[Federal Register Volume 59, Number 117 (Monday, June 20, 1994)]
[Unknown Section]
[Page 0]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 94-14905]


[[Page Unknown]]

[Federal Register: June 20, 1994]


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EQUAL EMPLOYMENT OPPORTUNITY COMMISSION

``FEDERAL REGISTER'' CITATION OF PREVIOUS ANNOUNCEMENT: 59 FR 30980, 
June 16, 1994.

PREVIOUSLY ANNOUNCED TIME AND DATE OF MEETING: 2:00 p.m. (Eastern Time) 
Tuesday, June 28, 1994.

CHANGE IN THE NOTICE:

Open Session

    The title of the item listed below has been changed:

    3. Proposed Internal Guidance for EEOC Investigators for 
Communicating and Interacting with Persons with Disabilities.

CONTACT PERSON FOR MORE INFORMATION: Frances M. Hart, Executive Officer 
on (202) 663-4070.

    This Notice Issued June 16, 1994.
Frances M. Hart,
Executive Officer, Executive Secretariat.
[FR Doc. 94-15067 Filed 6-16-94; 2:19 pm]
BILLING CODE 6750-06-M
_______________________________________________________________________

Part VI

Department of Labor
Employment and Training Administration

Department of Education
Office of Vocational and Adult Education
_______________________________________________________________________



Job Training Partnership Act: School-to-Work Opportunities; Urban/Rural 
Opportunities Grants; Application Procedures; Notice
DEPARTMENT OF LABOR

Employment and Training Administration

DEPARTMENT OF EDUCATION

Office of Vocational and Adult Education

Job Training Partnership Act: School-to-Work Opportunities; Urban/
Rural Opportunities Grants; Application Procedures

AGENCY: Employment and Training Administration, Labor. Office of 
Vocational and Adult Education, Education.

ACTION: Notice of availability of funds and solicitation for 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 the 
competition for Urban/Rural Opportunities Grants financed under the 
authority of Title IV of the Job Training Partnership Act, to enable 
local partnerships serving youth who reside or attend school in high 
poverty areas to begin development and implementation of School-to-Work 
Opportunities initiatives in high poverty areas of urban and rural 
communities. These initiatives will offer young Americans in such 
communities access to School-to-Work Opportunities programs 
specifically designed to address barriers to their successful 
participation in such programs and to prepare them for first jobs in 
high-skill, high-wage careers and further postsecondary education and 
training.

DATES: Applications for grant awards will be accepted commending June 
20, 1994. The closing date for receipt of applications is (60 days from 
date of publication), 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 
Education, Application Control Center, Attention: (CFDA #17.249), 
Washington, DC 20202-4725.

FOR FURTHER INFORMATION CONTACT: Ms. Marian Banfield, U.S. Department 
of Education, telephone: (202) 205-8838 (this is not a toll-free 
number).

SUPPLEMENTARY INFORMATION:

Section A. Purpose

    The U.S. Departments of Labor and Education are 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 
and that are also prepared to develop and implement local School-to-
Work Opportunities initiatives in these areas. This notice announces 
the competition for Urban/Rural opportunities Grants. Grants under this 
competition will be financed under title IV of the Job Training 
Partnership Act to enable local partnerships to begin implementation of 
School-to-Work Opportunities initiatives in high poverty areas of urban 
and rural communities.
    Partnerships in high poverty areas face particular challenges in 
implementing School-to-Work Opportunities initiatives:
    1. There are few large private or public employers in high poverty 
areas, making it more difficult to secure employer participation, work-
based learning opportunities, and career-track jobs for youth who 
complete a School-to-Work Opportunities program. Therefore, creative 
strategies must be developed to fully utilize the capacity of local 
institutions to include a variety of alternative work-based learning 
environments and to support intensive efforts to enhance diverse 
employer involvement.
    2. Dropout rates of schools in high poverty areas in many cases are 
over 50 percent, and interventions to improve schools may need to begin 
in the elementary or middle school years. School-to-Work Opportunities 
programs can provide more relevant and engaging school-based and work-
based activities which can encourage youth to remain in school until 
completion.
    3. Students at schools in high poverty areas will be poorer and may 
be much less aware of college opportunities than students in other 
areas. This, coupled with financial constraints, may make them more 
likely to seek immediate job placement prior to or immediately upon 
high school graduation, regardless of whether those jobs have potential 
for long-term career opportunities.
    4. In most high poverty area neighborhoods, peer pressure is a 
strong force which does not necessarily promote achievement. School-to-
Work Opportunities programs that offer alternative learning 
environments and creative approaches to academic and technical subjects 
can make success in school more attractive to these youth.
    5. Youth in high poverty areas are likely to experience pressure 
from situations outside of school which may affect their performance in 
school. To turn around the prevailing negative forces operating on 
youth, School-to-Work Opportunities initiatives in these neighborhoods 
will need to be complemented by various community-wide interventions.
    6. Schools in high poverty areas are more likely to have students 
of diverse racial and ethnic backgrounds than schools in other areas. 
In addition, high poverty area schools often serve a higher percentage 
of students with distinctive learning needs; therefore, School-to-Work 
Opportunities initiatives in these areas should be designed to meet the 
needs of these youth.
    7. Because of the high dropout rates in many high poverty areas, 
there will be proportionately many more out-of-school youth in these 
areas than in other communities. School-to-Work Opportunities 
initiatives should include linkages with institutions that meet the 
special needs of such youth by improving their ability to make a 
transition into education and/or employment.
    8. The quality of educational and employment opportunities is often 
uneven among high poverty area youth, thus requiring that careful 
consideration be given to enhancing both the access and availability of 
opportunities to all area youth.
    Under this competition, awards will be made to local partnerships 
serving youth who reside or attend school in high poverty areas to 
address their special needs and implement local School-to-Work 
Opportunities initiatives, as defined in this notice. Approximately $10 
million are available for awards under this notice. The Departments 
expect to award 15 to 25 12-month grants. The amount of the awards 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. While there are no limitations on the size of 
a high poverty area, the Departments expect that the resources 
available for individual grants will effectively serve areas of no more 
than 50,000 in population. The Departments are not bound by the 
estimates in this notice.
    The Departments intend to conduct subsequent competitions for 
Urban/Rural Opportunities Grants, on an annual basis, under the 
recently enacted ``School-to-Work Opportunities Act of 1994.'' A local 
partnership shall be eligible to receive only one (1) grant under this 
notice, with grant renewals to be awarded depending upon fund 
availability.

Section B. Application Process

1. Eligible Applicants

    A local entity that both meets the definition of ``local 
partnership'' and proposes to serve youth residing in areas meeting the 
definition of ``high poverty area'' in section B.7. of this notice is 
eligible to apply for an Urban/Rural Opportunities Grant. An eligible 
partnership must include employers, representatives of local 
educational agencies and local postsecondary educational institutions 
(including representatives of area vocational education schools, where 
applicable), local educators (such as teachers, counselors, or 
administrators), representatives of labor organizations or 
nonmanagerial employee representatives, and students. Other entities 
appropriate to effective development and implementation of the proposed 
School-to-Work Opportunities initiative, particularly community-based 
organizations with experience, expertise, and demonstrated success in 
addressing the needs of youth within the targeted area, should also be 
included in the partnership.

2. Submission of Application

    Applicants must submit an original and four (4) copies of the 
application. The application shall consist of two (2) separate parts:
    Part I shall contain the Standard Form (SF) 424, ``Application for 
Federal Assistance,'' and SF 424A, ``Budget'' (Appendix A). All copies 
of the 424 Form must have original signatures of the designated fiscal 
agent. In addition, the budget shall include--on a separate page(s)--a 
detailed cost break-out of each line item on Budget Form 424A. 
Assurances and Certifications (Appendix B) shall also be included in 
this part.
    Part II shall contain the application narrative that demonstrates 
the applicant's plan and capabilities in accordance with the Statement 
of Work in Section C. No cost data or reference to price shall be 
included in this part of the application. In order to assist applicants 
in the preparation of their applications and to facilitate the 
expeditious evaluation by the panel, applicants should describe their 
proposed plan in light of each of the Selection Criteria in Section E 
of this notice.
    The Departments strongly request that applicants limit the 
application narrative to no more than 40 double-spaced pages, on one 
side only.

3. Late Applications

    Any application received after the exact time specified for receipt 
at the office designated in this notice will not be considered, unless 
it is received before awards are made and it--
    (a) Was sent by registered or certified mail not later than the 
fifth calendar day before the date specified for receipt of 
applications (e.g., an application submitted in response to a 
solicitation requiring receipt of applications by the 20th of the month 
must have been mailed/post marked by the 15th of that month); or
    (b) Was sent by the U.S. Postal Service Express Mail Next Day 
Service to addressee not later than 5 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 shall be twelve (12) months from the date 
of award by the Department of Labor.

6. Option to Extend

    These Urban/Rural Opportunities Grants may be extended for four 
additional years at the discretion of the Federal Government, based 
upon the availability of funds and the demonstrated progress of the 
grantee in implementing a School-to-Work Opportunities initiative.
    The amount of Federal funds, if any, that are added to a grant 
awarded under this notice will decrease as the School-to-Work 
Opportunities initiative serving the high poverty area is incorporated 
into the statewide School-to-Work Opportunities system.

7. Definitions

    As used in this notice--
    ``All aspects of an industry'' includes, with respect to the 
industry or industry sector that a student is preparing to enter, 
planning, management, finances, technical and production skills, 
underlying principles of technology, labor and community issues, health 
and safety issues, and environmental issues related to such industry or 
industry sector;
    ``All students'' means both male and female students from the broad 
range of backgrounds and circumstances, including disadvantaged 
students; students with diverse racial, ethnic, or cultural 
backgrounds; American Indians; Alaska Natives; Native Hawaiians; 
students with disabilities; students with limited English proficiency; 
migrant children; school dropouts; and academically talented students;
    ``Career guidance and counseling'' means programs--
    (a) That pertain to the body of subject matter and related 
techniques and methods organized for the development in individuals of 
career awareness, career planning, career decision-making, placement 
skills, and knowledge and understanding of local, State, and national 
occupational, educational, and labor market needs, trends, and 
opportunities;
    (b) That assist individuals in making and implementing informed 
educational and occupational choices; and
    (c) That aid students to develop career options with attention to 
surmounting gender, race, ethnic, disability, language, or 
socioeconomic impediments to career options and encouraging careers in 
nontraditional employment.
    ``Career major'' means a coherent sequence of courses or fields of 
study that prepares a student for a first job and that--
    (a) Integrates academic and occupational learning, integrates 
school-based and work-based learning, and establishes linkages between 
secondary schools and postsecondary educational institutions;
    (b) Prepares the student for employment in a broad occupational 
cluster or industry sector;
    (c) Typically includes at least two years of secondary education 
and at least one or two years of post secondary education;
    (d) Provides the students, to the extent practicable, with strong 
experience in and understanding of all aspects of the industry the 
students are planning to enter;
    (e) Results in the award of--
    (1) a high school diploma or its equivalent, such as--
    (A) a general equivalency diploma; or
    (B) an alternative diploma or certificate for students with 
disabilities for whom such alternative diploma or certificate is 
appropriate;
    (2) a certificate or diploma recognizing successful completion of 
one or two years of postsecondary education (if appropriate), and
    (3) a skill certificate; and
    (f) May lead to further training, such as entry into a registered 
apprenticeship program, or may lead to admission to a two- or four-year 
college or university.
    ``Elementary school'' means a day or residential school that 
provides elementary education, as determined under State law.
    ``Employer'' includes both public and private employers;
    ``High poverty area'' means an urban census tract, a contiguous 
group of urban census tracts, a block number area in a nonmetropolitan 
county, a contiguous group of block number areas in a nonmetropolitan 
county; or an Indian reservation (as defined in section 403(9) of the 
Indian Child Protection and Family Violence Prevention Act (25 U.S.C. 
3202(9))), with a poverty rate of 20 percent or more among individuals 
who have not attained the age of 22, as determined by the Bureau of the 
Census;
    ``Local educational agency'' means a public board of education or 
other public authority legally constituted within a State for either 
administrative control or direction of, or to perform a service 
function for, public elementary or secondary schools in a city, county, 
township, school district, or other political subdivision of a State, 
or such combination of school districts or counties as are recognized 
in a State as an administrative agency for its public elementary or 
secondary schools. Such term includes any other public institution or 
agency having administrative control and direction of a public 
elementary or secondary school;
    ``Local partnership'' means a local entity that is responsible for 
local School-to-Work Opportunities programs and that--
    (a) consists of employers, representatives of local educational 
agencies and local postsecondary educational institutions (including 
representatives of area vocational education schools, where 
applicable), local educators (such as teachers, counselors, or 
administrators), representatives of labor organizations or 
nonmanagerial employee representatives, and students; and
    (b) may include other entities, such as--
    (1) employer organizations;
    (2) community-based organizations;
    (3) national trade associations working at the local levels;
    (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 continue to meet the eligibility and certification requirements 
under Title IV of such Act (20 U.S.C. 1070 et seq.);
    (9) local government agencies;
    (10) parent organizations;
    (11) teacher organizations;
    (12) vocational student organizations;
    (13) private industry councils established under section 102 of the 
Job Training Partnership Act (29 U.S.C. 1512);
    (14) Federally recognized Indian tribes, Indian organizations, and 
Alaska Native villages within the meaning of the Alaska Native Claims 
Settlement Act (43 U.S.C. 1601 et seq.); and
    (15) Native Hawaiian entities.
    ``Postsecondary education institution'' means an institution of 
higher education (as such term is defined in section 481 of the Higher 
Education Act of 1965 (20 U.S.C. 1088)) which continues to meet the 
eligibility and certification requirements under Title IV of such Act 
(20 U.S.C. 1070 et seq.);
    ``Registered apprenticeship agency'' means the Bureau of 
Apprenticeship and Training in the Department of Labor or a State 
apprenticeship agency recognized and approved by the Bureau of 
Apprenticeship and Training as the appropriate body for State 
registration or approval of local apprenticeship programs and 
agreements for Federal purposes;
    ``Registered apprenticeship program'' means a program registered by 
a registered apprenticeship agency;
    ``School dropout'' means a youth who is no longer attending any 
school and who has not received a secondary school diploma or a 
certificate from a program of equivalency for such a diploma;
    ``School site mentor'' means a professional employed at a school 
who is designated as the advocate for a particular student, and who 
works in consultation with classroom teachers, counselors, related 
services personnel, and the employer of the student to design and 
monitor the progress of the School-to-Work Opportunities program of the 
student.
    ``Secondary school'' means--
    (a) a nonprofit day or residential school that provides secondary 
education, as determined under State law, except that it does not 
include any education provided beyond grade 12; and
    (b) a Job Corps center under part B of Title IV of the Job Training 
Partnership Act (29 U.S.C. 1691 et seq.);
    ``Skill certificate'' means a portable, industry-recognized 
credential issued by a School-to-Work Opportunities program under an 
approved State plan, that certifies that a student has mastered skills 
at levels that are at least as challenging as skill standards endorsed 
by the National Skill Standards Board established under the National 
Skill Standards Act of 1994, except that until such skill standards are 
developed, the term ``skill certificate'' means a credential issued 
under a process described in the approved State plan;
    ``State'' means each of the several States, the District of 
Columbia, the Commonwealth of Puerto Rico, the Commonwealth of the 
Northern Mariana Islands, American Samoa, Guam, the Virgin Islands, the 
Federated States of Micronesia, the Republic of the Marshall Islands, 
and the Republic of Palau; and
    ``Workplace mentor'' means an employee or other individual, 
approved by the employer at a workplace, who possesses the skills and 
knowledge to be mastered by a student, and who instructs the student, 
critiques the performance of the student, challenges the student to 
perform well, and works in consultation with classroom teachers and the 
employer of the student.

Section C. Statement of Work

Part I. Background

    The United States is the only industrialized nation that lacks a 
comprehensive and coherent system to help its youth acquire the 
knowledge, skills, abilities, and information about the labor market 
necessary to make an effective transition from school to career-
oriented work. Three-fourths of America's high school students do not 
attain four-year college degrees. Many of them do not possess the basic 
academic and occupational skills necessary for entry into high-skill, 
high-wage careers in the changing workplace or to pursue further 
education.
    In order to create 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, the Secretaries of Education and 
Labor have developed the School-to-Work Opportunities initiative. Under 
this initiative, which is based on the recently enacted ``School-to-
Work Opportunities Act of 1994,'' the Departments of Education and 
Labor are using current legislative authority in fiscal year 1994 to 
begin the development and implementation of statewide School-to-Work 
Opportunities systems in every State.
    Helping youth who reside or attend school in impoverished rural and 
urban communities navigate paths to productive and progressively more 
rewarding roles in the workplace will require extraordinary efforts due 
to the distinctive needs and limited resources in such areas. Within 
high poverty areas, existing family and community resources are often 
severely strained; traditional educational experiences in the schools 
fail to motivate many students to learn; high rates of joblessness and 
dependency exist among adults, restricting the number of positive role 
models; and access to high-skill, high-wage jobs and postsecondary 
education and training is severely limited. In order to permit a 
concentration of resources to address such barriers affecting the 
educational and training experiences of youth in high poverty areas, 
the Departments are conducting the competition announced in this notice 
to award grants to local partnerships serving youth who reside or 
attend school in urban or rural high poverty areas to develop and 
implement local School-to-Work Opportunities initiatives that meet the 
requirements established in the notice.
    The overall purpose of the School-to-Work Opportunities initiative 
is to support the development and initial stages of implementation of 
statewide School-to-Work Opportunities systems within which local 
partnerships will apply to the State for funds to develop programs. 
Under the initiative, each State is expected to receive a State 
Implementation Grant, described below in ``Grant Program Schedule,'' 
under which the State will be required to expand the State's School-to-
Work Opportunities system over time to cover all geographic areas of 
the State, including those with high concentrations of poor and 
disadvantaged youth. However, through separate competitions, local 
partnerships--including those serving youth who reside or attend school 
in a high poverty area--may apply directly to the Federal Government.
    It is expected that the States will benefit from the experiences of 
the local partnerships and may incorporate successful elements of local 
initiatives into their statewide systems. Local and State programs may 
be developed by enhancing existing programs such as tech-prep 
education, career academies, youth apprenticeship, cooperative 
education, school-to-apprenticeship, and business-education compacts. 
However, the purpose of funding under the School-to-Work Opportunities 
initiative is not simply to augment existing programs, but rather to 
build statewide 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.
    Youth in urban and rural high poverty areas may require academic 
and needs assessments prior to participation in School-to-Work 
Opportunities programs so that any skill deficiencies may be identified 
and elevated to grade-level performance and any participation barriers 
may be alleviated. Due to such additional measures that may need to be 
taken prior to local program implementation in a high poverty area and 
to the often high incidence of at-risk youth in such areas, achieving 
school-to-work objectives in a high poverty area may take more time, 
innovation, and resources than in those local areas where the incidence 
of high poverty is not so concentrated. Although the Departments 
recognize this, the expected outcomes for all local School-to-Work 
Opportunities initiatives are the same. In addition, since the overall 
purpose of funding under the School-to-Work Opportunities initiative is 
to build statewide systems, a local partnership serving youth who 
reside or attend school in high poverty areas will be required to 
consult with the State within which it is located on the State's plans 
for creating a statewide School-to-Work Opportunities system, as well 
as consult eventually with the local partnership in the State-
designated geographic area within which it is located. The purpose of 
such consultations is to assure that School-to-Work Opportunities 
initiatives funded under this notice meet the same high standards and 
lead to the same outcomes as other School-to-Work Opportunities 
initiatives throughout the State.

Grant Program Schedule

    The School-to-Work Opportunities initiative is proceeding on two 
funding tracks--(1) during fiscal year 1994, the initiative is being 
funded under current legislative authority in the Job Training 
Partnership Act and the Carl D. Perkins Vocational and Applied 
Technology Education Act; and (2) for fiscal year 1995 and beyond, it 
will be funded under the recently enacted ``School-to-Work 
Opportunities Act of 1994.'' However, since programs begun in 1994 will 
be continued in fiscal year 1995 and beyond, the Departments have 
modeled the proposed grant program, to the extent possible, upon the 
recent legislation. The funds will be made available through a grants 
program administered cooperatively by the Department of Education and 
the Department of Labor that consists of--
    (a) State Development Grants, which have been awarded to each State 
for developing a statewide School-to-Work Opportunities plan;
    (b) State Implementation Grants, awarded competitively to States 
that can demonstrate substantial ability to begin full-scale operations 
and implement the Statewide plan (the first round of State 
Implementation Grants are expected to be announced in June, 1994);
    (c) Local Partnership Grants, awarded competitively to localities 
that are prepared to implement School-to-Work Opportunities initiatives 
(the first round of Local Partnership Grants are expected to be 
announced in early July, 1994);
    (d) Urban/Rural Opportunities Grants, as announced in this notice, 
awarded competitively to local partnerships to support the development 
and implementation of School-to-Work Opportunities programs in urban 
and rural areas of high poverty; and
    (e) Grants for Territories and for Native American programs, to 
support School-to-Work Opportunities initiatives in the territories and 
for Indian youth, respectively.
    Local partnerships are eligible for direct Federal funding to 
implement programs throughout their entire local area and in high 
poverty areas, through separate competitions, in the current program 
year. The intent of this funding strategy is to begin implementation of 
local School-to-Work Opportunities initiatives in ``leading edge'' 
communities and to provide supplemental resources to selected local 
partnerships serving youth residing or attending school in high poverty 
areas, even if the States in which they are located are still in the 
systems development phase. This will allow a State in the development 
phase to learn from innovative local partnerships in their own State 
and in others and will build incentives for States and localities to 
work together to maximize funding within the State. Local partnerships 
may apply for or request extensions of Urban/Rural Opportunities Grants 
serving high poverty areas even if they receive School-to-Work 
Opportunities funding through State grants or through direct Federal 
funding. The Urban/Rural Opportunities Grants are in addition to other 
funds for which the local partnership may be eligible.
    A local partnership applying for a Urban/Rural Opportunities grant 
under this competition should consult with the State at the earliest 
possible time. These consultations will permit local initiatives to be 
designed so that they are, or will be, consistent with State plans for 
a comprehensive statewide School-to-Work Opportunities system. The 
current funding strategy could result in a State, a local partnership, 
and a local partnership serving youth who reside or attend school in a 
high poverty area each receiving a competitive implementation grant 
award in 1994. Therefore, the possibility exists that an Urban/Rural 
Opportunities Grant may be awarded to a partnership serving youth 
residing or attending school in a high poverty area that is located 
within the jurisdiction or a larger local partnership and within a 
State that each receive Implementation Grants. Thus, consultation and 
coordination among the grantees are essential to the creation of a 
comprehensive statewide system that provides opportunities for all 
students to participate in School-to-Work Opportunities initiatives 
that meet the same high standards.

Part II. Program Description

a. Objectives

    The School-to-Work Opportunities initiative provides for a 
substantial degree of State and local flexibility and experimentation, 
but all State systems and individual local initiatives will share 
several common features and basic program components as required by the 
``School-to-Work Opportunities Act of 1994.'' A local 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 
post secondary 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 programs 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 the State has established for all students, 
including, where applicable, standards established under the Goals 
2000: Educate America Act, and to meet the requirements necessary to 
prepare a student for postsecondary education and the requirements 
necessary to earn a skill certificate;
     A program of instruction and curriculum that integrates 
academic and vocational learning (including applied methodologies and 
team-teaching strategies), and incorporates instruction, to the extent 
practicable, in all aspects of an industry, appropriately tied to the 
career of a participant;
     Regularly scheduled evaluations involving ongoing 
consultation and problem solving with students and school dropouts to 
identify their academic strengths and weaknesses, academic progress, 
workplace knowledge, goals, and the need for additional learning 
opportunities to master core academic and vocational skills; and
     Procedures to facilitate the entry of students 
participating in a School-to-Work Opportunities program 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; and
    (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 
program, to the extent practicable, on the basis of socioeconomic 
status, race, gender, ethnicity, culture, 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 program with employer and industry strategies for 
upgrading the skills of their workers.

b. Scope

    As noted above in Section A, ``Purpose,'' a local partnership in a 
high poverty area faces particular challenges and must identify and 
address a great variety of needs of the youth residing or attending 
school in these areas. The Departments encourage only applications for 
high quality School-to-Work Opportunities initiatives that--
    1. Propose innovative and effective ways to deliver the common 
features and basic program components defined above in Part II. a., 
``Objectives;''
    2. Have the potential to serve large numbers of students who reside 
or attend school in the targeted area;
    3. Contain coordinated strategies for serving both in-school youth 
and school dropouts;
    4. Demonstrate strong potential for achieving the local 
partnership's planned goals and outcomes, acquiring significant 
employer involvement, and maintaining School-to-Work Opportunities 
programs after Federal funding ceases;
    5. Exhibit a strong awareness of the multiple needs of the students 
within the targeted area and present an effective strategy for 
assessing and addressing those needs;
    6. Are linked to efforts to produce schoolwide reform;
    7. Have consulted effectively with the State on the consistency of 
the applicant's planned activities with the State's plans for a 
comprehensive statewide School-to-Work Opportunities system and have a 
feasible plan for working with the State to assure consistency with the 
State's approved plan; and
    8. Promote coordination and integration with other human services 
in an effort to provide a comprehensive array of services to high 
poverty area youth.

c. Examples of Allowable Activities

    Funds awarded under this competition to an Urban/Rural 
Opportunities local partnership may be used only for activities 
undertaken to implement the local partnership's plan that will provide 
opportunities for students to participate successfully in a School-to-
Work Opportunities initiative. Among the activities that may be 
conducted with funds awarded under an Urban/Rural Opportunities Grant 
are--
    1. Recruiting and providing assistance to employers, including 
small- and medium-sized businesses, to provide the work-based learning 
components in the School-to-Work Opportunities program;
    2. Establishing consortia of employers to support the School-to-
Work Opportunities program and provide access to jobs related to the 
career majors of students;
    3. Supporting or establishing intermediaries (selected from among 
the members of the local partnership) to perform the connecting 
activities described above in Part II. a., ``Objectives,'' and to 
provide assistance to students and school dropouts in obtaining jobs 
and further education and training;
    4. Designing or adapting 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;
    6. Establishing, in schools participating in a School-to-Work 
Opportunities program, 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 program;
    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 that are 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, to identify and train workplace mentors and to 
develop work-based learning components;
    13. Promoting the formation of partnerships between 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 school dropouts and youths 
to participate in a local School-to-Work Opportunities program;
    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 high poverty area;
    19. Establishing in conjunction with average daily attendance funds 
and JTPA funds an alternative school for dropout youth or chronic 
truants;
    20. Developing in conjunction with Chapter 1 or other funds 
improvements in the elementary and middle schools that serve the high 
poverty area in order to reduce the long-term dropout rate of youth 
residing or attending school in the such area;
    21. Developing and implementing techniques that will increase the 
college enrollment of youth in the high poverty area;
    22. Utilizing complementary initiatives within the high poverty 
area, such as community policing, comprehensive sports and recreation 
programs, after-school programs, and community development activities; 
and
    23. Encouraging youth to design and initiate work-based learning 
activities operated within a school setting.

Part III. Application Contents

    An eligible applicant must submit an application that includes the 
following:
    a. The State's comments on the application. The local partnership 
serving a higher poverty area must submit its application to the State 
for review and comment before submitting the application to the 
Department. Many States have designated a State School-to-Work 
Opportunities contact. Applicants should call the office of their 
Governor for the name of the School-to-Work Opportunities contact. The 
Departments expect that all State School-to-Work Opportunities team 
members (e.g., the Governor; the State educational agency; the State 
agency officials responsible for economic development, employment, job 
training, and postsecondary education; and other appropriate officials 
on the State team) will be provided an opportunity to review and 
comment on the local partnership's application. Of particular 
importance to the Departments are the State's comments on the 
consistency of the local partnership's planned activities with the 
State's plans for a comprehensive statewide School-to-Work 
Opportunities system and the relationship of any proposed activities 
with other local plans, especially where the grant applicant is not an 
identified local partnership within the State system.
    The State's comments must be included in the local partnership's 
application; however, the local partnership may submit the application 
without State comment if proof of receipt by the State office is 
provided that the State was given the opportunity to comment, but did 
not do so within ten (10) days of receiving the request. A State's 
written comments received by the Department after this time will still 
be given consideration, if received within ten (10) days of the closing 
date for receipt of applications in order to be considered, although 
the local partnership will no longer be responsible for the submission 
of the State's comments.
    b. A description of the composition of the local partnership 
serving youth who reside or attend school in high poverty areas. The 
application must identify the members of the local partnership, which 
must include employers, representatives of local educational agencies 
and local postsecondary educational institutions (including 
representatives of area vocational education schools, where 
applicable), local educators (such as teachers, counselors, or 
administrators), representatives of labor organizations or nonmangerial 
employee representatives, and students, and may include others 
appropriate to effective implementation of the proposed School-to-Work 
Opportunities initiative; the respective roles of each member; and how 
the partnership is organized to successfully implement the planned 
local School-to-Work Opportunities initiative. Given the particular 
needs in high poverty areas, special efforts should be made to recruit 
and involve community-based organizations which demonstrate the ability 
to successfully identify and address the special needs of the youth 
within the high poverty area.
    c. A description of the targeted area to be covered, and its 
relationship to the entire urban or rural labor market. Included in the 
description should be information on specific employer needs; industry 
and occupational growth projections; and high-demand, high-wage careers 
to be targeted. Since high poverty areas frequently lack industries 
that provide high-skill, high-wage positions and that are able to 
provide work-based learning opportunities, the description should 
include information for the entire labor market area in which the high 
poverty area is located. In addition to the description, a map should 
be provided indicating the urban census tract(s), block number area(s), 
or Indian reservation to be served by the local partnership; the 
population of each urban census tract, block number area, or Indian 
reservation to be served, along with the total population of the 
targeted area; and the poverty rate of each urban census tract, block 
number area, or Indian reservation, among individuals who have not 
attained the age of 22, as determined by the Bureau of the Census, 
along with an average poverty rate for the entire area to be served. 
(NOTE: Such Bureau of the Census information may be obtained through a 
local college or university, city planning department, state data 
center; or through the Data User Service Division of the Bureau of the 
Census: Telephone No., 301-763-1150.) Population data published by the 
Bureau of the Census is provided in age ranges: 0-5, 5, 6-11, 12-17, 
18-24, and 25 and up. Since the age range up to age 17 would be the 
most inclusive in terms of enabling local areas to meet the high 
poverty area definition [see Section B. 7., ``Definitions''], the 
Departments will accept data from this range.)
    d. A plan for implementing a local School-to-Work Opportunities 
program. This plan must:
    1. Show how the local School-to-Work Opportunities initiative will 
include the basic features and program components outlined above in 
Part II. a., ``Objectives;''
    2. Describe the manner in which the local partnership has obtained 
and will continue to obtain the active and continued involvement in 
local School-to-Work Opportunities programs of employers (both those 
who conduct business inside the high poverty area and those who conduct 
business outside the high poverty area) and other interested parties 
such as locally elected officials, secondary and postsecondary 
educational institutions (or related agencies), business associations, 
industrial extension centers, employees, labor organizations or 
associations of such organizations, teachers, related services 
personnel, students, parents, community-based organizations, 
rehabilitation agencies and organizations, registered apprenticeship 
agencies, local vocational educational agencies, vocational student 
organizations, State or regional cooperative education associations, 
and human service agencies;
    3. Describe the manner in which the local partnership will 
coordinate with or integrate its School-to-Work Opportunities 
program(s) with existing programs, including programs financed from 
State and private sources, with funds available from such related 
Federal programs as programs under: the Adult Education Act (20 U.S.C. 
1201 et seq.), the Carl D. Perkins Vocational and Applied Technology 
Act (20 U.S.C. 2301 et seq.), the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 2701 et seq.), the Higher Education Act of 1965 
(20 U.S.C. 1001 et seq.), Part F of Title IV of the Social Security Act 
(42 U.S.C. 681 et seq., authorizing the Job Opportunity Basic Skills 
Training Program), the Goals 2000: Educate America Act, the National 
Skill Standards Act of 1994, the Individuals with Disabilities 
Education Act (20 U.S.C. 1400 et seq.), the Job Training Partnership 
Act (29 U.S.C. 1501 et seq.), the Act of August 16, 1937 (commonly 
known as the ``National Apprenticeship Act'': 50 Stat. 664, chapter 
663; 29 U.S.C. 50 et seq.), the Rehabilitation Act of 1973 (29 U.S.C. 
701 et seq.); and the National and Community Service Act of 1990 (42 
U.S.C. 12501 et seq.). Other linkages should be examined, such as 
potential connections with Chapter 1 Compensatory Education Funds, 
``Schoolwide Projects for Low-Income Schools'' authorized by JTPA 
Sections 263 (g) and 265 (d), and planning activities for Enterprise 
Community/Empowerment Zone participation (such community/zone 
designations are expected to be announced by the Department of Housing 
and Urban Development in the fall of 1994);
    4. Describe the strategy of the local partnership for providing 
training for teachers, employers, mentors, counselors, and others, 
including specialized training and technical support for the counseling 
and training of women, minorities, and individuals with disabilities 
for high-skill, high-wage careers in nontraditional employment, and 
provide assurances of coordination with similar training and technical 
support under other provisions of law;
    5. Describe how the local partnership will adopt or develop model 
curricula and innovative instructional methodologies, to be used in the 
secondary and, where possible, the elementary grades, that integrate 
academic and vocational learning and promote career awareness, and that 
are consistent with academic and skill standards established pursuant 
to the Goals 2000: Educate America Act and the National Skill Standards 
Act of 1994;
    6. Describe how the local partnership will expand and improve 
career and academic counseling in the elementary and secondary grades, 
which may include linkages to career counseling and labor market 
information services outside of the school system;
    7. Describe the strategy of the local partnership for integrating 
academic and vocational education;
    8. Describe the resources, including private sector resources, the 
local partnership intends to employ in maintaining local School-to-Work 
Opportunities programs when Federal School-to-Work Opportunities funds, 
including funds awarded for State Development Grants, State 
Implementation Grants, and Local Partnership Implementation Grants, are 
no longer available;
    9. Describe the extent to which the local School-to-Work 
Opportunities program(s) will require paid high-quality, work-based 
learning experiences, and the steps the local partnership will take to 
generate such paid experiences;
    10. Describe how the local partnership will ensure effective and 
meaningful opportunities for all students, as defined in this notice, 
who reside or attend school in the designated high poverty area to 
participate in School-to-Work Opportunities programs;
    11. Describe the goals of the local partnership and the methods the 
local partnership will use, such as awareness and outreach, to ensure 
opportunities for young women to participate in School-to-Work 
Opportunities programs in a manner that leads to employment in high-
performance, high-paying jobs, including non-traditional employment, 
and goals to ensure an environment free from racial and sexual 
harassment;
    12. Describe how the local partnership will ensure opportunities 
for low achieving students, students with disabilities, school 
dropouts, and academically talented students to participate in School-
to-Work Opportunities programs;
    13. Describe the process of the local partnership for assessing the 
skills and knowledge required in career majors and the process for 
awarding skill certificates that is, to the extent feasible, consistent 
with the skill standards certification systems endorsed under the 
National Skill Standards Act of 1994;
    14. Describe the manner in which the local partnership will ensure 
that students participating in the programs are provided, to the 
greatest extent possible, with flexibility to develop new career goals 
over time and to change career majors; and
    15. Describe the procedures to facilitate the entry of students 
participating in a School-to-Work Opportunities program into additional 
training or postsecondary education programs, as well as to facilitate 
the transfer of the students between education and training programs.
    16. Describe the experience of the local partnership and/or its key 
members in operating comprehensive vocational preparation programs with 
successful job placement rates achieved through cooperative activities 
among various local entities and organizations.
    e. A description of the short- and long-term goals and performance 
outcomes that the partnership has established and how the partnership 
will measure its progress in meeting these goals. In addition to goals 
related directly to School-to-Work Opportunities outcomes, such goals 
for high poverty areas might include decreased dropout rates, decreased 
truancy rates, and increased college entry rates. As noted above in 
Part I, ``Background,'' the expected outcomes for all local School-to-
Work Opportunities programs are the same. In addition to describing its 
own goals and outcomes, each Urban/Rural Opportunities local 
partnership awarded a grant under this notice must commit to assisting 
the Federal Government in the conduct of a national evaluation that 
will track and assess the progress and effectiveness of statewide 
School-to-Work Opportunities systems and the progress and outcomes of 
local programs.
    f. A description of the current and planned coordination between 
the local partnership's initiative in the high poverty area and the 
State's plans for a comprehensive statewide School-to-Work 
Opportunities system. In order to ensure consistency with the State's 
developing School-to-Work Opportunities system, the local partnership 
serving the high poverty area should describe any current or planned 
coordination activities with expected statewide system-building efforts 
in such areas as: the development of skill standards and processes for 
awarding skill certificates; the establishment of a State evaluation 
system; the identification of emerging occupations appropriate for 
career majors; the development of new curricula; strategies for 
recruiting employers and providing paid work-based learning 
experiences; and plans for providing professional staff development. 
Should the State not have a plan for developing skill standards and 
awarding skill certificates, the application should describe the local 
partnership's investigation and adaptation of existing industry-
recognized standards or existing processes for awarding industry-
recognized certificates to incorporate the criteria established in the 
Goals 2000: Educate America Act. In addition, another local partnership 
(one not designated as a high poverty area) located near or 
encompassing the targeted high poverty area may serve as a source of 
information regarding skill standards and skill certificates recognized 
in the local labor market and in other parts of the State.
    g. A timeline outlining the specific tasks, with expected 
completion dates, that will be undertaken to implement the proposed 
plan, enroll significant numbers of students, and achieve the stated 
outcomes.
    h. A designation of a fiscal agent to receive and be accountable 
for funds awarded under this notice.

Section D. Safeguards

    The Departments apply the following safeguards to School-to-Work 
Opportunities programs funded under this competition:
    1. No student in a School-to-Work Opportunities program shall 
displace any currently employed worker (including a partial 
displacement, such as a reduction in the hours of non-overtime work, 
wages, or employment benefits).
    2. No School-to-Work Opportunities program shall impair 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 race, religion, color, ethnicity, national origin, gender, age, or 
disability.
    6. Funds awarded under this competition shall not be expended for 
wages of students or workplace mentors participating in School-to-Work 
Opportunities programs.
    7. The grantee shall implement and maintain such other safeguards 
as the Departments may deem appropriate in order to ensure that School-
to-Work Opportunities participants are afforded adequate supervision by 
skilled adult workers, or to otherwise further the purposes of this 
program.
    An applicant must provide an assurance, in the application, that 
the foregoing safeguards will be implemented and maintained throughout 
all program activities.

Section E. Selection Criteria

    Under the fiscal year 1994 School-to-Work Opportunities Urban/Rural 
Opportunities Grants competition, a careful evaluation of applications 
will be made by a panel of (a) peer reviewers and/or (b) specialists 
within the Departments of Labor and Education. Each panelist will 
evaluate the applications against the criteria listed below, with 
emphasis on the scope and quality of the proposed plan and with careful 
consideration to the effectiveness, rather than the presence, of each 
program component. The panel results are advisory in nature and not 
binding on the Government. In providing grants under this notice, the 
Departments shall give priority to Urban/Rural Opportunities local 
partnerships that have demonstrated effectiveness in the delivery of 
comprehensive vocational preparation programs with successful rates in 
job placement through cooperative activities among local educational 
agencies, local businesses, labor organizations, and other 
organizations. Final funding decisions will be made based on the 
results of the panel review process and such other factors as: 
geographic balance, diversity of programmatic approaches, 
replicability, sustainability, innovation, and relative degree of 
poverty.
    The Government will use the following selection criteria in 
evaluating applications:
    1. Scope and Quality of Local School-to-Work Opportunities 
Initiative (25 points). Is there an innovative and effective strategy 
for implementing a School-to-Work Opportunities initiative in the high 
poverty area that integrates school-based learning and work-based 
learning, integrates academic and occupational learning, and 
establishes effective linkages between secondary and postsecondary 
education? Does the application demonstrate an effective strategy for 
targeting high-demand, high-wage jobs and relate that strategy to the 
partnership's goals? What steps will the local partnership take to 
generate paid high-quality, work-based learning experiences? How 
effectively are the common features and basic program components 
described in Part II., a., of the Statement of Work included in the 
local School-to-Work Opportunities initiative? Have promising existing 
programs been considered for adaptation? Have new directions and 
approaches been planned to ensure that these programs include the 
common features and basic program components? As the proposed School-
to-Work Opportunities initiative becomes established within the 
targeted area, is there an effective long-range plan for integrating 
other existing school-to-work programs with the initiative? Is the 
proposed local initiative effectively tied to a plan for educational 
reform?
    2. Scope and Effectiveness of Urban/Rural Opportunities Local 
Partnerships (25 points). Does the application demonstrate the strong 
commitment and support of employers (both within and surrounding the 
targeted area), representatives of local educational agencies and local 
postsecondary educational institutions (including representatives of 
area vocational education schools, where applicable), local educators 
(such as teachers, counselors, or administrators), representatives of 
labor organizations or nonmanagerial employee representatives, and 
students and provide for their sustained and specific involvement? 
Given the scope of the proposed School-to-Work Opportunities 
initiative, does the local partnership include other members 
appropriate to effective implementation, particularly community-based 
organizations and others experienced in dealing with the distinctive 
needs of youth residing or attending schools in high poverty areas? Are 
the roles and responsibilities of the members of the local partnership 
appropriate and likely to produce the desired changes in the way 
students are prepared for the future? Does the local partnership's plan 
include an effective and convincing strategy for obtaining the active 
and continued involvement of employers and other interested parties 
such as locally elected officials, secondary and postsecondary 
educational institutions (or related agencies), business associations, 
industrial extension centers, employees, labor organizations or 
associations of such organizations, teachers, related services 
personnel, students, parents, community-based organizations, 
rehabilitation agencies and organizations, registered apprenticeship 
agencies, local vocational educational agencies, vocational student 
organizations, State or regional cooperative education associations, 
and human service agencies in the implementation of the local 
program(s)?
    3. Student Participation (20 points). Does the plan propose 
realistic strategies to ensure that ``all students,'' including 
disadvantaged students; students with diverse racial, ethnic, or 
cultural backgrounds; American Indians; Alaska Natives; Native 
Hawaiians; students with disabilities; students with limited English 
proficiency; migrant children; school dropouts; and academically 
talented students, have opportunities to participate in School-to-Work 
Opportunities programs? Does the strategy recognize barriers to their 
participation and propose effective ways of overcoming them so that 
these students are prepared for high-skill, high-wage jobs, including--
for young women and minorities--nontraditional employment? Does the 
plan provide for the direct delivery of services to large numbers of 
students residing or attending school in the urban or rural high 
poverty area? Is there an effective strategy for assessing the academic 
and human service needs of students and dropouts within the high 
poverty area and making improvements or adjustments as necessary to 
ensure their successful participation in and completion of School-to-
Work Opportunities programs? What, if any, provisions are made for the 
participation of elementary and middle school youth in school-to-work 
activities, such as career exploration and awareness?
    4. Comprehensiveness (10 points). To what extent has the local 
partnership considered the current and future occupational needs of the 
urban or rural labor market area within which the targeted area is 
located? Does the membership representing employers in the local 
partnership reflect such current and future occupational needs? How is 
the strategy for implementing the School-to-Work Opportunities 
initiative likely to produce systemic change, rather than stand-alone 
program implementation? What evidence is provided that such systemic 
change will have substantial impact on the preparation of youth for a 
first job in a high-skill, high-wage career and postsecondary education 
and training? Is there existing or planned collaboration among other 
school districts, employers, labor organizations, and community groups 
that will lead to an increasingly comprehensive local School-to-Work 
Opportunities system? Are various forms of human services provided 
within the community included in the partnership's plan for 
coordination? Are strategies in place to coordinate various forms of 
Federal funding available to the urban or rural high poverty area? Does 
the local partnership's plan exhibit strong potential for maintaining 
School-to-Work Opportunities programs after Federal funding within this 
initiative ceases?
    5. Collaboration with State (10 points). To the extent practicable, 
has the local partnership effectively consulted with the State in which 
it is located and established realistic methods for ensuring 
consistency of its program(s) with the statewide School-to-Work 
Opportunities system being developed by the State? Has the local 
partnership developed a sound strategy for adapting its plans, as 
necessary, to coincide with the State plan for a School-to-Work 
Opportunities system? If applicable, has the Urban/Rural Opportunities 
local partnership established linkages with the local partnership 
within which it is located and developed means by which to coordinate 
efforts and to share information regarding such items as work-based 
learning opportunities, human service providers, and skill standards 
and certifications?
    6. Management plan (10 points). What evidence exists to demonstrate 
the effectiveness of the local partnership and/or its key members in 
the delivery of comprehensive vocational programs with successful job 
placement rates through cooperative activities among local educational 
agencies, local businesses, labor organizations, and others? Does the 
entity submitting the application on the part of the local partnership 
have the capacity to manage the implementation of the local School-to-
Work Opportunities initiative? Does the management plan anticipate 
barriers to implementation and include a system for addressing them as 
they arise? Does the applicant limit administrative costs in order to 
maximize the amounts spent on delivery of services to students enrolled 
in its School-to-Work Opportunities programs? Does the plan include 
methods for sustaining and expanding the partnership beyond the high 
poverty area as the program expands in scope and size? Is there an 
effective strategy for identifying and utilizing other resources, 
including private sector resources, to maintain and expand School-to-
Work Opportunities programs? Does the management plan reflect 
continuous improvement methodologies by building in specific, outcome-
based, evaluative checkpoints and the mechanisms necessary to carry out 
improvements, redesigns, or mid-course corrections along the way? Are 
key personnel under the plan qualified to perform the required 
activities, including maintaining the essential partnership?

Section F. Reporting Requirements/Deliverables

    The Urban/Rural Opportunities local partnership will be required to 
provide the following:

1. Quarterly and Final Reports

     Quarterly financial reports as required by the grant award 
documents;
     Quarterly narrative reports on progress made and problems 
encountered in implementing the proposed plan and that indicate, where 
relevant, the corrective action(s) proposed to address implementation 
problems; and
     Annual reports at year-end on the activities and 
accomplishments of the local partnership's School-to-Work Opportunities 
initiative.

2. Deliverables

     At a minimum, preparing an assessment of accomplishments 
and results at each program year-end suitable for dissemination to 
other local partnerships located in urban or rural high poverty areas; 
and
     Acting as a host to outside visitors who are interested in 
developing and implementing School-to-Work Opportunities initiatives in 
other urban or rural high poverty areas and to State visitors 
interested in the replication and adaptation of program elements 
successful in high poverty areas.

    Signed at Washington, DC, this 13th day of June 1994.
Doug Ross,
Assistant Secretary for Employment and Training, Department of Labor.

Augusta Kappner,
Assistant Secretary for Vocational and Adult Education, Department of 
Education.

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[FR Doc. 94-14804 Filed 6-17-94; 8:45 am]
BILLING CODE 4510-30-C
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Part IX





Department of Health and Human Services





_______________________________________________________________________



Centers for Disease Control and Prevention



_______________________________________________________________________



New Vaccine Information Materials; Notice
DEPARTMENT OF HEALTH AND HUMAN SERVICES

Centers for Disease Control and Prevention

 
New Vaccine Information Materials

AGENCY: Centers for Disease Control and Prevention (CDC), Public Health 
Service, Department of Health and Human Services.

ACTION: Notice.

-----------------------------------------------------------------------

SUMMARY: As required by Public Law 99-660, CDC developed extensive 
vaccine information materials for distribution by health care providers 
to distribute prior to their administering particular vaccines. In 
response to concerns regarding the length and readability of the 
materials and the process for development of the materials, the law was 
revised by Public Law 103-183, the Preventive Health Amendments of 
1993, to provide for simplification of the vaccine information 
materials. On January 26, 1994, CDC published a notice in the Federal 
Register (59 FR 3752) seeking public comment on proposed new vaccine 
information materials which were drafted under the revised law. The 60-
day comment period ended on March 28, 1994. Following review of the 
comments submitted and consultation as required under the law, CDC has 
finalized the new vaccine information materials. Those final materials 
are contained in this notice.

DATES: Effective October 1, 1994, each health care provider who 
administers any vaccine containing diphtheria, tetanus, pertussis, 
measles, mumps, rubella, or polio vaccine shall, prior to 
administration of the vaccine, provide a copy of the relevant vaccine 
information materials, contained in this notice, to any adult to whom 
such provider intends to administer such vaccine and to the legal 
representative of any child to whom such provider intends to administer 
such vaccine.

FOR FURTHER INFORMATION CONTACT: Walter A. Orenstein, M.D., Director, 
National Immunization Program, Centers for Disease Control and 
Prevention (CDC), Mailstop E-05, 1600 Clifton Road, NE, Atlanta, 
Georgia 30333, telephone (404) 639-8200.

SUPPLEMENTARY INFORMATION: Title III of Public Law 99-660 (the National 
Childhood Vaccine Injury Act of 1986) added a new Title XXI to the 
Public Health Service Act. Section 2126 of the Public Health Service 
Act (42 U.S.C. Sec. 300aa-26) required the Secretary of Health and 
Human Services to develop by rule extensive vaccine information 
materials for distribution by health care providers to the legal 
representatives of any child receiving particular vaccines (i.e., 
diphtheria, tetanus, pertussis, measles, mumps, rubella, and polio 
vaccines). These vaccine information materials were issued as a final 
rule on October 15, 1991 (56 FR 51798; codified at 42 CFR Part 110). 
Since April 15, 1992, any health care provider who intends to 
administer one of the covered vaccines is required to provide copies of 
vaccine information materials that comply with the requirements of 
section 2126 prior to administration of these vaccines.
    Based on concerns expressed by providers and others about the 
length and readability of the vaccine information materials (each of 
the three existing vaccine information pamphlets is 10 pages long) and 
the lengthy development and revision process required by the rulemaking 
process (development of the materials took approximately three years), 
the Department of Health and Human Services proposed legislation to 
amend section 2126 to provide for simplification of the vaccine 
information materials. In section 708 of Public Law 103-183, the 
Preventive Health Amendments of 1993, which was enacted on December 14, 
1993, Congress revised section 2126 to: (1) delete the requirement for 
development and revision of the vaccine information materials by 
rulemaking; (2) simplify the information to be included in the 
materials; and (3) clarify that the materials must not only be provided 
to the parent or legal representative of a child receiving a covered 
vaccine, but also must be provided to any adult who receives a covered 
vaccine.
    CDC intends to repeal the vaccine information materials currently 
contained in Appendix A of 42 CFR Part 110, effective September 30, 
1994.
    Section 2126, as amended by Public Law 103-183, requires that 
information contained in the revised materials be based on available 
data and information, be presented in understandable terms, and 
include:

(1) A concise description of the benefits of the vaccine,
(2) A concise description of the risks associated with the vaccine,
(3) A statement of the availability of the National Vaccine Injury 
Compensation Program, and
(4) Such other relevant information as may be determined by the 
Secretary.

    The law also requires that the materials be developed after notice 
to the public, with a 60-day comment period, and in consultation with 
the Advisory Commission on Childhood Vaccines, appropriate health care 
provider and parent organizations, and the Food and Drug 
Administration.
    On January 26, 1994, CDC published a notice in the Federal Register 
(59 FR 3752) seeking public comment on proposed new vaccine information 
materials which were drafted under the revised law. The 60-day comment 
period ended on March 28, 1994. On February 2, 1994, CDC met with 
consultants from the Advisory Commission on Childhood Vaccines, Food 
and Drug Administration, American Nurses Association, Children's 
Defense Fund, March of Dimes Birth Defects Foundation, National 
Association of County Health Officials, American Academy of Pediatrics, 
Ohio Parents for Vaccine Safety, Healthy Mothers Healthy Babies 
Coalition, Dissatisfied Parents Together, Association of State and 
Territorial Health Officials, American Osteopathic Pediatricians, and 
American Academy of Family Physicians. Comments were submitted by 32 
individuals or organizations in response to the January 26 notice, and 
varied from those that focused on conceptual objections to word choice 
suggestions. Comments from the consultants, along with the comments 
submitted in response to the January 26 notice, were fully considered 
in revising the vaccine information materials, and suggestions were 
incorporated if deemed appropriate.
    Examples of comments that were incorporated are the addition of a 
sentence stating that vaccines may be given simultaneously; the 
addition of information on how to learn more about the vaccine (from 
the vaccine package insert, or other sources); the use of graphics and 
a standard format for all VISs; and the revision of the vaccine 
schedules to be consistent with recommendations of both the Advisory 
Committee on Immunization Practices, and the American Academy of 
Pediatrics.
    Following consultation and review of comments submitted, new 
vaccine information materials which comply with the provisions of the 
revised section 2126 have been finalized and are contained in this 
notice. They are entitled ``Polio Vaccine: What you need to know before 
you or your child gets the vaccine,'' ``Measles, Mumps, and Rubella 
Vaccine (MMR): What you need to know before you or your child gets the 
vaccine,'' ``Diphtheria, Tetanus, and Pertussis Vaccine (DTP): What you 
need to know before your child gets the vaccine,'' and ``Tetanus and 
Diphtheria Vaccine (Td): What you need to know before you get the 
vaccine.''

Vaccine Information Materials

Required Use

    As required under section 2126 of the Public Health Service Act (42 
U.S.C. Sec. 300aa-26), effective October 1, 1994, all health care 
providers who administer any vaccine containing diphtheria, tetanus, 
pertussis, measles, mumps, rubella, or polio vaccine shall, prior to 
administration of the vaccine, provide a copy of the relevant vaccine 
information materials contained in this notice:

(1) To any adult to whom such provider intends to administer such 
vaccine, and
(2) To the legal representative of any child to whom such provider 
intends to administer such vaccine.

    The materials shall be supplemented with visual presentations or 
oral explanations, in appropriate cases.
    ``Legal representative'' is defined as a parent or other individual 
who is qualified under state law to consent to the immunization of a 
minor.

Recordkeeping

    Health care providers are not required to obtain the signature of 
the patient, or legal representative, acknowledging receipt of the 
vaccine information materials. To ensure that a record of provision of 
the materials exists, health care providers shall make a notation in 
each patient's permanent medical record indicating that the vaccine 
information materials were provided at the time of the vaccination.

Applicability of State Law

    Health care providers should consult their legal counsel to 
determine additional State requirements pertaining to immunization. For 
example, state law determines who is qualified to consent to 
immunization of minors. The Federal requirement to provide the vaccine 
information materials supplements any applicable state law.

Interim Use of Materials Prior to October 1, 1994

    Prior to October 1, 1994, health care providers may use either the 
vaccine information materials contained in this notice or the materials 
in Appendix A of 42 CFR Part 110.

Availability of Copies

    Single camera-ready copies of the vaccine information materials are 
available from State health departments.

    Dated: June 14, 1994.
David Satcher,
Director, Centers for Disease Control and Prevention (CDC).

Polio Vaccine

    What you need to know before you or your child gets the vaccine.

About the Disease

    Polio is a serious disease. It spreads when germs pass from an 
infected person to the mouths of others. Polio can:
     Paralyze a person (make arms and legs unable to move).
     Cause death.

About the Vaccines

Benefits of the Vaccine
    Vaccination is the best way to protect against polio. Because most 
children get the polio vaccine, there are now very few cases of this 
disease. Before most children were vaccinated, there were thousands of 
cases of polio.
There are 2 Kinds of Polio Vaccine
    OPV or Oral Polio Vaccine is the one most often given to children. 
It is given by mouth as drops. It is easy to give and works well to 
stop the spread of polio.
    IPV or Inactivated Polio Vaccine is given as a shot in the leg or 
arm.
OPV Schedule
    Most children should have a total of 4 OPV vaccines. They should 
have OPV at:

2 months of age
4 months of age
6-18 months of age
4-6 years of age

    Other vaccines may be given at the same time as OPV.

Who Should Get OPV?

    Most doctors recommend that almost all young children get OPV. But 
there are some cautions. Tell your doctor or nurse if the person 
getting the vaccine or anyone else in close contact with the person 
getting the vaccine is less able to fight serious infections because 
of:
     A disease she/he was born with.
     Treatment with drugs such as long-term steroids.
     Any kind of cancer.
     Cancer treatment with x-rays or drugs.
     AIDS or HIV infection.
    If so, your doctor or nurse will probably give IPV instead of OPV.
    If you are older than age 18 years, you usually do not need polio 
vaccine.
--Travel
    If you are traveling to a country where there is polio, you should 
get either OPV or IPV.
--Pregnancy
    If protection is needed during pregnancy, OPV or IPV can be used.
--Allergy to neomycin or streptomycin
    Does the person getting the vaccine have an allergy to the drugs 
neomycin or streptomycin? If so, she/he should get OPV, but not IPV. 
Ask your doctor or nurse if you are not sure.
    Tell your doctor or nurse if the person getting the vaccine:
     Ever had a serious allergic reaction or other problem 
after getting polio vaccine.
     Now has moderate or severe illness.
    If you are not sure, ask your doctor or nurse.

What Are the Risks From Polio Vaccine?

    As with any medicine, there are very small risks that serious 
problems, even death, could occur after getting a vaccine.
    The risks from the vaccine are much smaller than the risks from the 
disease if people stopped using vaccine.
    Almost all people who get polio vaccine have no problems from it.
     Risks from OPV
    Risks to the person taking OPV:
    There is a very small chance of getting polio disease from the 
vaccine.

--about 1 case occurs for every 1\1/2\ million first doses
--about 1 case occurs for every 30 million later doses
    Risks to people who never took polio vaccine who have close contact 
with the person taking OPV:
    After a person gets OPV, it can be found in his or her mouth and 
stool. If you never took polio vaccine, there is a very small chance of 
getting polio disease from close contact with a child who got OPV in 
the past 30 days. (Examples of close contact include changing diapers 
or kissing.)

--About 1 case occurs for every 2 million first doses
--About 1 case occurs for every 15 million later doses Talk to your 
doctor or nurse about getting IPV.
 Risks From IPV
    This vaccine is not known to cause problems except mild soreness 
where the shot is given.
    What to do if there is a serious reaction:
     Call a doctor or get the person to a doctor right away.
     Write down what happened and the date and time it 
happened.
     Ask your doctor, nurse, or health department to file a 
Vaccine Adverse Event Report form or call: (800) 822-7967 (toll-free).
    The National Vaccine Injury Compensation Program gives compensation 
(payment) to some persons thought to be injured by vaccines. For 
details call: (800) 338-2382 (toll-free).
    If you want to learn more, ask your doctor or nurse. She/he can 
give you the vaccine package insert or suggest other sources of 
information: U.S. Department of Health and Human Services, Public 
Health Service, Centers for Disease Control and Prevention, Polio 6/10/
94, 42 U.S.C. 300aa-26 .

Measles, Mumps, and Rubella Vaccine (MMR)

    What you need to know before you or your child gets the vaccine.

About the Diseases

    Measles, mumps, and rubella (German measles) are serious diseases. 
They spread when germs pass from an infected person to the nose or 
throat of others.

------------------------------------------------------------------------
    Measles causes            Mumps causes            Rubella causes    
------------------------------------------------------------------------
Rash...................  Fever..................  Rash.                 
Cough..................  Headache...............  Mild fever.           
Fever..................  Swollen glands under     Swollen glands.       
                          the jaw.                                      
                         .......................  Arthritis (mostly in  
                                                   women).              
It can lead to:........  It can lead to:........  Pregnant women can    
--ear infection........  --hearing loss.........   lose their babies.   
--pneumonia............  --meningitis (infection  Babies can be born    
--diarrhea.............   of brain and spinal      with birth defects   
--seizures (jerking and   cord coverings).         such as:             
 staring spells).        --Males can have         --deafness            
--brain damage.........   painful, swollen        --blindness           
--death................   testicles.              --heart disease       
                                                  --brain damage        
                                                  --other serious       
                                                   problems.            
------------------------------------------------------------------------

About the Vaccines

Benefits of the Vaccine
    Vaccination is the best way to protect against measles, mumps, and 
rubella. Because most children get the MMR vaccine, there are now many 
fewer cases of these diseases. There would be many more cases if we 
stopped vaccinating children.
MMR Schedule
    Most children should have a total of 2 MMR vaccines. They should 
have MMR at:

12-15 months of age
4-6 years of age or before middle school or junior high school

    Other vaccines may be given at the same time as MMR.

Who Should Get MMR Vaccine?

    Most doctors recommend that almost all young children get MMR 
vaccine. But there are some cautions. Tell your doctor or nurse if the 
person getting the vaccine is less able to fight serious infections 
because of:
     A disease she/he was born with.
     Treatment with drugs such as long-term steroids.
     Any kind of cancer.
     Cancer treatment with x-rays or drugs.
    Also:
     People with AIDS or HIV infection usually should get MMR 
vaccine.
     Pregnant women should wait until after pregnancy for MMR 
vaccine.
     People with a serious allergy to eggs or the drug neomycin 
should tell the doctor or nurse. If you are not sure, ask the doctor or 
nurse.
    Tell your doctor or nurse if the person getting the vaccine:
     Ever had a serious allergic reaction or other problem 
after getting MMR.
     Now has moderate or severe illness.
     Has ever had a seizure.
     Has a parent, brother, or sister who has had seizures.
     Has gotten immune globulin or other blood products (such 
as a transfusion) during the past several months.
    If you are not sure, ask your doctor or nurse.

What Are the Risks From MMR Vaccine?

    As with any medicine, there are very small risks that serious 
problems, even death, could occur after taking a vaccine.
    The risk from the vaccine are much smaller than the risks from the 
diseases if people stopped using vaccine.
    Almost all people who get MMR have no problems from it.
 Mild or Moderate Problems
--Soon after the vaccination, there may be soreness, redness, or 
swelling where the shot was given.
--1-2 weeks after the first dose, there may be:

     Rash (5-15 out of every 100 doses).
     Fever of 103 deg. or higher (5-15 out of every 100 doses). 
This usually lasts 1-2 days.
     Swelling of the glands in the cheeks, neck, or under the 
jaw.
     A seizure (jerking and staring spell) usually caused by 
fever. This is rare.
--1-3 weeks after the first dose, there may be:

     Pain, stiffness, or swelling in one or more joints lasting 
up to 3 days (1 out of every 100 doses in children; up to 40 out of 
every 100 doses in young women). Rarely, pain or stiffness lasts a 
month or longer, or may come and go.
    Acetaminophen or ibuprofen (non-aspirin) may be used to reduce 
fever and soreness.
Severe Problems
    These problems happen very rarely:

--Serious allergic reaction
--Low number of platelets (a type of blood cell) that can lead to 
bleeding problems. This is almost always temporary.
--Long seizures, decreased consciousness, or coma
    Problems following MMR are much less common after the second dose.
    What to do if there is a serious reaction:
     Call a doctor or get the person to a doctor right away.
     Write down what happened and the date and time it 
happened.
     Ask your doctor, nurse, or health department to file a 
Vaccine Adverse Event Report form or call: (800) 822-7967 (toll-free).
    The National Vaccine Injury Compensation Program gives compensation 
(payment) for some persons thought to be injured by vaccines. For 
details call: (800) 338-2382 (toll-free).
    If you want to learn more, ask your doctor or nurse. She/he can 
give you the vaccine package insert or suggest other sources of 
information: U.S. Department of Health and Human Services, Public 
Health Service, Centers for Disease Control and Prevention, MMR 6/10/
94, 42 U.S.C. Sec. 300aa-26.

Diphtheria, Tetanus, and Pertussis Vaccine (DTP)

    What you need to know before your child gets the vaccine.

About the Diseases

    Diphtheria, tetanus (lockjaw), and pertussis (whooping cough) are 
serious diseases. Diphtheria and pertussis spread when germs pass from 
an infected person to the nose or throat of others. Tetanus is caused 
by a germ that enters the body through a cut or wound. 

------------------------------------------------------------------------
   Diphtheria causes          Tetanus causes         Pertussis causes   
------------------------------------------------------------------------
A thick coating in the   Serious, painful spasms  Coughing and choking  
 nose, throat, or         of all muscles.          for several weeks    
 airway.                                           (makes it hard for   
                                                   infants to eat,      
                                                   drink, or breathe)   
It can lead to:........  It can lead to:........  It can lead to:       
--breathing problems...  --``locking'' of the     --pneumonia           
--heart failure........   jaw so the patient      --seizures (jerking   
--paralysis............   cannot open his or her   and staring spells)  
--death................   mouth or swallow.       --brain damage        
                         --death................  --death.              
------------------------------------------------------------------------

About the Vaccines

Benefits of the Vaccine
    Vaccination is the best way to protect against diphtheria, tetanus, 
and pertussis. Because most children get the vaccine, there are now 
many fewer cases of these diseases. There would be many more cases if 
we stopped vaccinating children.
DTP Schedule
    Most children should have a total of 5 DTP vaccines. They should 
have DTP at:

 2 months of age
 4 months of age
 6 months of age
 12-18 months of age
 4-6 years of age

    Other vaccines may be given at the same time as DTP.
Related Vaccines
DTaP (Diphtheria Tetanus acellular Pertussis)
 Like DTP, it prevents diphtheria, tetanus, and pertussis.
 It is only given for the 4th and 5th doses.
 It is less likely to cause the mild problems we see after DTP 
and is probably less likely to cause some of the moderate problems.
DT (Diphtheria Tetanus)
 Unlike DTP, it does not prevent pertussis. For this reason, it 
is usually not recommended.
Who should get DTP vaccine?
    Most doctors recommend that almost all young children get DTP or 
DTaP vaccine. Some children should get DT. With all vaccines, there are 
some cautions.
    Tell your doctor or nurse if the child getting the vaccine:
 ever had a serious allergic reaction or other problem after 
getting DTP, DTaP, or DT
 now has moderate or severe illness
 has ever had a seizure
 has a parent, brother, or sister who has had seizures
 has a brain problem that is getting worse
    If you are not sure, ask your doctor or nurse.

What Are the Risks From These Vaccines?

    As with any medicine, there are very small risks that serious 
problems, even death, could occur after getting a vaccine.
    The risks from the vaccine are much smaller than the risks from the 
diseases if people stopped using vaccine.
    Below is a list of problems that may occur after getting the 
vaccine. If your child ever had one of the moderate or severe problems 
listed below or any other serious problem after DTP, DTaP, or DT, 
discuss it with your doctor or nurse before this vaccination.
 Mild Problems
    If these problems occur, they usually start within hours to a day 
or two after vaccination. They usually last up to 1-2 days:

--Soreness, redness, or swelling where the shot was given
--Fever
--Fussiness, drowsiness, less appetite

    Acetaminophen or ibuprofen (non-aspirin) may be used to prevent or 
reduce fever and soreness. This is especially important for children 
who have had seizures or have a parent, brother or sister who has had 
seizures.
 Moderate Problems
    Once for every 100-1,000 doses:

--On-going crying for 3 hours or more
--Fever of 105  deg.F or higher
--An unusual, high-pitched cry

    Once for every 1,750 doses:

--A seizure (jerking and staring spell) usually caused by fever
--Shock-collapse (becomes blue or pale, limp, and faints)
 Severe Problems
    These problems happen very rarely:

--Serious allergic reaction after DT or DTP
--A long seizure
--Decreased consciousness or coma
    There is disagreement about whether or not DTP causes lasting brain 
damage. If it does, it is very rare.
    What to do if there is a serious reaction:
     Call a doctor or get the person to a doctor right away.
     Write down what happened and the date and time it 
happened.
     Ask your doctor, nurse, or health department to file a 
Vaccine Adverse Event Report form or call: (800) 822-7967 (toll-free).
    The National Vaccine Injury Compensation Program gives compensation 
(payment) for some persons thought to be injured by vaccines. For 
details call: (800) 338-2382 (toll-free).
    If you want to learn more, ask your doctor or nurse. She/he can 
give you the vaccine package insert or suggest other sources of 
information: U.S. Department of Health and Human Services, Public 
Health Service, Centers for Disease Control and Prevention, DTP 6/10/
94, 42 U.S.C. Sec. 300aa-26.

Tetanus and Diphtheria Vaccine (Td)

    What you need to know about the vaccine

About the Diseases

    Tetanus (lockjaw), and diphtheria are serious diseases. Tetanus is 
caused by a germ that enters the body through a cut or wound. 
Diphtheria spreads when germs pass from an infected person to the nose 
or throat of others.

------------------------------------------------------------------------
          Tetanus causes                      Diphtheria causes         
------------------------------------------------------------------------
Serious, painful spasms of all       A thick coating in the nose,       
 muscles.                             throat, or airway.                
It can lead to:                      It can lead to:                    
--``locking'' of the jaw so the      --breathing problems               
 patient cannot open his or her      --heart failure                    
 mouth or swallow.                   --paralysis                        
--death                              --death.                           
------------------------------------------------------------------------

About the Vaccine

Benefits of the Vaccine
    Vaccination is the best way to protect against tetanus and 
diphtheria. Because of vaccination, there are many fewer cases of these 
diseases. Cases are rare in children because most get DTP (Diphtheria, 
Tetanus and Pertussis), DTaP (Diphtheria, Tetanus and acellular 
Pertussis) or DT (Diphtheria and Tetanus) vaccines. There would be many 
more cases if we stopped vaccinating people.
When Should You Get Td Vaccine?
    Td is made for people 7 years of age and older.
    People who have not gotten at least 3 doses of any tetanus and 
diphtheria vaccine (DTP, DTaP, or DT) during their lifetime should do 
so using Td. After a person gets the third dose, a Td dose is needed 
every 10 years all through life.
    Other vaccines may be given at the same time as Td.
Tell your doctor or nurse if you:
     Ever had a serious allergic reaction or other problem with 
Td, or any other tetanus and diphtheria vaccine (DTP, DTaP, or DT).
     Now have a moderate or severe illness.
     Are pregnant.
    If you are not sure, ask your doctor or nurse.

What are the Risks From Td Vaccine?

    As with any medicine, there are very small risks that serious 
problems, even death, could occur after getting a vaccine.
    The risks from the vaccine are much smaller than the risks from the 
diseases if people stopped using vaccine.
    Almost all people who get Td have no problems from it.
 Mild Problems
    If these problems occur, they usually start within hours to a day 
or two after vaccination. They may last 1-2 days:

--Soreness, redness, or swelling where the shot was given.

    These problems can be worse in adults who get Td vaccine very 
often.
    Acetaminophen or ibuprofen (non-aspirin) may be used to reduce 
soreness.
 Severe Problems
    These problems happen very rarely:

--Serious allergic reaction
--Deep, aching pain and muscle wasting in upper arm(s). This starts 2 
days to 4 weeks after the shot, and may last many months.
    What to do if there is a serious reaction:
     Call a doctor or get the person to a doctor right away.
     Write down what happened and the date and time it 
happened.
     Ask your doctor, nurse, or health department to file a 
Vaccine Adverse Event Report form or call: (800) 822-7967 (toll-free).
    The National Vaccine Injury Compensation Program gives compensation 
(payment) for some persons thought to be injured by vaccines. For 
details call: (800) 338-2382 (toll-free).
    If you want to learn more, ask your doctor or nurse. She/he can 
give you the vaccine package insert or suggest other sources of 
information: U.S. Department of Health and Human Services, Public 
Health Service, Centers for Disease Control and Prevention, Td 6/10/94, 
42 U.S.C. Sec. 300aa-26.

[FR Doc. 94-14905 Filed 6-17-94; 8:45 am]
BILLING CODE 4160-18-P