564-5901

F: 502-564-5904

State of Louisiana

Chris Weaver

Department of Education

626 N. Fourth, 3rd Floor

Baton Rouge, LA 70804

T: 504-342-3524

F: 504-342-2059

State of Maine

Chris Lyons

Director, Division of Applied Technology

Department of Education

23 State House Station

Augusta, ME 04333-0023

T: 207-287-5854

F: 207-287-5894

State of Maryland

Katherine Oliver

20 W. Baltimore St.

Department of Education

Baltimore, MD 21201-2595

T: 410-767-0158

F: 410-333-2099

State of Massachusetts

John Niles

Executive Director

MA Office for School-to-Work Transition

101 Summer St., 4th Floor

Boston, MA 02110

T: 617-451-5130

F: 617-451-1291

State of Michigan

Willard Walker

Director, Office of School-to-Work

201 N. Washington Sq.

Victor Office Center, 1st Fl.

Lansing, MI 48906

T: 517-373-6432

F: 517-373-8179

State of Minnesota

John Mercer

Department of Education

550 Cedar St.

St. Paul, MN 55101

T: 612-297-3115

F: 612-297-7201

State of Mississippi

Worth Haynes

Department of Education

500 High St.

Jackson, MS 39205

T: 601-359-5743

F: 601-359-2326

State of Missouri

Don Eisinger

Missouri Dept. of Elementary & Secondary Education

400 Dix Rd.

Jefferson City, MO 65101

T: 314-751-7563

F: 314-526-3897

State of Montana

Jane Karas

Office of the Commissioner of Higher Education

2500 Broadway

Helena, MT 59260-3101

T: 406-444-0316

F: 406-444-1469

State of Nebraska

Darl Naumann

STW Interim Director

301 Centennial Mall S.

PO. Box 94666

Lincoln, NE 68509-4666

T: 402-471-3741

F: 402-471-3778

State of Nevada

Barbara Weinberg

Dept. of Employment, Training & Rehabilitation

400 W. King St., Suite 108

Bismark, NV 89710

T: 702-687-4310

F: 702-687-8917

State of New Hampshire

Paul Leather

Director, Vocational Rehabilitation & Adult Learning

101 Pleasant Street

NH Department of Education

Concord, NH 03301

T: 603-271-6354

F: 603-271-7095

State of New Jersey

Thomas Henry

Director, Office of School-to-Work Initiatives

240 W. State St.

CN500, 11th Fl.

Trenton, NJ 08625-0500

T: 609-633-0665

F: 609-633-0658

State of New Mexico

James Jimenez

Department of Finance

Battaan Memorial Building

Santa Fe, NM 87503

T: 505-827-4986

F: 505-827-4984

State of New York

Johanna Duncan-Poitier

Asst. Commissioner, Workforce, Prep. & Cont. Education

NY State Education Department

89 Washington Ave, Rm 319EB

Albany, NY 12234

T: 581-474-8892

F: 518-474-0319

State of North Carolina

Sandra Babb

116 W. Jones St.

Commission on Workforce Preparedness

Raleigh, NC 27603-8001

T: 919-715-3300

F: 919-715-3974

State of North Dakota

Dean Monteith

State Board of Vocational & Technical Education

State Capitol, 15th Fl.

Carson City, ND 58505

T: 701-224-3180

F: 701-328-1255

State of Ohio

Mary McCullough

Director, Ohio STW Office

145 S. Front St, Rm 646

Columbus,OH 43215

T: 614-728-4630

F: 614-466-5025

[[Page 57301]]

State of Oklahoma

Richard Makin

State Coordinator

Department of Vocational & Technical Education

1500 W. Seventh Ave.

Stillwater, OK 74074-4364

T: 405-743-5434

F: 405-743-5541

State of Oregon

Bill Braly

Coordinator, School-to-Work

Public Service Bldg.

255 Capitol St, NE

Salem, OR 97310

T: 503-378-3584, ext. 327

F: 503-378-5156

State of Pennsylvania

Michael Snyder

School-to-Work Opportunities Liaison

333 Market St.

Department of Education/10th Floor

Harrisburg, PA 17126-0333

T: 717-787-4860

F: 717-783-6802

State of Rhode Island

Miriam Coleman

Department of Employment & Training

101 Friendship St.

Providence, RI 02903-3740

T: 401-277-3930

F: 401-861-8030

State of South Carolina

Bob Falls

Employment Security Commission

1550 Gadsen St.

Columbia, SC 29202

T: 803-737-0459

F: 803-737-2642

State of South Dakota

Mary Ellen Johnson

Department of Labor

700 Governors Dr.

Pierre, SC 57501

T: 605-773-5017

F: 605-773-4211

State of Tennessee

Russell Smith

Division of Vocational-Technical Education

710 James Robertson Parkway

Nashville, TN 37243

T: 615-532-4725

F: 615-532-8226

State of Texas

Ann Dorsey

Council on Workforce/Economic Competitiveness

3000 South IH 35, Suite 200

Austin, TX 78768

T: 512-912-7150

F: 512-912-7172

State of Utah

Scott Hess

STW Coordinator

250 East 500 South

Utah State Office of Education

Salt Lake City, UT 84111

T: 801-538-7852

F: 801-538-7868

State of Vermont

Jeanie Crosby

Office of the Governor

109 State St.

Montpelier, VT 05609

T: 802-828-3333

F: 802-828-3339

State of Virginia

Randolph Beales

Virginia Department of Education

200-202 North 9th St.

Richmond, VA 23219

T: 804-692-0244

F: 804-692-0430

State of Washington

Steve Hodes.

Executive Policy Assistant

State Office of Financial Management

302 14th St, Rm 100

Olympia, WA 98504

T: 360-586-6771

F: 360-586-8380

State of West Virginia

David Mohr

Senior Program Analyst

State Capitol Building 1

1900 Kanawha Blvd, E./Rotunda R-151

Charleston, WV 25305

T: 304-558-2440

F: 304-558-1311

State of Wisconsin

Vicki Poole

Director, Office for Workforce Excellence

Dept of Ind. Labor & Human Relations

201 E. Washington Ave, Rm 231

Madison, WI 53702

T: 608-266-0223

F: 608-261-6698

State of Wyoming

Marcia Price

School-to-Work Manager

1710 Pacific Avenue

Cheyenne, WY 82007

T: 307-632-5527

F: 307-632-5548

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

BILLING CODE 4000-01-P