Job Training Partnership Act: School-To-Work Opportunities; Indian Program; Application Procedures

SUMMARY: This Notice contains all of the necessary information and

forms needed to apply for grant funding. This notice announces a

competition for Indian Program Grants to enable local partnerships to

begin development or implementation of School-to-Work Opportunities

initiatives that serve Indian youth and involve schools funded by the

Bureau of Indian Affairs (BIA). The School-to-Work Opportunities

initiatives funded under this competition will offer Indian youth

access to School-to-Work Opportunities programs that will prepare them

for first jobs in high-skill, high-wage careers and further

postsecondary education and training.

DATES: Applications for grant awards will be accepted commencing March

15, 1995. The closing date for receipt of applications is May 15, 1995,

at 2 p.m. (Eastern Time) at the address below. Telefacsimile (FAX)

applications will not be honored.

ADDRESSES: Applications shall be mailed to: U.S. Department of Labor,

Employment and Training Administration, Division of Acquisition and

Assistance, Attention: Ms. Laura Cesario, Reference: SGA/DAA 95-002,

200 Constitution Avenue NW, Room S-4203, Washington, D.C. 20210.

FOR FURTHER INFORMATION CONTACT:

Ms. Laura Cesario, Division of Acquisition and Assistance, Telephone:

(202) 219-7300 (this is not a toll-free number).

SUPPLEMENTARY INFORMATION:

Section A. Purpose

This competition will award grants to local partnerships for

School-to-Work Opportunities initiatives that serve Indian youth and

involve Bureau-funded schools. Approximately $500,000 is available for

awards under this notice. The Departments expect to award approximately

8 development grants of about $30,000 and up to 5 implementation grants

ranging in amount between $50,000 and $100,000 under this notice.

Grants under this competition will be financed under Title IV of the

Job Training Partnership Act and will be used to implement activities

that are consistent with Title II, Subtitle C of the School-to-Work

Opportunities Act of 1994.

Local Partnerships may apply for either a development grant, an

implementation grant or both. The competitions have been structured to

allow those partnerships which have been engaged in planning and

development activities to apply for an implementation grant without

jeopardizing their opportunities for receiving a development grant.

However, local partnerships which intend to apply for consideration

under both the development and implementation grant competitions must

submit separate applications for each competition. The amount of any

award will be based on a number of factors, including the scope,

quality, and comprehensiveness of the proposed initiative and the size

of the population to be served.

The Departments intend to conduct subsequent competitions for

Indian Program Grants, on an annual basis, under the recently enacted

School-to-Work Opportunities Act of 1994. A local partnership may

receive only one (1) development or implementation grant under this

notice, with grant renewals for up to five years to be awarded

depending upon fund availability and maintaining satisfactory progress.

Section B. Application Process

1. Eligible Applicants

An entity that meets the definition of ``eligible partnership,'' as

defined in section B.7 of this notice, proposes to serve Indian youth,

and involves Bureau-funded schools is eligible to apply for an Indian

Program Grant for either development or implementation of School-to-

Work Opportunities initiatives.

2. Submission of Application

Applicants must submit an original and four (4) copies of the

application. The application shall consist of four distinct parts:

budget and certifications, abstract, program narrative and appendices.

To ensure a comprehensive and expedient review, the Departments

strongly suggest that applicants submit an application formatted as

seen below:

Table of Contents

I. Budget and Certifications

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

Federal Assistance,'' and SF 424A, ``Budget'' (Appendix A). All copies

of the 424 Form must have original signatures of the designated fiscal

agent and must indicate in item 11 whether the application is to be

considered for development or implementation funding. In addition, the

budget shall include--on a separate page(s)--a detailed cost break-out

of each line item on Budget Form 424A. Assurances and Certifications

(Appendix B) shall also be included in this part.

II. Abstract

Part II shall consist of a one page abstract summarizing the

essential components and key features of the partnership's plan.

III. Program Narrative

Part III shall contain the program narrative that demonstrates the

applicant's plan and capabilities in accordance with the Statement of

Work in Section C. The Departments strongly advise applicants to

describe their plan in light of each of the Selection Criteria in

Section E of this notice. No cost data or reference to price shall be

included in this part of the application. The Departments strongly

request that applicants limit the program narrative section to no more

than 40 double-spaced pages, on one side only.

IV. Appendices

All applicable appendices including letters of support, resumes and

organizational charts should be included in this section. The safeguard

assurance, as required under Part III, Section D, ``Safeguards'', of

this notice, should be included in all applications as Appendix A. The

Departments recommend that all appendix entries be cross-referenced

back to applicable sections in the program narrative.

3. Late Applications

Any application received after the exact time specified for receipt

at the office designated in this notice will not be considered, unless

it is received before awards are made and it--

(a) Was sent by registered or certified mail not later than the

fifth calendar day before the date specified for receipt of

applications (e.g., an application submitted in response to a

solicitation requiring receipt of applications by the 20th of the month

must have been mailed/post marked by the 15th of that month);

or [[Page 14137]]

(b) Was sent by the U.S. Postal Service Express Mail Next Day

Service to addressee not later than 5:00 P.M. at the place of mailing

two working days prior to the date specified for receipt of

applications. The term ``working days'' excludes weekends and Federal

holidays.

The term ``post marked'' means a printed, stamped, or otherwise

placed impression (exclusive of a postage meter machine impression)

that is readily identifiable, without further action, as having been

supplied or affixed on the date of mailing by an employee of the U.S.

Postal Service.

4. Hand-Delivered Applications

It is preferred that applications be mailed at least five days

prior to the closing date. To be considered for funding, hand-delivered

applications must be received by 2:00 P.M., Eastern Time, on the

closing date. Telegraphed and/or Faxed applications will not be

honored. Failure to adhere to the above instructions will be a basis

for a determination of nonresponsiveness. Overnight express mail from

carriers other than the U.S. Postal Service will be considered hand-

delivered applications and must be received by the above specified date

and time.

5. Period of Performance

The period of performance will be twelve (12) months from the date

of award by the Department of Labor. Since all awards must be made by

June 30, 1995 under this competition, the Departments recommend that

all applicants use July 1, 1995-June 30, 1996 as both budgetary and

project award periods.

6. Option to Extend

These Indian Program Grants may be extended for up to four

additional years at the discretion of the Federal Government, based

upon the availability of funds and the demonstrated progress of the

grantee in implementing a School-to-Work Opportunities initiative.

Consistent with the School-to-Work Opportunities Act, the

Departments expect that over time, the amount of federal funds, if any,

that are added to this grant, awarded under this notice, will decrease.

Funds awarded under this notice are considered ``venture capital'' for

the establishment of School-to-Work Opportunities systems serving

Indian youth. Likewise, local partnerships will eventually assume

responsibility for maintaining School-to-Work Opportunities systems

with other Federal, State and local resources.

7. Definitions

As used in this notice--

``All aspects of an industry'' means all aspects of the industry or

industry sector a student is preparing to enter, including planning,

management, finances, technical and production skills, underlying

principles of technology, labor and community issues, health and safety

issues, and environmental issues, related to that industry or industry

sector;

``Bureau-funded school'' as defined in Section 1139 (3) of the

``Education Amendments of 1978'' means:

(a) A Bureau school--a Bureau of Indian Affairs-operated elementary

or secondary day or boarding school or a BIA-operated dormitory for

students attending a school other than a Bureau school.

(b) A contract school--an elementary or secondary school or a

dormitory that receives financial assistance for its operation under a

contract or agreement with the BIA under Section 102, 103 (a), or 208

of the Indian Self-Determination and Education Assistance Act.

(c) A school for which assistance is provided under the Tribally

Controlled Schools Act of 1988.

``Career guidance and counseling'' means programs--

(a) That pertain to the body of subject matter and related

techniques and methods organized for the development in individuals of

career awareness, career planning, career decisionmaking, placement

skills, and knowledge and understanding of local, State, and national

occupational, educational, and labor market needs, trends, and

opportunities;

(b) That assist individuals in making and implementing informed

educational and occupational choices; and

(c) That aid students to develop career options with attention to

surmounting gender, race, ethnic, disability, language, or

socioeconomic impediments to career options and encouraging careers in

nontraditional employment.

``Career major'' means a coherent sequence of courses or field of

study that prepares a student for a first job and that--

(a) Integrates academic and occupational learning, integrates

school-based and work-based learning, and establishes linkages between

secondary schools and postsecondary educational institutions;

(b) Prepares the student for employment in a broad occupational

cluster or industry sector;

(c) Typically includes at least two years of secondary education

and at least one or two years of postsecondary education;

(d) Provides the students, to the extent practicable, with strong

experience in and understanding of all aspects of the industry the

students are planning to enter;

(e) Results in the award of--

(1) a high school diploma or its equivalent, such as:

(A) a general equivalency diploma; or

(B) an alternative diploma or certificate for students with

disabilities for whom such alternative diploma or certificate is

appropriate;

(2) a certificate or diploma recognizing successful completion of

one or two years of postsecondary education (if appropriate), and

(3) a skill certificate; and

(f) May lead to further education and training, such as entry into

a registered apprenticeship program, or may lead to admission to a two-

or four-year college or university.

``Elementary school'' means a day or residential school that

provides elementary education, as determined under State law.

``Employer'' includes both public and private employers, as well as

tribal businesses and school-based enterprises where appropriate;

``Eligible partnership'' means an entity responsible for School-to-

Work Opportunities programs funded under this competition and that--

(a) Consists of tribal organizations responsible for economic

development, employment, job training, and education (such as tribal

business councils, local chapters of tribal business councils, tribal

departments of education), employers (including tribal businesses or

school-based enterprises where applicable), representatives of Bureau-

funded schools and local postsecondary educational institutions

(including representatives of area vocational education schools and

tribal colleges where applicable), local educators (such as teachers,

counselors, or administrators), representatives of labor organizations

or nonmanagerial employee representatives, students and parents; and

(b) May include other entities, such as--

(1) Employer organizations;

(2) Community-based organizations;

(3) National trade associations working at the local level;

(4) Industrial extension centers;

(5) Rehabilitation agencies and organizations;

(6) Registered apprenticeship agencies;

(7) Local vocational education entities; [[Page 14138]]

(8) Proprietary institutions of higher education (as defined in

section 481(b) of the Higher Education Act of 1965 (20 U.S.C. 1088(b))

that meet the eligibility and certification requirements under Title IV

of such Act (20 U.S.C. 1070 et seq.);

(9) Local government agencies;

(10) Parent organizations;

(11) Teacher organizations;

(12) Vocational student organizations;

(13) Private industry councils established under section 402 of the

Job Training Partnership Act (29 U.S.C. 1512);

``Postsecondary education institution'' means an institution of

higher education (as such term is defined in section 481 of the Higher

Education Act of 1965 (20 U.S.C. 1088)) which meets the eligibility and

certification requirements under Title IV of that Act (20 U.S.C. 1070

et seq.);

``Registered apprenticeship agency'' means the Bureau of

Apprenticeship and Training in the Department of Labor or a State

apprenticeship agency recognized and approved by the Bureau of

Apprenticeship and Training as the appropriate body for State

registration or approval of local apprenticeship programs and

agreements for Federal purposes;

``Registered apprenticeship program'' means a program registered by

a registered apprenticeship agency;

``School dropout'' means a youth who is no longer attending any

school and who has not received a secondary school diploma or a

certificate from a program of equivalency for such a diploma;

``School site mentor'' means a professional employed at a school

who is designated as the advocate for a particular student, and who

works in consultation with classroom teachers, counselors, related

services personnel, and the employer of the student to design and

monitor the progress of the School-to-Work Opportunities program of the

student.

``Secondary school'' means--

(a) A nonprofit day or residential school that provides secondary

education, as determined under State law, except that it does not

include any education provided beyond grade 12; and

(b) A Job Corps center under part B of Title IV of the Job Training

Partnership Act (29 U.S.C. 1691 et seq.);

``Skill certificate'' means a portable, industry-recognized

credential issued by a School-to-Work Opportunities program under an

approved plan, that certifies that a student has mastered skills at

levels that are at least as challenging as skill standards endorsed by

the National Skill Standards Act of 1994, except that until such skill

standards are developed, the term ``skill certificate'' means a

credential issued under a process described in the approved School-to-

Work plan;

``Workplace mentor'' means an employee or other individual,

approved by the employer at a workplace, who possesses the skills and

knowledge to be mastered by a student, and who instructs the student,

critiques the performance of the student, challenges the student to

perform well, and works in consultation with classroom teachers and the

employer of the student.

Section C. Statement of Work

Part I. Background

The United States is the only industrialized nation that lacks a

comprehensive and coherent system to help its youth acquire the

knowledge, skills, abilities, and information about the labor market

necessary to make an effective transition from school to career-

oriented work. Three-fourths of America's high school students do not

attain four-year college degrees. Many of them do not possess the basic

academic and occupational skills necessary for entry into high-skill,

high-wage careers in the changing workplace or to pursue further

education.

The School-to-Work Opportunities Act of 1994 created a national

framework for high-quality, statement school-to-work transition systems

that enable young Americans to identify and navigate paths to

productive and progressively more rewarding roles in the workplace. The

funds used for the School-to-Work Indian Program grant competition were

requested and appropriated prior to enactment of the School-to-Work

Act. However, the Secretaries of Education and Labor have modeled the

School-to-Work Opportunities Indian Grant Program on the Act.

Partnerships serving Indian youth face particular challenges in

implementing School-to-Work Opportunities initiatives:

1. High unemployment and relatively few high-skill, high-wage

employment opportunities often characterize the areas to be served,

making it more difficult to secure employer participation, work-based

learning opportunities, and career-track jobs for Indian youth who

complete a School-to-Work Opportunities program. Therefore, creative

strategies must be developed to make full use of the capacity of local

institutions to include a variety of alternative work-based learning

environments and to support intensive efforts to enhance diverse

employer involvement.

2. Dropout rates of schools in Indian communities are often high,

and intervention to improve student performance needs to begin in the

elementary or middle school years. School-to-Work Opportunities

initiatives can offer alternative learning environments, creative

approaches to academic and technical subjects and relevant and engaging

school-based and work-based activities that can encourage Indian youth

to remain in school until completion.

3. Economic and geographic factors may create uneven educational

and employment opportunities among Indian youth, thus requiring that

careful consideration be given to enhancing both the access and

availability of opportunities. In particular, the extremely rural

nature of many tribal communities requires innovative efforts in

providing high-skill high-wage employment including but not limited to

opportunities with tribal businesses, school-based enterprises, and

entrepreneurial training.

Under this competition, federal funds will be used as ``venture

capital'' to establish School-to-Work Opportunities systems serving

Indian youth. Local partnerships applying for development grants should

be ready to use funds to involve Bureau-funded schools in establishing

cooperative linkages and planning innovative methods of providing

School-to-Work services for Indian youth. Local partnerships applying

for implementation grants should be ready to implement School-to-Work

initiatives involving Bureau-funded schools by building on and

enriching existing promising programs such as tech-prep education,

career academies, youth apprenticeship, school-based enterprises, job

training and previous related efforts funded by the BIA. However, the

purpose of funding under the School-to-Work Opportunities initiative is

not simply to augment existing programs, but rather to build systems

that provide opportunities for all students to achieve the benefits and

outcomes of the School-to-Work Opportunities initiative. Building

comprehensive systems will likely involve a combination of enhancing

existing programs, establishing linkages among them, and developing an

effective framework that connects both existing and new programs in a

meaningful way. Through involvement in the School-to-Work Indian

Program Grants, tribal organizations are expected to build over time

the kind of School-to-Work [[Page 14139]] Opportunities Systems that

best meet their needs.

Part II. Program Description

a. Objectives

The School-to-Work Opportunities initiative provides for a

substantial degree of State and local flexibility and experimentation,

but all State systems, individual local initiatives and Indian Program

initiatives will share several common features and basic program

components as required by the School-to-Work Opportunities Act of 1994.

A School-to-Work Opportunities initiative under this competition must

include the following common features and basic program components:

1. The basis of the School-to-Work Opportunities system is--

(a) The integration of school-based learning and work-based

learning;

(b) The integration of academic and occupational learning; and

(c) The establishment of effective linkages between secondary and

postsecondary education.

2. School-to-Work Opportunities programs will--

(a) Provide participating students with the opportunity to complete

career majors;

(b) Incorporate the program components described below (school-

based learning, work-based learning, and connecting activities);

(c) Provide participating students, to the extent practicable, with

strong experience in and understanding of all aspects of the industry

the students are preparing to enter; and

(d) Provide all students with equal access to the full range of

such program components (including both school-based and work-based

learning components) and related activities, such as recruitment,

enrollment, and placement activities, except that nothing in this

notice shall be construed to provide any individual with an entitlement

to services.

3. School-to-Work Opportunities initiatives must incorporate three

basic program components:

(a) School-Based Learning, that includes--

Career awareness and career exploration and counseling

(beginning at the earliest possible age, but not later than the 7th

grade) in order to help students who may be interested to identify, and

select or reconsider, their interests, goals, and career majors,

including those options that may not be traditional for their gender,

race, or ethnicity;

Initial selection by interested students of a career major

not later than the beginning of the 11th grade;

A program of study designed to meet the same academic

content standards established for all students, including, where

applicable, standards established under the Goals 2000: Educate America

Act, and to meet the requirements necessary to prepare a student for

postsecondary education and the requirements necessary to earn a skill

certificate;

A program of instruction and curriculum that integrates

academic and vocational learning (including applied methodologies and

team-teaching strategies), and incorporates instruction, to the extent

practicable, in all aspects of an industry, appropriately tied to the

career of a participant;

Regularly scheduled evaluations involving ongoing

consultation and problem solving with students and school dropouts to

identify their academic strengths and weaknesses, academic progress,

workplace knowledge, goals, and the need for additional learning

opportunities to master core academic and vocational skills; and

Procedures to facilitate the entry of students

participating in a School-to-Work Opportunities initiative into

additional training or postsecondary education programs, as well as to

facilitate the transfer of the students between education and training

programs.

(b) Work-based learning, that includes--

(1) Mandatory activities--

Work experience;

A planned program of job training and work experiences

(including training related to pre-employment and employment skills to

be mastered at progressively higher levels) that are coordinated with

learning in the school-based learning component described above and are

relevant to the career majors of students and lead to the award of

skill certificates;

Workplace mentoring;

Instruction in general workplace competencies, including

instruction and activities related to developing positive work

attitudes, and employability and participative skills; and

Broad instruction, to the extent practicable, in all

aspects of the industry.

(2) Permissible activities--Such component may include such

activities as paid work experience, job shadowing, school-sponsored

enterprises, or on-the-job training.

(c) Connecting Activities, that include--

Matching students with the work-based learning

opportunities of employers;

Providing, with respect to each student, a school site

mentor to act as a liaison among the student and the employer, school,

teacher, school administrator, and parent of the student, and, if

appropriate, other community partners;

Providing technical assistance and services to employers,

including small- and medium-sized businesses, and other parties in--

(A) Designing school-based learning components as described above,

work-based learning components as described above, and counseling and

case management services; and

(B) Training teachers, workplace mentors, school site mentors, and

counselors;

Providing assistance to schools and employers to integrate

school-based and work-based learning and integrate academic and

occupational learning into the program;

Encouraging the active participation of employers, in

cooperation with local education officials, in the implementation of

local activities described in this Part as school-based learning, work-

based learning, or connecting activities;

(A) Providing assistance to participants who have completed the

program in finding an appropriate job, continuing their education, or

entering into an additional training program; or

(B) Linking the participants with other community services that may

be necessary to assure a successful transition from school to work;

Collecting and analyzing information regarding post-

program outcomes of participants in the School-to-Work Opportunities

initiative, to the extent practicable and appropriate for Indian

programs, on the basis of socioeconomic status, gender, and disability,

and on the basis of whether the participants are students with limited-

English proficiency, school dropouts, disadvantaged students, or

academically talented students; and

Linking youth development activities under the School-to-

Work Opportunities initiative with employer and industry strategies for

upgrading the skills of their workers.

b. Examples of Allowable Activities

Funds awarded under this competition to a partnership serving

Indian youth and involving Bureau-funded schools may be used only for

activities undertaken to develop or implement the local partnership's

plan that will provide opportunities for Indian youth to participate

successfully in a School-to-Work Opportunities

initiative. [[Page 14140]]

Development Grants: Eligible partnerships that have not fully

developed a plan for the implementation of a School-to-Work

Opportunities system may apply for development grants. These funds may

support a wide range of planning and development activities. These

grants are designed for situations in which an eligible partnership may

not be ready to move forward with implementation of a School-to-Work

Opportunities initiative, but intends to compete for implementation

grants in future rounds of competition. Eligible partnerships seeking

development grants must describe the planning and development

activities for the School-to-Work Opportunities initiative that the

partnership proposes to undertake during the 12-month grant period. The

plan should include activities funded from this grant as well as from

other sources. Examples of development activities that may be conducted

with funds awarded under an Indian Program Grant are--

1. Initiating a planning process aimed at building a School-to-Work

Opportunities initiative;

2. Identifying or establishing an appropriate structure to

administer a School-to-Work Opportunities initiative;

3. Further expanding eligible partnerships as defined in this

notice to participate in the design, development and administration of

the School-to-Work Opportunities initiative;

4. Building consensus among local stakeholders and supporting

planning and development activities to provide guidance in creating the

School-to-Work Opportunities plan;

5. Initiating pilot projects to test key components of program

design such as designing and testing common intake systems for students

participating in School-to-Work Opportunities initiatives, and

determining methods to integrate program data bases;

6. Analyzing current statutory, regulatory and administrative

impediments to the creation of a School-to-Work Opportunities

initiative;

7. Assessing staff training and development needs for participation

in a School-to-Work Opportunities initiative;

8. Preparing the strategic plan required for submission of a

proposal for an implementation grant. The plan should describe the

progress expected to be achieved in the planning and development

process by the end of the 12-month grant period. This should include

expected ``next steps.''

Implementation grants: Eligible partnerships that have developed

and are ready to implement a plan for a School-to-Work Opportunities

initiative may apply for implementation grants. These funds may be used

to support a wide range of activities providing School-to-Work

Opportunities for Indian youth. Examples of implementation activities

that may be conducted with funds awarded under an Indian Program Grant

are:

1. Recruiting and providing assistance to employers, including

small- and medium-sized businesses, tribal businesses and school-based

enterprises, to provide the work-based learning components in the

School-to-Work Opportunities initiative;

2. Establishing consortia of employers, including tribal businesses

and school-based enterprises, to support the School-to-Work

Opportunities initiative and provide access to jobs related to the

career majors of students;

3. Supporting or establishing intermediaries (selected from among

the members of the local partnership) to perform the connecting

activities described above in Part II. a., ``Objectives,'' and to

provide assistance to Indian youth in obtaining jobs and further

education and training;

4. Designing or adapting innovative school curricula that can be

used to integrate academic, vocational, and occupational learning,

school-based and work-based learning, and secondary and postsecondary

education for all students in the area served;

5. Providing training to work-based and school-based staff on new

curricula, student assessments, student guidance, and feedback to the

school regarding student performance in connection with the School-to-

Work Opportunities Initiative;

6. Establishing, in schools participating in a School-to-Work

Opportunities initiative, a graduation assistance program to assist at-

risk students, low-achieving students, and students with disabilities,

in graduating from high school, enrolling in postsecondary education or

training, and finding or advancing in jobs;

7. Providing career exploration and awareness services, counseling

and mentoring services, college awareness and preparation services, and

other services (beginning at the earliest possible age, but not later

than the 7th grade) to prepare students for the transition from school

to work;

8. Providing supplementary and support services, including child

care and transportation, when such services are necessary for

participation in a local School-to-Work Opportunities initiative;

9. Conducting or obtaining an in-depth analysis of the local labor

market and the generic and specific skill needs of employers to

identify high-demand, high-wage careers to target;

10. Integrating school-based and work-based learning into existing

job training programs for school dropouts;

11. Establishing or expanding school-to-apprenticeship programs in

cooperation with registered apprenticeship agencies and apprenticeship

sponsors;

12. Assisting participating employers, including small- and medium-

sized businesses, tribal businesses and school-based enterprises, to

identify and train workplace mentors and to develop work-based learning

components;

13. Promoting the formation of partnerships between Bureau-funded

schools and other elementary and secondary schools (including middle

schools) and local businesses as an investment in future workplace

productivity and competitiveness;

14. Designing local strategies to provide adequate planning time

and staff development activities for teachers, school counselors,

related services personnel, and school site mentors, including

opportunities outside the classroom that are at the worksite;

15. Enhancing linkages between after-school, weekend, and summer

jobs, career exploration, and school-based learning;

16. Obtaining the assistance of organizations and institutions that

have a history of success in working with school dropouts and at-risk

and disadvantaged youths in recruiting such Indian youth who are at-

risk or school dropouts to participate in a local School-to-Work

Opportunities initiative;

17. Conducting outreach to all students in a language and manner

that most appropriately and effectively meets their needs and responds

to the needs of their community;

18. Experimenting with providing work-based learning opportunities

both inside and outside the Indian community;

19. Developing, in conjunction with Title I of the Elementary and

Secondary Schools Act or other funds, improvements in the Bureau-funded

and other elementary and middle schools that serve the Indian community

in order to reduce the long-term dropout rate of Indian youth;

20. Developing and implementing techniques that will increase the

college enrollment of Indian youth in the targeted area;

21. Utilizing complementary initiatives within the targeted area

such as comprehensive sports and recreation programs, after-school

programs, and community development activities; [[Page 14141]]

22. Encouraging Indian youth to design and initiate innovative

work-based learning activities operated within a school setting; and

23. Developing and implementing school-based and work-based

learning and connecting activities that are related to the tribal

organization's economic development plan.

Part III. Application Contents

All eligible applicants for development or implementation grants

must submit an application which provides evidence of key descriptive

components. Since applicants have been recommended to submit

applications which describe their plan in light of the Selection

Criteria defined in Section E, the Departments suggest that applicants

provide evidence of the following as part of the applicable Selection

Criteria addressed in the Program Narrative section of application.

Applications must include the following:

a. A description of the composition of the eligible partnership as

previously defined in Section B.7 of this announcement. Partnerships

applying for either development or implementation grants must identify

and provide evidence of the involvement of the members of the local

partnership required to make the application eligible for consideration

in the Indian Program. Partnerships applying for implementation grants

must clearly outline the respective roles of each member of the

partnership and how the partnership is organized to successfully

implement the planned local School-to-Work Opportunities initiative.

Given the particular needs in Indian communities, special efforts

should be made to coordinate community services to successfully

identify and address the special needs of the Indian youth.

b. A description of the targeted area to be covered, and its

relationship to the surrounding labor market. Included in the

description should be information on specific employer needs (including

those of tribal businesses or school-based enterprises where

applicable); industry and occupational growth projections; high-demand,

high-wage careers to be targeted and the relationship of these factors

to the tribal organization's economic plan (where applicable). The

description should include information for the entire labor market area

in which the Indian community is located.

c. A description of the short- and long-term goals and performance

outcomes that the partnership has established an how the partnership

will measure its progress in meeting these goals for developing or

implementing a system. In addition to goals related directly to School-

to-Work Opportunities outcomes, such goals for Indian Program

initiatives might include decreased dropout rates, decreased truancy

rates, and increased college entry and entered employment rates. In

addition to describing its own goals and outcomes, each local

partnership awarded a grant under this notice must commit to assisting

the Federal Government in carrying out a national evaluation that will

track and assess the progress and effectiveness of the School-to-Work

Opportunities initiative.

d. A description of the current and planned coordination between

the local partnership's School-to-Work Opportunities initiative in the

Indian community and the tribal organization's economic development,

workforce development and education reform plans. Areas to be addressed

include: the development of skill standards and processes for awarding

skill certificates; the establishment of a system-wide evaluation

process; the identification of emerging occupations appropriate for

career majors; the development of new curricula; strategies for

recruiting employers and providing paid work-based learning

experiences; and providing professional staff development. Should the

tribal organization and the Bureau-funded school not have a plan for

developing skill standards and awarding skill certificates, the

application should describe the local partnership's proposed activities

concerning the investigation and adaptation of existing industry-

recognized standards or existing processes for awarding industry-

recognized certificates to incorporate the criteria established in the

Goals 2000: Educate America Act. States and neighboring partnerships

located near the area may serve as a source of information regarding

skill standards and skill certificates recognized in the local labor

market and in other parts of the State.

e. A timeline outlining the specific tasks to be undertaken related

to development or to implementation of a School-to-Work Opportunities

plan, with expected completion dates and stated outcomes to be

achieved.

f. A designation of a fiscal agent to receive and be accountable

for funds awarded under this notice.

Section D. Safeguards

The Departments apply the following safeguards to School-to-Work

Opportunities programs funded under this competition:

1. No student in a School-to-Work Opportunities program 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.)

2. No School-to-Work Opportunities program shall impair exiting

contracts for services or collective bargaining agreements, and no

program under this competition that would be inconsistent with the

terms of a collective bargaining agreement shall be undertaken without

the written concurrence of the labor organization and employer

concerned.

3. No student participating in School-to-Work Opportunities program

shall be employed or fill a job--

a. 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

b. 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 a student.

4. 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 law.

5. Nothing in this notice shall be construed so as to modify or

affect any Federal or State law prohibiting discrimination on the basis

of religion, gender, age, or disability.

6. Funds awarded under this competition shall not be expended for

wages of students or workplace mentors participating in School-to-Work

Opportunities programs.

7. The grantee shall implement and maintain such other safeguards

as the Departments 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 this

program.

An applicant must provide an assurance, in the application

appendices, that the foregoing safeguards will be implemented and

maintained throughout all program activities.

Section E. Selection Criteria

Under the School-to-Work Opportunities Indian Program Grants

competition announced in this notice, a careful evaluation of

applications will be made by a panel constructed of (a) peer reviewers

and (b) specialists within the Departments of Labor and Education. Each

panelist will evaluate the applications against the criteria

[[Page 14142]] listed below, with emphasis on the scope and quality of

the proposed plan and with careful consideration of the effectiveness,

rather than the presence, of each program component. The panel results

are advisory in nature and not binding on the Grants Officer. Final

funding decisions will be made based on the results of the panel review

process and such other factors as: geographic balance, diversity of

programmatic approaches, replicability, sustainability, and innovation.

The Government will use the following selection criteria in evaluating

applications for development grants:

Selection Criteria

Selection Criterion 1: Vision of a local School to Work

Opportunities initiative incorporating the elements described in Part

II of this notice.

Points: 30.

Considerations: In applying this criterion, reviewers will

consider:

* How well does the vision of an integrated delivery system for

School-to-Work Opportunities incorporate the common features and basic

program components described in Part II of this notice?

* How clearly are the problems and/or inefficiencies of current

programs and approaches understood and articulated?

* How clearly does the partnership articulate how it envisions

integrating promising existing programs into a comprehensive School-to-

Work Opportunities system?

* How well does this vision incorporate realistic strategies to

ensure that ``all students'' have opportunities to participate in

School-to-Work initiatives?

* How well does the vision address the needs of the labor market

within which the targeted area is located, including the tribal

economic plan?

* How well does the vision convey the partnership's connection

between the proposed School-to-Work Opportunities system and overall

education reform?

Selection Criterion 2: Approach to collaboration, planning and

development.

Points: 30.

Considerations: In applying this criterion, reviewers will

consider:

* Whether the eligible partnership includes all of the required

representatives as defined in section E.7 of this notice?

* Whether other appropriate officials and organizations necessary

to achieve the objectives of the application are also represented?

* To what extent will employers and representatives of workers

participate in the development of the plan?

* Are the roles and responsibilities of each partner well

articulated and substantive?

* Is the plan likely to lead to a broad consensus about the design

of the School-to-Work Opportunities system?

* Is the proposal clear on who will have the day to day

responsibilities for the grant and how major decisions will be made?

Selection Criterion 3: Feasibility and soundness of the development

plan.

Points: 25.

Considerations: In applying this criterion, reviewers will

consider:

* Are the planned activities likely to prepare the eligible

partnership to implement a School-to-Work Opportunities initiative?

* To what extent has progress already been made?

* Are staff development and training needs fully considered?

* Does the development process fully take advantage of technology?

* Whether the approach to identifying and overcoming anticipated

barriers to the development of the partnership's School-to-Work plan is

feasible?

* Whether the management plan and related timeline of activities

included in the application are appropriate to the goals and outcomes

to be achieved?

* Are key personnel to be used on the project qualified to

undertake proposed activities?

Selection Criterion 4: Commitment to the planning and development

effort.

Points: 15.

Considerations: In applying this criterion, reviewers will

consider:

* To what extent are Federal or other local resources being

utilized to finance planning and development activities towards the

development of a comprehensive School-to-Work system?

* To what extent has the partnership provided in-kind support and

resources towards the development of the system?

* Whether resources available are adequate to support the

activities proposed?

The Government will use the following selection criteria in

evaluating applications for implementation grants.

Selection Criteria

Selection Criterion 1: Scope and Quality of the School-to-Work

Opportunities Initiative.

Points: 25.

Considerations: In applying this criterion, reviewers will

consider:

* Is there an innovative and effective strategy for implementing a

School-to-Work Opportunities initiative serving Indian youth and

involving Bureau-funded schools that integrates school-based learning

and work-based learning, integrates academic and occupational learning,

and establishes effective linkages between secondary and postsecondary

education?

* Does the application demonstrate an effective strategy for

targeting high-demand, high-wage jobs and relate that strategy to the

partnership's goals?

* What steps will the local partnership take to generate paid high-

qualify, work-based learning experiences?

* How effectively are the common features and basic program

components described in Part II., a., of the Statement of Work included

in the local School-to-Work Opportunities initiative?

* Have promising existing programs been considered for adaptation?

* Have new directions and approaches been planned to ensure that

these programs include the common features and basic program

components?

* As the proposed School-to-Work Opportunities initiative becomes

established within the targeted area, is there an effective long-range

plan for integrating other existing school-to-work programs with the

initiative?

* Is the proposed local initiative effectively tied to a plan for

educational reform?

Selection Criterion 2: Scope and Effectiveness of Indian Program

Local Partnerships.

Points: 25.

Considerations: In applying this criterion, reviewers will

consider:

* Does the application demonstrate the strong commitment and

support of tribal organizations (such as tribal business councils or

local chapters of tribal business councils, tribal departments of

education), employers (both within and surrounding the targeted area

where applicable and including tribal businesses and school-based

enterprises), representatives of local educational agencies and local

postsecondary educational institutions (including representatives of

area vocational education schools and tribal colleges, where

applicable), local educators (such as teachers, counselors, or

administrators), representatives of labor organizations or

nonmanagerial employee representatives, parents and students and

provide for their sustained and specific involvement?

* Given the scope of the proposed School-to-Work Opportunities

initiative, does the local partnership include other members

appropriate to effective implementation, particularly community-based

organizations and [[Page 14143]] others experienced in dealing with the

distinctive needs of Indian youth?

* Are the rolls and responsibilities of the members of the local

partnership clearly described, appropriate and likely to produce the

desired changes in the way students are prepared for the future?

* Does the local partnership's plan include an effective and

convincing strategy for obtaining the active and continued involvement

of employers and other interested parties such as locally elected

officials, secondary and postsecondary educational institutions (or

related agencies), business associations, industrial extension centers,

employees, labor organizations or nonmanagerial employees, teachers,

related services personnel, students, parents, community-based

organizations, rehabilitation agencies and organizations, registered

apprenticeship agencies, local vocational educational agencies,

vocational student organizations, State or regional cooperative

education associations, and human service agencies in the

implementation of local program(s)?

Selection Criterion 3: Student Participation.

Points: 20.

Considerations: In applying this criterion, reviewers will

consider:

* Applying the definitions contained in Section B (7) of this

notice as appropriate for programs serving Indian youth, does the plan

propose realistic strategies to ensure that ``all students'' have

opportunities to participate in School-to-Work Opportunities

initiatives?

* Does the strategy recognize barriers to their participations and

propose effective ways of overcoming them so that these students are

prepared for high-skill, high-wage jobs, including--for young women--

nontraditional employment?

* Does the plan provide for the direct delivery of services to

significant numbers of Indian youth or propose an effective model for

service provision to Indian youth in remote areas?

* Is there an effective strategy for assessing the academic and

human service needs of students and dropouts and making improvements or

adjustments as necessary to ensure their successful participation in

and completion of School-to-Work Opportunities programs?

What, if any, provisions are made for the participation of

elementary and middle school Indian youth in school-to-work activities,

such as career exploration and awareness?

Selection Criterion 4: Comprehensiveness.

Points: 15.

Consideration: In applying this criterion, reviewers will consider:

To what extent has the local partnership considered the

current and future occupational needs of the labor market areas within

which the targeted area is located, including the tribal organization's

economic plan?

Does the membership representing employers in the local

partnership reflect such current and future occupational needs?

How is the strategy for implementing the School-to-Work

Opportunities initiative likely to produce systemic change, rather than

stand-alone program implementation?

What evidence is provided that such systemic change will

have substantial impact on the preparation of Indian youth for a first

job in a high-skill, high-wage career and postsecondary education and

training?

Where appropriate, is there existing or planned

collaboration among other school districts, States, employers, labor

organizations, and community groups that will lead to an increasingly

comprehensive local School-to-Work Opportunities system?

Are related human services programs available within the

community included in the partnership's plan for coordination?

Are strategies in place to coordinate related Federal

funding available to the Indian community?

Does the local partnership's plan exhibit strong potential

for maintaining School-to-Work Opportunities initiatives after Federal

funding ceases?

Selection Criterion 5: Management plan.

Points: 15.

Considerations: In applying this criterion, reviewers will

consider:

What evidence exists to demonstrate the effectiveness of

the local partnership and/or its key members in the delivery of

comprehensive vocational programs with successful job placement rates

through cooperative activities among local educational agencies, Local

businesses, labor organizations, and others?

Does the entity submitting the application on the part of

the local partnership have the capacity to manage the implementation of

the local School-to-Work Opportunities initiative?

Does the management plan anticipate barriers to

implementation and include a system for addressing them as they arise?

Does the applicant limit administrative costs in order to

maximize the amounts spent on delivery of services to students enrolled

in its School-to-Work Opportunities programs?

Does the plan include methods for sustaining and expanding

the partnership as the initiative expands in scope and size?

Is there an effective strategy for identifying and

utilizing other resources, including private sector resources, to

maintain and expand School-to-Work Opportunities initiatives?

Does the management plan reflect continuous improvement

methodologies by building in specific, outcome-based, evaluative

checkpoints and the mechanisms necessary to carry out improvements,

redesigns, or mid-course corrections along the way?

Are key personnel under the plan qualified to perform the

required activities, including maintaining the essential partnership?

Section F. Reporting Requirements/Deliverables

The local partnership will be required to provide the following:

1. Quarterly and Final Reports

Quarterly financial reports as required by the grant award

documents;

Quarterly narrative reports on progress made and problems

encountered in implementing the proposed plan and that indicate, where

relevant, the corrective action(s) proposed to address implementation

problems; and

Annual reports at year-end on the activities and

accomplishments of the local partnership's School-to-Work Opportunities

initiative.

2. Deliverables

At a minimum, preparing an assessment of accomplishments

and results at each program year-end suitable for dissemination to

other Indian communities and partnerships.

Acting as a host to outside visitors from other Indian

communities or local partnerships interested in developing and

implementing School-to-Work Opportunities initiatives in settings with

similar characteristics.

Signed at Washington, DC, this 9th day of March 1995.

Doug Ross,

Assistant Secretary for Employment and Training, Department of Labor.

Augusta Souza Kappner,

Assistant Secretary for Vocational and Adult Education, Department of

Education.

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Instructions for the SF 424

This is a standard form used by applicants as a required

facesheet for preapplications and applications submitted for Federal

assistance. It will be used by Federal agencies to obtain applicant

certification that States which have established a review and

comment procedure in response to Executive Order 12372 and have

selected the program to be included in their process, have been

given a opportunity to review the applicant's submission.

Item and Entry

1. Self-explanatory.

2. Date application submitted to Federal agency for State if

applicable) & applicant's control number (if applicable).

3. State use only (if applicable).

4. If this application is to continue or revise an existing

award, enter present Federal identifier number. If for a new

project, leave blank.

5. Legal name of applicant, name of primary organizational unit

which will undertake the assistance activity, complete address of

the applicant, and name and telephone number of the person to

contact on matters related to this application.

6. Enter Employer Identification Number (EIN) as assigned by the

Internal Revenue Service.

7. Enter the appropriate letter in the space provided.

8. Check appropriate box and enter appropriate letter(s) in the

space(s) provided:

--``New'' means a new assistance award.

--``Continuation'' means an extension for an additional funding/

budget period for a project with a projected completion date.

--``Revision'' means any change in the Federal Government's

financial obligation or contingent liability from an existing

obligation.

9. Name of Federal agency from which assistance is being

requested with this application.

10. Use the Catalog of Federal Domestic Assistance number and

title of the program under which assistance is requested.

11. Enter a brief descriptive title of the project, if more than

one program is involved, you should append an explanation on a

separate sheet. If appropriate (e.g., construction or real property

projects), attach a map showing project location. For

preapplications, use a separate sheet to provide a summary

description of this project.

12. List only the largest political entities affected (e.g.,

State, counties, cities).

13. Self-explanatory.

14. List the applicant's Congressional District and any

District(s) affected by the program or project.

15. Amount requested or to be contributed during the first

funding/budget period by each contributor. Value of in-kind

contributions should be included on appropriate lines as applicable.

If the action will result in a dollar change to an existing awards,

indicate only the amount of the change. For decreases, enclose the

amounts in parentheses. If both basic and supplemental amounts are

included, show breakdown on an attached sheet. For multiple program

funding, use totals and show breakdown using same categories as item

15.

16. Applicants should contact the State Single Point of Contact

(SPOC) for Federal Executive Order 12372 to determine whether the

application is subject to the State intergovernmental review

process.

17. This question applies to the applicant organization, not the

person who signs as the authorized representative. Categories of

debt include delinquent audit disallowances, loans and taxes.

18. To be signed by the authorized representative of the

applicant. A copy of the governing body's authorization for you to

sign this application as official representative must be on file in

the applicant's office. (Certain Federal agencies may require that

this authorization be submitted as part of the application.)

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Instructions for Part II--Budget Information

Section A--Budget Summary by Categories

1. Personnel: Show salaries to be paid for project personnel.

2. Fringe Benefits: Indicate the rate and amount of fringe

benefits.

3. Travel: Indicate the amount requested for staff travel.

Include funds to cover at least one trip to Washington, DC for

project director or designee.

4. Equipment: Indicate the cost of non-expendable personal

property that has a useful life of more than one year with a per

unit cost of $5,000 or more.

5. Supplies: Include the cost of consumable supplies and

materials to be used during the project period.

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/grants.

7. Other: Indicate all direct costs not clearly covered by lines

1 through 6 above, including consultants.

8. Total, Direct Costs: Add lines 1 through 7.

9. Indirect Costs: Indicate the rate and amount of indirect

costs. Please include a copy of your negotiated Indirect Cost

Agreement.

10. Training/Stipend Cost: (If allowable)

11. Total Federal Funds Requested: Show total of lines 8 through

10.

Section B--Cost Sharing/Matching Summary

Indicate the actual rate and amount of cost sharing/matching

when there is a cost sharing/matching requirement. Also include

percentage of total project cost and indicate source of cost

sharing/matching funds, i.e. other Federal source or other Non-

Federal source.

Note: Please include a detailed cost analysis of each line item.

Appendix B--Assurances and Certifications

The Department of Labor will not award a grant or agreement

where the awardee has failed to accept the Assurances and

Certifications contained in this section. By signing the face sheet

of this grant or agreement, the awardee is providing the

certifications set forth below:

Assurances--Non-Construction Programs

Debarment and Suspension Certification

Certification Regarding Lobbying

Drug Free Workplace Certification

Certification of Non-Delinquency

Non-discrimination and Equal Employment Requirements Under JTPA

1. Assurances--Non-Construction Programs

Note: Certain of these assurances may not be applicable to your

project or program. If you have questions, please contact the

awarding agency. Further, certain Federal awarding agencies may

require applicants to certify to additional assurances. If such is

the case, you will be notified.

As the duly authorized representative of the applicant, I

certify that the applicant:

(1) Has the legal authority to apply for Federal Assistance, and

the institutional managerial and financial capability (including

funds sufficient to pay the non-Federal share of project costs) to

ensure proper planning, management and completion of the project

described in this application.

(2) Will give the awarding agency, the Comptroller General of

the United States, and if appropriate, the State, through any

authorized representative, access to and the right to examine all

records, books, papers, or documents related to the award; and will

establish a proper accounting system in accordance with generally

accepted accounting standards or agency directives.

(3) Will establish safeguards to prohibit employees from using

their positions for a purpose that constitutes or presents the

appearance of personal or organizational conflict of interest, or

personal gain.

(4) Will initiate and complete the work within the applicable

time frame after receipt of approval of the awarding agency.

(5) Will comply with the Intergovernmental Personnel Act of 1970

(42 U.S.C. 4728-4763) relating to prescribed standards for merit

systems for programs funded under one of the nineteen statutes or

regulations specified in Appendix A of OPM's Standards for a Merit

System of Personnel Administration (5 CFR 900, Subpart F).

(6) Will comply with all Federal statutes relating to

nondiscrimination. These include but are not limited to: (a) Title

VI of the Civil Rights Act of 1964 (P.L. 88.352) which prohibits

discrimination on the basis of race, color or national origin; (b)

Title IX of the Education Amendments of 1972, as amended (20 U.S.C.

1681-1683, and 1685-1686), which prohibits discrimination on the

basis of handicaps; (d) the Age Discrimination Act of 1975, as

amended (42 U.S.C. 6101-6107), which prohibits discrimination on the

basis of age; (e) the Drug Abuse Office and Treatment Act of 1972

(P.L. 92.255) as amended, relating to nondiscrimination on the basis

of drug abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism

Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91.616)

as amended, relating to nondiscrimination on the basis of alcohol

abuse or alcoholism; (g) 523 and 527 of the Public Health Service

Act of 1912 (42 U.S.C. 290 dd.3 and 290 ee.3), as amended, relating

to confidentiality of alcohol and drug abuse patient records; (h)

Title VIII of the Civil Rights Act of 1968 (42 U.S.C. 3601 et seq.)

as amended, relating to nondiscrimination in the sale, rental or

financing of housing; (i) any other nondiscrimination provisions in

the specific statute(s) under which application for Federal

assistance is being made; and (j) the requirements of any other

nondiscrimination statute(s) which may apply to the application.

(7) Will comply, or has already complied, with the requirements

of Titles II and III of the Uniformly Relocation Assistance and Real

Property Acquisition Policies Act of 1970 (P.L. 91.646) which

provides for fair and equitable treatment of persons displaced or

whose property is acquired as a result of Federal or federally

assisted programs. These requirements apply to all interests in real

property acquired for project purposes regardless of Federal

participation in purchases.

(8) Will comply with the provisions of the Hatch Act (U.S.C.

1501-1508 and 7324-7328) which limit the political activities of

employees whose principal employment activities are funded in whole

or in part with Federal funds.

(9) Will comply, as applicable, with the provisions of the

Davis-Bacon Act (40 U.S.C. 276a to 276a 7), the Copeland Act (40

U.S.C. 276c and 18 U.S.C. 874, and the Contract Work Hours and

Safety Standards Act (40.327-333), regarding labor standards for

federally assisted construction subagreements.

(10) Will comply, if applicable, with Flood Insurance Purchase

Requirements of Section 102(A) of the Flood Disaster Protection Act

of 1973 (P.L. 93.234) which requires recipients in a special flood

hazard area to participate in the program and to purchase flood

insurance if the total cost of insurable construction and

acquisition is $10,000 or more.

(11) Will comply with environmental standards which may be

prescribed pursuant to the following: (a) institution of

environmental quality control measures under the National

Environmental Policy Act of 1969 (P.L. 91.190) and Executive Order

(EO) 11514; (b) notification of violating facilities pursuant to EO

11738; (c) protection of wetlands pursuant to EO 11990; (d)

evaluation of flood hazards in flood plains in accordance with EO

11988; (e) assurance of project consistency with the approved State

management program developed under the Coastal Zone Management Act

of 1972 (16 U.S.C. 1451 et seq.); (f) conformity of Federal actions

to State (Clear Air) Implementation Plans under Section 176(c) of

the Clear Air Act of 1955, as amended (42 U.S.C. 7401 et seq.); (g)

protection of underground sources of drinking water under the Safe

Drinking Water Act of 1974, as amended, (P.L. 93.523); and (h)

protection of endangered species under the Endangered Species Act of

1973, as amended, (P.L. 93.205).

(12) Will comply with the Wide and Scenic Rivers Act of 1988 (16

U.S.C. 1271 et seq.) related to protecting components or potential

components of the national wide and scenic rivers system.

(13) Will assist the awarding agency in assuring compliance with

Section 106 of the National Historic Preservation Act of 1966, as

amended (16 U.S.C. 470), EO 11593 (identification and protection of

historic properties), and the Archaeological and Historic

Preservation Act of 1974 (16 U.S.C. 469a.1 et seq.).

(14) Will comply with P.L. 93.348 regarding the protection of

human subjects involved in research, development, and related

activities supported by this award of assistance.

(15) Will comply with the Laboratory Animal Welfare Act of 1966

(P.L.) 89.544, as amended, 7 U.S.C. 2131 et seq.) pertaining to the

care, handling, and treatment of warm blooded animals held for

research, teaching, or other activities supported by this award of

assistance.

(16) Will comply with the Lead-Based Paint Poisoning Prevention

Act (42 U.S.C. [[Page 14148]] 4801 et seq.) which prohibits the use

of lead based paint in construction or rehabilitation of residence

structures.

(17) Will cause to be performed the required financial and

compliance audits in accordance with the Single Audit Act of 1984.

(18) Will comply with all applicable requirements of all other

Federal laws, executive orders, regulations and policies governing

this program.

2. Certification Regarding Debarment, Suspension, and Other

Responsibility Matters--Primary Covered Transactions

(1) The prospective primary participant certifies to the best of

its knowledge and belief, that it and its principals:

(a) Are not presently debarred, suspended, proposed for

debarment, declared ineligible, or voluntarily excluded from covered

transactions by any Federal department or agency;

(b) Have not within a three-year period preceding this proposal

been convicted or had a civil judgment rendered against them for

commission of fraud or a criminal offense in connection with

obtaining attempting to obtain, or performing a public (Federal,

State, or local) transaction or contract under a public transaction;

violation of Federal or State antitrust statutes or commission of

embezzlement, theft, forgery, bribery, falsification or destruction

of records, making false statements, or receiving stolen property;

(c) Are not presently indicated or otherwise criminally or

civilly charged by a government entity (Federal, State or local)

with commission of any of the offenses enumerated in paragraph

(1)(b) of this certification; and;

(d) Have not a three-year period preceding this application/

proposal had one or more public transactions (Federal, State, or

local) terminated for cause or default.

(2) Where the prospective primary participant is unable to

certify to any of the statements in this certification, such

prospective participant shall attach an explanation of this

proposal.

3. Certification Regarding Lobbying

Certification for Contracts, Grants, Loans, and Cooperative Agreements

By accepting this grant/agreement, the signee hereby certifies,

to the best of his or her knowledge and belief, that:

1. No Federal appropriated funds have been paid or will be paid,

by or on behalf of the undersigned, to any person for influencing or

attempting to influence an officer or employee of Congress, or an

employee of a Member of Congress in connection with the awarding of

any Federal contract, the making of any Federal grant, the making of

any Federal loan, the entering into of any cooperative agreement,

and the extension, continuation, renewal, amendment or modification

of any Federal contract, grant, loan or cooperative agreement.

2. If any funds other than Federal appropriated funds have been

paid or will be paid to any person for influencing or attempting to

influence an officer or employee of any agency, a Member of

Congress, an officer or employee of Congress, or an employee of a

Member of Congress in Connection with this Federal contract, grant,

loan or cooperative agreement, the undersigned shall complete and

submit Standard Form--LLL, ``Disclosure Form to Report Lobbying,''

in accordance with its instructions.

Instructions for Completion of SF-LLL, Disclosure of Lobbying

Activities

This disclosure form shall be completed by the reporting entity,

whether subawardee or prime Federal recipient, at the initiation or

receipt of a covered Federal Action, or a material change to a

previous filing, pursuant to title 31 U.S.C. section 1352. The

filing of a form is required for each payment or agreement to make

payment to any lobbying entity for influencing or attempting to

influence an officer or employee of any agency, a Member of

Congress, an officer or employee of Congress, or an employee of a

Member of Congress in connection with a covered Federal action. Use

the SF-LLL-A Continuation Sheet for additional information if the

space on the form is inadequate. Complete all items that apply for

both the initial filing and material change report. Refer to the

implementing guidance published by the Office of Management and

Budget for additional information.

1. Identify the type of covered Federal action for which

lobbying activity is and/or has been secured to influence the

outcome of a covered Federal action.

2. Identify the status of the covered Federal action.

3. Identify the appropriate classification of this report. If

this is a followup report caused by a material change to the

information previously reported, enter the year and quarter in which

the change occurred. Enter the date of the last previously submitted

report by this reporting entity for this covered Federal action.

4. Enter the full name, address, city, state and zip code of the

reporting entity. Include Congressional District, if known. Check

the appropriate classification of the reporting entity that

designates if it is, or expects to be, a prime or subaward

recipient. Identify the tier of the subawardee, e.g., the first

subawardee of the prime is the 1st tier. Subawards include but are

not limited to subcontracts, subgrants and contract awards under

grants.

5. If the organization filing the report in item 4 checks

``Subawardee'', then enter the full name, address, city, state and

zip code of the prime Federal recipient. Include Congressional

District, if known.

6. Enter the name of the Federal agency making the award or loan

commitment. Include at least one organizational level below agency

name, if known. For example, Department of Transportation, United

States Coast Guard.

7. Enter the Federal program name or description for the covered

Federal action (item 1). If known, enter the full Catalog of Federal

Domestic Assistance (CFDA) number for grants, cooperative

agreements, loans, and loan commitments.

8. Enter the most appropriate Federal identifying number

available for the Federal action identified in item 1 (e.g., Request

for Proposal (RFP) number; Invitation for Bid (IFB) number, grant

announcement number, the contract, grant, or loan award number, the

application/proposal control number assigned by the Federal agency).

Include prefixes, e.g., ``RFP-DE-90-001.''

9. For a covered Federal action where there has been an award or

loan commitment by the Federal agency, enter the Federal amount of

the award/loan commitment for the prime entity identified in item 4

or 5.

10. (a) Enter the full name, address, city, state and zip code

of the lobbying entity engaged by the reporting entity identified in

item 4 to influence the covered Federal action.

(b) Enter the full names of the individual(s) performing

services, and include full address if different from 10 (a). Enter

Last Name, First Name, and Middle Initial (MI).

11. Enter the amount of compensation paid or reasonably expected

to be paid by the reporting entity (item 4) to the lobbying entity

(item 10). Indicate whether the payment has been made (actual) or

will be made (planned). Check all boxes that apply. If this is a

material change report, enter the cumulative amount of payment made

or planned to be made.

12. Check the appropriate box(es). Check all boxes that apply.

If payment is made through an in-kind contribution, specify the

nature and value of the in-kind payment.

13. Check the appropriate box(es). Check all boxes that apply.

If other, specify nature.

14. Provide a specific and detailed description of the services

that the lobbyist has performed, or will be expected to perform, and

the date(s) of any services rendered. Include all preparatory and

related activity, not just time spent in actual contact with Federal

officials. Identify the Federal official(s) or employee(s) contacted

or the officer(s), employee(s), or Member(s) of Congress that were

contacted.

15. Check whether or not a SF-LLL-A Continuation Sheet(s) is

attached.

16. The certifying official shall sign and date the form, print

his/her name, title, and telephone number.

Public reporting burden for this collection of information is

estimated to average 30 minutes per response, including time for

reviewing instructions, searching existing data sources, gathering

and maintaining the data needed, and completing and reviewing the

collection of information. Send comments regarding the burden

estimate or any other aspect of this collection of information,

including suggestions for reducing this burden, to the Office of

Management and Budget, Paperwork Reduction Project (0348-0046),

Washington, DC 20503.

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Nondiscrimination and Equal Opportunity Requirements of JTPA--29 CFR

Part 34--Assurances

(1) As a condition to the award of financial assistance under

JTPA from the Department of Labor, the grant applicant assures, with

respect to operation of the JTPA-funded program or activity and all

agreements or arrangements to carry out the JTPA-funded program or

activity, that it will comply fully with the nondiscrimination and

equal opportunity provisions of the Job Training Partnership Act of

1982, as amended (JTPA), including the Nontraditional Employment for

Women Act of 1991 (where applicable); Title IV of the Civil Rights

Act of 1964, as amended; Section 504 of the Rehabilitation Act of

1973, as amended; the Age Discrimination Act of 1975, as amended,

and with all applicable requirements imposed by or pursuant to

regulations implementing those laws, including but not limited to 29

CFR Part 34. The United States has the right to seek judicial

enforcement of this assurance.

(2) The grant applicant certifies that it has developed and will

maintain a ``Method of Administration'' pursuant to 29 CFR 34.33.

This system must be in place by August 14, 1993.

(3) The grant applicant is attaching information pursuant to 29

CFR 34.24(a)(3)(ii) where applicable, including the name of any

Federal agency other than the Department of Labor's Directorate of

Civil Rights that conducted a civil rights compliance review or

complaint investigation during the two preceding years in which the

grant applicant was found to be in noncompliance; and shall identify

the parties to, the forum of and case numbers pertaining to, any

administrative enforcement actions or lawsuits filed against it

during the two years prior to its application which allege

discrimination on the ground of race, color, religion, sex, national

origin, age, disability, political affiliation or belief,

citizenship or participation in JTPA.

Note: ______ No findings of noncompliance in the last two years.

______ See attached information.

Appendix C--Goals 2000: Educate America Act--Legislative Summary

Overview

The Goals 2000 Act provides resources to states and

communities to develop and implement comprehensive education reforms

aimed at helping students reach challenging academic and

occupational skill standards.

Legislative Review

On March 23, the House of Representatives approved the

final Goals 2000 bill by a bipartisan vote of 306-121. On March 26,

the Senate approved Goals 2000 by a bipartisan vote of 63-22.

The President signed the bill into law March 31, 1994.

(Public Law 103-227)

Timetable and Funding

In 1994, $105 million was appropriated for Goals 2000.

First-year funds became available to the states on July 1, 1994.

Congress has appropriated $403 million in 1995.

Funding will be formula-based. For first-year funding,

states have been asked to submit an application that will describe

how a broad-based citizen panel will develop an action plan to

improve their schools. The application will also describe how

subgrants will be made for local education improvement and better

teacher preservice and professional development programs.

During the first year, states will use at least 60

percent of their allotted funds to award subgrants to local school

districts for the development or implementation of local and

individual school improvement efforts, and for better teacher

education programs and professional development activities.

In succeeding years, at least 90 percent of each

state's funds will be used to make subgrants for the implementation

of the state, local and individual school improvement plans and to

support teacher education and professional development.

During the first year, local districts will use at

least 75 percent of the funds they receive to support individual

school improvement initiatives. After the first year, districts will

pass through at least 85 percent of the funds to schools.

Components of the Goals 2000: Educate America Act

Title I: Setting High Expectations for Our Nation: the National

Education Goals

Formalizes in law the original six National Education

Goals. These goals concern: readiness for school; increased school

graduation rates; student academic achievement and citizenship;

mathematics and science performance; adult literacy; and safe,

disciplined, and drug-free schools. The Act adds two new goals that

encourage parental participation and better professional development

for teachers and principals.

Title II: Public Accountability for Progress Toward the Goals and

Development of Challenging Voluntary, Academic Standards

Establishes in law the bipartisan National Education

Goals Panel, which will; report on the nation's progress toward

meeting the goals; build public support for taking actions to meet

the goals; and review the voluntarily-submitted national standards

and the criteria for certification of these standards developed by

the National Education Standards and Improvement Council.

Creates the National Education Standards and

Improvement Council, made of a bipartisan, broad base of citizens

and educators, to examine and certify voluntary national and state

standards submitted on a voluntary basis by states and by

organizations working on particular academic subjects.

Authorizes grants to support the development of

voluntary assessment systems aligned to state standards, and for the

development of model opportunity-to-learn standards.

Title III: Supporting Community and State Efforts to Improve

Education

The central purpose of the Goals 2000 Act is to

support, accelerate, and sustain state and local improvement efforts

aimed at helping students reach challenging academic and

occupational standards.

Section 318 of the Act specifically prohibits federal

mandates, direction and control of education.

Broad-Based Citizen Involvement in State Improvement Efforts

The Governor and the Chief State School Officer will

each appoint half the members of a broad-based panel. This panel

will be comprised of teachers, principals, administrators, parents,

representatives of business, labor, and higher education, and

members of the public, as well as the chair of the state board of

education and the chairs of the appropriate authorizing committees

of the state legislature.

States that already have a broad-based panel in place

that has made substantial progress in developing a reform plan may

request that the Secretary of Education recognize the existing

panel.

Comprehensive Improvement Plan Geared to High Standards of Achievement

The State Planning Panel is responsible for developing

a comprehensive reform plan.

States with reform plan already in place that meet the

Act's requirements will not have to develop new plans for Goals

2000. The U.S. Secretary of Education may approve plans, or portions

of plans, already adopted by the state.

In order to receive Goals 2000 funds after the first

year, a state has to have an approved plan or have made substantial

progress in developing it.

A peer review process will be used to review the state

plans and offer guidance to the State Planning Panel. The U.S.

Department of Education also will offer other technical assistance

and support by drawing on the expertise of successful educators and

leaders from around the nation.

In general, the plans are to address:

Strategies for the development or adoption of content

standards, student performance standards, student assessments, and

plans for improving teacher training.

Strategies to involve parents and the community in

helping all students meet challenging state standards and to promote

grass-roots, bottom-up involvement in reform.

Strategies for ensuring that all local educational

agencies and schools in the state are involved in developing and

implementing needed improvements.

Strategies for improved management and governance, and

for promoting accountability for results, flexibility, site-based

management, and other principles of high-performance management.

Strategies for providing all students an opportunity to

learn at high academic levels.

Strategies for assisting local education agencies and

schools to meet the needs of school-age students who have dropped

out of school.

Strategies for bringing technology into the classroom

to increase learning.

Funds are also available to states to support the development of

a state technology plan, to be integrated with the overall reform

plan. [[Page 14153]]

Broad-Based Involvement in Local Education Improvement Efforts

Each local school district that applies for Goals 2000

funds will be asked to develop a broad consensus regarding a local

improvement plan.

Local districts will encourage and assist school in

developing and implementing reforms that best meet the particular

needs of the schools. The local plan would include strategies for

ensuring that students meet higher academic standards.

Waivers and Flexibility

State educational agencies may apply to the U.S.

Secretary of Education for waivers of certain requirements of

Department of Education programs that impede the implementation of

the state or local plans. States may also submit waiver requests on

behalf of local school districts and schools.

The Secretary may select up to six states for

participation in an education flexibility demonstration program,

which allows the Secretary to delegate his waiver authority to State

education agencies.

The Act specifies certain statutory and regulatory

programmatic requirements that may not be waived, including parental

involvement and civil rights laws.

Title IV. Support for Increased Parental Involvement

This title creates parental information and resource

centers to increase parents knowledge and confidence in child-

rearing activities and to strengthen partnerships between parents

and professionals in meeting the educational needs of children.

Parent resource centers will be funded by the U.S. Department of

Education beginning in fiscal year 1995.

Title V. National Skill Standards Board

This title creates a National Skill Standards Board to

stimulate the development and adoption of a voluntary national

system of occupational skill standards and certification. This Board

will serve as a cornerstone of the national strategy to enhance

workforce skills. The Board will be responsible for identifying

broad clusters of major occupations in the U.S. and facilitating the

establishment of voluntary partnership to develop skill standards

for each cluster. The Board will endorse those skill standards

submitted by the partnerships that meet certain statutorily

prescribed criteria.

Relationship of Goals 2000 to Other Federal Education Programs

State participation in all apsects of the Goals 2000

Act is voluntary, and is not a precondition for participation in

other Federal programs.

The Goals 2000 Act is a step toward making the Federal

government a better partner and a supportive partner in local and

state comprehensive improvement efforts aimed at helping all

children reach higher standards. The proliferation of many sets of

rules and regulations for different federal education programs has

often interfered with local school, community or state efforts to

improve schools. The Goals 2000 Act is designed to be flexible and

supportive of community-based improvements in education.

Other new and existing education and training programs

will fit within the Goals 2000 framework of challenging academic and

occupations standards, comprehensive reform, and flexibility at the

state and local levels. The aim is to give schools; communities and

states the option of coordinating, promoting, and building greater

coherence among Federal programs and between Federal programs and

state and local education reforms.

For example, the School-to-Work Opportunities Act will

support state and local efforts to build a school-to-work transition

system that will help youth acquire the knowledge, skills,

abilities, and labor-market information they need to make a smooth

transition from school to career-oriented work and to further

education and training. Students in these programs could be expected

to meet the same academic standards established in states under

Goals 2000 and will earn portable, industry-recognized skill

certificates that are benchmarked to high-quality standards.

Similarly, the reauthorization of the Elementary and

Secondary Education Act (ESEA) allows states that have developed

their own standards and assessments under Goals 2000 to use them for

students participating in ESEA programs, thereby providing one set

of standards and assessments for states and schools to use for their

own reform needs and, at the same time, to meet Federal

requirements.

For more information, contact 1-800-USA-Learn.

Appendix D--Questions and Answers About School-to-Work Indian Program

Grants

What is the purpose of the SGA?

The Solicitation for Grant Award (SGA) announces a competition

or Indian Program Grants to enable eligible partnerships to begin

development or implementation of School-to-Work Opportunities

initiatives serving Indian youth and involving schools funded by the

Bureau of Indian Affairs.

Are public comments being sought?

No. The SGA was developed in concert with key organizations

including the Bureau of Indiana Affairs, the National Advisory

Council on Indian Education, and Indian programs within the

Departments of Education and Labor. This work group provided input

into the development of the SGA. In accordance with DOL procurement

policy and the desire to get funds to the field as soon as possible,

the SGA was published in the final format.

Why School-to-Work Opportunities?

The United States is the only industrialized Nation that lacks a

comprehensive and coherent system to help its youth acquire the

knowledge, skills, abilities, and information about the labor market

necessary to make an effective transition from school to career-

oriented work. The School-to-Work Opportunities Act of 1994 created

a national framework for high-quality, school-to-work transition

systems that enable young Americans to identify and navigate paths

to productive and progressively more rewarding roles in the

workplace. School-to-Work Opportunities initiatives funded under

this competition will offer Indian youth access to School-too-Work

Opportunity programs that will prepare them for first jobs in high-

skill, high-wage careers and further post-secondary education and

training.

When are applications due?

Applications are due 60 days after the publication of the SGA.

When will awards be made?

All awards must be made by June 30, 1995.

How should I format my application?

The Departments recommend that applications be formatted as

suggested in Section B.2 of the SGA. Applications should include: an

abstract, budget, program narrative and appendices. Applicants are

strongly urged to submit applications that comprehensively address

the selection criteria as described in Section E of the SGA.

Who will review my application?

Under this application, a technical review panel consisting of

peer reviewers and specialists with the Departments of Labor and

Education will review applications for both development and

implementation grants.

What will the review of my application be based on?

a. Inclusion of required elements.

All applications must include:

1. Evidence that the applicant meets the definition of an

eligible applicant.

2. An assurance that the grantee will abide by the safeguards as

stated in the legislation.

3. Evidence of the key descriptive components as required in

Part III, Application Contents, of the SGA.

b. Quality and comprehensiveness of the program narrative.

Panelists will evaluate all applications against the criteria

listed in Section E of the SGA for the development and

implementation grant competitions. Emphasis will be placed on the

scope and quality of the proposed plan and with careful

consideration of the effectiveness, rather than the presence, of

each program component. Final funding decisions will be made based

on the results of the panel review process and such other factors

as: geographic balance, diversity of programmatic approaches,

replicability, sustainability, and innovation.

Who may apply for these grants?

A partnership which proposes to serve Indian youth and involves

Bureau of Indian Affairs funded schools is qualified under this

competition to apply for either a development or implementation

grant. To be eligible to apply, a partnership must include:

1. Tribal organizations responsible for economic development,

employment and job training, and education (such as tribal business

councils, local chapters of tribal business councils, tribal

departments of education and tribal school boards).

2. Employers (including tribal businesses or school-based

enterprises where applicable).

3. Representatives of Bureau-funded schools and local

postsecondary educational institutions (including representatives of

area vocational education schools and tribal colleges where

applicable).

4. Local educators (such as teachers, counselors or

administrators). [[Page 14154]]

5. Representatives of labor organizations or nonmanagerial

employee representatives.

6. Students and parents, and may include other appropriate

entities. Examples of these entities are contained in section B.7 of

the SGA.

What funding is available?

This SGA offers $500,000 in FY94 funds under JTPA Title IV for

activities that are consistent with Title II, Subtitle C of the

School-to-Work Opportunities Act of 1994. Future year appropriations

are authorized under the School-to-Work Opportunities Act. The

statute that \1/2\ of 1% of all future appropriations shall be set

aside for STWO Indian Program Grants. Based on current budget

levels, $1.25 million in FY95 funds will be available for the next

competition.

How many grants are anticipated?

The Departments anticipate awarding:

Approximately 8 development grants of $30,000 each; and

Up to 5 implementation grants ranging in amount between

$50,000 and $100,000.

The final amount of each award will be based on a number of

factors, including the scope, quality, and comprehensiveness of the

proposed initiative and the size of the population to be served.

How long is the project period?

The award period for this competition will be 12 months.

However, grants may be continued for five years based on

satisfactory progress and the availability of federal funds.

Can I apply for both a development and implementation grant?

Eligible partnerships may apply for either a development grant,

an implementation grant or both. The rationale is to allow those

partnerships which have been engaged in planning and development

activities to apply for an implementation grant without jeopardizing

their opportunities for receiving a development grant. However,

partnerships that intend to apply for consideration under both the

development and implementation grant competitions must submit

separate applications for each competition. A local partnership may

receive only one (1) grant under this competition, either a

development grant or an implementation grant.

What are the reporting requirements?

Reporting requirements include quarterly financial and narrative

reports and an annual report on project accomplishments.

What other grant programs have been implemented under the STWO

Act?

The U.S. Departments of Labor and Education are jointly

conducting separate competitions for grants to States that are

prepared to implement statewide School-to-Work Opportunities

systems, to local partnerships that are prepared to implement local

School-to-Work Opportunities initiatives, and to local partnerships

that serve high poverty areas of Urban and Rural constituencies and

that are also prepared to develop and implement local School-to-Work

Opportunities initiatives. Planning and development grants have been

awarded to all States and Puerto Rico. Development grants will be

awarded to the seven U.S. Territories by June 1995.

[FR Doc. 95-6333 Filed 3-14-95; 8:45 am]

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