[Federal Register Volume 61, Number 96 (Thursday, May 16, 1996)]
[Notices]
[Pages 24819-24833]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 96-12199]



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DEPARTMENT OF LABOR

Employment and Training Administration

DEPARTMENT OF EDUCATION

Office of Vocational and Adult Education


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

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

ACTION: Notice of availability of funds and solicitation for Indian 
Program Grant Applications (SGA).

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SUMMARY: This Notice contains all of the necessary information and 
forms needed to apply for grant funding. This notice announces a 
competition for Indian Program Grants to enable local partnerships to 
begin development or implementation of School-to-Work Opportunities 
initiatives that serve Indian youth and involve schools funded by the 
Bureau of Indian Affairs (BIA). The School-to-Work Opportunities 
initiatives funded under this competition will offer Indian youth 
access to School-to-Work Opportunities programs that will prepare them 
for first jobs in high-skill, high-wage careers and further 
postsecondary education and training.

DATES: Applications for grant awards will be accepted commencing May 
16, 1996. The closing date for receipt of applications is July 15, 
1996, at 2 p.m. (Eastern Time) at the address below. Telefacsimile 
(FAX) applications Will Not be Honored.

ADDRESSES: Applications shall be mailed to: U.S. Department of Labor, 
Employment and Training Administration, Division of Acquisition and 
Assistance, Attention: Ms. Laura Cesario, Reference: SGA/DAA 96-007, 
200 Constitution Avenue NW., Room S-4203, Washington, D.C. 20210.

FOR FURTHER INFORMATION CONTACT: Ms. Laura Cesario, Division of 
Acquisition and Assistance, telephone: (202) 219-7300 (this is not a 
toll-free number).

Part I: Supplementary Information

Section A. Purpose

    The Departments of Education and Labor are reserving funds 
appropriated for FY95 under the School-to-Work Opportunities Act (the 
Act) (Public Law 103-239) for a competition for Indian Program Grants 
authorized under Title II, Subtitle C of the Act. Grants under this 
competition will be awarded to local partnerships that serve Indian 
youth and involve Bureau of Indian Affairs (BIA) funded schools. 
Successful partnerships under this competition must demonstrate the 
capacity to either develop or implement local School-to-Work 
Opportunities initiatives serving Indian youth. Approximately $650,000 
is available for awards under this notice. The Departments expect to 
award approximately 7 development grants of about $30,000 each and up 
to 5 implementation grants ranging in amounts between $75,000 and 
$100,000 each under this notice.
    Local Partnerships may apply for either a development grant, an 
implementation grant, or both. The competitions have been structured to 
allow those partnerships that have been engaged in planning and 
development activities, including those funded under last year's 
solicitation, to apply for an implementation grant without jeopardizing 
their opportunities for receiving a development grant. However, local 
partnerships who intend to be considered for either a development or 
implementation grant competition must submit separate applications for 
each competition. The amount of any award will be based on a number of 
factors, including the scope, quality, and comprehensiveness of the 
proposed initiative and the size of the population to be served.
    The Departments intend to conduct future competitions for Indian 
Program Grants, on an annual basis, under the School-to-Work 
Opportunities Act of 1994. A local partnership may receive only one (1) 
development or implementation grant under this notice, with grant 
renewals for up to five years (award plus four option years) to be 
awarded based on availability of funds and the demonstrated progress of 
the grantee.

Section B. Application Process

1. Eligible Applicants
    The definitions for ``Local Partnership'' and ``Bureau-funded 
School'' are included in this solicitation due to their critical nature 
and their overall application in the eligibility determination. All 
other terms defined

[[Page 24820]]

in the Act are hereby incorporated and applied to this solicitation.
(A) Local Partnership Definition
    An entity that meets the definition of ``local partnership,'' as 
defined below, proposes to serve Indian youth, and involves Bureau-
funded schools, is eligible to apply for an Indian Program Grant for 
either development or implementation of School-to-Work Opportunities 
initiatives.
    Local Partnership is defined in the Act to mean an entity 
responsible for School-to-Work Opportunities programs funded under this 
competition and that--
    (a) Consists of tribal organizations responsible for economic 
development, employment, job training, and education (such as tribal 
business councils, local chapters of tribal business councils, tribal 
departments of education), employers (including tribal businesses or 
school-based enterprises where applicable), representatives of Bureau-
funded schools and local postsecondary educational institutions 
(including representatives of area vocational education schools and 
tribal colleges where applicable), local educators (such as teachers, 
counselors, or administrators), representatives of labor organizations 
or nonmanagerial employee representatives, students and parents; and
    (b) May include other entities, such as--
    (1) Employer organizations;
    (2) Community-based organizations;
    (3) National trade associations working at the local level;
    (4) Industrial extension centers;
    (5) Rehabilitation agencies and organizations;
    (6) Registered apprenticeship agencies;
    (7) Local vocational education entities;
    (8) Proprietary institutions of higher education (as defined in 
section 481(b) of the Higher Education Act of 1965 (20 U.S.C. 1088(b)) 
that meet the eligibility and certification requirements under Title IV 
of such Act (20 U.S.C. 1070 et seq.);
    (9) Local government agencies;
    (10) Parent organizations;
    (11) Teacher organizations;
    (12) Vocational student organizations;
    (13) Private industry councils established under sections 402 of 
the Job Training Partnership Act (29 U.S.C. 1512);
(B) Involvement of Bureau of Indian Affairs' (BIA) Funded Schools
    In addition to meeting the definition of a ``local partnership'', 
applicants seeking funding under this notice must demonstrate that any 
funds awarded under this competition will be used to develop and 
implement initiatives serving Indian youth, and involving schools 
funded by the Bureau of Indian Affairs.
     Partnerships may demonstrate service to Indian youth and 
involvement by Bureau-funded schools by demonstrating that their 
proposed School-to-Work initiatives will provide direct services to 
students enrolled in Bureau-funded schools.
    Bureau-funded school as defined in Section 1139(3) of the 
``Education Amendments of 1978'' means:
    (a) A Bureau school--a Bureau of Indian Affairs-operated elementary 
or secondary day or boarding school or a BIA-operated dormitory for 
students attending a school other than a Bureau school.
    (b) A contract school--an elementary or secondary school or a 
dormitory that receives financial assistance for its operation under a 
contract or agreement with the BIA under Section 102, 103(a), or 208 of 
the Indian Self-Determination and Education Assistance Act.
    (c) A school for which assistance is provided under the Tribally 
Controlled Schools Act of 1988.
     However, the Departments recognize that there are several 
geographic areas throughout the country which contain high 
concentrations of Indian youth that are not served by the school 
systems supported by the Bureau of Indian Affairs. Partnerships that 
include non-Bureau-funded schools serving Indian youth may be eligible 
to apply for funding under certain circumstances. For example, 
involvement by a Bureau-funded school in a partnership may consist of a 
single Bureau-funded school being included within a partnership while 
other non-Bureau-funded schools serving Indian youth participate in 
those partnerships as well. Therefore, a partnership may be eligible to 
apply for funding even where included in the partnership are one or 
more non-Bureau-funded schools and the involvement of Bureau-funded 
schools consists of a collaborative, consultative, or close advisory 
relationship. In such a case, services are not necessarily provided 
directly to the Bureau-funded school's students, but there remains a 
measurable benefit to both the partnership and the Bureau-funded school 
or schools. Thus, a partnership meeting all other eligibility 
requirements, including that of serving Indian youth, but located in a 
geographical area or State in which there are few, if any, Bureau-
funded schools, may nonetheless be eligible for funding under this 
solicitation.
    Applicants must provide convincing evidence that strategies devised 
and initiatives mounted will, in fact, meet the intent of establishing 
the collaborative, consultative or close advisory relationship which 
results in measurable benefits to the Bureau-funded school as 
stipulated by the Departments. Applicants establishing collaborative, 
consultative or advisory relationships with Bureau-funded school(s) 
within their partnerships are advised to develop mutually beneficial 
initiatives, activities and endeavors which are consistent with the 
parameters discussed in Title II of the Act and further illustrated in 
Part II, Section C of this solicitation.
    In accordance with section 221 of the Act, only those applicants 
that provide sufficient information determining their eligibility 
against the criteria as stated above will be considered for funding 
under this solicitation. The Departments intend to pre-screen all 
applications against the aforementioned eligibility criteria prior to 
the panelists' review and will not consider any applications that do 
not contain the required assurances and determining information. 
Applicants will not have the opportunity to submit additional or 
revised information should a determination be made that the partnership 
does not meet the eligibility criteria.
2. Submission of Application
    Applicants must submit an original and three (3) copies of the 
application. The application shall consist of five distinct parts: 
detachable description addressing the eligibility criteria, budget, 
abstract, program narrative and appendices. To ensure a comprehensive 
and expedient review, applicants must submit an application formatted 
as seen below:

Table of Contents

I. Eligibility Requirements

    Part I must contain detailed information as described in Part I, 
Section B(1) of this notice and, for prescreening purposes, should 
be separate and easily detachable from the remainder of the 
application.

II. Budget

    Part II shall contain the Standard Form (SF) 424, ``Application 
for Federal Assistance,'' (Appendix A) and SF 424A, ``Budget'' 
(Appendix B). All copies of the 424 Form must have original 
signatures of the designated fiscal agent and must indicate in item 
11 whether the application is to be considered for development or 
implementation funding. In addition, the budget shall include--on a 
separate page(s)--

[[Page 24821]]

a detailed cost break-out of each line item on Budget Form 424A. 
Further, the Departments recommend that applicants break out line 
item costs illustrating those items charged under the administrative 
costs cap discussed in Part III of this notice.

III. Abstract

    Part III shall consist of a one page abstract summarizing the 
essential components and key features of the partnership's plan.

IV. Program Narrative

    Part IV shall contain the program narrative that demonstrates 
the applicant's plan and capabilities in accordance with the 
evaluation criteria contained in this notice. Applicants must 
describe their plan in light of each of the Evaluation Criteria in 
Part III, Section B of this notice. No cost data or reference to 
price shall be included in this part of the application. Applicants 
must limit the program narrative section to no more than 40 double-
spaced pages, on one side only.

V. Appendices

    All applicable appendices including letters of support, resumes 
and organizational charts should be included in this section. The 
safeguard assurance, as required under Part II, Section D, 
``Safeguards'', of this notice, should be included in all 
applications as Appendix A. The Departments recommend that all 
appendix entries be cross-referenced back to applicable sections in 
the program narrative.
3. Late Applications
    Any application received after the exact date and time specified 
for receipt at the office designated in this notice will not be 
considered, unless it is received before awards are made and it--
    (a) Was sent by registered or certified mail not later than the 
fifth calendar day before the date specified for receipt of 
applications (e.g., an application submitted in response to a 
solicitation requiring receipt of applications by the 20th of the month 
must have been mailed/post marked by the 15th of that month); or
    (b) Was sent by the U.S. Postal Service Express Mail Next Day 
Service to addressee not later than 5:00 P.M. at the place of mailing 
two working days prior to the date specified for receipt of 
applications. The term ``working days'' excludes weekends and Federal 
holidays.
    The term ``post marked'' means a printed, stamped, or otherwise 
placed impression (exclusive of a postage meter machine impression) 
that is readily identifiable, without further action, as having been 
supplied or affixed on the date of mailing by an employee of the U.S. 
Postal Service.
4. Hand-Delivered Applications
    It is preferred that applications be mailed at least five days 
prior to the closing date. To be considered for funding, hand-delivered 
applications must be received by 2:00 p.m., Eastern Time, on the 
closing date. Telegraphed and/or Faxed Applications Will Not be 
Honored. Failure to adhere to the above instructions will be a basis 
for a determination of nonresponsiveness. Overnight express mail from 
carriers other than the U.S. Postal Service will be considered hand-
delivered applications and must be received by the above specified date 
and time.
5. Period of Performance
    The period of performance will be twelve (12) months from the date 
of award by the Department of Labor. Since all awards must be made by 
September 30, 1996 under this competition, the Departments recommend 
that all applicants use September 1, 1996--August 31, 1996 as both 
budgetary and project award periods.
6. Option To Extend
    These Indian Program Grants may be extended for up to four 
additional years at the discretion of the Federal Government, based 
upon the availability of funds and the demonstrated progress of the 
grantee under this School-to-Work Opportunities initiative. While the 
Departments encourage grantees funded for developmental initiatives 
during last year's competition to apply for Implementation funding, it 
remains the Departments' desire to continue the developmental 
investment until a partnership is ready to successfully compete and 
receive Implementation funding under this initiative.
    Consistent with the School-to-Work Opportunities Act, the 
Departments expect that over time, Federal funds, added to this grant, 
will decrease. Funds awarded under this notice are considered ``venture 
capital'' for the establishment of School-to-Work Opportunities systems 
serving Indian youth. Likewise, local partnerships will eventually 
assume responsibility for maintaining School-to-Work Opportunities 
systems with other Federal, State and local resources.
7. Reporting Requirements/Deliverables
    If awarded a grant, the local partnership will be required to 
provide the following:
1. Quarterly and Final Reports
     Quarterly financial reports as required by the grant award 
documents;
     Quarterly narrative reports on progress made and problems 
encountered in implementing the proposed plan and that indicate, where 
relevant, the corrective action(s) proposed to address developmental or 
implementation problems; and
     Annual reports at year-end on the activities and 
accomplishments of the local partnership's School-to-Work Opportunities 
initiative.
2. Deliverables
     At a minimum, preparing an assessment of accomplishments 
and results at each program year-end suitable for dissemination to 
other Indian communities and partnerships.
     Acting as a host to outside visitors from other Indian 
communities or local partnerships interested in developing and 
implementing School-to-Work Opportunities initiatives in settings with 
similar characteristics.

Part II. Program Description

Section A. Background

    The United States is the only industrialized nation that lacks a 
comprehensive and coherent system to help its youth acquire the 
knowledge, skills, abilities, and information about the labor market 
necessary to make an effective transition from school to career-
oriented work. Three-fourths of America's high school students do not 
attain four-year college degrees. Many of them do not possess the basic 
academic and occupational skills necessary for entry into high-skill, 
high-wage careers in the changing workplace or to pursue further 
education. The School-to-Work Opportunities Act of 1994 created a 
national framework for high-quality, statewide school-to-work 
transition systems that enable young Americans to identify and navigate 
paths to productive and progressively more rewarding roles in the 
workplace.
    Partnerships serving Indian youth face particular challenges in 
implementing School-to-Work Opportunities initiatives:
    1. High unemployment and relatively few high-skill, high-wage 
employment opportunities often characterize the areas to be served, 
making it more difficult to secure employer participation, work-based 
learning opportunities, and career-track jobs for Indian youth who 
complete a School-to-Work Opportunities program. Therefore, creative 
strategies must be developed to make full use of the capacity of local 
institutions to include a variety of alternative work-based learning 
environments (ie. tribal businesses, school-based enterprises and

[[Page 24822]]

entrepreneurial training) and to support intensive efforts to enhance 
diverse employer involvement. Partnerships should strive to engage 
employers by offering them a range of opportunities for participating 
in the design and implementation of School-to-Work Opportunities 
systems, including membership on councils and partnerships; assistance 
in setting standards, designing curriculum and determining outcomes; 
providing worksite experience for teachers; helping to recruit other 
employers; and providing worksite experience for students, such as 
mentoring, job shadowing, unpaid work experiences, supported work 
experiences, and paid work experiences.
    2. High dropout rates, unequal access to quality educational 
experiences and the lack of relevant information regarding career 
options often plague such high challenge, remote service areas. School-
to-Work Opportunities initiatives can offer alternative learning 
environments, creative approaches to academic and technical subjects 
and relevant and engaging school-based and work-based activities that 
can encourage Indian youth to remain in school until completion. To 
achieve such objectives, School-to-Work systems need to engage youth as 
early as possible. Career awareness and exploration activities allow 
Indian youth exposure to a range of high-skill, high-wage careers, the 
level of skills and abilities necessary in such occupations, and 
insight into the relevance of classroom education and the overall value 
of learning. Further, professional development and stakeholder 
education remains a critical piece towards the building of School-to-
Work systems. In service training programs and outreach initiatives are 
essential towards developing relevant and engaging curriculum, teaching 
methodologies and assessments which let students make the critical 
connections between the classroom environment and the world of work.
    3. Economic and geographic factors may create uneven educational 
and employment opportunities among Indian youth, thus requiring that 
careful consideration be given to enhancing both the access and 
availability of opportunities. Therefore, partnerships are encouraged 
to link School-to-Work initiatives with existing educational reform 
strategies, workforce development initiatives and economic development 
plans. By doing so, partnerships will initiate School-to-Work systems 
capable of equipping tribal youth with the skills and abilities to take 
high-skill, high-wage positions within tribal government, targeted 
tribal industries, or outside of the tribe in the larger labor market. 
Further, communities with highly skilled, highly trained youth will aid 
the success of tribal economic development initiatives through the 
encouragement of entrepreneurial ventures and the recruitment of 
targeted industries and employers interested in developmental ventures 
on tribal lands.
    Under this competition, federal funds will be used as ``venture 
capital'' to establish School-to-Work Opportunities systems serving 
Indian youth. Local partnerships applying for development grants should 
be ready to use funds to involve Bureau-funded schools in establishing 
cooperative linkages and planning innovative methods of providing 
School-to-Work services for Indian youth. Local partnerships applying 
for implementation grants should be ready to implement School-to-Work 
initiatives involving Bureau-funded schools by building on and 
enriching existing promising programs such as tech-prep education, 
career academies, youth apprenticeship, school-based enterprises, job 
training and previous related efforts funded by the BIA. However, the 
purpose of funding under the School-to-Work Opportunities initiative is 
not simply to augment existing programs, but rather to build systems 
that provide opportunities for all students to achieve the benefits and 
outcomes of the School-to-Work Opportunities initiative. Building 
comprehensive systems will likely involve a combination of enhancing 
existing programs, establishing linkages among them, and developing an 
effective framework that connects both existing and new programs in a 
meaningful way. Through involvement in the School-to-Work Indian 
Program Grants, tribal organizations are expected to build over time 
the kind of School-to-Work Opportunities Systems that best meet their 
needs.

Section B. Objectives

    The School-to-Work Opportunities initiative provides for a 
substantial degree of State and local flexibility and experimentation, 
but all State systems, individual local initiatives and Indian Program 
initiatives will share several common features and basic program 
components as required by the School-to-Work Opportunities Act of 1994. 
A School-to-Work Opportunities initiative under this competition must 
include the following common features and basic program components:
    1. The basis of the School-to-Work Opportunities system is--
    (a) The integration of school-based learning and work-based 
learning;
    (b) The integration of academic and occupational learning; and
    (c) The establishment of effective linkages between secondary and 
postsecondary education.
    2. School-to-Work Opportunities programs will--
    (a) Provide participating students with the opportunity to complete 
career majors;
    (b) Incorporate the program components described below (school-
based learning, work-based learning, and connecting activities);
    (c) Provide participating students, to the extent practicable, with 
strong experience in and understanding of all aspects of the industry 
the students are preparing to enter; and
    (d) Provide all students with equal access to the full range of 
such program components (including both school-based and work-based 
learning components) and related activities, such as recruitment, 
enrollment, and placement activities, except that nothing in this 
notice shall be construed to provide any individual with an entitlement 
to services.
    3. School-to-Work Opportunities initiatives must incorporate three 
basic program components:
    (a) School-Based Learning, that includes--
     Career awareness and career exploration and counseling 
(beginning at the earliest possible age, but not later than the 7th 
grade) in order to help students who may be interested to identify, and 
select or reconsider, their interests, goals, and career majors, 
including those options that may not be traditional for their gender, 
race, or ethnicity;
     Initial selection by interested students of a career major 
not later than the beginning of the 11th grade;
     A program of study designed to meet the same academic 
content standards established for all students, including, where 
applicable, standards established under the Goals 2000: Educate America 
Act, and to meet the requirements necessary to prepare a student for 
postsecondary education and the requirements necessary to earn a skill 
certificate;
     A program of instruction and curriculum that integrates 
academic and vocational learning (including applied methodologies and 
team-teaching strategies), and incorporates instruction, to the extent 
practicable, in all aspects of an industry, appropriately tied to the 
career of a participant;
     Regularly scheduled evaluations involving ongoing 
consultation and

[[Page 24823]]

problem solving with students and school dropouts to identify their 
academic strengths and weaknesses, academic progress, workplace 
knowledge, goals, and the need for additional learning opportunities to 
master core academic and vocational skills; and
     Procedures to facilitate the entry of students 
participating in a School-to-Work Opportunities initiative into 
additional training or postsecondary education programs, as well as to 
facilitate the transfer of the students between education and training 
programs.
    (b) Work-based learning, that includes--
    (1) Mandatory activities--
     Work experience;
     A planned program of job training and work experiences 
(including training related to pre-employment and employment skills to 
be mastered at progressively higher levels) that are coordinated with 
learning in the school-based learning component described above and are 
relevant to the career majors of students and lead to the award of 
skill certificates;
     Workplace mentoring;
     Instruction in general workplace competencies, including 
instruction and activities related to developing positive work 
attitudes, and employability and participative skills; and
     Broad instruction, to the extent practicable, in all 
aspects of the industry.
    (2) Permissible activities--Such component may include such 
activities as paid work experience, job shadowing, school-sponsored 
enterprises, or on-the-job training.
    (c) Connecting Activities, that include--
     Matching students with the work-based learning 
opportunities of employers;
     Providing, with respect to each student, a school site 
mentor to act as a liaison among the student and the employer, school, 
teacher, school administrator, and parent of the student, and, if 
appropriate, other community partners;
     Providing technical assistance and services to employers, 
including small-and medium-sized businesses, and other parties in--
    (A) designing school-based learning components as described above, 
work-based learning components as described above, and counseling and 
case management services; and
    (B) training teachers, workplace mentors, school site mentors, and 
counselors;
     Providing assistance to schools and employers to integrate 
school-based and work-based learning and integrate academic and 
occupational learning into the program;
     Encouraging the active participation of employers, in 
cooperation with local education officials, in the implementation of 
local activities described in this Part as school-based learning, work-
based learning, or connecting activities;
    (A) Providing assistance to participants who have completed the 
program in finding an appropriate job, continuing their education, or 
entering into an additional training program; or
    (B) Linking the participants with other community services that may 
be necessary to assure a successful transition from school to work;
     Collecting and analyzing information regarding post-
program outcomes of participants in the School-to-Work Opportunities 
initiative, to the extent practicable and appropriate for Indian 
programs, on the basis of socioeconomic status, gender, and disability, 
and on the basis of whether the participants are students with limited-
English proficiency, school dropouts, disadvantaged students, or 
academically talented students; and
     Linking youth development activities under the School-to-
Work Opportunities initiative with employer and industry strategies for 
upgrading the skills of their workers.

Section C. Examples of Allowable Activities

    Funds awarded under this competition to a partnership serving 
Indian youth and involving Bureau-funded schools may be used only for 
activities undertaken to develop or implement the local partnership's 
plan that will provide opportunities for Indian youth to participate 
successfully in a School-to-Work Opportunities initiative.
1. Development Grants
    Eligible partnerships that have not fully developed a plan for the 
implementation of a School-to-Work Opportunities system may apply for 
development grants. These funds may support a wide range of planning 
and development activities. These grants are designed for situations in 
which an eligible partnership may not be ready to move forward with 
implementation of a School-to-Work Opportunities initiative, but 
intends to compete for implementation grants in future rounds of 
competition. Eligible partnerships seeking development grants must 
describe the planning and development activities for the School-to-Work 
Opportunities initiative that the partnership proposes to undertake 
during the 12-month grant period. The plan should include activities 
funded from this grant as well as from other sources. Examples of 
development activities that may be conducted with funds awarded under 
an Indian Program Grant are similar to those stipulated under section 
205 of the Act and as illustrated below--
    1. Initiating a planning process aimed at building a School-to-Work 
Opportunities initiative;
    2. Identifying or establishing an appropriate structure to 
administer a School-to-Work Opportunities initiative;
    3. Further expanding eligible partnerships as defined in this 
notice to participate in the design, development and administration of 
the School-to-Work Opportunities initiative;
    4. Building consensus among local stakeholders and supporting 
planning and development activities to provide guidance in creating the 
School-to-Work Opportunities plan;
    5. Initiating pilot projects to test key components of program 
design such as designing and testing common intake systems for students 
participating in School-to-Work Opportunities initiatives, and 
determining methods to integrate program data bases;
    6. Analyzing current statutory, regulatory and administrative 
impediments to the creation of a School-to-Work Opportunities 
initiative;
    7. Assessing staff training and development needs for participation 
in a School-to-Work Opportunities initiative;
    8. Preparing the strategic plan required for submission of a 
proposal for an implementation grant. The plan should describe the 
progress expected to be achieved in the planning and development 
process by the end of the 12-month grant period. This should include 
expected ``next steps.''
2. Implementation Grants
    Eligible partnerships that have developed and are ready to 
implement a plan for a School-to-Work Opportunities initiative may 
apply for implementation grants. These funds may be used to support a 
wide range of activities providing School-to-Work Opportunities for 
Indian youth. Examples of implementation activities that may be 
conducted with funds awarded under an Indian Program Grant are similar 
to those stipulated in section 215 of the Act and as illustrated below:
    1. Recruiting and providing assistance to employers, including 
small-and medium-sized businesses, tribal businesses and school-based 
enterprises, to provide the work-based

[[Page 24824]]

learning components in the School-to-Work Opportunities initiative;
    2. Establishing consortia of employers, including tribal businesses 
and school-based enterprises, to support the School-to-Work 
Opportunities initiative and provide access to jobs related to the 
career majors of students;
    3. Supporting or establishing intermediaries (selected from among 
the members of the local partnership) to perform the connecting 
activities described above in Part II. B., ``Objectives,'' and to 
provide assistance to Indian youth in obtaining jobs and further 
education and training;
    4. Designing or adapting innovative school curricula that can be 
used to integrate academic, vocational, and occupational learning, 
school-based and work-based learning, and secondary and postsecondary 
education for all students in the area served;
    5. Providing training to work-based and school-based staff on new 
curricula, student assessments, student guidance, and feedback to the 
school regarding student performance in connection with the School-to-
Work Opportunities Initiative;
    6. Establishing, in schools participating in a School-to-Work 
Opportunities initiative, a graduation assistance program to assist at-
risk students, low-achieving students, and students with disabilities, 
in graduating from high school, enrolling in postsecondary education or 
training, and finding or advancing in jobs;
    7. Providing career exploration and awareness services, counseling 
and mentoring services, college awareness and preparation services, and 
other services (beginning at the earliest possible age, but not later 
than the 7th grade) to prepare students for the transition from school 
to work;
    8. Providing supplementary and support services, including child 
care and transportation, when such services are necessary for 
participation in a local School-to-Work Opportunities initiative;
    9. Conducting or obtaining an in-depth analysis of the local labor 
market and the generic and specific skill needs of employers to 
identify high-demand, high-wage careers to target;
    10. Integrating school-based and work-based learning into existing 
job training programs for school dropouts;
    11. Establishing or expanding school-to-apprenticeship programs in 
cooperation with registered apprenticeship agencies and apprenticeship 
sponsors;
    12. Assisting participating employers, including small- and medium-
sized businesses, tribal businesses and school-based enterprises, to 
identify and train workplace mentors and to develop work-based learning 
components;
    13. Promoting the formation of partnerships between Bureau-funded 
schools and other elementary and secondary schools (including middle 
schools) and local businesses as an investment in future workplace 
productivity and competitiveness;
    14. Designing local strategies to provide adequate planning time 
and staff development activities for teachers, school counselors, 
related services personnel, and school site mentors, including 
opportunities outside the classroom that are at the worksite;
    15. Enhancing linkages between after-school, weekend, and summer 
jobs, career exploration, and school-based learning;
    16. Obtaining the assistance of organizations and institutions that 
have a history of success in working with school dropouts and at-risk 
and disadvantaged youths in recruiting such Indian youth who are at-
risk or school dropouts to participate in a local School-to-Work 
Opportunities initiative;
    17. Conducting outreach to all students in a language and manner 
that most appropriately and effectively meets their needs and responds 
to the needs of their community;
    18. Experimenting with providing work-based learning opportunities 
both inside and outside the Indian community;
    19. Developing, in conjunction with Title I of the Elementary and 
Secondary Schools Act or other funds, improvements in the Bureau-funded 
and other elementary and middle schools that serve the Indian community 
in order to reduce the long-term dropout rate of Indian youth;
    20. Developing and implementing techniques that will increase the 
college enrollment of Indian youth in the targeted area;
    21. Utilizing complementary initiatives within the targeted area 
such as comprehensive sports and recreation programs, after-school 
programs, and community development activities;
    22. Encouraging Indian youth to design and initiate innovative 
work-based learning activities operated within a school setting; and
    23. Developing and implementing school-based and work-based 
learning and connecting activities that are related to the tribal 
organization's economic development plan.

Section D. Safeguards

    The Departments apply the following safeguards to School-to-Work 
Opportunities programs funded under this competition:
    1. No student in a School-to-Work Opportunities program shall 
displace any currently employed worker (including a partial 
displacement, such as a reduction in the hours of non-overtime work, 
wages, or employment benefits).
    2. No School-to-Work Opportunities program shall impair existing 
contracts for services or collective bargaining agreements, and no 
program under this competition that would be inconsistent with the 
terms of a collective bargaining agreement shall be undertaken without 
the written concurrence of the labor organization and employer 
concerned.
    3. No student participating in a School-to-Work Opportunities 
program shall be employed or fill a job--
    a. When any other individual is on temporary layoff, with the clear 
possibility of recall, from the same or any substantially equivalent 
job with the participating employer; or
    b. When the employer has terminated the employment of any regular 
employee or otherwise reduced its workforce with the intention of 
filling the vacancy so created with a student.
    4. Students shall be provided with adequate and safe equipment and 
safe and healthful workplaces in conformity with all health and safety 
requirements of Federal, State, and local law.
    5. Nothing in this notice shall be construed so as to modify or 
affect any Federal or State law prohibiting discrimination on the basis 
of religion, gender, age, or disability.
    6. Funds awarded under this competition shall not be expended for 
wages of students or workplace mentors participating in School-to-Work 
Opportunities programs.
    7. The grantee shall implement and maintain such other safeguards 
as the Departments may deem appropriate in order to ensure that School-
to-Work Opportunities participants are afforded adequate supervision by 
skilled adult workers, or to otherwise further the purposes of this 
program.
    An applicant must provide an assurance, as appendix A, that the 
foregoing safeguards will be implemented and maintained throughout all 
program activities.

Section E. Waivers

    Under Title V of the Act, the Secretaries may waive certain Federal 
requirements that impede the ability of a State or local partnership to 
carry out the purposes of the Act. Only local partnerships in States 
with approved School-to-Work Opportunities plans may apply for waivers. 
A local partnership that seeks a waiver should contact its State 
School-to-Work Contact

[[Page 24825]]

to determine what documentation is required and to whom it should be 
sent. In May, 1995, the National School-to-Work Opportunities Office 
issued a document entitled ``School-to-Work Opportunities Waiver and 
Plan Approval Process Questions and Answers.'' This document contains 
answers to many of the questions that localities may have when 
preparing their waiver requests. Local Partnerships interested in 
applying for waivers should contact the National School-to-Work 
Opportunities Office or their State School-to-Work Contact for a copy 
of the waiver document.

Section F. Bidders' Conference

    A Bidders' Conference for interested School-to-Work Indian Program 
applicants is scheduled from 12:30 p.m. to 4:30 p.m. on the following 
date and location:
     May 23, 1996, Mesa Community College, Navajo Room, Kirk 
Student Center, 1833 West Southern Avenue, Mesa, Arizona 85202-4867.
    Participants at the Conference will receive a detailed description 
of the School-to-Work Opportunities Act, the evaluation and eligibility 
criteria, and will have the opportunity to ask questions of Federal 
School-to-Work officials.
    All partnerships should pre-register by faxing the names and 
addresses of up to three members of the local partnership planning to 
attend, the name of the local partnership, and a phone number to: Kevin 
Shelton, Training and Technical Assistance Corporation, 2409 18th 
Street, NW, Washington, DC; FAX#: (202) 408-8308.
    Questions regarding the solicitation may be submitted in advance. 
If you are unable to attend the Bidders' Conference but would like the 
conference materials and a conference transcript, submit your request 
via fax to the fax number listed above. All information must be 
submitted no later than May 20, 1996. You will be sent a confirmation 
along with hotel accommodation information once your registration has 
been received; walk-in registration will also be permitted but is not 
recommended.

Part III. Indian Program Grants Competition Requirements

Section A. Administrative Cost Cap

    The Departments are applying the 10 percent cap on administrative 
costs contained in section 215(b)(6) of the Act to local partnerships 
receiving grants directly under this competition. Section 215(b)(6) of 
the Act applies the 10 percent administrative cap to subgrants received 
by local partnerships from a State. The Departments have concluded that 
applying the 10 percent cap to local partnerships under this 
competition is consistent with the Act's intent and its broader 
limitations on administrative costs.
Definition
    All definitions in the Act apply to local School-to-Work 
Opportunities systems funded under this and future Indian Program Grant 
competitions. Since the Act does not contain a definition of the term 
``administrative costs'' as used in section 217 of the Act, the 
Departments will apply the following definition to this and future 
competitions for Indian Program Grants.
    The term ``administrative costs'' means the activities of a local 
partnership that are necessary for the proper and efficient performance 
of its duties under the Indian Program Grant pursuant to the School-to-
Work Opportunities Act and that are not directly related to the 
provision of services to participants or otherwise allocable to the 
program's allowable activities listed in Title II of the Act. 
Administrative costs may be either personnel or non-personnel costs, 
and may be either direct or indirect. Costs of administration include 
those costs that are related to this grant in such categories as--
    A. Costs of salaries, wages, and related costs of the grantee's 
staff engaged in--

--Overall system management, system coordination, and general 
administrative functions;
--Preparing program plans, budgets, and schedules, as well as 
applicable amendments;
--Monitoring of local initiatives, pilot projects, subrecipients, and 
related systems and processes;
--Procurement activities, including the award of specific subgrants, 
contracts, and purchase orders;
--Developing systems and procedures, including management information 
systems, for ensuring compliance with the requirements under the Act;
--Preparing reports and other documents related to the Act;
--Coordinating the resolution of audit findings;

    B. Costs for goods and services required for administration of the 
School-to-Work Opportunities system;
    C. Costs of system-wide management functions; and
    D. Travel costs incurred for official business in carrying out 
grants management or administrative activities.

Section B. Evaluation Criteria

    Under the School-to-Work Opportunities Indian Program Grants 
competition announced in this notice, a careful evaluation of 
applications will be made by a technical review panel. Each panelist 
will evaluate the applications against the criteria listed below. The 
panel results are advisory in nature and not binding on the Grants 
Officer. Final funding decisions will consider such factors as: 
geographic balance, diversity of programmatic approaches, 
replicability, sustainability, and innovation.
Evaluation Criteria: Development Grants
    The Government will use the following evaluation criteria and 
associated point values in evaluating applications for development 
grants:
    Evaluation Criterion 1: Vision of a local School-to-Work 
Opportunities initiative incorporating the elements described in Part 
II of this notice.
    Points: 30.
    Considerations: In applying this criterion, reviewers will 
consider:
     How well does the vision of an integrated delivery system 
for School-to-Work Opportunities incorporate the common features and 
basic program components described in Part II of this notice?
     How clearly are the problems and/or inefficiencies of 
current programs and approaches understood and articulated?
     How clearly does the partnership articulate how it 
envisions integrating promising existing programs into a comprehensive 
School-to-Work Opportunities system?
     How well does this vision incorporate realistic strategies 
to ensure that ``all students'' have opportunities to participate in 
School-to-Work initiatives?
     How well does the vision address the needs of the tribal 
economic development plan and the local labor market within which the 
targeted area is located,
     How well does the vision convey the partnership's 
connection between the proposed School-to-Work Opportunities system and 
overall education reform?
    Evaluation Criterion 2: Approach to collaboration, planning and 
development.
    Points: 30.
    Considerations: In applying this criterion, reviewers will 
consider:
     Whether the eligible partnership includes all of the 
required representatives as defined in Part I, section B.1 of this 
notice?

[[Page 24826]]

     Whether other appropriate officials and organizations 
necessary to achieve the objectives of the application are also 
represented?
     To what extent will employers and representatives of 
workers participate in the development of the plan?
     Are the roles and responsibilities of each partner well 
articulated and substantive?
     Is the plan likely to lead to a broad consensus about the 
design of the School-to-Work Opportunities system?
     Is the proposal clear on who will have the day to day 
responsibilities for the grant and how major decisions will be made?
    Evaluation Criterion 3: Feasibility and soundness of the 
development plan.
    Points: 25.
    Considerations: In applying this criterion, reviewers will 
consider:
     Are the planned activities likely to prepare the eligible 
partnership to implement a School-to-Work Opportunities initiative?
     To what extent has progress already been made?
     Are staff development and training needs fully considered?
     To what extent has the partnership envisioned pilot 
testing of key components toward the establishment of a comprehensive 
framework for implementation.
     Does the development process fully take advantage of 
technology?
     Whether the approach to identifying and overcoming 
anticipated barriers to the development of the partnership's School-to-
Work plan is feasible?
     Whether the management plan and related timeline of 
activities included in the application are appropriate to the goals and 
outcomes to be achieved?
     Are key personnel to be used on the project qualified to 
undertake proposed activities?
    Evaluation Criterion 4: Commitment to the planning and development 
effort.
    Points: 15.
    Considerations: In applying this criterion, reviewers will 
consider:
     To what extent are Federal or other local resources being 
utilized to finance planning and development activities towards the 
development of a comprehensive School-to-Work system?
     To what extent will the partnership provide in-kind 
support and resources towards the development of the system?
     Whether resources available are adequate to support the 
activities proposed?
Evaluation Criteria: Implementation Grants
    The Government will use the following evaluation criteria and 
associated point values in evaluating applications for implementation 
grants.
    Evaluation Criterion 1: Comprehensive Local School-to-Work 
Opportunities System.
    Points: 40.
    Considerations: In applying this criterion, reviewers will 
consider:
    A. 20 points--The extent to which the partnership has designed a 
comprehensive local School-to-Work Opportunities plan that--
    Includes effective strategies serving Indian youth and involving 
Bureau-funded schools that integrates school-based and work-based 
learning, integrates academic and vocational education, and establishes 
linkages between secondary and postsecondary education;
    Is likely to produce systematic change that will have substantial 
impact on the preparation of all tribal area students for a first job 
in a high-skill, high-wage career and in increasing their opportunities 
for further learning;
    Ensures that all tribal youth will have a full range of options, 
including options for higher education, additional training and 
employment in high-skill, high-wage jobs;
    Ensures coordination and integration with existing school-to-work 
programs, and with related programs financed from State and private 
sources, with funds available from Federal education and training 
programs (such as the Job Training Partnership Act and the Carl D. 
Perkins Vocational and Applied Technology Education Act); and where 
applicable, communities designated as Empowerment Zones or Enterprise 
Communities (EZ/EC);
    Serves a geographic area that reflects the needs of the local labor 
market and targets occupational clusters that represent growing 
industries in the partnership's geographic area and specified in the 
tribal economic development plan.
    Includes an effective strategy for assessing and addressing the 
academic and human service needs of students and dropouts within the 
tribal community, making improvements or adjustments as necessary, with 
particular emphasis on the coordination of various human services 
provided within the tribal community.
    B. 20 Points--The extent to which the partnership's plan 
demonstrates its capability to achieve the statutory requirements and 
to effectively put in place the system components in Title I of the 
School-to-Work Opportunities Act, including--
    A work-based learning component that includes the statutory 
``mandatory activities'' and that contributes to the transformation of 
workplaces into active learning components of the education system 
through an array of sequentially enriching permissible learning 
activities such as job shadowing, school-sponsored enterprises, 
entrepreneurial initiatives, and paid work experiences.
    A school-based learning component that provides students with high-
level academic and technical skills consistent with academic standards 
that the State or Bureau establishes for all students, including, where 
applicable, standards established under the Goals 2000 Educate America 
Act;
    A connecting activities component to provide a functional link 
between students' school and work activities, and between workplace 
partners, educators, community organizations, and other appropriate 
entities;
    Effective processes for assessing skills and knowledge required in 
career majors, and issuing portable skill certificates that are 
benchmarked to high-quality standards such as those States will 
establish under the Goals 2000: Educate America Act, and for 
periodically assessing and collecting information on student outcomes, 
as well as a realistic strategy and timetable for implementing the 
process;
     A flexible School-to-Work Opportunities system that allows 
students participating in the local system to develop new career goals 
over time, and to change career majors and;
     Effective strategies for: providing staff development for 
teachers, worksite mentors and other key personnel; developing model 
curricula and innovative instructional methodologies, including 
processes for infusing culturally sensitive issues, values and beliefs, 
expanding career and academic counseling in elementary and secondary 
schools; and utilizing innovative technology-based instructional 
techniques.
    Evaluation Criterion 2: Quality and effectiveness of the local 
partnership.
    Points: 25.
    Considerations: In applying this criterion, reviewers will 
consider--
     Whether the partnership's plan demonstrates an effective 
and convincing strategy for continuing the commitment of required 
partners and other interested parties in the local School-to-Work 
Opportunities system. As defined in this solicitation, partners must 
include tribal organizations (such as tribal business councils or local 
chapters of tribal business councils, tribal departments of 
educations), employers (both within and surrounding the targeted area 
where applicable and including tribal businesses and school-based

[[Page 24827]]

enterprises), representatives of Bureau of Indian Affairs' funded 
schools, local educational agencies and local postsecondary educational 
institutions (including representatives of area vocational education 
schools and tribal colleges, where applicable), local educators (such 
as teachers, counselors, or administrators), representatives of labor 
organizations or nonmanagerial employee representatives, parents, and 
students;
     Whether the partnership's plan demonstrates an effective 
and convincing strategy for continuing the commitment of workplace 
partners and other interested parties such as community based 
organizations and others experienced and focused on dealing with the 
distinctive needs of Indian youth in the local School-to-Work 
Opportunities system;
     The effectiveness of the partnership's plan to include 
private sector representatives and tribal business leaders as joint 
partners with tribal educators in both the design and implementation of 
the local School-to-Work Opportunities system;
     The extent to which the local partnership has developed 
strategies to provide a range of opportunities for workplace partners 
to participate in the design and implementation of the local School-to-
Work Opportunities system, including membership on councils and 
partnerships; assistance in setting standards, designing curricula, and 
determining outcomes; providing worksite experiences for teachers; 
helping to recruit other employers; and providing worksite learning 
activities for students such as mentoring, job shadowing, unpaid work 
experiences, and paid work experiences;
     The extent to which the roles and responsibilities of the 
key parties and any other relevant stakeholders are clearly defined and 
are likely to produce the desired changes in the way students are 
prepared for the future;
     The extent to which the partnership demonstrates the 
capacity to build a quality local School-to-Work Opportunities system; 
and
     Whether the partnership has included methods for 
sustaining and expanding the partnership, as the program expands in 
scope and size.
    Evaluation Criterion 3: Participation of all students.
    Points: 20.
    Considerations: In applying this criterion, reviewers will refer to 
the definition of the term ``all students'' as applicable in Title I, 
section 4(2) of the Act, and consider--
     The extent to which the partnership will implement 
effective strategies and systems to provide all students with equal 
access to the full range of program components specified in sections 
102 through 104 of the Act and related activities such as recruitment, 
enrollment, and placement activities, and to ensure that all tribal 
youth have opportunities to participate in School-to-Work Opportunities 
programs;
     Whether the partnership has identified potential barriers 
to the participation of any students, and the degree to which it 
proposes effective ways of overcoming these barriers;
     The degree to which the partnership has developed 
realistic goals and methods for assisting young women to participate in 
School-to-Work Opportunities programs leading to employment in high-
performance, high-paying jobs, including non-traditional jobs;
     The partnership's methods for ensuring safe and healthy 
work environments for students, including strategies for encouraging 
tribal schools to provide students with general awareness training in 
occupational safety and health as part of the school-based learning 
component, and for encouraging workplace partners to provide risk-
specific training as part of the work-based learning component, as well 
as the extent to which the partnership has developed realistic goals to 
ensure environments free from racial and sexual harassment; and
     The extent to which the partnership's plan provides for 
the participation of a significant number or percentage of Indian youth 
within the system, including Indian youth located in particularly 
remote areas in School-to-Work Opportunities activities listed under 
Title I of the Act.
    Evaluation Criterion 4: Management plan.
    Points: 15.
    Considerations: In applying this criterion, reviewers will 
consider--
     The feasibility and effectiveness of the partnership's 
strategy for using other resources, including private sector or Tribal 
resources, to maintain the system when Federal resources under the 
School-to-Work Opportunities Act are no longer available;
     The extent to which the partnership's management plan 
anticipates barriers to implementation and proposes effective methods 
for addressing barriers as they arise;
     Whether the plan includes feasible, measurable goals for 
the School-to-Work Opportunities system, based on performance outcomes 
established under section 402 of the Act, and an effective method for 
collecting information relevant to the local partnership's progress in 
meeting its goals;
     Whether the plan includes a regularly scheduled process 
for improving or redesigning the School-to-Work Opportunities system 
based on performance outcomes established under section 402 of the Act;
     The extent to which the resources requested will be used 
to develop information, products, and ideas that will assist other 
local partnerships as they design and implement local systems; and
     The extent to which the partnership will limit equipment 
and other purchases in order to maximize the amounts spent on delivery 
of services to students.
     Are key personnel under the plan qualified to perform the 
required activities, including maintaining the essential partnership.

    Signed at Washington, D.C., this 10th day of May 1996.
Timothy Barnicle,
Assistant Secretary for Employment and Training, Department of Labor.
Patricia McNeil,
Assistant Secretary for Vocational and Adult Education, Department of 
Education.

BILLING CODE 4510-30-P

[[Page 24828]]

Appendix A
[GRAPHIC] [TIFF OMITTED] TN16MY96.000


BILLING CODE 4510-30-C

[[Page 24829]]

Instructions for the SF 424

    This is a standard form used by applicants as a required 
facesheet for preapplications and applications submitted for Federal 
assistance. It will be used by Federal agencies to obtain applicant 
certification that States which have established a review and 
comment procedure in response to Executive Order 12372 and have 
selected the program to be included in their process, have been 
given an opportunity to review the applicant's submission.

Item and Entry

    1. Self-explanatory.
    2. Date application submitted to Federal agency (or State if 
applicable) & applicant's control number (if applicable).
    3. State use only (if applicable).
    4. If this application is to continue or revise an existing 
award, enter present Federal identifier number. If for a new 
project, leave blank.
    5. Legal name of applicant, name of primary organizational unit 
which will undertake the assistance activity, complete address of 
the applicant, and name and telephone number of the person to 
contact on matters related to this application.
    6. Enter Employer Identification Number (EIN) as assigned by the 
Internal Revenue Service.
    7. Enter the appropriate letter in the space provided.
    8. Check appropriate box and enter appropriate letter(s) in the 
space(s) provided:

--``New'' means a new assistance award.
--``Continuation'' means an extension for an additional funding/
budget period for a project with a projected completion date.
--``Revision'' means any change in the Federal Government's 
financial obligation or contingent liability for an existing 
obligation.

    9. Name of Federal agency from which assistance is being 
requested with this application.
    10. Use the Catalog of Federal Domestic Assistance number and 
title of the program under which assistance is requested.
    11. Enter a brief descriptive title of the project. If more than 
one program is involved, you should append an explanation on a 
separate sheet. If appropriate (e.g., construction or real property 
projects), attach a map showing project location. For 
preapplications, use a separate sheet to provide a summary 
description of this project.
    12. List only the largest political entities affected (e.g., 
State, counties, cities).
    13. Self-explanatory.
    14. List the applicant's Congressional District and any 
District(s) affected by the program or project.
    15. Amount requested or to be contributed during the first 
funding/budget period by each contributor. Value of in-kind 
contributions should be included on appropriate lines as applicable. 
If the action will result in a dollar change to an existing award, 
indicate only the amount of the change. For decreases, enclose the 
amounts in parentheses. If both basic and supplemental amounts are 
included, show breakdown on an attached sheet. For multiple program 
funding, use totals and show breakdown using same categories as item 
15.
    16. Applicants should contact the State Single Point of Contact 
(SPOC) for Federal Executive Order 12372 to determine whether the 
application is subject to the State integovernmental review process.
    17. This question to the applicant organization, not the person 
who signs as the authorized representative. Categories of debt 
include delinquent audit disallowances, loans and taxes.
    18. To be signed by the authorized representative of the 
applicant. A copy of the governing body's authorization for you to 
sign this application as official representative must be on file in 
the applicant's office. (Certain Federal agencies may require that 
this authorization be submitted as part of the application.)

BILLING CODE 4510-30-P

[[Page 24830]]

Appendix B
[GRAPHIC] [TIFF OMITTED] TN16MY96.001


BILLING CODE 4510-30-C

[[Page 24831]]

Instructions for Part II--Budget Information

Section A--Budget Summary by Categories

    1. Personnel: Show salaries to be paid for project personnel.
    2. Fringe Benefits: Indicate the rate and amount of fringe 
benefits.
    3. Travel: Indicate the amount requested for staff travel. 
Include funds to cover at least one trip to Washington, DC for 
project director or designee.
    4. Equipment: Indicate the cost of non-expendable personal 
property that has a useful life of more than one year with a per 
unit cost of $5,000 or more.
    5. Supplies: Include the cost of consumable supplies and 
materials to be used during the project period.
    6. Contractual: Show the amount to be used for (1) procurement 
contracts (except those which belong on other lines such as supplies 
and equipment); and (2) sub-contracts/grants.
    7. Other: Indicate all direct costs not clearly covered by lines 
1 through 6 above, including consultants.
    8. Total, Direct Costs: Add lines 1 through 7.
    9. Indirect Costs: Indicate the rate and amount of indirect 
costs. Please include a copy of your negotiated Indirect Cost 
Agreement.
    10. Training/Stipend Cost: (If allowable).
    11. Total Federal funds Requested: Show total of lines 8 through 
10.

Section B--Cost Sharing/Matching Summary

    Indicate the actual rate and amount of cost sharing/matching 
when there is a cost sharing/matching requirement. Also include 
percentage of total project cost and indicate source of cost 
sharing/matching funds, i.e. other Federal source or other Non-
Federal source.

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

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

Overview

     The Goals 2000 Act provides resources to states and 
communities to develop and implement comprehensive education reforms 
aimed at helping students reach challenging academic and 
occupational skill standards.

Legislative Review

     On March 23, the House of Representatives approved the 
final Goals 2000 bill by a bipartisan vote of 306-121. On March 26, 
the Senate approved Goals 2000 by a bipartisan vote of 63-22.
     The President signed the bill into law March 31, 1994. 
(Public Law 103-227)

Timetable and Funding

     In 1994, $105 million was appropriated for Goals 2000. 
First-year funds became available to the states on July 1, 1994. 
Congress has appropriated $403 million in 1995.
     Funding will be formula-based. For first-year funding, 
states have been asked to submit an application that will describe 
how a broad-based citizen panel will develop an action plan to 
improve their schools. The application will also describe how 
subgrants will be made for local education improvement and better 
teacher preservice professional development programs.
     During the first year, states will use at least 60 
percent of their allotted funds to award subgrants to local school 
districts for the development or implementation of local and 
individual school improvement efforts, and for better teacher 
education programs and professional development activities.
     In succeeding years, at least 90 percent of each 
state's funds will be used to make subgrants for the implementation 
of the state, local and individual school improvement plans and to 
support teacher education and professional development.
     During the first year, local districts will use at 
least 75 percent of the funds they receive to support individual 
school improvement initiatives. After the first year, districts will 
pass through at least 85 percent of the funds to schools.

Components of the Goals 2000: Educate America Act

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

     Formalizes in law the original six National Education 
Goals. These goals concern: readiness for school; increased school 
graduation rates; student academic achievement and citizenship; 
mathematics and science performance; adult literacy; and safe, 
disciplined, and drug-free schools. The Act adds two new goals that 
encourage parental participation and better professional development 
for teachers and principals.

Title II: Public Accountability for Progress Toward the Goals and 
Development of Challenging Voluntary, Academic Standards

     Establishes in law the bipartisan National Education 
Goals Panel, which will; report on the nation's progress toward 
meeting the goals; build public support for taking actions to meet 
the goals; and review the voluntarily-submitted national standards 
and the criteria for certification of these standards developed by 
the National Education Standards and Improvement Council.
     Creates the National Education Standards and 
Improvement Council, made up of a bipartisan, broad base of citizens 
and educators, to examine and certify voluntary national and state 
standards submitted on a voluntary basis by states and by 
organizations working on particular academic subjects.
     Authorizes grants to support the development of 
voluntary assessment systems aligned to state standards, and for the 
development of model opportunity-to-learn standards.

Title III: Supporting Community and State Efforts to Improve 
Education

     The central purpose of the Goals 2000 Act is to 
support, accelerate, and sustain state and local improvement efforts 
aimed at helping students reach challenging academic and 
occupational standards.
     Section 318 of the Act specifically prohibits federal 
mandates, direction and control of education.

Broad-Based Citizen Involvement in State Improvement Efforts

     The Governor and the Chief State School Officer will 
each appoint half the members of a broad-based panel. This panel 
will be comprised of teachers, principals, administrators, parents, 
representatives of business, labor, and higher education, and 
members of the public, as well as the chair of the state board of 
education and the chairs of the appropriate authorizing committees 
of the state legislature.
     States that already have a broad-based panel in place 
that has made substantial progress in developing a reform plan may 
request that the Secretary of Education recognize the existing 
panel.

Comprehensive Improvement Plan Geared to High Standards of Achievement

     The State Planning Panel is responsible for developing 
a comprehensive reform plan.
     States with reform plan already in place that meet the 
Act's requirements will not have to develop new plans for Goals 
2000. The U.S. Secretary of Education may approve plans, or portions 
of plans, already adopted by the state.
     In order the receive Goals 2000 funds after the first 
year, a state has to have an approved plan or have made substantial 
progress in developing it.
     A peer review process will be used to review the state 
plans and offer guidance to the State Planning Panel. The U.S. 
Department of Education also will offer other technical assistance 
and support by drawing on the expertise of successful educators and 
leaders from around the nation.
    In general, the plans are to address:
     Strategies for the development or adoption of content 
standards, student performance standards, student assessments, and 
plans for improving teacher training.
     Strategies to involve parents and the community in 
helping all students meet challenging state standards and to promote 
grass-roots, bottom-up involvement in reform.
     Strategies for ensuring that all local educational 
agencies and schools in the state are involved in developing and 
implementing needed improvements.
     Strategies for improved management and governance, and 
for promoting accountability for results, flexibility, site-based 
management, and other principles of high-performance management.
     Strategies for providing all students an opportunity to 
learn at higher academic levels.
     Strategies for assisting local education agencies and 
schools to meet the needs of school-age students who have dropped 
out of school.
     Strategies for bringing technology into the classroom 
to increase learning.
    Funds are also available to states to support the development of 
a state technology plan, to be integrated with the overall reform 
plan.

Broad-Based Involvement in Local Education Improvement Efforts

     Each local school districts that applies for Goals 2000 
funds will be asked to develop

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a broad consensus regarding a local improvement plan.
     Local districts will encourage and assist school in 
developing and implementing reforms that best meet the particular 
needs of the schools. The local plan would include strategies for 
ensuring that students meet higher academic standards.

Waivers and Flexibility

     State educational agencies may apply to the U.S. 
Secretary of Education for waivers of certain requirements of 
Department of Education programs that impede the implementation of 
the state or local plans. States may also submit waiver requests on 
behalf of local school districts and schools.
     The Secretary may select up to six states for 
participation in an education flexibility demonstration program, 
which allows the Secretary to delegate his waiver authority to State 
education agencies.
     The Act specifies certain statutory and regulatory 
programmatic requirements that may not be waived, including parental 
involvement and civil rights laws.

Title IV. Support for Increased Parental Involvement

     This title creates parental information and resource 
centers to increase parents knowledge and confidence in child-
rearing activities and to strengthen partnerships between parents 
and professionals in meeting the educational needs of children. 
Parent resource centers will be funded by the U.S. Department of 
Education beginning in fiscal year 1995.

Title V. National Skill Standards Board

     This title creates a National Skill Standards Board to 
stimulate the development and adoption of a voluntary national 
system of occupational skill standards and certification. This Board 
will serve as a cornerstone of the national strategy to enhance 
workforce skills. The Board will be responsible for identifying 
broad clusters of major occupations in the U.S. and facilitating the 
establishment of voluntary partnership to develop skill standards 
for each cluster. The Board will endorse those skill standards 
submitted by the partnerships that meet certain statutorily 
prescribed criteria.

Relationship of Goals 2000 to Other Federal Education Programs

     State participation in all aspects of the Goals 2000 
Act is voluntary, and is not a precondition for participation in 
other Federal programs.
     The Goals 2000 Act is a step toward making the Federal 
government a better partner a supportive partner in local and state 
comprehensive improvement efforts aimed at helping all children 
reach higher standards. The proliferation of many sets of rules and 
regulations for different federal education programs has often 
interfered with local school, community or state efforts to improve 
schools. The Goals 2000 Act is designed to be flexible and 
supportive of community-based improvements in education.
     Other new and existing education and training programs 
will fit within the Goals 2000 framework of challenging academic and 
occupations standards, comprehensive reform, and flexibility at the 
state and local levels. The aim is to give schools; communities and 
states the option of coordinating, promoting, and building greater 
coherence among Federal programs and between Federal programs and 
state and local education reforms.
     For example, the School-to-Work Opportunities Act will 
support state and local efforts to build a school-to-work transition 
system that will help youth acquire the knowledge, skills, 
abilities, and labor-market information they need to make a smooth 
transition from school to career-oriented work and to further 
education and training. Students in these programs could be expected 
to meet the same academic standards established in states under 
Goals 2000 and will earn portable, industry-recognized skill 
certificates that are benchmarked to high-quality standards.
     Similarly, the reauthorization of the Elementary and 
Secondary Education Act (ESEA) allows states that have developed 
their own standards and assessments under Goals 2000 to use them for 
students participating in ESEA programs, thereby providing one set 
of standards and assessments for states and schools to use for their 
own reform needs and, at the same time, to meet Federal 
requirements.
    For more information, contact 1-800-USA-Learn.

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

    What is the purpose of the SGA?
    The Solicitation for Grant Award (SGA) announces a competition 
for Indian Program Grants to enable eligible partnerships to begin 
development or implementation of School-to-Work Opportunities 
initiatives serving Indian youth and involving schools funded by the 
Bureau of Indian Affairs.
    Are public comments being sought?
    No. The SGA was developed in concert with key organizations 
including the Bureau of Indian Affairs, the National Advisory 
Council on Indian Education, and Indian programs within the 
Departments of Education and Labor. This work group provided input 
into the development of the SGA. In accordance with DOL procurement 
policy and the desire to get funds to the field as soon as possible, 
the SGA was published in the final format.
    Why School-to-Work Opportunities?
    The United States is the only industrialized nation that lacks a 
comprehensive and coherent system to help its youth acquire the 
knowledge, skills, abilities, and information about the labor market 
necessary to make an effective transition from school to career-
oriented work. The School-to-Work Opportunities Act of 1994 created 
a national framework for high-quality, school-to-work transition 
systems that enable young Americans to identify and navigate paths 
to productive and progressively more rewarding roles in the 
workplace. School-to-Work Opportunities initiatives funded under 
this competition will offer Indian youth access to School-to-Work 
Opportunity programs that will prepare them for first jobs in high-
skill, high-wage careers and further post-secondary education and 
training.
    When are applications due?
    Applications are due 60 days after the publication of the SGA.
    When will awards be made?
    All awards must be made by September 30, 1996.
    How should I format my application?
    The Departments recommend that applications be formatted as 
suggested in Section I, Part B(2) of the SGA. Applications should 
include: an abstract, budget, program narrative and appendices. 
Applicants are strongly urged to submit applications that 
comprehensively address the evaluation criteria as described in 
Section III Part B. of the SGA.
    Who will review my application?
    Under this competition, a technical review panels consisting of 
peer reviewers and specialists within the Departments of Labor, 
Education and Interior will review applications for both development 
and implementation grants.
    What will the review of my application be based on?
    a. Inclusion of required elements.
    All applications must include:
    1. Evidence that the applicant meets the definition of an 
eligible applicant.
    2. An assurance that the grantee will abide by the safeguards as 
stated in the legislation.
    b. Quality and comprehensiveness of the program narrative.
    Panelists will evaluate all applications against the criteria 
listed in Part III, Section B of the SGA for the development and 
implementation grant competitions. Emphasis will be placed on the 
scope and quality of the proposed plan and with careful 
consideration of the effectiveness, rather than the presence, of 
each program component. Final funding decisions will be made based 
on the results of both the panel review process and other factors 
as: geographic balance, diversity of programmatic approaches, 
replicability, sustainability, and innovation.
    Who is eligible to apply for these grants?
    A. A partnership which proposes to serve Indian youth and 
involves Bureau of Indian Affairs funded schools is qualified under 
this competition to apply for either a development or implementation 
grant. To be eligible to apply, a partnership must include:
    1. tribal organizations responsible for economic development, 
employment and job training, and education (such as tribal business 
councils, local chapters of tribal business councils, tribal 
departments of education and tribal school boards).
    2. employers (including tribal businesses or school-based 
enterprises where applicable).
    3. representatives of Bureau-funded schools and local 
postsecondary educational institutions (including representatives of 
area vocational education schools and tribal colleges where 
applicable).
    4. local educators (such as teachers, counselors or 
administrators).
    5. representatives of labor organizations or nonmanagerial 
employee representatives.

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    6. students and parents.

and may include other appropriate entities. Examples of these 
entities are contained in Part I, Section B(1)(A) of the SGA.
    B. The Department recognize that there are several geographic 
areas within the country which contain high concentrations of Indian 
youth that are not served by school systems supported by the Bureau 
of Indian Affairs. partnerships may be eligible to apply for funding 
even where included in the partnership are one or more non-Bureau-
funded schools that serve Indian youth and the involvement of 
Bureau-funded schools consists of a collaborative, consultative, or 
close advisory relationship within the partnership in which services 
are not necessarily provided directly to the Bureau-funded school's 
students, but which results in measurable benefit to both the 
partnership and the Bureau-funded school or schools. For more 
information on eligibility see Part I, Section B(1)(B) of this 
solicitation.
    The Department intend to prescreen all applications against the 
aforementioned eligibility criteria prior to the panelists' review 
and will not consider any applications that do not contain the 
required assurances and determining information.
    What funding is available?
    This SGA offers approximately $625,000 in FY 95 funds authorized 
under the School-to-Work Opportunities Act. The statute states that 
\1/2\ of 1% of all future appropriations shall be set aside for STWO 
Indian Program Grants.
    How many grants are anticipated?
    The Departments anticipate awarding:
     Approximately 7 development grants of $30,000 each; and
     Up to 5 implementation grants ranging in amount between 
$75,000 and $100,000.
    The final amount of each award will be based on a number of 
factors, including the scope, quality, and comprehensiveness of the 
proposed initiative and the size of the population to be served.
    How long is the project period?
    The award period for this competition will be 12 months. 
However, grants may be continued for up to five years based on 
satisfactory progress and the availability of federal funds.
    Can I apply for both a development and implementation grant?
    Eligible partnerships may apply for either a development grant, 
an implementation grant or both. The rationale is to allow those 
partnerships which have been engaged in planning and development 
activities to apply for an implementation grant without jeopardizing 
their opportunities for receiving a development grant. However, 
partnerships that intend to apply for consideration under both the 
development and implementation grant competitions must submit 
separate applications for each competition. A local partnership may 
receive only one (1) grant under this competition, either a 
development grant or an implementation grant.
    What are the reporting requirements?
    Reporting requirements include quarterly financial and narrative 
reports and an annual report on project accomplishments.
    How can I find out more information about the solicitation?
    The National School-to-Work Office in cooperation with Region IX 
School-to-Work staff will be sponsoring a Bidder's Conference for 
parties interested in applying for School-to-Work Indian Program 
Grants. The Bidders Conference will be held on May 23, 1996 at Mesa 
Community College in Mesa, Arizona. Partnerships that are interested 
in attending need to pre-register participants with Technical 
Assistance and Training Corporation. Information pertaining to this 
activity can be found in Part II, Section F of this solicitation.
    What other grant programs have been implemented under the STWO 
Act?
    The U.S. Department of Labor and Education are jointly 
conducting separate competitions for grants to States that are 
prepared to implement statewide School-to-Work Opportunities 
systems, to local partnerships that are prepared to implement local 
School-to-Work Opportunities initiatives, and to local partnerships 
that serve high poverty areas of Urban and Rural constituencies and 
that are also prepared to develop and implement local School-to-Work 
Opportunities initiatives. Planning and development grants have been 
awarded to all States, Puerto Rico and the U.S. Territories.

[FR Doc. 96-12199 Filed 5-15-96; 8:45 am]
BILLING CODE 4510-30-M