School-to-Work Opportunities Act; Indian Program Grants; Application Procedures

DEPARTMENT OF LABOR

Employment and Training Administration

DEPARTMENT OF EDUCATION

Office of Vocational and Adult Education

School-to-Work Opportunities Act; Indian Program Grants;

Application Procedures

AGENCIES: Employment and Training Administration, Labor. Office of

Vocational and Adult Education, Education.

ACTION: Notice of availability of funds and solicitation for Indian

Program Grant Applications (SGA).

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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 May

16, 1996. The closing date for receipt of applications is July 15,

1996, 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 96-007,

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).

Part I: Supplementary Information

Section A. Purpose

The Departments of Education and Labor are reserving funds

appropriated for FY95 under the School-to-Work Opportunities Act (the

Act) (Public Law 103-239) for a competition for Indian Program Grants

authorized under Title II, Subtitle C of the Act. Grants under this

competition will be awarded to local partnerships that serve Indian

youth and involve Bureau of Indian Affairs (BIA) funded schools.

Successful partnerships under this competition must demonstrate the

capacity to either develop or implement local School-to-Work

Opportunities initiatives serving Indian youth. Approximately $650,000

is available for awards under this notice. The Departments expect to

award approximately 7 development grants of about $30,000 each and up

to 5 implementation grants ranging in amounts between $75,000 and

$100,000 each under this notice.

Local Partnerships may apply for either a development grant, an

implementation grant, or both. The competitions have been structured to

allow those partnerships that have been engaged in planning and

development activities, including those funded under last year's

solicitation, to apply for an implementation grant without jeopardizing

their opportunities for receiving a development grant. However, local

partnerships who intend to be considered for either a development or

implementation grant competition 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 future competitions for Indian

Program Grants, on an annual basis, under the 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 (award plus four option years) to be

awarded based on availability of funds and the demonstrated progress of

the grantee.

Section B. Application Process

1. Eligible Applicants

The definitions for ``Local Partnership'' and ``Bureau-funded

School'' are included in this solicitation due to their critical nature

and their overall application in the eligibility determination. All

other terms defined

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in the Act are hereby incorporated and applied to this solicitation.

(A) Local Partnership Definition

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

defined below, 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.

Local Partnership is defined in the Act to mean 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;

(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 sections 402 of

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

(B) Involvement of Bureau of Indian Affairs' (BIA) Funded Schools

In addition to meeting the definition of a ``local partnership'',

applicants seeking funding under this notice must demonstrate that any

funds awarded under this competition will be used to develop and

implement initiatives serving Indian youth, and involving schools

funded by the Bureau of Indian Affairs.

Partnerships may demonstrate service to Indian youth and

involvement by Bureau-funded schools by demonstrating that their

proposed School-to-Work initiatives will provide direct services to

students enrolled in Bureau-funded schools.

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.

However, the Departments recognize that there are several

geographic areas throughout the country which contain high

concentrations of Indian youth that are not served by the school

systems supported by the Bureau of Indian Affairs. Partnerships that

include non-Bureau-funded schools serving Indian youth may be eligible

to apply for funding under certain circumstances. For example,

involvement by a Bureau-funded school in a partnership may consist of a

single Bureau-funded school being included within a partnership while

other non-Bureau-funded schools serving Indian youth participate in

those partnerships as well. Therefore, a partnership may be eligible to

apply for funding even where included in the partnership are one or

more non-Bureau-funded schools and the involvement of Bureau-funded

schools consists of a collaborative, consultative, or close advisory

relationship. In such a case, services are not necessarily provided

directly to the Bureau-funded school's students, but there remains a

measurable benefit to both the partnership and the Bureau-funded school

or schools. Thus, a partnership meeting all other eligibility

requirements, including that of serving Indian youth, but located in a

geographical area or State in which there are few, if any, Bureau-

funded schools, may nonetheless be eligible for funding under this

solicitation.

Applicants must provide convincing evidence that strategies devised

and initiatives mounted will, in fact, meet the intent of establishing

the collaborative, consultative or close advisory relationship which

results in measurable benefits to the Bureau-funded school as

stipulated by the Departments. Applicants establishing collaborative,

consultative or advisory relationships with Bureau-funded school(s)

within their partnerships are advised to develop mutually beneficial

initiatives, activities and endeavors which are consistent with the

parameters discussed in Title II of the Act and further illustrated in

Part II, Section C of this solicitation.

In accordance with section 221 of the Act, only those applicants

that provide sufficient information determining their eligibility

against the criteria as stated above will be considered for funding

under this solicitation. The Departments intend to pre-screen all

applications against the aforementioned eligibility criteria prior to

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

not contain the required assurances and determining information.

Applicants will not have the opportunity to submit additional or

revised information should a determination be made that the partnership

does not meet the eligibility criteria.

2. Submission of Application

Applicants must submit an original and three (3) copies of the

application. The application shall consist of five distinct parts:

detachable description addressing the eligibility criteria, budget,

abstract, program narrative and appendices. To ensure a comprehensive

and expedient review, applicants must submit an application formatted

as seen below:

Table of Contents

I. Eligibility Requirements

Part I must contain detailed information as described in Part I,

Section B(1) of this notice and, for prescreening purposes, should

be separate and easily detachable from the remainder of the

application.

II. Budget

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

for Federal Assistance,'' (Appendix A) and SF 424A, ``Budget''

(Appendix B). 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)--

[[Page 24821]]

a detailed cost break-out of each line item on Budget Form 424A.

Further, the Departments recommend that applicants break out line

item costs illustrating those items charged under the administrative

costs cap discussed in Part III of this notice.

III. Abstract

Part III shall consist of a one page abstract summarizing the

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

IV. Program Narrative

Part IV shall contain the program narrative that demonstrates

the applicant's plan and capabilities in accordance with the

evaluation criteria contained in this notice. Applicants must

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

Part III, Section B of this notice. No cost data or reference to

price shall be included in this part of the application. Applicants

must limit the program narrative section to no more than 40 double-

spaced pages, on one side only.

V. 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 II, 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 date and 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

(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

September 30, 1996 under this competition, the Departments recommend

that all applicants use September 1, 1996--August 31, 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 under this School-to-Work Opportunities initiative. While the

Departments encourage grantees funded for developmental initiatives

during last year's competition to apply for Implementation funding, it

remains the Departments' desire to continue the developmental

investment until a partnership is ready to successfully compete and

receive Implementation funding under this initiative.

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

Departments expect that over time, Federal funds, added to this grant,

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. Reporting Requirements/Deliverables

If awarded a grant, 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 developmental or

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.

Part II. Program Description

Section A. 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, statewide school-to-work

transition systems that enable young Americans to identify and navigate

paths to productive and progressively more rewarding roles in the

workplace.

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 (ie. tribal businesses, school-based enterprises and

[[Page 24822]]

entrepreneurial training) and to support intensive efforts to enhance

diverse employer involvement. Partnerships should strive to engage

employers by offering them a range of opportunities for participating

in the design and implementation of School-to-Work Opportunities

systems, including membership on councils and partnerships; assistance

in setting standards, designing curriculum and determining outcomes;

providing worksite experience for teachers; helping to recruit other

employers; and providing worksite experience for students, such as

mentoring, job shadowing, unpaid work experiences, supported work

experiences, and paid work experiences.

2. High dropout rates, unequal access to quality educational

experiences and the lack of relevant information regarding career

options often plague such high challenge, remote service areas. 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. To

achieve such objectives, School-to-Work systems need to engage youth as

early as possible. Career awareness and exploration activities allow

Indian youth exposure to a range of high-skill, high-wage careers, the

level of skills and abilities necessary in such occupations, and

insight into the relevance of classroom education and the overall value

of learning. Further, professional development and stakeholder

education remains a critical piece towards the building of School-to-

Work systems. In service training programs and outreach initiatives are

essential towards developing relevant and engaging curriculum, teaching

methodologies and assessments which let students make the critical

connections between the classroom environment and the world of work.

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. Therefore, partnerships are encouraged

to link School-to-Work initiatives with existing educational reform

strategies, workforce development initiatives and economic development

plans. By doing so, partnerships will initiate School-to-Work systems

capable of equipping tribal youth with the skills and abilities to take

high-skill, high-wage positions within tribal government, targeted

tribal industries, or outside of the tribe in the larger labor market.

Further, communities with highly skilled, highly trained youth will aid

the success of tribal economic development initiatives through the

encouragement of entrepreneurial ventures and the recruitment of

targeted industries and employers interested in developmental ventures

on tribal lands.

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 Opportunities Systems that best meet their

needs.

Section B. 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

[[Page 24823]]

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.

Section C. 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.

1. 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 similar to those stipulated under section

205 of the Act and as illustrated below--

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.''

2. 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 similar

to those stipulated in section 215 of the Act and as illustrated below:

1. Recruiting and providing assistance to employers, including

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

enterprises, to provide the work-based

[[Page 24824]]

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. B., ``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;

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.

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 existing

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 a 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, as appendix A, that the

foregoing safeguards will be implemented and maintained throughout all

program activities.

Section E. Waivers

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

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

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

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

A local partnership that seeks a waiver should contact its State

School-to-Work Contact

[[Page 24825]]

to determine what documentation is required and to whom it should be

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

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

Plan Approval Process Questions and Answers.'' This document contains

answers to many of the questions that localities may have when

preparing their waiver requests. Local Partnerships interested in

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

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

of the waiver document.

Section F. Bidders' Conference

A Bidders' Conference for interested School-to-Work Indian Program

applicants is scheduled from 12:30 p.m. to 4:30 p.m. on the following

date and location:

May 23, 1996, Mesa Community College, Navajo Room, Kirk

Student Center, 1833 West Southern Avenue, Mesa, Arizona 85202-4867.

Participants at the Conference will receive a detailed description

of the School-to-Work Opportunities Act, the evaluation and eligibility

criteria, and will have the opportunity to ask questions of Federal

School-to-Work officials.

All partnerships should pre-register by faxing the names and

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

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

Shelton, Training and Technical Assistance Corporation, 2409 18th

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

Questions regarding the solicitation may be submitted in advance.

If you are unable to attend the Bidders' Conference but would like the

conference materials and a conference transcript, submit your request

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

submitted no later than May 20, 1996. You will be sent a confirmation

along with hotel accommodation information once your registration has

been received; walk-in registration will also be permitted but is not

recommended.

Part III. Indian Program Grants Competition Requirements

Section A. Administrative Cost Cap

The Departments are applying the 10 percent cap on administrative

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

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

the Act applies the 10 percent administrative cap to subgrants received

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

applying the 10 percent cap to local partnerships under this

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

limitations on administrative costs.

Definition

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

Opportunities systems funded under this and future Indian Program Grant

competitions. Since the Act does not contain a definition of the term

``administrative costs'' as used in section 217 of the Act, the

Departments will apply the following definition to this and future

competitions for Indian Program Grants.

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

partnership that are necessary for the proper and efficient performance

of its duties under the Indian Program Grant pursuant to the School-to-

Work Opportunities Act and that are not directly related to the

provision of services to participants or otherwise allocable to the

program's allowable activities listed in Title II of the Act.

Administrative costs may be either personnel or non-personnel costs,

and may be either direct or indirect. Costs of administration include

those costs that are related to this grant in such categories as--

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

staff engaged in--

--Overall system management, system coordination, and general

administrative functions;

--Preparing program plans, budgets, and schedules, as well as

applicable amendments;

--Monitoring of local initiatives, pilot projects, subrecipients, and

related systems and processes;

--Procurement activities, including the award of specific subgrants,

contracts, and purchase orders;

--Developing systems and procedures, including management information

systems, for ensuring compliance with the requirements under the Act;

--Preparing reports and other documents related to the Act;

--Coordinating the resolution of audit findings;

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

School-to-Work Opportunities system;

C. Costs of system-wide management functions; and

D. Travel costs incurred for official business in carrying out

grants management or administrative activities.

Section B. Evaluation 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 technical review panel. Each panelist

will evaluate the applications against the criteria listed below. The

panel results are advisory in nature and not binding on the Grants

Officer. Final funding decisions will consider such factors as:

geographic balance, diversity of programmatic approaches,

replicability, sustainability, and innovation.

Evaluation Criteria: Development Grants

The Government will use the following evaluation criteria and

associated point values in evaluating applications for development

grants:

Evaluation 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 tribal

economic development plan and the local labor market within which the

targeted area is located,

How well does the vision convey the partnership's

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

overall education reform?

Evaluation 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 Part I, section B.1 of this

notice?

[[Page 24826]]

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?

Evaluation 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?

To what extent has the partnership envisioned pilot

testing of key components toward the establishment of a comprehensive

framework for implementation.

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?

Evaluation 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 will the partnership provide in-kind

support and resources towards the development of the system?

Whether resources available are adequate to support the

activities proposed?

Evaluation Criteria: Implementation Grants

The Government will use the following evaluation criteria and

associated point values in evaluating applications for implementation

grants.

Evaluation Criterion 1: Comprehensive Local School-to-Work

Opportunities System.

Points: 40.

Considerations: In applying this criterion, reviewers will

consider:

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

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

Includes effective strategies serving Indian youth and involving

Bureau-funded schools that integrates school-based and work-based

learning, integrates academic and vocational education, and establishes

linkages between secondary and postsecondary education;

Is likely to produce systematic change that will have substantial

impact on the preparation of all tribal area students for a first job

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

for further learning;

Ensures that all tribal youth will have a full range of options,

including options for higher education, additional training and

employment in high-skill, high-wage jobs;

Ensures coordination and integration with existing school-to-work

programs, and with related programs financed from State and private

sources, with funds available from Federal education and training

programs (such as the Job Training Partnership Act and the Carl D.

Perkins Vocational and Applied Technology Education Act); and where

applicable, communities designated as Empowerment Zones or Enterprise

Communities (EZ/EC);

Serves a geographic area that reflects the needs of the local labor

market and targets occupational clusters that represent growing

industries in the partnership's geographic area and specified in the

tribal economic development plan.

Includes an effective strategy for assessing and addressing the

academic and human service needs of students and dropouts within the

tribal community, making improvements or adjustments as necessary, with

particular emphasis on the coordination of various human services

provided within the tribal community.

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

demonstrates its capability to achieve the statutory requirements and

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

School-to-Work Opportunities Act, including--

A work-based learning component that includes the statutory

``mandatory activities'' and that contributes to the transformation of

workplaces into active learning components of the education system

through an array of sequentially enriching permissible learning

activities such as job shadowing, school-sponsored enterprises,

entrepreneurial initiatives, and paid work experiences.

A school-based learning component that provides students with high-

level academic and technical skills consistent with academic standards

that the State or Bureau establishes for all students, including, where

applicable, standards established under the Goals 2000 Educate America

Act;

A connecting activities component to provide a functional link

between students' school and work activities, and between workplace

partners, educators, community organizations, and other appropriate

entities;

Effective processes for assessing skills and knowledge required in

career majors, and issuing portable skill certificates that are

benchmarked to high-quality standards such as those States will

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

periodically assessing and collecting information on student outcomes,

as well as a realistic strategy and timetable for implementing the

process;

A flexible School-to-Work Opportunities system that allows

students participating in the local system to develop new career goals

over time, and to change career majors and;

Effective strategies for: providing staff development for

teachers, worksite mentors and other key personnel; developing model

curricula and innovative instructional methodologies, including

processes for infusing culturally sensitive issues, values and beliefs,

expanding career and academic counseling in elementary and secondary

schools; and utilizing innovative technology-based instructional

techniques.

Evaluation Criterion 2: Quality and effectiveness of the local

partnership.

Points: 25.

Considerations: In applying this criterion, reviewers will

consider--

Whether the partnership's plan demonstrates an effective

and convincing strategy for continuing the commitment of required

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

Opportunities system. As defined in this solicitation, partners must

include tribal organizations (such as tribal business councils or local

chapters of tribal business councils, tribal departments of

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

where applicable and including tribal businesses and school-based

[[Page 24827]]

enterprises), representatives of Bureau of Indian Affairs' funded

schools, 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;

Whether the partnership's plan demonstrates an effective

and convincing strategy for continuing the commitment of workplace

partners and other interested parties such as community based

organizations and others experienced and focused on dealing with the

distinctive needs of Indian youth in the local School-to-Work

Opportunities system;

The effectiveness of the partnership's plan to include

private sector representatives and tribal business leaders as joint

partners with tribal educators in both the design and implementation of

the local School-to-Work Opportunities system;

The extent to which the local partnership has developed

strategies to provide a range of opportunities for workplace partners

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

Work Opportunities system, including membership on councils and

partnerships; assistance in setting standards, designing curricula, and

determining outcomes; providing worksite experiences for teachers;

helping to recruit other employers; and providing worksite learning

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

experiences, and paid work experiences;

The extent to which the roles and responsibilities of the

key parties and any other relevant stakeholders are clearly defined and

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

prepared for the future;

The extent to which the partnership demonstrates the

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

and

Whether the partnership has included methods for

sustaining and expanding the partnership, as the program expands in

scope and size.

Evaluation Criterion 3: Participation of all students.

Points: 20.

Considerations: In applying this criterion, reviewers will refer to

the definition of the term ``all students'' as applicable in Title I,

section 4(2) of the Act, and consider--

The extent to which the partnership will implement

effective strategies and systems to provide all students with equal

access to the full range of program components specified in sections

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

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

youth have opportunities to participate in School-to-Work Opportunities

programs;

Whether the partnership has identified potential barriers

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

proposes effective ways of overcoming these barriers;

The degree to which the partnership has developed

realistic goals and methods for assisting young women to participate in

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

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

The partnership's methods for ensuring safe and healthy

work environments for students, including strategies for encouraging

tribal schools to provide students with general awareness training in

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

component, and for encouraging workplace partners to provide risk-

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

as the extent to which the partnership has developed realistic goals to

ensure environments free from racial and sexual harassment; and

The extent to which the partnership's plan provides for

the participation of a significant number or percentage of Indian youth

within the system, including Indian youth located in particularly

remote areas in School-to-Work Opportunities activities listed under

Title I of the Act.

Evaluation Criterion 4: Management plan.

Points: 15.

Considerations: In applying this criterion, reviewers will

consider--

The feasibility and effectiveness of the partnership's

strategy for using other resources, including private sector or Tribal

resources, to maintain the system when Federal resources under the

School-to-Work Opportunities Act are no longer available;

The extent to which the partnership's management plan

anticipates barriers to implementation and proposes effective methods

for addressing barriers as they arise;

Whether the plan includes feasible, measurable goals for

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

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

collecting information relevant to the local partnership's progress in

meeting its goals;

Whether the plan includes a regularly scheduled process

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

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

The extent to which the resources requested will be used

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

local partnerships as they design and implement local systems; and

The extent to which the partnership will limit equipment

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

of services to students.

Are key personnel under the plan qualified to perform the

required activities, including maintaining the essential partnership.

Signed at Washington, D.C., this 10th day of May 1996.

Timothy Barnicle,

Assistant Secretary for Employment and Training, Department of Labor.

Patricia McNeil,

Assistant Secretary for Vocational and Adult Education, Department of

Education.

BILLING CODE 4510-30-P

[[Page 24828]]

Appendix A

[GRAPHIC] [TIFF OMITTED] TN16MY96.000

BILLING CODE 4510-30-C

[[Page 24829]]

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 an opportunity to review the applicant's submission.

Item and Entry

1. Self-explanatory.

2. Date application submitted to Federal agency (or 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 for 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 award,

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 integovernmental review process.

17. This question 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.)

BILLING CODE 4510-30-P

[[Page 24830]]

Appendix B

[GRAPHIC] [TIFF OMITTED] TN16MY96.001

BILLING CODE 4510-30-C

[[Page 24831]]

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 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 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 up 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 the 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 higher 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.

Broad-Based Involvement in Local Education Improvement Efforts

Each local school districts that applies for Goals 2000

funds will be asked to develop

[[Page 24832]]

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 aspects 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 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

for 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 Indian 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-to-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 September 30, 1996.

How should I format my application?

The Departments recommend that applications be formatted as

suggested in Section I, Part 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 evaluation criteria as described in

Section III Part B. of the SGA.

Who will review my application?

Under this competition, a technical review panels consisting of

peer reviewers and specialists within the Departments of Labor,

Education and Interior 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.

b. Quality and comprehensiveness of the program narrative.

Panelists will evaluate all applications against the criteria

listed in Part III, Section B 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 both the panel review process and other factors

as: geographic balance, diversity of programmatic approaches,

replicability, sustainability, and innovation.

Who is eligible to apply for these grants?

A. 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).

5. representatives of labor organizations or nonmanagerial

employee representatives.

[[Page 24833]]

6. students and parents.

and may include other appropriate entities. Examples of these

entities are contained in Part I, Section B(1)(A) of the SGA.

B. The Department recognize that there are several geographic

areas within the country which contain high concentrations of Indian

youth that are not served by school systems supported by the Bureau

of Indian Affairs. partnerships may be eligible to apply for funding

even where included in the partnership are one or more non-Bureau-

funded schools that serve Indian youth and the involvement of

Bureau-funded schools consists of a collaborative, consultative, or

close advisory relationship within the partnership in which services

are not necessarily provided directly to the Bureau-funded school's

students, but which results in measurable benefit to both the

partnership and the Bureau-funded school or schools. For more

information on eligibility see Part I, Section B(1)(B) of this

solicitation.

The Department intend to prescreen all applications against the

aforementioned eligibility criteria prior to the panelists' review

and will not consider any applications that do not contain the

required assurances and determining information.

What funding is available?

This SGA offers approximately $625,000 in FY 95 funds authorized

under the School-to-Work Opportunities Act. The statute states that

\1/2\ of 1% of all future appropriations shall be set aside for STWO

Indian Program Grants.

How many grants are anticipated?

The Departments anticipate awarding:

Approximately 7 development grants of $30,000 each; and

Up to 5 implementation grants ranging in amount between

$75,000 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 up to 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.

How can I find out more information about the solicitation?

The National School-to-Work Office in cooperation with Region IX

School-to-Work staff will be sponsoring a Bidder's Conference for

parties interested in applying for School-to-Work Indian Program

Grants. The Bidders Conference will be held on May 23, 1996 at Mesa

Community College in Mesa, Arizona. Partnerships that are interested

in attending need to pre-register participants with Technical

Assistance and Training Corporation. Information pertaining to this

activity can be found in Part II, Section F of this solicitation.

What other grant programs have been implemented under the STWO

Act?

The U.S. Department 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, Puerto Rico and the U.S. Territories.

[FR Doc. 96-12199 Filed 5-15-96; 8:45 am]

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