Bilingual Education: Career Ladder Program

NOTE TO APPLICANTS: This notice is a complete application package.

Together with the statute authorizing the program and the applicable

regulations governing this program, including the Education Department

General Administrative Regulations (EDGAR), this notice contains all of

the information, application forms, and instructions needed to apply

for a grant under this program.

PURPOSE OF PROGRAM: This program provides grants to upgrade the

qualifications and skills of noncertified educational personnel,

especially educational paraprofessionals, to meet high professional

standards, including certification and licensure as bilingual teachers

and other educational personnel who serve limited English proficient

students, and to help recruit and train secondary students as bilingual

education teachers and other educational personnel to serve limited

English proficient students.

ELIGIBLE APPLICANTS: (1) One or more institutions of higher education

(IHEs) that have entered into consortia arrangements with local

educational agencies (LEAs) or State educational agencies (SEAs), to

achieve the purposes of this section. Consortia may include community-

based organizations or professional education organizations.

APPLICATIONS AVAILABLE: December 21, 1999.

Deadline for Transmittal of Applications: February 14, 2000.

Deadline for Intergovernmental Review: April 14, 2000.

Available Funds: $5 million.

Estimated Range of Awards: $150,000-$250,000.

Estimated Average Size of Awards: $200,000.

Estimated Number of Awards: 25.

Note: The Department of Education is not bound by any estimates

in this notice.

Project Period: 60 Months.

APPLICABLE REGULATIONS: (a) The Education Department General

Administrative Regulations (EDGAR) in 34 CFR Parts 74, 75, 77, 79,

80, 81, 82, 85, and 86.

DESCRIPTION OF PROGRAM: The statutory authorization for this program,

and the application requirements that apply to this competition, are in

sections 7144 and 7146-7150 of the Elementary and Secondary Education

Act of 1965, as amended by the Improving America's Schools Act of 1994

(Pub. L. 103-382, enacted October 20, 1994) (the Act) (20 U.S.C. 7474

and 7476-7480).

Funds under this program may be used: to develop bilingual

education career ladder program curricula appropriate to the needs of

consortia participants; provide assistance for stipends and costs

related to tuition fees and books for coursework required to complete

degree and certification requirements for bilingual education teachers;

and for programs to introduce secondary school students to careers in

bilingual education teaching that are coordinated with other activities

assisted under this program. Activities conducted under this program

must assist educational personnel in meeting State and local

certification requirements for bilingual education and, wherever

possible, must lead to the awarding of college or university credit.

Priorities

Competitive Priority 1

The Secretary, under 34 CFR 75.105(c)(2)(i) and 34 CFR 299.3(b),

gives preference to applications that meet the following competitive

priority. The Secretary awards up to 3 points for an application that

meets this competitive priority. These points are in addition to any

points the application earns under the selection criteria for the

program:

Projects that will contribute to a systemic educational reform in

an Empowerment Zone, including a Supplemental Empowerment Zone, or an

Enterprise Community designated by the United States Department of

Housing and Urban Development or the United States Department of

Agriculture, and are made an integral part of the Zone's or Community's

comprehensive community revitalization strategies.

Note: For a list of areas that have been designated as

Empowerment Zones and Enterprise Communities go to: http://

www.ezec.gov/ezec/mainmap.html and http://www.hud.gov/pressrel/ezec/

urban.html

Competitive Priority 2

Under 34 CFR 75.105(c)(2)(ii) and section 7144(d) of the Act, the

Secretary gives a competitive preference to applications that meet the

following priority:

Applications that propose to provide for:

1. Participant completion of baccalaureate and master's degree

teacher education programs, and certification requirements and may

include effective employment placement activities;

2. The development of teacher proficiency in English as a second

language, including demonstrating proficiency in the instructional use

of English and, as appropriate, a second language in classroom

contexts; coordination with programs for the recruitment and retention

of bilingual students in secondary and postsecondary programs training

to become bilingual educators; and the applicant's contribution of

additional student financial aid to participating students.

The Secretary selects applications that meet this priority over

applications of comparable merit, which do not meet the priority.

Invitational Priority

The Secretary is also particularly interested in applications that

meet the following invitational priority. However, an application that

meets this invitational priority receives no competitive or absolute

preference over other applications (34 CFR 75.105(c)(1)).

Applicants who propose to collaborate with 2-year institutions of

higher education to develop or improve teacher preparation programs for

bilingual paraprofessionals.

Selection Criteria

The Secretary uses the following selection criteria in 34 CFR

75.210 to evaluate applications for new grants under this competition.

The maximum score for all of these criteria is 100 points.

The maximum score for each criterion is indicated in parentheses.

(a) Need for project. (10 points) (1) The Secretary considers the

need for the proposed project.

(2) In determining the need for the proposed project, the Secretary

considers the following factors:

(i) The magnitude or severity of the problem to be addressed by the

proposed project.

(ii) The extent to which specific gaps or weaknesses in services,

infrastructure, or opportunities have been identified and will be

addressed by the proposed project, including the nature and the

magnitude of those gaps or weaknesses.

(Authority: 34 CFR 75.210 (a)(2)(i) and (v))

(b) Quality of the project design. (55 points) (1) The Secretary

considers the quality of the design of the proposed project.

(2) In determining the quality of the design of the proposed

project, the Secretary considers the following factors:

[[Page 71569]]

(i) The extent to which the goals, objectives, and outcomes to be

achieved by the proposed project are clearly specified and measurable.

(ii) The extent to which the design of the proposed project is

appropriate to, and will successfully address, the needs of the target

population or other identified needs.

(iii) The extent to which the proposed project is designed to build

capacity and yield results that will extend beyond the period of

Federal financial assistance.

(iv) The extent to which the proposed activities constitute a

coherent, sustained program of training in the field.

(v) The extent to which the design of the proposed project reflects

up-to-date knowledge from research and effective practice.

(vi) The extent to which the proposed project will be coordinated

with similar or related efforts, and with other appropriate community,

State, and Federal resources.

(vii) The extent to which the proposed project is part of a

comprehensive effort to improve teaching and learning and support

rigorous academic standards for students.

(viii) The extent to which fellowship recipients or other project

participants are to be selected on the basis of academic excellence.

(Authority: 34 CFR 75.210(c)(2)(i), (ii), (iv), (xii), (xiii),(xvi),

(xviii), and (xxiii))

(c) Quality of project services. (10 points) (1) The Secretary

considers the quality of the services to be provided by the proposed

project.

(2) In determining the quality of the services to be provided by

the proposed project, the Secretary considers the quality and

sufficiency of strategies for ensuring equal access and treatment for

eligible project participants who are members of groups that have

traditionally been underrepresented based on race, color, national

origin, gender, age, or disability.

(3) In addition, the Secretary considers the following factor: The

extent to which the training or professional development services to be

provided by the proposed project are of sufficient quality, intensity,

and duration to lead to improvements in practice among the recipients

of those services.

(Authority: 34 CFR 75.210(d)(2) and (3)(v))

(d) Quality of project personnel. (5 points) (1) The Secretary

considers the quality of the personnel who will carry out the proposed

project.

(2) In determining the quality of project personnel, the Secretary

considers the extent to which the applicant encourages applications for

employment from persons who are members of groups that have

traditionally been underrepresented based on race, color, national

origin, gender, age, or disability.

(3) In addition, the Secretary considers the following factor: The

qualifications, including relevant training and experience, of key

project personnel.

(Authority: 34 CFR 75.210(e)(2) and (3)(ii))

(e) Quality of the management plan. (5 points) (1) The Secretary

considers the quality of the management plan for the proposed project.

(2) In determining the quality of the management plan for the

proposed project, the Secretary considers the following factor: the

adequacy of the management plan to achieve the objectives of the

proposed project on time and within budget, including clearly defined

responsibilities, timelines, and milestones for accomplishing project

tasks.

(Authority: 34 CFR 75.210(g)(2)(i)))

(f) Quality of the project evaluation. (15 points) (1) The

Secretary considers the quality of the evaluation to be conducted of

the proposed project.

(2) In determining the quality of the evaluation, the Secretary

considers the following factors:

(i) The extent to which the methods of evaluation provide for

examining the effectiveness of project implementation strategies.

(ii) The extent to which the methods of evaluation include the use

of objective performance measures that are clearly related to the

intended outcomes of the project and will produce quantitative and

qualitative data to the extent possible.

(iii) The extent to which the methods of evaluation will provide

performance feedback and permit periodic assessment of progress toward

achieving intended outcomes.

(Authority: 34 CFR 75.210(h)(2) (iii), (iv), and (vi)).

Intergovernmental Review of Federal Programs

This program is subject to the requirements of Executive Order

12372 (Intergovernmental Review of Federal Programs) and the

regulations in 34 CFR Part 79.

One of the objectives of the Executive order is to foster an

intergovernmental partnership and a strengthened federalism. The

Executive order relies on processes developed by State and local

governments for coordination and review of proposed Federal financial

assistance.

If you are an applicant, you must contact the appropriate State

Single Point of Contact to find out about, and to comply with, the

State's process under Executive Order 12372. If you propose to perform

activities in more than one State, you should immediately contact the

Single Point of Contact for each of those States and follow the

procedure established in each State under the Executive order. If you

want to know the name and address of any State Single Point of Contact,

see the list in the Federal Register on April 28, 1999 (64 FR 22960-

22963) or you may view the latest SPOC list on the OMB website at:

http://www,whitehouse.gov/omb/grants

In States that have not established a process or chosen a program

for review, State, areawide, regional, and local entities may submit

comments directly to the Department.

Any State Process Recommendation and other comments submitted by a

State Single Point of Contact and any comments from State, areawide,

regional, and local entities must be mailed or hand-delivered by the

date indicated in this notice to the following address: The Secretary,

E.O. 12372--CFDA #84.195E, U.S. Department of Education, Room 7E200,

400 Maryland Avenue, SW., Washington, DC 20202-0125.

Proof of mailing will be determined on the same basis as

applications (see 34 CFR 75.102). Recommendations or comments may be

hand-delivered until 4:30 p.m. (Washington, DC time) on the date

indicated in this notice.

PLEASE NOTE THAT THE ABOVE ADDRESS IS NOT THE SAME ADDRESS AS THE

ONE TO WHICH THE APPLICANT SUBMITS ITS COMPLETED APPLICATION. DO NOT

SEND APPLICATIONS TO THE ABOVE ADDRESS.

INSTRUCTIONS FOR TRANSMITTAL OF APPLICATIONS:

(a) If you want to apply for a grant, you must --

(1) Mail the original and two copies of the application on or

before the deadline date to: U.S. Department of Education, Application

Control Center, Attention: (CFDA #84.195E), Washington, DC 20202-4725,

or

(2) Hand-deliver the original and two copies of the application by

4:30 p.m. (Washington, DC time) on or before the deadline date to:

1U.S. Department of Education, Application Control Center, Attention:

(CFDA #84.195E), Room #3633, Regional Office Building #3, 7th and D

Streets, SW., Washington, DC.

[[Page 71570]]

(b) An applicant must show one of the following as proof of

mailing:

(1) A legibly dated U.S. Postal Service postmark.

(2) A legible mail receipt with the date of mailing stamped by the

U.S. Postal Service.

(3) A dated shipping label, invoice, or receipt from a commercial

carrier.

(4) Any other proof of mailing acceptable to the Secretary.

(c) If an application is mailed through the U.S. Postal Service,

the Secretary does not accept either of the following as proof of

mailing:

(1) A private metered postmark.

(2) A mail receipt that is not dated by the U.S. Postal Service.

Notes: (1) The U.S. Postal Service does not uniformly provide a

dated postmark. Before relying on this method, an applicant should

check with its local post office.

(2) The Application Control Center will mail a Grant Application

Receipt Acknowledgment to each applicant. If an applicant fails to

receive the notification of application receipt within 15 days from

the date of mailing the application, the applicant should call the

U.S. Department of Education Application Control Center at (202)

708-9495.

(3) The applicant must indicate on the envelope and--if not

provided by the Department--in Item 10 of the Application for

Federal Assistance (Standard Form 424) the CFDA number and suffix

letter, if any, of the competition under which the application is

being submitted.

Application Instructions and Forms

The appendix to this notice is divided into three parts, plus a

statement regarding estimated public reporting burden, a notice to

applicants regarding compliance with Section 427 of the General

Education Provisions Act, questions and answers on this program

(located at the end of the notice) and various assurances,

certifications, and required documentation. These parts and additional

materials are organized in the same manner that the submitted

application should be organized. The parts and additional materials are

as follows:

Part I: Application for Federal Assistance (Standard Form 424 (Rev.

4-88)) and instructions.

Part II: Budget Information--Non-Construction Programs (ED Form No.

524) and instructions.

Part III: Application Narrative.

Additional Materials

a. Estimated Public Reporting Burden.

b. Group Application Certification.

c. Participant Data.

d. Project Documentation.

e. Program Assurances.

f. Assurances--Non-Construction Programs (Standard Form 424B) and

instructions.

g. Certifications Regarding Lobbying; Debarment, Suspension, and

Other Responsibility Matters; and Drug-Free Workplace Requirements (ED

80-0013) and instructions.

h. Certification Regarding Debarment, Suspension, Ineligibility and

Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014, 9/90)

and instructions.

(Note: This form is intended for the use of grantees and should

not be transmitted to the Department.)

i. Disclosure of Lobbying Activities (Standard Form LLL) (if

applicable) and instructions. The document has been marked to reflect

statutory changes.

ii. An applicant may submit information on a photostatic copy of

the application and budget forms, the assurances, and the

certifications. However, the application form, the assurances, and the

certifications must each have an original signature. All applicants

must submit ONE original signed application, including ink signatures

on all forms and assurances, and TWO copies of the application. Please

mark each application as original or copy. No grant may be awarded

unless a completed application has been received.

FOR FURTHER INFORMATION CONTACT: Carol Manitaras

[email protected] (202) 205-9729 or Darlene Miles

[email protected] (202) 205-8259, U.S. Department of Education, 400

Maryland Avenue, SW., Room 5090, Switzer Building, Washington, DC

20202-6510. Individuals who use a telecommunications device for the

deaf (TDD) may call the Federal Information Relay Service (FIRS) at 1-

800-877-8339.

Individuals with disabilities may obtain this notice in an

alternate format (e.g., braille, large print, audiotape, or computer

diskette) on request to the contact persons listed in the preceding

paragraph. Please note, however, that the Department is not able to

reproduce in an alternate format the standard forms included in the

notice.

Electronic Access to This Document

You may view this document, as well as all other Department of

Education documents published in the Federal Register, in text or Adobe

Portable Document Format (PDF) on the Internet at either of the

following sites:

http://ocfo.ed.gov/fedreg.htm

http://ocfo.ed.gov/fedreg.html

To use the PDF you must have the Adobe Acrobat Reader Program with

Search, which is available free at either of the preceding sites. If

you have questions about using the PDF, call the U.S. Government

Printing Office (GPO) toll free at 1-888-293-6498; or in the

Washington, DC area at (202) 512-1530.

Note: The official version of this document is the document

published in the Federal Register. Free Internet access to the

official edition of the Federal Register and the Code of Federal

Regulations is available on GPO Access at: http://

www.access.gpo.gov/nara/index.html

Program Authority: 20 U.S.C. 7474.

Art Love,

Acting Director, Office of Bilingual Education and Minority Languages

Affairs.

Instructions for Estimated Public Reporting Burden

According to the Paperwork Reduction Act of 1995, no persons are

required to respond to a collection of information unless it displays a

valid OMB control number. The valid OMB control number for this

information collection is OMB No. 1885-0542, Exp. Date: 12/31/00. The

time required to complete this information collection is estimated to

average 120 hours per response, including the time to review

instructions, search existing data resources, gather the data needed,

and complete and review the information collection. If you have any

comments concerning the accuracy of the time estimate or suggestions

for improving this form, please write to: U.S. Department of Education,

Washington, DC 20202-4651. If you have any comments or concerns

regarding the status of your individual submission of this form, write

directly to: Office of Bilingual Education and Minority Languages

Affairs, U.S. Department of Education, 400 Maryland Avenue, SW.,

Washington, DC 20202-6510.

The following forms and other items must be included in the

application:

1. Application for Federal Assistance (SF 424)

2. Group Application Certification (if applicable)

3. Budget Information (ED Form No. 524)

4. Itemized Budget for each year (attached to ED Form No. 524)

5. Participant Data--approximate number of participants to be

served each year.

6. Project Documentation--Section A--Copy of Transmittal Letter to

SEA requesting SEA to comment on application; Section B--Documentation

of Empowerment Zone or Enterprise Community--if applicable

7. Program Assurances

8. Assurances--Non-Construction Programs (SF 424B)

9. Certifications Regarding Lobbying; Debarment Suspension and

Other

[[Page 71571]]

Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-

0013)

10. Certification Regarding Debarment, Suspension, Ineligibility

and Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014)

11. Disclosure of Lobbying Activities (SF-LLL)

12. Notice to all Applicants (See form provided below)

13. Table of Contents

14. One-page single-spaced abstract

15. Application narrative (Not to exceed 30 double-spaced pages,

see instructions below)

16. One original and two copies of the application for transmittal

to the Department's Application Control Center

Mandatory Page Limits for the Application Narrative

The narrative is the section of the application where you address

the selection criteria used by reviewers in evaluating the application.

You must limit the narrative to the equivalent of no more than 30

pages, using the following standards:

(1) A page is 8.5'' x 11'', on one side only with 1'' margins at

the top, bottom, and both sides.

(2) You must double space (no more than three lines per vertical

inch) all text in the application narrative, including titles,

headings, footnotes, quotations, references, and captions, as well as

all text in charts, tables figures and graphs.

If you use a proportional computer font, you may not use a font

smaller than a 12-point font. If you use a non-proportional font or a

typewriter, you may not use more than 12 characters per inch.

The page limit does not apply to the Application for Federal

Assistance Form (ED 424); the Budget Information Form (ED 524) and

attached itemization of costs; the other application forms and

attachments to those forms; the assurances and certifications; or the

one-page abstract and table of contents. The page limit applies only to

item 15 in the Checklist for Applicants provided above.

IF, IN ORDER TO MEET THE PAGE LIMIT, YOU USE PRINT SIZE, SPACING,

OR MARGINS SMALLER THAN THE STANDARD SPECIFIED IN THIS NOTICE, YOUR

APPLICATION WILL NOT BE CONSIDERED FOR FUNDING.

Application Narrative and Abstract

The narrative should address fully all aspects of the selection

criteria in the order listed and should give detailed information

regarding each criterion. Do not simply paraphrase the criteria.

Provide position descriptions for key personnel. This package includes

questions and answers to assist you in preparing the narrative portion

of your application. Prepare a one-page single-spaced abstract, which

summarizes the proposed project activities, the expected outcomes, and

how the application addresses the invitational priority, if applicable.

Budget

Budget line items must support the goals and objectives of the

proposed project and be directly applicable to the program design and

all other project components. Prepare an itemized budget for each year

of requested funding. Indirect costs for institutions of higher

education which are the fiscal agents for Career Ladder Programs are

limited to the lower of either 8% of a modified total direct cost base

or the institution for higher education's actual indirect cost

agreement. A modified direct cost base is defined as total direct costs

less stipends, tuition and related fees, and capital expenditures of

$5,000 or more. In describing student support costs distinguish costs

for tuition and fees from costs for stipends.

Final Application Preparation

Use the above checklist to verify that all items are addressed.

Prepare one original with an original signature, and include three

additional copies. Do not use elaborate bindings or covers. The

application package must be mailed to the Application Control Center

(ACC) and postmarked by the deadline date of February 23, 1999.

Submission of Application to State Educational Agency

Section 7146(a)(4) of the Act (Elementary and Secondary Education

Act of 1965, as amended by the Improving America's Schools Act of 1994,

Pub. L. 103-382) requires all applicants except schools funded by the

Bureau of Indian Affairs to submit a copy of their application to their

State educational agency (SEA) for review and comment (20 U.S.C.

7476(a) (4)). Section 75.156 of the Education Department General

Administrative Regulations (EDGAR) requires these applicants to submit

their application to the SEA on or before the deadline date for

submitting their application to the Department of Education. This

section of EDGAR also requires applicants to attach to their

application a copy of their letter that requests the SEA to comment on

the application (34 CFR 75.156). A copy of this letter should be

attached to the Project Documentation Form contained in this

application package.

Applicants that do not submit a copy of their application to their

SEA will not be considered for funding.

Questions and Answers

Does the Career Ladder Program have specific evaluation

requirements?

Yes, the evaluation requirements are described in section 7149 of

Title VII of ESEA, 20 U.S.C. 7479.

What requirements must grantees meet related to teacher

certification?

The Title VII statute requires grantees to assist educational

personnel in meeting State and local certification requirements.

However, because certification requirements vary among States,

applicants are given flexibility in designing activities that lead to

meeting State and local certification requirements.

May program budgets include costs for items other than student

tuition and fees?

Project budgets should reflect the proposed program activities. In

addition to student support costs, budget items may include costs for

personnel, supplies or equipment, and other reasonable and necessary

costs to support developmental activities.

What information may be helpful in preparing the application

narrative for a Career Ladder Program?

In responding to the selection criteria applicants may wish to

consider the following questions as a guide for preparing application

narrative.

What are the specific responsibilities of districts,

schools, institutions of higher education and other partnership

organizations in planning, implementing and evaluating the proposed

program? How is the program linked to the school district's overall

professional development plan?

What resources and support will each of the consortia

members provide? How will resources be integrated to ensure maximum

effectiveness of the program and to promote capacity building and long-

range collaboration?

How does the training curricula reflect high standards for

pedagogy, content, and proficiency in English and a second language to

ensure that participants are effectively prepared to provide

instruction and support to LEP students?

How will the program assist in systemically reforming

policies and practices in the target schools and in the IHE related to

the preparation of new teachers, the induction of new bilingual/ESL

teachers, clinical experiences for new bilingual/ESL teachers and other

educational

[[Page 71572]]

personnel, or professional development opportunities for all teachers?

What special selection criteria will the applicant adopt

to ensure that individuals selected to participate in the program hold

promise for successfully completing program requirements?

What special support will be provided to participants by

experienced bilingual/ESL teachers, higher education faculty, and

school administrators to guide them during their period of induction?

How will the instructional responsibilities of

participants be balanced with appropriate professional development,

support and planning time?

How will clinical experiences for preservice participants

be structured to ensure that they are well-supervised, of sufficient

duration and in a setting which provides opportunities for participants

to experience a variety of effective bilingual education instructional

methods and approaches?

How is the training curriculum based on current research

related to effective teaching and learning? What evidence of

effectiveness supports the training model?

What are the expected outcomes for participant learning,

effectiveness in the instructional setting, reform and improvement in

the school or the university? What measures will the proposed program

use to collect data on the effectiveness of the program in meeting its

objectives, such as: field practice assessments, National or State

benchmark tests, surveys of graduates, mentor teachers, school

administrators, rates of transfer from 2-year to 4-year institutions,

graduate rates, placement rates? How are needs, objectives, activities

and measures linked?

How will the program evaluation incorporate strategies for

assessing the progress and performance of participants; communicating

meaningful, regular and timely feedback to participants; improving the

quality of the training program; documenting and identifying exemplary

program features and successful strategies; and reporting on specific

data related to the number of participants completing the program and

the number of graduates placed in the instructional setting?

In addition, applicants may wish to consider the Department of

Education Professional Development Principles in planning a Career

Ladder Program.

The following are the professional development principles:

Focuses on teachers as central to student learning, yet

includes all other members of the school community;

Focuses on individual, collegial and organizational

improvement;

Respects and nurtures the intellectual and leadership

capacity of teachers, principals, and others in the school community;

Reflects best available research and practice in teaching,

learning, and leadership; enables teachers to develop further expertise

in subject content, teaching strategies, uses of technologies, and

other essential elements in teaching to high standards;

Promotes continuous inquiry and improvement embedded in

the daily life of schools;

Is planned collaboratively by those who will participate

in and facilitate that development;

Requires substantial time and other resources;

Is driven by a coherent long-term plan;

Is evaluated ultimately on the basis of its impact on

teacher effectiveness and student learning; and uses this assessment to

guide subsequent professional development efforts.

What other information may be helpful in applying for a Career

Ladder Program?

Applicants are reminded that they must submit a copy of their

application to the SEA for review and comment. In addition, applicants

must submit a copy of their application to the State Single Point of

Contact to satisfy the requirements of Executive Order 12372. The SEA

review requirement and the requirements for Executive Order 12372 are

two separate requirements.

BILLING CODE 4000-01-p

[[Page 71573]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.000

[[Page 71574]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.001

[[Page 71575]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.002

[[Page 71576]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.003

[[Page 71577]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.004

[[Page 71578]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.005

[[Page 71579]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.006

[[Page 71580]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.007

[[Page 71581]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.008

[[Page 71582]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.009

[[Page 71583]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.010

[[Page 71584]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.011

[[Page 71585]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.012

[[Page 71586]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.013

[[Page 71587]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.014

[[Page 71588]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.015

[[Page 71589]]

[GRAPHIC] [TIFF OMITTED] TN21DE99.016

[FR Doc. 99-33073 Filed 12-20-99; 8:45 am]

BILLING CODE 4000-01-C