[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
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Centers for Disease Control and Prevention
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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.
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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.
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Measles causes Mumps causes Rubella causes
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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.
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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.
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Diphtheria causes Tetanus causes Pertussis causes
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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.
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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.
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Tetanus causes Diphtheria causes
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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.
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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