[Federal Register Volume 62, Number 74 (Thursday, April 17, 1997)]
[Notices]
[Pages 18966-19005]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 97-9910]
[[Page 18965]]
_______________________________________________________________________
Part IV
Department of Health and Human Services
_______________________________________________________________________
Administration for Children and Families
_______________________________________________________________________
Early Head Start Program Grant Availability; Notice
Federal Register / Vol. 62, No. 74 / Thursday, April 17, 1997 /
Notices
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DEPARTMENT OF HEALTH AND HUMAN SERVICES
Administration for Children and Families
[Program Announcement No. ACYF-HS-93600-97-03]
Early Head Start Program Grant Availability
AGENCY: Administration on Children, Youth and Families (ACYF), ACFD,
HHS.
ACTION: Announcement of financial assistance to be competitively
awarded to public and non-profit private entities--including Head Start
grantees, Parent and Child Centers and Comprehensive Child Development
Programs--to provide child and family development services for low-
income families with children under age three and pregnant women.
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SUMMARY: Section 645A of the Head Start Act, as amended, 42 U.S.C. 9801
et seq., requires that, beginning in fiscal year 1995, the Secretary of
Health and Human Services award grants competitively to agencies and
organizations to implement programs which we call ``Early Head Start.''
These programs provide early, continuous, intensive, and comprehensive
child development and family support services on a year-round basis to
low-income families with children under age three and pregnant women.
The purpose of the program is to enhance children's physical, social,
emotional, and intellectual development; to support parents' efforts to
fulfill their parental roles; and to help parents move toward self-
sufficiency. Thus, the goals for Early Head Start are to:
Promote the physical, cognitive, social and emotional
growth of infants and toddlers and prepare them for future growth and
development;
Support parents--mothers, fathers, and guardians--in their
role as the primary caregivers and educators of their children, and in
meeting family goals and achieving self-sufficiency across a wide
variety of domains;
Strengthen community supports for families with young
children; and
Develop highly-trained, caring and adequately compensated
program staff, because the quality of staff and their relationships
with children and parents are critical to achieving all the other
goals.
DATES: The CLOSING TIME AND DATE FOR RECEIPT of applications is 4:30 pm
(Eastern Time Zone), June 16, 1997. Applications received after 4:30 pm
will not be accepted.
Applications transmitted to ACF in any electronic form will not be
accepted regardless of date of time of submission and time of receipt.
All applications must be in hard copy form to be considered acceptable.
ADDRESSES: Applications may be mailed to:
Early Head Start Program Category ____________, ACYF Operations
Center, 3030 Clarendon Blvd., Suite 240, Arlington, Virginia 22201.
Hand Delivered, Courier or Overnight delivery applications are
received during the normal working hours of 8:00 a.m. to 4:30 p.m.,
Monday through Friday, on or prior to the established closing date at
the above address.
If you plan to submit an application, we ask that you send a
postcard or call in the following information: the name, address, and
telephone number of the contact person; the name of the organization;
and the category of funding for which you may submit an application,
within two weeks of receipt of this announcement to: Early Head Start,
Administration on Children, Youth and Families Operations Center, 3030
Clarendon Boulevard, Suite 240, Arlington, VA 22201. The telephone
number is 1-800-351-2293. This information will be used to determine
the number of expert reviewers needed and to update the mailing list of
persons to whom the program announcement is sent.
FOR FURTHER INFORMATION CONTACT: For questions related to the Program
Announcement, please contact the Administration on Children, Youth and
Families Operations Center, Technical Assistance Team at 1-800-351-
2293. Staff at this Center will answer questions regarding the
application requirements or refer you to the appropriate contact person
in ACYF for programmatic questions. You may also locate frequently
asked questions about this program announcement on the ACYF website at
http://www.acf.dhhs.gov.
For a copy of the application kit, or for another copy of the
program announcement, please call or fax your request to the ACYF
Operations Center at 1-800-351-2293 (phone) or 1-800-351-4490 (fax).
SUPPLEMENTARY INFORMATION:
Part I. General Information
A. Introduction
This program announcement is divided into five sections:
Part I contains general information and an introductory
section which contains the history and background of the Early Head
Start program and the principles and program description that will
guide the development, implementation and operation of the program.
Part II contains key program information such as a
description of competitive categories, eligible applicants, project
periods, applicable Head Start regulations, and Early Head Start as a
learning community.
Part III presents requirements for information that must
be included in each application.
Part IV presents the criteria upon which applications will
be reviewed and evaluated.
Part V contains instructions for preparing the fiscal year
1997 application. This section notes that the Commissioner of the
Administration on Children, Youth and Families, depending on the
availability of funds and an adequate number of acceptable
applications, may choose to fund a fiscal year 1998 cohort of programs
out of the pool of applications submitted as a response to this program
announcement.
Appendix A--ACF Uniform Discretionary Grant Application Form--This
material includes the relevant forms, certifications, disclosures and
assurances necessary for completing and submitting the application.
Appendix B lists the Single Points of Contact for each State and
Territory.
Appendix C is The Statement of the Advisory Committee on Services
for Families with Infants and Toddlers.
Appendix D--Category One--New Early Head Start Awards provides a
list of the geographic areas not open for competition under Category
One.
Appendix E--Category Two--New Awards to Communities Served by
Parent and Child Centers provides a list of geographic areas open to
competition under Category Two.
An application kit containing the ACF Uniform Discretionary Grant
Application Form, applicable Head Start Regulations, State Contact
lists (e.g., Part H Lead Agency Coordinators) and other useful
information should be obtained by applicants. (See address listed
earlier in this announcement under ``For Further Information.'')
B. Program Purpose
With the reauthorization of the Head Start Act in 1994, Congress
established a new program for low-income families with infants and
toddlers and pregnant women which is called Early Head Start. Beginning
in fiscal year 1995, 68 grants were awarded and, in fiscal year 1996,
an additional 75 grants were selected from among competing
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agencies and organizations to implement Early Head Start programs which
provide early, continuous, intensive, and comprehensive child
development and family support services.
In creating this program, the Congress acted upon evidence from
research and practice which illustrates that early intervention through
high quality programs enhances children's physical, social, emotional,
and cognitive development; enables parents to be better caregivers and
teachers to their children; and helps parents meet their own goals,
including economic independence. Such programs answer an undeniable
need. As pointed out in ``The Report of the Carnegie Task Force on
Meeting The Needs of Young Children,'' many of the 12 million children
under three and their families in the United States today face a
``quiet crisis.'' The numerous indicators of this crisis include: one
in four infants and toddlers live in families with incomes below the
poverty line; nine out of every thousand infants die before the age of
one; and, more than five million children under three receive child
care from other adults while their parents work, much of that care
being of poor quality.
The Early Head Start program provides resources to community
programs to address such needs and to achieve the purposes set forth by
Congress. The local programs funded through Early Head Start operate as
a national laboratory to demonstrate the impact that can be gained when
early, continuous, intensive and comprehensive services are provided to
pregnant women and very young children and their families.
Programs participating in this demonstration effort will:
Ensure quality by meeting the requirements in the Head
Start Program Performance Standards and other applicable regulations;
Provide early, individualized child development and parent
education services to low-income infants and toddlers and their
families according to a plan developed jointly by the parents and
staff;
Provide these services through an appropriate mix of home
visits, experiences at the Early Head Start center, and experiences in
other settings such as family-or center-based child care;
Provide early opportunities for infants and toddlers with
and without disabilities to grow and develop together in nurturing and
inclusive settings;
Ensure that the Early Head Start program is supportive and
nurturing of families;
Respond to the needs of families, including the need for
full-time child care for working families;
Connect with other service providers at the local level to
ensure that a comprehensive array of health, nutrition, and other
services is provided to the program's pregnant women, very young
children, and their families;
Recruit, train, and supervise high quality staff to ensure
the kind of warm and continuous relationships between caregivers and
children that are crucial to learning and development for infants and
toddlers;
Ensure parent involvement in policy and decision making;
and
Coordinate with local Head Start and other child
development programs in order to ensure continuity of services for
these children and families.
C. History and Background
1. Legislation
In May 1994, the President signed into law the bipartisan Head
Start Reauthorization Act of 1994. This reauthorization established
within the Head Start Bureau a new program for low-income pregnant
women and families with infants and toddlers. The reauthorization sets
aside funds from the total Head Start budget for the subsequent four
years at a rate of three percent in FY 1995; four percent in FY 1996
and 1997; and five percent in FY 1998. Consolidated into the new
initiative were the Parent and Child Centers Program and the
Comprehensive Child Development Program.
This section of the legislation had a number of sources, including
the recommendations of the Advisory Committee on Head Start Quality and
Expansion, as well as recent lessons from research and practice.
2. The Advisory Committee on Head Start Quality and Expansion
In June 1993, the Secretary of the Department of Health and Human
Services formed an Advisory Committee to look at Head Start quality and
expansion. The recommendations of that Committee centered around:
Striving for excellence in staffing, management,
oversight, facilities, and research;
Expanding to better meet the needs of children and
families; and
Forging new partnerships with communities, schools, the
private sector, and other national initiatives.
Included in the report was a recommendation that the Department
develop a new initiative for expanded Head Start supports to families
with infants and toddlers, as well as convene a high-level committee
charged with developing guidelines for this new effort. This
recommendation was fueled by relevant research findings and recognition
in the field that much more could be accomplished with earlier, more
sustained support for very young children and their families.
3. Relevant Research
Findings from more than three decades of research in child and
family development illustrate that the time from conception to age
three is critical for human development. The basic cognitive, social,
and emotional foundation is established in these early years. The
research also indicates that, to develop optimally, infants and
toddlers must have healthy beginnings and the continuity of responsive
and caring relationships. Together, these supports help promote optimal
cognitive, social, emotional, physical, and language development. When
these supports are missing, the immediate and future development of the
child may be compromised. Recent research identifies the
characteristics of effective programs that enhance both child and
family development. This growing body of knowledge provides a
foundation upon which the Early Head Start program is based.
A more detailed discussion about the research in maternal and
infant health, child-caregiver relationships, and the characteristics
of successful programs can be found in the Statement of the Advisory
Committee on Services for Families with Infants and Toddlers, which is
included as Appendix C.
In FY 1995 a contract was awarded to Mathematica Policy Research,
Inc. to conduct a cross-site evaluation of Early Head Start. In FY
1996, 16 university partners of the initial 68 Early Head Start
grantees were selected to conduct site-specific research. Thus, those
16 sites became the participants in the national cross-site evaluation
conducted by Mathematica. Results are not yet available. Because the
evaluation of Early Head Start is already underway, the FY 1997-1998
Cohort of Early Head Start grantees will not participate in the cross-
site evaluation.
4. Precursor Program Experiences
In enacting Early Head Start, Congress was building on lessons
learned through Federal, State, and community programs that serve some
of our country's very young children and their families.
Most notable among the early Federal efforts include the following:
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The Maternal and Child Health Services Block Grant has its
roots in Title V of the Social Security Act, which was enacted in 1935.
It is administered by the Maternal and Child Health Bureau (MCHB) of
the Health Resources and Services Administration in HHS which provides
leadership for building the infrastructure for health care services
delivery to all mothers and children in the U.S., with particular
responsibility for serving those low-income or isolated populations who
would otherwise have limited access to care.
The Parent and Child Centers Program (PCC) was established
in 1967 to provide an array of services for pregnant women, infants/
toddlers, parents, and families as a whole. Services include health,
education, personal and interpersonal development, and family
assistance. There are currently 58 PCCs across the country. Thirty-four
others have been competitively selected and converted into Early Head
Start programs.
The Migrant Head Start program was established in 1969 to
meet the needs of mobile farmworker children and their families. The
program provides age-appropriate infant, toddler and preschool
programming, full-day services (8 to 12 hours per day), and full week
services (five to seven days per week) based on the needs of working
families. These services are offered in center-based and family child
care settings during peak agricultural seasons. There are currently 25
Migrant Head Start grantees and 42 delegate agencies operating in 39
States. Infants and toddlers comprise over 40 percent of the children
served annually.
The Child and Family Resource Program (CFRP) operated as a
demonstration from 1973 to 1983. Ten CFRP programs linked community
resources in efforts to enhance families' abilities to provide safe,
stable, nurturing environments for their children.
Part H of the Individuals with Disabilities Education Act
was initiated in 1986 as an early intervention program for children
birth to age three who have or are at risk for developmental
disability. Part H supports comprehensive, statewide programs which
identify and coordinate needed services within the context of a family-
centered services delivery model.
The Comprehensive Child Development Program (CCDP) was
enacted in 1988 to provide and coordinate a wide range of services to
children and families including child development, health care,
education, economic self-sufficiency, mental health, substance abuse
treatment and prevention and other services to strengthen the home and
family. There are currently 19 CCDPs in communities throughout the
country. Eighteen others have been competitively selected to become
Early Head Start programs.
The Even Start Literacy Program, administered by the
Department of Education, integrates early childhood education and adult
education for parents into a unified program.
The Healthy Start Initiative, administered by the Maternal
and Child Health Bureau in HHS, started in 1991 as a demonstration
program to combat infant mortality through community coalitions.
In addition to these Federal efforts, many States and foundations
are focusing on the special needs of very young children and their
families. Carnegie and Ford are among the foundations addressing the
needs of pregnant women and families with infants and toddlers.
D. Consultation
In the statute establishing the new program called Early Head
Start, Congress called on the Secretary to develop program guidelines
in consultation with experts in early childhood development, health,
and family services; and take into consideration the knowledge and
experience gained from other early childhood programs that serve large
numbers of infants and toddlers including the Comprehensive Child
Development Program, Head Start Parent and Child Centers and the
Migrant Head Start program. As a result, the Secretary formed the
Advisory Committee on Services for Families with Infants and Toddlers.
The Committee was charged with advising the Department on the
development of program approaches for the Early Head Start initiative.
In September 1994, the Advisory Committee unanimously agreed to a
statement that sets forth the vision, goals, principles, and program
cornerstones for Early Head Start (the Statement, which includes the
Advisory Committee membership list, is included as Appendix C).
In addition, Federal staff conducted approximately 30 focus groups
during the summer of 1994 to hear from parents, practitioners,
researchers, advocates, and representatives of professional
organizations. Federal staff also met with or received materials and
recommendations from a number of other parents, practitioners, and
researchers. The suggestions, guidance, and information received
through this consultation process helped shape the development of the
original fiscal year 1995 program announcement as well as this
announcement.
The results of this consultation contributed significantly to the
recently revised Head Start Program Performance Standards (45 CFR Part
1304), which address services to infants, toddlers, and pregnant women
as well as to preschool children and their families.
E. Principles Recommended by the Field
The Advisory Committee on Services for Families with Infants and
Toddlers identified nine principles that are characteristic of
successful programs for families with very young children. These
principles are consistent with the themes that emerged from the broader
consultation conducted by the Department. Therefore, applicants are
expected to take into consideration these principles in designing their
programs.
1. High Quality: Programs will ensure high quality in both the
services provided to children and families directly, and the services
provided through referrals. Programs will recognize that the
conception-to-three age period is unique both in the rate of
development and in the way young children's physical and mental growth
reflects and absorbs experiences with caregivers and the surroundings.
Because of this, the experiences and environments provided need to be
of highest quality to promote child development.
2. Prevention and Promotion: Recognizing that windows of
opportunity open and close quickly for very young children and their
families, programs will seek out opportunities to promote the physical,
social, emotional, cognitive and language development of young children
and families before conception, prenatally, upon birth, and during the
early years. Program staff will seek to prevent and detect problems at
their earliest stages, rallying the services needed to help the child
and family anticipate and overcome problems before they interfere with
healthy development.
3. Positive Relationships and Continuity: Programs will support and
enhance strong, caring, continuous relationships among the child,
parents, family, and caregiving staff. Programs will support the
mother-child, father-child bond by recognizing each parent as his or
her child's first and primary source of love, nurturance and guidance.
Programs will ensure that relationships between caregiving staff and
young children support infant and toddler attachment to a limited
number of skilled and caring individuals, thus
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maintaining relationships with caregivers over time and avoiding the
trauma of loss experienced with frequent turnover of key people in the
child's life.
4. Parent Involvement: Programs will ensure the highest level of
partnership with parents, both mothers and fathers. Programs will
support parents as primary nurturers, educators, and advocates for
their children; assure that each parent has opportunities for
experiences that support his or her own growth and goals, including
that of parenting; encourage independence and self-sufficiency for
parents; and provide a policy-making and decision-making role in the
program for parents.
5. Inclusion: Programs will develop services and create an
environment which builds upon and responds to the unique strengths and
needs of each child and family. Further, programs will support
participation in community life by young children with disabilities and
their families; and families of very young children with significant
disabilities will be fully included in all program services.
6. Culture: Programs will demonstrate an understanding of, respect
for, and responsiveness to the home culture of children and families as
culture is the context for healthy identity development in the first
years of life.
7. Comprehensiveness, Flexibility, Responsiveness, and Intensity:
Programs will respond in flexible ways to the unique strengths,
abilities, and needs of the children, families and communities they
serve. Developmental opportunities provided to each infant and toddler
will address the whole child and be continually adapted to keep pace
with his or her developmental growth. Programs also need to be
responsive to the distinct needs and experiences of parents whose
children are disabled and those parents who have disabilities.
8. Transition: Programs will be responsible for ensuring the smooth
transition of children and their families into Head Start or other
preschool or child development programs which are of high quality and
provide consistent and responsive caregiving.
9. Collaboration: Recognizing that no one program will be able to
meet all of a child's and family's needs, programs will build strong
connections to other service providers and to community sources of
support for families. These efforts will foster a caring, comprehensive
and integrated community-wide response to families with young children,
maximize scarce financial resources, and avoid duplication of agency
effort.
These principles are explained in more detail in the Statement of
the Advisory Committee on Services for Families with Infants and
Toddlers, which is attached as Appendix C.
F. Program Description
In addition to the principles outlined above, a description of the
Early Head Start program also emerged during consultation with the
field. The Advisory Committee members conceptualized the program as
having four cornerstones: child development; family development;
community building; and staff development.
1. Child Development
To develop fully, children need individualized support that honors
the unique characteristics and pace of their physical, social,
emotional, cognitive and language development. Critical to this
development are the promotion of child health; positive relationships
between the child and parents and other significant caregivers;
opportunities for children's active involvement in appropriately
stimulating environments; and enhancement of each parent's knowledge
about the development of their child within healthy, safe environments.
The services that programs must provide to support the child
development cornerstone include:
High quality early education services provided both in and
out of the home in a range of developmentally appropriate settings for
infants and toddlers;
Home visits (especially for families with newborns and
other infants, as needed);
Parent education, including parent-child activities;
Comprehensive health and mental health services for
children; and
Part-and full-day child care services, as needed by
children and families.
In addition, Early Head Start programs will be responsible for
helping the family identify and access the services of a consistent
health professional who can provide ongoing care for the family, child
and pregnant woman. Further, Early Head Start programs will be
responsible for coordinating with programs providing services in
accordance with Part H of the Individuals with Disabilities Education
Act so that children and families served by these two programs can
experience a seamless system of services.
2. Family Development
Healthy child development depends on the ability of parents and
families to support and nurture children while, at the same time,
meeting other critical social and economic needs. Therefore, programs
must work to help parents set and achieve goals for themselves and
their children through individualized family development plans, which
are collaboratively designed and updated by families and staff, and are
responsive to the goals and ideals of the families. When families are
served by additional programs which also require an individualized
family development or service plan, such as a family employability plan
or a plan under Part H of the Individuals with Disabilities Education
Act, then a single coordinated plan should be developed so families
experience a seamless system of services.
The types of services that programs must provide directly or
through referrals include:
Ongoing support to parents through case management, peer
support groups, or other approaches;
Child development information and services;
Health services, including services for women prior to,
during, and after pregnancy;
Mental health services;
Services to improve health behavior such as smoking
cessation and substance abuse treatment;
Services to adults to support progress towards economic
independence, such as adult education and basic literacy skills, job
training, job placement services, assistance in obtaining income
support, child support or related assistance, food, and decent, safe
housing, and emergency cash or in-kind assistance; and
Transportation to program services.
Programs also must directly provide opportunities for parent
involvement in the program so that parents can be involved as decision-
makers, volunteers, and/or employees. Additional services not listed
above, but identified by families through community assessments and
mappings, may be provided either directly or through referral at local
option.
3. Community Building
Children develop within the context of the family and the family
develops within the context of the community. Therefore, to support
children's development, Early Head Start programs must establish
collaborative relationships with other community providers to create an
environment that shares responsibility for the healthy development of
its children and their families.
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The goal of these community relationships is three-fold: increasing
access to high quality services for program families; assuring that the
program's approach to serving pregnant women and families with infants
and toddlers fits into the existing constellation of services in the
community so that there is a coherent, integrated approach to
supporting families with very young children; and encouraging systemic
improvements in service delivery for all the families in a community.
All programs will be required to conduct an in-depth assessment of
existing community resources and needs and engage in an ongoing
collaborative planning process with a range of stakeholders, including
parents and residents of the community. If the community recently
conducted such an assessment, the program would be able to use the
results from that study and then proceed with the collaborative
planning process.
4. Staff Development
Programs are only as good as the individuals who staff them. Thus,
staff development is a key element of Early Head Start programs.
To ensure the recruitment and development of high quality staff,
all programs will be required to:
Select staff who, together, cover the spectrum of skills,
knowledge and professional competencies necessary to provide high
quality, comprehensive, inclusive, culturally appropriate, and family-
centered services to young children and their families;
Select staff who are capable of entering into one-to-one
caregiving relationships with infants and toddlers, and caring,
respectful and empowering relationships with families and other
coworkers;
Select program directors who possess the above
characteristics and are highly skilled administrators who exemplify
leadership qualities such as integrity, warmth, intuition and holistic
thinking;
Provide ongoing staff training, supervision and mentoring
for both line staff and supervisors that reflects an interdisciplinary
approach and an emphasis on relationship building and employs
techniques and opportunities for practice, feedback and reflection;
Provide training so that staff are ``cross-trained'' in
the areas of child development, family development and community
building in addition to the areas of home visiting, caregiving
relationships, effective communication with parents, family literacy,
healthy/safe environments and caregiving practices, early
identification of unhealthy behaviors or health problems, service
coordination, and the provision of services and support to diverse
populations, including families and children with disabilities and
developmental delays; and
Recognize that high quality performance and development
occur when they are linked to rewards such as salary, compensation, and
career advancement.
These cornerstones are explained in more detail in the Statement of
the Advisory Committee on Services for Families with Infants and
Toddlers, which is attached as Appendix C. Applicants are expected to
take into consideration these four cornerstones, the Head Start Program
Performance Standards and other applicable regulations when designing
their programs.
Part II. Program Information and Requirements
A. Statutory Authority
The Head Start Act, as amended, 42 U.S.C. 9801 et seq.
B. Grant Competition
The funds available for Early Head Start grants in fiscal years
1997-1998 will be awarded through competitions in two categories:
1. Category One--New Awards to Unserved Areas
Grants will be competitively awarded to eligible applicants to
operate Early Head Start programs in geographic areas not currently
served by Head Start Parent and Child Centers (PCC) and existing Early
Head Start (EHS) programs. See Appendix D for a list of the geographic
areas not open to competition under Category One. Applicants in
Category One will compete on a national basis with all other
organizations that apply to serve currently unserved areas.
In awarding grants in this category, ACYF shall ensure an equitable
geographic distribution of the grants. ACYF will consider the benefit
to communities of funding new providers.
2. Category Two--New Awards to Communities Served by PCCs
Grants will be competitively awarded to operate Early Head Start
programs in geographic areas currently served by existing Head Start
Parent and Child Centers (PCCs). See Appendix E for a list of the
geographic areas. In awarding grants in this category, ACYF is
interested in assuring that communities currently served by PCCs will
have an opportunity to continue receiving services to low-income
families with infants and toddlers through Early Head Start programs
after the authority for funding the PCCs expires in FY 1997.
Applicants in each geographic area will compete for funds against
other applicants wishing to serve the same geographic area. There are
58 such competitive areas (see Appendix E).
C. Eligible Applicants
Applicants eligible to apply to become an Early Head Start program
are public agencies and private non-profit agencies. Eligible
applicants include agencies that operate Comprehensive Child
Development Programs (CCDPs). Before applications are reviewed, each
application will be screened to determine whether the applicant
organization is eligible as specified under this section. Applications
from organizations which do not meet eligibility requirements will not
be considered or reviewed in this competition and the applicant will be
so informed. In addition, inadequate preparation or omission of
essential components of the application or failure to comply with
format specifications as described in Parts III and IV will result in
applications being withdrawn from further consideration.
On all applications developed jointly by more than one
organization, the application must identify only one organization as
the lead organization and official applicant. The lead organization
must meet the criteria of an ``Eligible Applicant.'' The other
participating agencies and organizations can be included as co-
participants such as contractors or delegate agencies. Only
organizations, not individuals, are eligible to apply under this
announcement.
D. Eligible Participants
Persons who may participate in the Early Head Start program include
pregnant women and families with children under age three who have
incomes at or below the poverty line. Head Start regulations permit,
however, up to 10 percent of children in local programs to be from
families which do not meet these low-income criteria. Head Start
regulations also require that a minimum of 10 percent of enrollment
opportunities in each program be made available to children with
disabilities. Such children are expected to be enrolled in the full
range of services and activities in inclusive settings with their non-
disabled peers and to receive individualized services as needed. The
report from Congress discussing the creation of this program encouraged
that participants in programs funded
[[Page 18971]]
through this initiative be identified while pregnant or while their
children are infants.
E. Target Populations
Target populations are those that are specified in Part II, Section
D. Within these categories, applicants may choose to focus on special
populations, such as teen parents, or to design a program linked to
welfare reform initiatives if they wish.
F. Project Period, Funding and Project Sizes
We estimate that a total of approximately $25,800,000 in ACYF funds
will be available for funding new Early Head Start programs in fiscal
year l997.
A considerable amount of additional funds may be available in FY
1998 because the Head Start Act increases funding for Early Head Start
projects from four percent of total Head Start funding in FY 1997 to
five percent in FY 1998. If the Administration's FY 1998 budget
requests were appropriated, a total of approximately $89,000,000 in
funds for Early Head Start would be available. As previously noted, the
selecting official may decide to select some or all of the awardees of
FY 1998 funds from among the applicants to this announcement. The
amount that will be awarded will be dependent on the amount of funds
available and the nature and quality of applications received.
Applicants are encouraged to apply for projects that will serve
between 32 and 120 infants, toddlers and pregnant women. It is felt
that projects serving fewer than 32 children and pregnant women would
have difficulty providing high quality services while being cost
effective. The recommended upper limit is intended to ensure that
projects are of a manageable size and will also allow funds to be
distributed among more communities. Applicants may propose projects
outside of these recommended sizes, but must justify doing so. Examples
of such justifications might be a project to serve an isolated or
sparsely populated community with a small number of eligible families.
Conversely, a project from a high population area that can demonstrate
that it has the capacity to serve a larger number of children and
pregnant women would be considered.
There are no pre-determined cost per child amounts for which
applicants must apply. It is expected that there may be considerable
variation in amounts applicants receive depending on a number of
factors, including the way in which the program is structured, the size
of the program, the costs of operating in different communities and the
amount of support that is provided from non-federal sources or through
partnerships with other community agencies and funding sources, such as
child care providers.
Each applicant is encouraged to request an amount of funds that
would allow it to carry out an effective, high quality program that is
cost-effective and meets the needs of its community.
Awards, on a competitive basis, will be for a one-year budget
period, although project periods will be for five-years. Applications
for continuation grants funded under these awards beyond the first one-
year budget period, but within the five-year project period, will be
entertained in subsequent years on a non-competitive basis, subject to
the availability of funds, satisfactory progress of the grantee and a
determination that continued funding would be in the best interest of
the Government. Continuation funds will be available to serve eligible
infants, toddlers and pregnant women who were initially enrolled and
those eligible children and pregnant women who replace starting
infants, toddlers and pregnant women who left the program during any
single year.
Allowable costs for developing and administering an Early Head
Start program may not exceed 15 percent of the total approved costs of
the program. Costs classified as development and administrative costs
are those costs related to the overall management of the program.
Additional information pertaining to limitations of costs on
development and administration of Early Head Start programs can be
found in Head Start regulation 45 CFR 1301.32, Limitations on Costs of
Development and Administration of a Head Start Program, which is
available in the application kit.
All programs will be reviewed at the end of the first year of
operation to determine their suitability for receiving continued
funding. Programs will be expected to submit an ongoing operational
plan and revised budget. Federal staff also may ask for additional
material as part of the review.
Given the importance of planning, selecting high quality staff and
setting in place training mechanisms, and coordinating with other
programs within the community, we expect that programs will spend some
portion of their first year focusing on start-up activities.
Programs are required to begin serving children, families and
pregnant women within the first year. Programs must be fully
operational no later than one year from the date of their grant award.
Because the first year is unlikely to include 12 months of full
operation, it is assumed that first year budgets will be lower than
budgets for future years. Applicants are expected to submit a first
year budget which will include a start-up budget and a prorated
operational budget as well as an on-going annualized budget.
G. Required Match
Grantees that operate Early Head Start programs must provide at
least 20 percent of the total approved costs of the project. The total
approved cost of the project is the sum of the ACF share and the non-
Federal share. The non-Federal share may be met by cash or in-kind
contributions, fairly evaluated, including facilities, equipment or
volunteer services. Therefore, a project requesting $100,000 in Federal
funds (based on an award of $125,000 per budget period), must include a
match of at least $25,000 (20 percent of the total project costs).
Applicants are encouraged to provide more than the minimum 20 percent
non-Federal share. In certain instances, the requirement for a 20
percent non-federal match may be waived in part or in whole, if the
circumstances described in Section 640(b) of the Head Start Act exist.
H. Applicable Head Start Standards
Agencies that receive funding under this announcement must adhere
to the standards set forth in certain regulations that govern Head
Start programs in addition to Department of Health and Human Services'
regulations that govern discretionary grants generally. The relevant
Head Start regulations are: Head Start Grants Administration, 45 CFR
Part 1301; Program Performance Standards for Operation of Head Start
Programs by Grantee and Delegate Agencies, 45 CFR Part 1304; and
Eligibility, Recruitment, Selection, Enrollment and Attendance in Head
Start, 45 CFR Part 1305; and Head Start Program Performance Standards
on Services for Children with Disabilities, 45 CFR Part 1308.
On November 5, 1996, the final version of the revised Head Start
Program Performance Standards (45 CFR Part 1304) was published in the
Federal Register [61 FR 57186]. In addition to revising the standards
for Head Start services to preschool children and their families, these
regulations provide, for the first time, performance standards for
Early Head Start programs serving pregnant women and families with
infants and toddlers. The effective date for these regulations is
January 1, 1998. At that time, all Head
[[Page 18972]]
Start and Early Head Start programs will be expected to comply with the
revised Performance Standards. Applications for Early Head Start grants
must provide evidence of the applicant's knowledge of and capacity to
meet the relevant Head Start regulations, including the requirements of
the revised Performance Standards.
The Head Start Program Performance Standards prescribe the program
requirements that grantees must meet as they administer Early Head
Start programs. The four cornerstones and nine principles identify the
factors that must be considered in designing an Early Head Start
program. The cornerstones and principles are embedded in the Head Start
Program Performance Standards which are critical in the implementation
of an Early Head Start program.
I. Early Head Start as a Learning Community
1. Overview
On both the local and national level, Early Head Start is
envisioned as a learning community for how quality services should be
delivered to low-income pregnant women and families with infants and
toddlers. Thus, continuous improvement, evaluation, research and
dissemination activities play a critical role in this initiative. These
activities include, but are not limited to:
Continuous review and measurement of program processes to
determine progress toward stated objectives and for the purpose of
program improvement;
Studies of program processes including services offered to
and received by families and descriptions of how the services are
delivered;
Qualitative studies of individual families and programs;
Studies of child, family, program and community variables
that contribute to program outcomes;
Studies of program quality and the relationship of quality
to program outcomes;
Studies of program variations and their relationship to
impacts;
National impact studies, conducted by a national
contractor;
Establishment of longitudinal research in a sample of
Early Head Start national impact study sites; and
Documentation of the program models and development of
materials for dissemination purposes.
2. Requirement on the Use of an Automated Information System
All Early Head Start programs will be required to use an automated
information system to collect program information on infants, toddlers
and pregnant women, services, collaborative arrangements, staff,
training, services utilization and costs. The Head Start Family
Information System (HSFIS) is currently being modified to accommodate
the needs of Early Head Start. The HSFIS software and User's Manual
will be made available to Early Head Start grantees at the time of
grant award. Grantees will be responsible for coordinating the
collection of data for and management of HSFIS.
3. Continuous Improvement Requirements
In order to enter fully into the learning community environment on
both the national and local level, all Early Head Start programs will
be required to:
Conduct a local assessment of progress toward stated
objectives and program improvement using the automated information
system and other sources of data which measure progress toward stated
objectives and contribute to a process of continuous improvement within
the program and sponsoring agency; and
Provide information from the Early Head Start automated
information system as approved by OMB.
Part III. Application Requirements
Applicants must address the following requirements in their
applications for financial assistance. For the convenience of
applicants, these requirements have been organized according to the
evaluation criteria presented in Part IV.
A. Objectives and Need for Assistance
1. State the objectives for the program and indicate how these
objectives relate to the Head Start Program Performance Standards (see
Section II. H of this Announcement) and demonstrate that there is a
need for the program that relates to these standards and is based on an
assessment of need in the community. Describe the method used to
undertake the community assessment and consumer consultation process
that led the applicant to conclude that there is a need for the
proposed program. An applicant need not conduct an independent
assessment of the community if such an assessment already exists. In
this case, the applicant should describe the method used in the
recently conducted assessment and explain any additional consultation
with consumers as it relates to the development of the proposed
program. Provide letters of support for your program from community
leaders and residents.
2. Identify the population to be served by the project and explain
why this population is most in need of the program. Identify the target
enrollment size (the estimated number of infants, toddlers and pregnant
women) and provide assurances that the population the program intends
to recruit and enroll will meet Early Head Start eligibility criteria.
3. Identify the geographic location to be served by the program.
Describe the key characteristics of the targeted area and explain what
makes the area an identifiable community or neighborhood. Describe what
services and resources are/are not currently available in the area to
serve pregnant women, infants and toddlers. Provide demographic and
other information on the target area which demonstrates that there are
a sufficient number of eligible, unserved infants, toddlers and
pregnant women in the area to justify the target enrollment size. For
Category One funds only, demonstrate that the geographic area is
currently unserved by an Early Head Start program or a Head Start
Parent and Child Center. For Category Two, demonstrate that the
geographic area is in the same area as that served by the current
Parent and Child Center or explain why the boundaries of the service
area are proposed to be changed (e.g. as a result of the needs
assessment).
B. Results or Benefits
1. Identify the specific results or benefits that could be expected
for children, families and pregnant women participating in the program.
Identify the specific community-wide results or benefits. Identify the
specific results or benefits that could be expected for the staff
working in a collaborative partnership with other child development
caregivers and family development staff working in a variety of
relevant community agencies.
2. Identify the kinds of qualitative and quantitative data the
program will collect to measure progress towards the stated results or
benefits. State how you will determine the extent to which the program
has achieved its stated objectives.
3. Provide assurances that the program will collect data on groups
of individuals and geographic areas served, types of services provided,
service utilization information, types and nature of needs identified
and met, and such other information as may be required periodically by
the ACF.
[[Page 18973]]
C. Approach
In designing the approach, applicants are reminded that, as of
January 1, 1998, all Early Head Start (EHS) programs must meet the
requirements of the revised Head Start Program Performance Standards,
45 CFR Part 1304. Therefore, all elements of the EHS program should be
consistent with these standards.
1. All applicants must describe the planning the program will
conduct during the start-up period to prepare for implementation of the
program and explain how consumers and other stakeholders in the
community will be involved in the planning.
2. Explain the approach to be used to recruit and enroll the number
and type of infants, toddlers and pregnant women from the target
recruitment area, as discussed in Part III, Section A. Discuss any
special efforts you will make to recruit and enroll low-income pregnant
women and children under age one.
3. Describe how the program will ensure that at least 10 percent of
enrollment opportunities will be made available to children with
disabilities (as defined by the IDEA Part H Lead Agency for the State).
Describe the policies and practices the program will have in place to
assure that a child will not be denied enrollment or participation in
the program on the basis of a disability or the severity of such a
condition. Describe how the program will work with the Part H local
lead agency or, if available, the local Interagency Coordinating
Council, to recruit and enroll children with disabilities (and their
families) who have been previously identified by the Part H agency, and
to collaborate with the Part H agency to arrange and provide for
special services needed by these children and their families. Describe
how staff will coordinate their efforts with others to ensure children
with disabilities and their families receive high quality services.
4. Describe the approach to providing child development services
and explain the rationale for choosing the approach. Identify and
describe the specific approaches that will be used for assuring the
intellectual, social, emotional and physical development of the infants
and toddlers served. Describe the philosophy, curricula, staffing
patterns, staff qualifications, types and quality of settings and any
other relevant information that will comprise the program's model for
supporting the growth and development of very young children. Clearly
explain how your model will meet the developmental needs of very young
children (including children from non-English speaking families).
5. Explain how the program's child development approach will
promote parent/guardian-child interaction and support the mother-child
and/or father-child bond. Also explain how caregiving will be provided
in ways that support infant and toddler attachment to a limited number
of skilled and caring individuals.
6. Describe how high quality infant and toddler full-and part-day
child care will be provided to children of parents who are working or
in training or to children who require out-of-home care due to special
parental circumstances such as substance abuse treatment. Discuss the
relationship between these resources and the program's overall child
development approach. Describe the process the program will use to
determine that child care (provided either directly or through
referral) will be of high quality. Include the location and description
of the proposed child care facilities and describe any improvements and
the costs associated with them which may be required to comply with the
Head Start Performance Standards. Indicate if the facility is
immediately available or indicate the estimated date for occupancy. In
addition, describe the program's approach to building capacity in
communities where high quality infant/toddler child care is lacking.
7. Describe the efforts the program will make to help assure
continuation of developmentally-appropriate services for children, once
the children reach the age of three.
8. Describe the specific approaches for providing, either directly
or through referrals, ongoing well-baby and well-child health services
such as early and periodic screenings, diagnosis, treatment,
immunizations, nutritional assessments, developmental surveillance and
anticipatory guidance. In addition, describe the approach for ensuring
that children are cared for in safe and hygienic environments.
9. Describe the approach for supporting family growth and
development and explain the rationale for choosing the approach.
Explain the framework of and procedures for developing each family's
individualized plan. Explain how you intend to work with other service
delivery systems which require a similar plan, such as the Part H
Individualized Family Service Plan (IFSP), to ensure that the family
only needs to complete one plan and that one plan can be used by all
relevant programs to ensure a seamless service delivery system for the
child and family. Describe how your family development approach will
assist families and individual family members in identifying, pursuing
and achieving goals and overcoming obstacles on the way to achieving
those goals.
10. Describe how the program will develop relationships with
parents which promote their involvement with the program. Describe the
strategy and the opportunities for parent involvement, providing
assurances that it meets or exceeds the parent involvement standards
described in 45 CFR Part 1304, the Head Start Program Performance
Standards. Explain what special efforts the program will make to reach
out to and to involve fathers.
11. Describe what services the program will provide, either
directly or through referrals, to promote adult and family health and
wellness. Identify and explain the mental and physical health services
which will be made available and accessible to the families of the
infants and toddlers served by the program. Describe what the program
will do to promote women's health and wellness prior to, during and
after pregnancy. In addition, describe what the program will do to
facilitate access to substance abuse prevention and treatment services
and smoking cessation programs for affected families.
12. Describe what services the program will provide, either
directly or through referrals, to promote progress toward economic
self-sufficiency for parents. Describe the program's approach to basic
literacy training, adult basic eduction, employability skills training,
job development and placement services and any other employment and
training services that are planned.
13. Describe what assistance the program will provide, either
directly or through referrals, to families in obtaining needed income
support, child support and related assistance.
14. Identify the existing transportation resources available to
families in reaching services provided at the program site and in off-
site locations. Describe any transportation arrangements the program
will make to ensure that children and pregnant women are able to access
needed services.
15. Describe the program's approach to community building and
explain the rationale for choosing the approach. Describe how the
program will be coordinated with other programs and services in the
community which serve pregnant women, infants, toddlers and their
families and how the program will assist in the development of local
community capability, expertise and commitment to carry out
comprehensive
[[Page 18974]]
service programs built around the needs of low-income pregnant women
and families with very young children. Describe any barriers to
collaboration in your community and explain the program's strategy for
addressing these. Identify by name specific providers, agencies and
organizations with which the applicant will coordinate in order to
carry out the requirements of this project. Applicants should furnish
formal interagency agreements or contracts (if available) indicating
which services will be provided to which program participants and for
what periods of time, by each of those provider agencies and/or
organizations.
16. Describe linkages with community resources that the program
will establish and maintain during the planning, implementation and
operation of the program: health and nutrition (e.g., public health
departments and other health providers and programs including Title V,
Supplemental Food Program for Women, Infants and Children (WIC) and
Medicaid prenatal care services and the Medicaid Early and Periodic
Screening, Diagnosis and Treatment program (EPSDT)); early intervention
(e.g., Part H local lead agency or, if available, local interagency
coordinating councils and University Affiliated Programs); mental
health and substance abuse prevention and treatment; the agency
administering Temporary Assistance for Needy Families (TANF); education
(e.g., local preschool, child care, Head Start, and elementary
schools); other Early Head Start programs; child care resource and
referral agencies and their networks; business (e.g., the local Private
Industry Council); parent groups; and other strength-building
organizations.
17. Describe the approach to staff selection and explain the
rationale for choosing the approach. Describe what staffing patterns
and mix of staff qualifications and language/cultural competencies the
program will require to ensure that staff, together, cover the spectrum
of skills, knowledge and professional competencies necessary to provide
quality, comprehensive, inclusive and family-centered services to
pregnant women and young children and families. Describe the process
the applicant will use to identify and select individual staff--from
directors to caregivers to data management staff--who demonstrate the
personal characteristics, competencies and skills necessary to provide
quality services and promote quality relationships with and among
children, families, the community and other staff. Explain how the
program will ensure that all infant/toddler caregivers are qualified,
with sufficient grounding in infant/toddler development and care and
parent/caregiver relations prior to working with children and families
enrolled in the program. Please note the revised Head Start Program
Performance Standards require that Early Head Start staff working as
teachers with infants and toddlers must obtain a Child Development
Associate (CDA) credential for infant and toddler caregivers or an
equivalent credential that addresses comparable competencies within one
year of the effective date of the final rule (January 1, 1998) or,
thereafter, within one year, as a teacher of infants and toddlers (45
CFR Part 1304.52(f)).
18. Describe the approach to staff development and the rationale
for choosing the approach. Describe the training, technical assistance,
and supervision that will be provided to ensure continued enhancement
of staff skills and teamwork. Describe how training and technical
assistance opportunities will be coordinated with other service
providers in the community so that Early Head Start both provides and
benefits from the knowledge, expertise, and training opportunities of
other relevant community programs and service delivery systems.
Describe how the program will ensure that staff are knowledgeable about
the rights of children with disabilities and are capable of providing
such infants and toddlers with high quality care in a supportive and
developmentally appropriate environment.
19. Identify and explain the management and continuous improvement
plan(s) for implementing the program. Include: an outline of the
timeframes and milestones for all key activities that the program will
engage in during the first year of operation, as well as a preliminary
outline of timeframes and milestones for key activities in the
remaining years of the project; a description of the procedures for
assessing progress toward stated objectives, including how the
collection of data on results and benefits will contribute to a process
of continuous improvement within the program and the sponsoring agency;
a description of how an automated information system will become an
integral component in the management and continuous improvement of the
program; a description of how confidentiality of user data will be
maintained; a description of the applicant's capacity (e.g.
administrative and support personnel, etc.) to support the program at
the proposed target enrollment size; a description of the strategy for
minimizing staff turnover; and a description of how the program will go
about establishing a Policy Council (as described by 45 CFR Part 1304)
and a Health Services Advisory Committee (as described by 45 CFR Part
1304).
20. Identify and describe the proposed site which will be used to
serve children and families and include a description of the size and
location of classroom, administrative, and food service space, if
applicable. If incidental alteration and renovation costs are proposed,
include a written estimate and the date by which the proposed facility
will be licensed and available to provide child and family services.
D. Collaboration
Describe the collaborative relationships the applicant will develop
in order to maximize resources in the community. Include letters of
support and commitment from other partner agencies in the community. In
the area of child care to meet the needs of low-income parents,
describe collaborative approaches to funding and service delivery with
other community-based child care agencies and providers or child care
funding sources. In partnerships with child care agencies and
providers, the child care programs gain the benefit of Early Head Start
resources and experience in enhancing the quality of staffing and
program services to levels consistent with Head Start Program
Performance Standards. Include letters of commitment from child care
and early childhood agencies who will assist the grantee in delivering
services.
E. Staff Background and Organizational Experience
1. Describe the applicant's experience in providing comprehensive
child and family development services to infants and toddlers and their
families as well as pregnant women. Describe the applicant's experience
in collaborating with local, State and Federal partners. Describe the
applicant's history and relationship with the target community. Include
a complete discussion of relevant program, administrative and fiscal
management experience.
2. If the applicant represents a consortium of partner agencies,
explain the relevant background of each partner and its experience in
planning and implementing programs to serve children and families. Each
partner must provide a letter of commitment which authorizes the
applicant to apply on behalf of the consortium.
3. Identify and provide a brief description of key staff who are
proposed to work in the program and
[[Page 18975]]
indicate their educational training and experience working with similar
programs. Provide resumes. Build on the answer to Part III, Section C,
Number 17 by explaining how these particular staff comprise a multi-
disciplinary team of experts. In addition, explain how the ethnic and
racial composition and language proficiencies of these particular staff
are reflective of the community where the program will be located.
4. Describe the expertise the organization will utilize in
conducting continuous improvement activities. Describe the experience
of and provide resumes for the individuals who will assist the program
with continuous improvement activities.
F. Budget Appropriateness
1. Provide two detailed, line-item budgets: one budget that
separates all relevant start-up costs from a prorated amount of
operating costs to be incurred in the first year of the project (e.g.
one column for start-up costs and one column for prorated operating
costs); and one budget that reflects ongoing annual operating costs. In
the proposed budgets, applicants must set aside sufficient funds so
that at least two staff can travel to Washington, D.C. for two annual
meetings of four days each to be convened by ACYF. In addition,
applicants must set aside sufficient funds so that at least one staff
can travel to a mid-point in the U.S. for two trips per year of seven
days each for intensive training. Each budget should include the
required non-Federal share of the cost of the project (See Part II,
Section G).
2. Describe how these budgets reflect high quality, ongoing
services provided at a reasonable cost. Include discussions on the
appropriateness of staff compensation levels and funds set aside to
assure ongoing staff development and training; costs associated with
special equipment and technological needs and the removal of
architectural barriers for persons with disabilities; renovation costs
associated with providing environments conducive to the high quality
provision of child and family development services; and costs
associated with family transportation and emergency resource needs,
etc. Explain what efforts the applicant has made or will make to secure
other community cash and in-kind resources, besides those shown in the
budgets, and what additional resources will be used to support the
provision of Early Head Start services to children and families.
3. In providing high quality infant and toddler child care,
applicants should describe how a variety of existing community
resources will be utilized and maximized. Provide documentation of the
additional resources that will be combined with Early Head Start funds
to provide high quality child care which meets the Head Start Program
Performance Standards. Explain and itemize these resources or services,
whether or not these costs are included as part of the non-federal
share.
4. Provide information on the facilities the applicant will use,
including the estimated cost and scope of any changes that are needed
and when such facilities are available. In most cases, it is expected
that, given the finite project period for which Early Head Start grants
will be funded, applicants will not propose to use Early Head Start
grant funds to purchase, construct or undertake a major renovation of a
facility. If an applicant, however, believes that such a purchase,
construction or major renovation is in the best interests of the
government, and can demonstrate this in its application, it may propose
to purchase, construct or undertake a major renovation of an Early Head
Start facility.
Part IV. Evaluation Criteria
In considering how applicants will carry out the responsibilities
addressed under Part III of this announcement, competing applications
for financial assistance will be reviewed and evaluated against the
following six criteria. The point values following each criterion
indicate the numerical weight each criterion will be accorded in the
review process.
A. Criterion 1. Objectives and Need for Assistance (15 Points)
The extent to which, based on community assessment information, the
applicant identifies any relevant physical, economic (e.g., poverty in
the community), social, financial, institutional, or other issues which
demonstrate a need for the Early Head Start program; in addition, the
extent to which the applicant identifies the strengths of the community
the project will serve. The extent to which the applicant lists
relevant program objectives that adequately address the strengths and
needs of the community. The extent to which the applicant describes the
population to be served by the project and explains why this population
is most in need of services to be provided by the program. The extent
to which the applicant gives a precise location and rationale for the
project site(s) and area(s) to be served by the proposed project. For
Category One funds, the applicant needs to demonstrate that the
geographic area is currently unserved. For Category Two funds, the
applicant needs to demonstrate that the geographic area chosen is in
the same area as that served by the current Parent and Child Center or
explain why the service area is proposed to be changed.
Information provided in response to Part III, Section A of this
announcement will be used to evaluate applicants on this criterion.
B. Criterion 2. Results or Benefits Expected (10 Points)
The extent to which the applicant identifies the results and
benefits to be derived from the project and links these to the stated
objectives. The extent to which the applicant describes the kinds of
data to be collected and how they will be utilized to measure progress
towards the stated results or benefits.
Information provided in response to Part III, Section B of this
announcement will be used to evaluate applicants on this criterion.
C. Criterion 3. Approach (35 Points)
The extent to which the applicant demonstrates the knowledge and
capacity to meet the requirements of the Head Start Program Performance
Standards. The extent to which the applicant explains why the approach
chosen is effective in light of the needs, objectives, results and
benefits described above. The extent to which the approach is grounded
in recognized standards and/or guidelines for high quality service
provision or is defensible from a research or ``best practices''
standpoint.
The extent to which the applicant's management plan demonstrates
sufficient management capacity to implement a high-quality Early Head
Start program.
Information provided in Part III, Section C of this announcement
will be used to evaluate applicants on this criterion.
D. Criterion 4. Collaboration (10 Points)
The extent to which the applicant presents documentation of efforts
(letters of commitment, interagency agreements, etc.) to establish and
maintain ongoing collaborative relationships with community partners.
The extent and thoroughness of approaches to combining Early Head Start
resources and capabilities with those of other local child care
agencies and providers to provide high quality child care services to
infants and toddlers which meet the Head Start Program Performance
Standards.
Information concerning collaboration which is provided in response
to Part
[[Page 18976]]
III, Section D of this announcement will be used to evaluate applicants
on this criterion.
E. Criterion 5. Staff Background and Organizational Experience (20
Points)
The extent to which the proposed program director, proposed key
project staff, and the organization's experience and history with the
community demonstrate the ability to effectively and efficiently
administer a project of this size, complexity and scope. The extent to
which the organization demonstrates an ability to carry out continuous
improvement activities. Up to five points will be given based on the
organization's experience in providing early, continuous, and
comprehensive child and family development services.
Information provided in response to Part III, Section E of this
announcement will be used to evaluate applicants on this criterion.
F. Criterion 6. Budget Appropriateness (10 Points)
The extent to which the program's costs are reasonable in view of
the planning and activities to be carried out and the anticipated
outcomes. The extent to which the salaries and fringe benefits reflect
the level of compensation appropriate for the responsibilities of
staff. The extent to which assurances are provided that the applicant
can and will contribute the non-Federal share of the total project
cost. The extent to which the program has attempted to and/or succeeded
in garnering cash or in-kind resources from other sources in the
community. The extent to which costs for facilities are reasonable and
cost effective, given the five year project period for the Early Head
Start grant.
Information provided in response to Part III, Section F of this
announcement will be used to evaluate applicants on this criterion.
Part V. The Application Process
A. Availability of Forms
Eligible applicants interested in applying for funds must submit
all the required forms included at the end of this announcement in
Appendix A. This material is also included in the application kit
provided by contacting the ACF Operations Center at 1-800-351-2293
(phone) or 1-800-351-4490 (fax). Applicants are required to use the
Standard Forms, Certifications, Disclosures and Assurances provided
under Appendix A--ACF Uniform Discretionary Grant Application Form
(ACF/UDGAF). Under the ACF/UDGAF, applications submitted for funds
under this announcement are considered NEW APPLICATIONS. Applicants
should follow instructions in the ACF/UDGAF for NEW APPLICATIONS.
In order to be considered for a grant under this Announcement, an
application must be submitted on the Standard Form 424 which has been
approved by the Office of Management and Budget (OMB) under Control
Number 0970-0139. A copy has been provided (see Appendix A). Each
application must have an original signature by an individual authorized
to act for the applicant and to assume responsibility for the
obligations imposed by the terms and conditions of the grant award. A
copy of the governing body's authorization for this person to sign this
application as official representative must be on file in the
applicant's office.
In preparing the program narrative statement, the applicant should
provide the information that the panel will use to evaluate and rank
the proposal. That information should be concise and complete when
addressing the activities for which Federal funds are being requested.
Supporting documents should be included where they present information
clearly and succinctly. Applicants should respond to the instructions
under ACF/UDGAF--Program Narrative--Items A (Project Description--
Components) and D (Budget and Budget Justification). Under Project
Description--Component, the applicant should address the specific
information requested under each area in this program announcement.
Some of the following sections of the Program Narrative portion of the
ACF/UDGAF do not require a response under this announcement, while
information on other sections noted below should be placed under a
different section than prescribed in the Program Narrative of the ACF/
UDGAF:
Section A.1.--Project Summary/Abstract--This should be a one page
or less summary of the project with reference to the funding requested
and placed directly under the table of contents or SF424. This page
will not count against the page limit for program description.
Section A.5.--Evaluation--Do not address the section as stated in
the ACF/UDGAF in this application; it is not required under this
announcement.
Section A.6.--Geographic Location--Should be addressed under the
Objective and Needs for Assistance section of this announcement (Part
III A).
Section A.7.--Additional Information--Should be addressed under the
Staff Background and Organizational Experience section of this
announcement (Part III E). Letters of Support should be addressed under
the appendices to the application.
Section B.--(Non-competing continuation applications) Does not
apply to this announcement.
Section C.--(Supplemental requests) Does not apply to this
announcement.
Section D.--Budget and Budget Justification--should be addressed
under the Budget Appropriateness section of this announcement (Part III
F).
Requests to renovate a facility should be addressed under SF 424A--
Budget Information Non-Construction Programs. Applicants requesting
financial assistance for a non-construction project must file the
Standard Form 424B, ``Assurances: Non-Construction Programs.''
Applicants must sign and return the Standard Form 424B with their
application. SF 424C--Budget Information for Construction Programs and
SF424D--``Assurances'' for Construction Programs do not apply to this
announcement, unless the applicant is proposing construction under Part
III.F.4.
Applicants must provide a certification concerning lobbying. Prior
to receiving an award in excess of $100,000, applicants shall furnish
an executed copy of the lobbying certification. Applicants must sign
and return the certification with their application.
Applicants must sign the disclosure of lobbying activities, if
appropriate.
Applicants must make the appropriate certification that they are
not presently debarred, suspended or otherwise ineligible for award. By
signing and submitting the application, applicants are providing the
certification and need not mail back the certification with the
application.
Applicants must make the appropriate certification of their
compliance with the Drug-Free Workplace Act of 1988. By signing and
submitting the application, applicants are providing the certification
and need not mail back the certification with the application.
Applicants must also understand that they will be held accountable
for the smoking prohibition included within P.L. 103-227, The Pro-
Children's Act of 1994. A copy of the Federal Register notice which
implements the smoking prohibition is included in the application kit.
B. Application Submission
Applicants submitting proposals should use the following format
guidelines: Proposals should be organized according to the evaluation
[[Page 18977]]
criteria located in Part IV of this Federal Register announcement. For
each of the six specified criteria, applicants should provide
information in response to the application requirements described in
Part III of this announcement. These application requirements are
cross-referenced by number in the last paragraph of each criterion. All
persons who prepared sections of the proposal should be identified
along with those sections, as well as identified according to their
responsibilities with regard to the proposed program.
One signed original and two complete copies of the grant
application, including all attachments, are required. The program
announcement number (ACYF-HS-93600-97-03) must be clearly identified on
the application. Each application must be limited to no more than 100
double-spaced pages of program narrative (not including the forms which
make up the SF-424 and resumes) excluding the one-page project summary.
If the narrative portion of the application is more than 100 double-
spaced pages, the other pages will be removed from the application and
not considered by the reviewers. The attachments/appendices to each
application must be limited to no more than 100 pages, (in addition to
the 100 pages permitted for the narrative portion of the application).
If the attachments/appendices to each application are more than 100
pages, the other pages will be removed from the application and not
considered by the reviewers.
Applicants must indicate on page one of their Application for
Federal Assistance, SF 424, whether they are applying for funding under
Category One or Category Two (see II B. 1 and 2). Please indicate in
the ``applicant identifier'' box at the top of page one of the SF 424,
the category for which you are applying (Category One or Two). For
Category Two, the applicants must list the number of the Parent and
Child Center (PCC) geographic area for which they are applying to serve
(see II.B.2 and Appendix E list of PCC geographic areas). Indicate the
geographic area number for which you are applying in box # 12, ``areas
affected by project'' on page one of the SF 424.
C. Application Considerations
Applicants will be scored against the evaluation criteria described
above. The review will be conducted in Washington, DC. or in an HHS
Regional office by a panel consisting of experts in the areas of child
and family development and other related fields.
The results of the competitive review will be taken into
consideration by the Associate Commissioner, Head Start Bureau, in
recommending the projects to be funded. The Commissioner of ACYF will
make the final selection of the applicants to be funded. An application
may be funded in whole or in part, depending on the relative need for
services, applicant ranking, geographic location and funds available.
The Commissioner may elect not to fund applicants that have
management, fiscal, or other problems and situations that make it
unlikely that they would be able to provide effective Early Head Start
services.
The Commissioner may decide not to fund projects that would require
unreasonably large initial start-up costs for facilities or equipment.
Successful applicants will be notified through the issuance of a
Financial Assistance Award which sets forth the amount of funds
granted, the terms and conditions of the grant, the effective date of
the grant, the budget period for which support is given, and the total
project period for which support is provided.
In awarding grants to eligible applicants, the Commissioner shall
ensure an equitable national geographic distribution of the grants and
award grants to applicants proposing to serve communities in rural
areas and to applicants proposing to serve communities in urban areas.
The Commissioner will consider the benefit to communities of
funding new providers.
Subject to the availability of additional resources in FY 1998 and
the number of acceptable applications received as a result of this
program announcement, the Commissioner may elect to fund grantees in FY
1998 from the pool of applications submitted in response to this
announcement.
ACYF will determine when the project period begins for Early Head
Start grants.
D. Checklist for a Complete Application
The checklist below is for your use to ensure that the application
package has been properly prepared.
--One original, signed and dated application plus two copies.
--The narrative portion of the application does not exceed 100 double-
spaced pages in a 12-pitch font with 1\1/2\ inch margins at the top and
1 inch at the bottom and both sides.
--Attachments/Appendices to the application do not exceed 100 pages.
Attachments/appendices should be used only to provide supporting
documentation such as maps, administration charts, position
descriptions, resumes, and letters of intent/agreement. Please do not
include books or video tapes as they are not easily reproduced and are
therefore inaccessible to the reviewers. Each page should be numbered
sequentially.
--A complete application consists of the items indicated in the
checklist in the ACF/UDGAF.
E. Due Date for the Receipt of Applications
Deadlines: Mailed applications shall be considered as meeting an
announced deadline if they are received on or before the deadline time
and date at the ACYF Operations Center, Clarendon Blvd., Suite 240,
Arlington, VA 22201, Attention: Application for Early Head Start
Category ____________. Applicants are responsible for mailing
applications well in advance, when using all mail services, to ensure
that the applications are received on or before the deadline time and
date. Applicants are cautioned that postmarks will not be considered as
a methodology for meeting the deadline.
Applications handcarried by applicants, applicant couriers, or by
overnight/express mail couriers shall be considered as meeting the
announced deadline if they are received on or before the deadline date,
between the hours of 8:00 a.m. and 4:30 p.m., at the ACYF Operations
Center, 3030 Clarendon Blvd., Suite 240, Arlington, Virginia 22201,
between Monday and Friday (excluding Federal holidays). (Applicants are
cautioned that express/overnight mail services do not always deliver as
agreed.)
ACF cannot accommodate transmission of applications by fax or
through other electronic media. Therefore, applications transmitted to
ACF electronically will not be accepted regardless of date or time of
submission and time of receipt.
Late applications: Applications which do not meet the criteria
above are considered late applications. ACF shall notify each late
applicant that its application will not be considered.
Extension of deadlines: ACF may extend the deadline for all
applicants because of acts of God such as floods, hurricanes, etc., or
when there is a widespread disruption of the mails. However, if ACF
does not extend the deadline for all applicants, it may not waive or
extend the deadline for any applicants.
F. Paperwork Reduction Act of 1995 (P.L. 104-13)
All information collections within this program announcement are
approved under the Uniform Discretionary Grant Application Form
[[Page 18978]]
under OMB Control Number 0970-0139 (expiration date August 31, 1997).
The estimated burden per response is 20 hours. An agency may not
conduct or sponsor, and a person is not required to respond to, a
collection of information unless it displays a currently valid OMB
control number.
G. Executive Order 12372--Notification Process
This program is covered under Executive Order 12372,
``Intergovernmental Review of Federal Programs,'' and 45 CFR Part 100,
``Intergovernmental Review of Department of Health and Human Services
Programs and Activities.'' Under the Order, States may design their own
processes for reviewing and commenting on proposed Federal assistance
under covered programs.
All States and territories except Alabama, Alaska, Colorado,
Connecticut, Hawaii, Idaho, Kansas, Louisiana, Massachusetts,
Minnesota, Montana, Nebraska, New Jersey, Oklahoma, Oregon,
Pennsylvania, South Dakota, Tennessee, Vermont, Virginia, Washington,
American Samoa, and Palau have elected to participate in the Executive
Order process and have established Single Points of Contact (SPOCs).
Applicants from these twenty-three jurisdictions areas need not take
action regarding Executive Order 12372.
Applications for projects to be administered by Federally-
recognized Indian Tribes are also exempt from the requirements of
Executive Order 12372. Otherwise, applicants should contact their SPOC
as soon as possible to alert them to the prospective application and to
receive any necessary instructions. Applicants must submit any required
material to the SPOC as early as possible so that the program office
can obtain and review SPOC comments as part of the award process. It is
imperative that the applicant submit all required materials, if any, to
the SPOC and indicate the date of this submittal (or date of contact if
no submittal is required) on the Standard Form 424, item 16a.
Under 45 CFR 100.8(a)(2), a SPOC has 60 days from the application
deadline to comment on proposed new or competing continuation awards.
SPOCs are encouraged to eliminate the submission of routine
endorsements as official recommendations.
Additionally, SPOCs are requested to clearly differentiate between
mere advisory comments and those official State process recommendations
which may trigger the ``accommodate or explain'' rule.
When comments are submitted directly to the ACF, they should be
addressed to: Department of Health and Human Services, Administration
on Children, Youth and Families, Head Start Bureau, Grants Officer, 330
C Street S.W., Room 2310-B, Washington, D.C. 20201.
A list of Single Points of Contact for each State and territory is
included as Appendix B of this announcement.
H. Closing Date
The closing date for submission of applications is June 16, 1997.
(Catalog of Federal Domestic Assistance Program Number 93.600,
Project Head Start)
Dated: April 14, 1997.
James A. Harrell,
Acting Commissioner, Administration on Children, Youth and Families.
BILLING CODE 4184-01-P
[[Page 18979]]
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BILLING CODE 4184-01-C
[[Page 18980]]
Instructions for the SF 424
Public reporting burden for this collection of information is
estimated to average 45 minutes per response, including time for
reviewing instructions, searching existing data sources, gathering
and maintaining the data needed, and completing and reviewing the
collection of information. Send comments regarding the burden
estimate or any other aspect of this collection of information,
including suggestions for reducing this burden, to the Office of
Management and Budget, Paperwork Reduction Project (0348-0043),
Washington, DC 20503.
Please Do Not Return Your Completed Form to the Office of Management
and Budget, Send It to the Address Provided by the Sponsoring Agency
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) and 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 from 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 intergovernmental review
process.
17. This question applies to the applicant organization, not the
person who signs as the authorized representative. Categories of
debt include delinquent audit allowances, 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 4184-01-P
[[Page 18981]]
[GRAPHIC] [TIFF OMITTED] TN17AP97.001
[[Page 18982]]
[GRAPHIC] [TIFF OMITTED] TN17AP97.002
BILLING CODE 4184-01-C
[[Page 18983]]
Instructions for the SF 424A
Public reporting burden for this collection of information is
estimated to average 180 minutes per response, including time for
reviewing instructions, searching existing data sources, gathering
and maintaining the data needed, and completing and reviewing the
collection of information. Send comments regarding the burden
estimate or any other aspect of this collection of information,
including suggestions for reducing this burden, to the Office of
Management and Budget, Paperwork Reduction Project (0348-0043),
Washington, DC 20503.
Please Do Not Return Your Completed Form to the Office of Management
and Budget, Send It to the Address Provided by the Sponsoring Agency
General Instructions
This form is designed so that application can be made for funds
from one or more grant programs. In preparing the budget, adhere to
any existing Federal grantor agency guidelines which prescribe how
and whether budgeted amounts should be separately shown for
different functions or activities within the program. For some
programs, grantor agencies may require budgets to be separately
shown by function or activity. For other programs, grantor agencies
may require a breakdown by function or activity. Sections A, B, C,
and D should include budget estimates for the whole project except
when applying for assistance which requires Federal authorization in
annual or other funding period increments. In the latter case,
Sections A, B, C, and D should provide the budget for the first
budget period (usually a year) and Section E should present the need
for Federal assistance in the subsequent budget periods. All
applications should contain a breakdown by the object class
categories shown in Lines a-k of Section B.
Section A. Budget Summary Lines 1-4, Columns (a) and (b)
For applications pertaining to a single Federal grant program
(Federal Domestic Assistance Catalog number) and not requiring a
functional or activity breakdown, enter on Line 1 under Column (a)
the catalog program title and the catalog number in Column (b).
For applications pertaining to a single program requiring budget
amounts by multiple function or activities, enter the name of each
activity or function on each line in Column (a), and enter the
catalog number in Column (b). For applications pertaining to
multiple programs where none of the programs require a breakdown by
function or activity, enter the catalog program title on each line
in Column (a) and the respective catalog number of each line in
Column (b).
For applications pertaining to multiple programs where one or
more programs require a breakdown by function or activity, prepare a
separate sheet for each program requiring the breakdown. Additional
sheets should be used when one form does not provide adequate space
for all breakdown of data required. However, when more than one
sheet is used, the first page should provide the summary totals by
programs.
Lines 1-4, Columns (c) Through (g)
For new applications, leave Columns (c) and (d) blank. For each
line entry in Columns (a) and (b), enter in Columns (e), (f), and
(g) the appropriate amounts of funds needed to support the project
for the first funding period (usually a year).
For continuing grant program applications, submit these forms
before the end of each funding period as required by the grantor
agency. Enter in Columns (c) and (d) the estimated amounts of funds
which will remain unobligated at the end of the grant funding period
only if the Federal grantor agency instructions provide for this.
Otherwise, leave these columns blank. Enter in Columns (e) and (f)
the amounts of funds needed for the upcoming period. The amount(s)
in Column (g) should be the sum of amounts in Columns (e) and (f).
For supplemental grants and changes to existing grants, do not
use Columns (c) and (d). Enter in Column (e) the amount of the
increase or decrease of Federal funds and enter in Column (f) the
amount of the increase or decrease of non-Federal funds. In Column
(g) enter the new total budgeted amount (Federal and non-Federal)
which includes the total previous authorized budgeted amounts plus
or minus, as appropriate, the amounts shown in Columns (e) and (f).
The amount(s) in Column (g) should not equal the sum of amounts in
Columns (e) and (f).
Line 5--Show the total for all columns used.
Section B. Budget Categories
In the column headings (1) through (4), enter the titles of the
same programs, functions, and activities shown on Lines 1-4, Column
(a), Section A. When additional sheets are prepared for Section A,
provide similar column headings on each sheet. For each program,
function or activity, fill in the total requirements for funds (both
Federal and non-Federal) by object class categories.
Lines 6a-i--Show the totals of Lines 6a to 6h in each column.
Line 6j--Show the amount of indirect cost.
Line 6k--Enter the total of amounts on Lines 6i and 6j. For all
applications for new grants and continuation grants the total amount
in column (5), Line 6k, should be the same as the total amount shown
in Section A, Column (g), Line 5. For supplemental grants and
changes to grants, the total amount of the increase or decrease as
shown in Columns (1)-(4), Line 6k, should be the same as the sum of
the amounts in Section A, Columns (e) and (f) on Line 5.
Line 7--Enter the estimated amount of income, if any, expected
to be generated from this project. Do not add or subtract this
amount from the total project amount. Show under the program
narrative statement the nature and source of income. The estimated
amount of program income may be considered by the federal grantor
agency in determining the total amount of the grant.
Section C. Non-Federal Sources
Lines 8-11--Enter amounts of non-Federal resources that will be
used on the grant. If in-kind contributions are included, provide a
brief explanation on a separate sheet.
Column (a)--Enter the program titles identical to Column (a),
Section A. A breakdown by function or activity is not necessary.
Column (b)--Enter the contribution to be made by the applicant.
Column (c)--Enter the amount of the State's cash and in-kind
contribution if the applicant is not a State or State agency.
Applicants which are a State or State agencies should leave this
column blank.
Column (d)--Enter the amount of cash and in-kind contributions
to be made from all other sources.
Column (e)--Enter totals in Columns (b), (c), and (d).
Line 12--Enter the total for each of Columns (b)-(e). The amount
in Column (e) should be equal to the amount on Line 5, Column (f),
Section A.
Section D. Forecasted Cash Needs
Line 13--Enter the amount of cash needed by quarter from the
grantor agency during the first year.
Line 14--Enter the amount of cash from all other sources needed
by quarter during the first year.
Line 15--Enter the totals of amounts on Lines 13 and 14.
Section E. Budget Estimates of Federal Funds Needed for Balance of
the Project
Lines 16-19--Enter in Column (a) the same grant program titles
shown in Column (a), Section A. A breakdown by function or activity
is not necessary. For new applications and continuation grant
applications, enter in the proper columns amounts of Federal funds
which will be needed to complete the program or project over the
succeeding funding periods (usually in years). This section need not
be completed for revisions (amendments, changes, or supplements) to
funds for the current year of existing grants.
If more than four lines are needed to list the program titles,
submit additional schedules as necessary.
Line 20--Enter the total for each of the Columns (b)-(e). When
additional schedules are prepared for this Section, annotate
accordingly and show the overall totals on this line.
Section F. Other Budget Information
Line 21--Use this space to explain amounts for individual direct
object-class cost categories that may appear to be out of the
ordinary or to explain the details as required by the Federal
grantor agency.
Line 22--Enter the type of indirect rate (provisional,
predetermined, final or fixed) that will be in effect during the
funding period, the estimated amount of the base to which the rate
is applied, and the total indirect expense.
Line 23--Provide any other explanations or comments deemed
necessary.
Assurances--Non-Construction Programs
Public reporting burden for this collection of information is
estimated to average 15 minutes per response, including time for
reviewing instructions, searching existing data sources, gathering
and maintaining the data needed, and completing and reviewing
[[Page 18984]]
the collection of information. Send comments regarding the burden
estimate or any other aspect of this collection of information,
including suggestions for reducing this burden, to the Office of
Management and Budget, Paperwork Reduction Project (0348-0043),
Washington, DC 20503.
Please Do Not Return Your Completed Form to the Office of Management
and Budget, Send It to the Address Provided by the Sponsoring Agency
Note: Certain of these assurances may not be applicable to your
project or program. If you have questions, please contact the
awarding agency. Further, certain Federal awarding agencies may
require applicants to certify to additional assurances. If such is
the case, you will be notified.
As the duly authorized representative of the applicant I certify
that the applicant:
1. Has the legal authority to apply for Federal assistance and
the institutional, managerial and financial capability (including
funds sufficient to pay the non-Federal share of project costs) to
ensure proper planning, management and completion of the project
described in this application.
2. Will give the awarding agency, the Comptroller General of
United States, and if appropriate, the State, through any authorized
representative, access to and the right to examine all records,
books, papers, or documents related to the award; and will establish
a proper accounting system in accordance with generally accepted
accounting standards or agency directives.
3. Will establish safeguards to prohibit employees from using
their positions for a purpose that constitutes or presents the
appearance of personal or organizational conflict of interest, or
personal gain.
4. Will initiate and complete the work within the applicable
time frame after receipt of approval of the awarding agency.
5. Will comply with the Intergovernmental Personnel Act of 1970
(42 U.S.C. Secs. 4728-4763) relating to prescribed standards for
merit systems for programs funded under one of the nineteen statutes
or regulations specified in Appendix A of OPM's Standards for a
Merit System of Personnel Administration (5 C.F.R. 900, Subpart F).
6. Will comply with all Federal statutes relating to
nondiscrimination. These include but are not limited to: (a) Title
VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits
discrimination on the basis of race, color or national origin; (b)
title IX of the Education Amendments of 1972, as amended (20 U.S.C.
Secs. 1681-1683, and 1685-1686), which prohibits discrimination on
the basis of sex; (c) Section 504 of the Rehabilitation Act of 1973,
as amended (29 U.S.C. Sec. 794), which prohibits discrimination on
the basis of handicaps; (d) the Age Discrimination Act of 1975, as
amended (42 U.S.C. Sec. 6101-6107), which prohibits discrimination
on the basis of age; (e) the Drug Abuse Office and Treatment Act of
1972 (P.L. 92-255), as amended, relating to nondiscrimination on the
basis of drug abuse: (f) the Comprehensive Alcohol Abuse and
Alcoholism Prevention, Treatment and Rehabilitation Act of 1970
(P.L. 91-616), as amended, relating to nondiscrimination on the
basis of alcohol abuse or alcoholism; (g) Secs. 523 and 527 of the
Public Health Service Act of 1912 (42 U.S.C. 290 dd-3 and 290 ee-3),
as amended, relating to confidentiality of alcohol and drug abuse
patient records; (h) Title VIII of the Civil Rights Act of 1968 (42
U.S.C. Sec. 3601 et seq.), as amended, relating to non-
discrimination in the sale, rental or financing of housing; (i) any
other nondiscrinimation provisions in the specific statute(s) under
which application for Federal assistance is being made; and (j) the
requirements of any other nondiscrimination statute(s) which may
apply to the application.
7. Will comply, or has already complied, with the requirements
of Titles II and III of the Uniform Relocation Assistance and Real
Property Acquisition Policies Act of 1970 (P.L. 91-646) which
provide for fair and equitable treatment of persons displaced or
whose property is acquired as a result of Federal or federally
assisted programs. These requirements apply to all interests in real
property acquired for project purposes regardless of Federal
participation in purchases.
8. Will comply, as applicable, with the provisions of the Hatch
Act (5 U.S.C. Secs. 1501-1508 and 7324-7328) which limit the
political activities of employees whose principal employment
activities are funded in whole or in part with Federal funds.
9. Will comply as applicable, with the provisions of the Davis-
Bacon Act (40 U.S.C. Secs. 276a to 276a-7), the Copeland Act (40
U.S.C. Sec. 276c and 18 U.S.C. Sec. 874, and the Contract Work Hours
and Safety Standards Act (40 U.S.C. Secs. 327-333), regarding labor
standards for federally assisted construction subagreements.
10. Will comply, if applicable, with flood insurance purchase
requirements of Section 102(a) of the Flood Disaster Protection Act
of 1973 (P.L. 93-234) which requires recipients in a special flood
hazard area to participate in the program and to purchase flood
insurance if the total cost of insurable construction and
acquisition is $10,000 or more.
11. Will comply with environmental standards which may be
prescribed pursuant to the following: (a) Institution of
environmental quality control measures under the National
Environmental Policy Act of 1969 (P.L. 91-190) and Executive Order
(EO) 11514; (b) notification of violating facilities pursuant to EO
11738; (c) protection of wetlands pursuant to EO 11990; (d)
evaluation of flood hazards in floodplains in accordance with EO
11988; (e) assurance of project consistency with the approved State
management program developed under the Coastal Zone Management Act
of 1972 (16 U.S.C. Secs. 1451 et seq.); (f) conformity of Federal
actions to State (Clear Air) Implementation Plans under Section
176(c) of the Clear Air Act of 1955, as amended (42 U.S.C.
Secs. 7401 et seq.); (g) protection of underground sources of
drinking water under the Safe Drinking Water Act of 1974, as amended
(P.L. 93-523); and (h) protection of endangered species under the
Endangered Species Act of 1973, as amended (P. L. 93-205).
12. Will comply with the Wild and Scenic Rivers Act of 1968 (16
U.S.C. Secs. 1271 et seq.) related to protecting components or
potential components of the national wild and scenic rivers system.
13. Will assist the awarding agency in assuring compliance with
Section 106 of the National Historic Preservation Act of 1966, as
amended (16 U.S.C. 470), EO 11593 (identification and protection of
historic properties), and the Archaeological and Historic
Preservation Act of 1974 (16 U.S.C. 469a-1 et seq.).
14. Will comply with P.L. 93-348 regarding the protection of
human subjects involved in research, development, and related
activities supported by this award of assistance.
15. Will comply with the Laboratory Animal Welfare Act of 1966
(P.L. 89-544, as amended, 7 U.S.C. 2131 et seq.) pertaining to the
care, handling, and treatment of warm blooded animals held for
research, teaching, or other activities supported by this award of
assistance.
16. Will comply with the Lead-Based Paint Poisoning Prevention
Act (42 U.S.C. Secs. 4801 et seq.) which prohibits the use of lead
based paint in construction or rehabilitation of residence
structures.
17. Will cause to be performed the required financial and
compliance audits in accordance with the Single Audit Act of 1984 or
OMB Circular No. A-133, Audits of Institutions of Higher Learning
and other Non-profit Institutions.
18. Will comply with all applicable requirements of all other
Federal laws, executive orders, regulations and policies governing
this program.
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Signature of authorized certifying official
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Title
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Applicant organization
----------------------------------------------------------------------
Date submitted
This certification is required by the regulations implementing
the Drug-Free Workplace Act of 1988: 45 CFR Part 76, Subpart F.
Sections 76.630(c) and (d)(2) and 76.645(a) (1) and (b) provide that
a Federal agency may designate a central receipt point for STATE-
WIDE AND STATE AGENCY-WIDE certifications, and for notification of
criminal drug convictions. For the Department of Health and Human
Services, the central point is: Division of Grants Management and
Oversight, Office of Management and Acquisition, Department of
Health and Human Services, Room 517-D, 200 Independence Avenue, SW
Washington, DC 20201.
Certification Regarding Drug-Free Workplace Requirements
(Instructions for Certification)
1. By signing and/or submitting this application or grant
agreement, the grantee is providing the certification set out below.
2. The certification set out below is a material representation
of fact upon which reliance is placed when the agency awards the
grant. If it is later determined that the grantee knowingly rendered
a false
[[Page 18985]]
certification, or otherwise violates the requirements of the Drug-
Free Workplace Act, the agency, in addition to any other remedies
available to the Federal Government, may take action authorized
under the Drug-Free Workplace Act.
3. For grantees other than individuals, Alternate I applies.
4. For grantees who are individuals, Alternate II applies.
5. Workplaces under grants, for grantees other than individuals,
need not be identified on the certification. If known, they may be
identified in the grant application. If the grantee does not
identify the workplaces at the time of application, or upon award,
if there is no application, the grantee must keep the identity of
the workplace(s) on file in its office and make the information
available for Federal inspection. Failure to identify all known
workplaces constitutes a violation of the grantee's drug-free
workplace requirements.
6. Workplace identifications must include the actual address of
buildings (or parts of buildings) or other sites where work under
the grant takes place. Categorical descriptions may be used (e.g.,
all vehicles of a mass transit authority of State highway department
while in operation, State employees in each local unemployment
office, performers in concert halls or radio studios).
7. If the workplace identified to the agency changes during the
performance of the grant, the grantee shall inform the agency of the
change(s), if it previously identified the workplaces in question
(see paragraph five).
8. Definitions of terms in the Nonprocurement Suspension and
Debarment common rule and Drug-Free Workplace common rule apply to
this certification. Grantees' attention is called, in particular, to
the following definitions from these rules:
Controlled substance means a controlled substance in Schedules I
through V of the Controlled Substances Act (21 U.S.C. 812) and as
further defined by regulation (21 CFR 1308.11 through 1308.15);
Conviction means a finding of guilt (including a plea of nolo
contendere) or imposition of sentence, or both, by any judicial body
charged with the responsibility to determine violations of the
Federal or State criminal drug statutes;
Criminal drug statute means a Federal or non-Federal criminal
statute involving the manufacture, distribution, dispensing, use, or
possession of any controlled substance;
Employee means the employee of a grantee directly engaged in the
performance of work under a grant, including: (i) All direct charge
employees; (ii) All indirect charge employees unless their impact or
involvement is insignificant to the performance of the grant; and,
(iii) Temporary personnel and consultants who are directly engaged
in the performance of work under the grant and who are in the
grantee's payroll. This definition does not include workers not on
the payroll of the grantee (e.g., volunteers, even if used to meet a
matching requirement; consultants or independent contractors not on
the grantee's payroll; or employees of subrecipients or
subcontractors in covered workplaces).
Certification Regarding Drug-Free Workplace Requirements
Alternate I. (Grantees Other Than Individuals)
The grantee certifies that it will or will continue to provide a
drug-free workplace by:
(a) Publishing a statement notifying employees that the unlawful
manufacture, distribution, dispensing, possession, or use of a
controlled substance is prohibited in the grantee's workplace and
specifying the actions that will be taken against employees for
violation of such prohibition;
(b) Establishing an ongoing drug-free awareness program to
inform employees about--
(1) The dangers of drug abuse in the workplace;
(2) The grantee's policy of maintaining a drug-free workplace;
(3) Any available drug counseling, rehabilitation, and employee
assistance programs; and
(4) The penalties that may be imposed upon employees for drug
abuse violations occurring in the workplace;
(c) Making it a requirement that each employee to be engaged in
the performance of the grant be given a copy of the statement
required by paragraph (a);
(d) Notifying the employee in the statement required by
paragraph (a) that, as a condition of employment under the grant,
the employee will--
(1) Abide by the terms of the statement; and
(2) Notify the employer in writing of his or her conviction for
a violation of a criminal drug statute occurring in the workplace no
later than five calendar days after such conviction;
(e) Notifying the agency in writing, within ten calendar days
after receiving notice under paragraph (d)(2) from an employee or
otherwise receiving actual notice of such conviction. Employers of
convicted employees must provide notice, including position title,
to every grant officer or other designee on whose grant activity the
convicted employee was working, unless the Federal agency has
designated a central point for the receipt of such notices. Notice
shall include the identification number(s) of each affected grant;
(f) Taking one of the following actions, within 30 calendar days
of receiving notice under paragraph (d)(2), with respect to any
employee who is so convicted--
(1) Taking appropriate personnel action against such an
employee, up to and including termination, consistent with the
requirements of the Rehabilitation Act of 1973, as amended; or
(2) Requiring such employee to participate satisfactorily in a
drug abuse assistance or rehabilitation program approved for such
purposes by a Federal, State, or local health, law enforcement, or
other appropriate agency;
(g) Making a good faith effort to continue to maintain a drug-
free workplace through implementation of paragraphs (a), (b), (c),
(d), (e) and (f).
(B) The grantee may insert in the space provided below the
site(s) for the performance of work done in connection with the
specific grant:
Place of performance (Street address, city, county, state, zip
code):
----------------------------------------------------------------------
----------------------------------------------------------------------
Check {time} if there are workplaces on file that are not
identified here.
Alternate II. (Grantees Who Are Individuals)
(a) The grantee certifies that, as a condition of the grant, he
or she will not engage in the unlawful manufacture, distribution,
dispensing, possession, or use of a controlled substance in
conducting any activity with the grant;
(b) If convicted of a criminal drug offense resulting from a
violation occurring during the conduct of any grant activity, he or
she will report the conviction, in writing, within 10 calendar days
of the conviction, to every grant officer or other designee, unless
the Federal agency designates a central point for the receipt of
such notices. When notice is made to such a central point, it shall
include the identification number(s) of each affected grant.
[55 FR 21690, 21702, May 25, 1990]
Certification Regarding Debarment, Suspension, and Other Responsibility
Matters--Primary Covered Transactions
Instructions for Certification
1. By signing and submitting this proposal, the prospective
primary participant is providing the certification set out below.
2. The inability of a person to provide the certification
required below will not necessarily result in denial of
participation in this covered transaction. The prospective
participant shall submit an explanation of why it cannot provide the
certification set out below. The certification or explanation will
be considered in connection with the department or agency's
determination whether to enter into this transaction. However,
failure of the prospective primary participant to furnish a
certification or an explanation shall disqualify such person from
participation in this transaction.
3. The certification in this clause is a material representation
of fact upon which reliance was placed when the department or agency
determined to enter into this transaction. If it is later determined
that the prospective primary participant knowingly rendered an
erroneous certification, in addition to other remedies available to
the Federal Government, the department or agency may terminate this
transaction for cause or default.
4. The prospective primary participant shall provide immediate
written notice to the department or agency to which this proposal is
submitted if at any time the prospective primary participant learns
that its certification was erroneous when submitted or has become
erroneous by reason of changed circumstances.
5. The terms covered transaction, debarred, suspended,
ineligible, lower tier covered transaction, participant, person,
primary covered transaction, principal, proposal, and voluntarily
excluded, as used in this clause, have the meanings set out in the
Definitions
[[Page 18986]]
and Coverage sections of the rules implementing Executive Order
12549. You may contact the department or agency to which this
proposal is being submitted for assistance in obtaining a copy of
those regulations.
6. The prospective primary participant agrees by submitting this
proposal that, should the proposed covered transaction be entered
into, it shall not knowingly enter into any lower tier covered
transaction with a person who is proposed for debarment under 48 CFR
part 9, subpart 9.4, debarred, suspended, declared ineligible, or
voluntarily excluded from participation in this covered transaction,
unless authorized by the department or agency entering into this
transaction.
7. The prospective primary participant further agrees by
submitting this proposal that it will include the clause titled
``Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion-Lower Tier Covered Transaction,'' provided by
the department or agency entering into this covered transaction,
without modification, in all lower tier covered transactions and in
all solicitations for lower tier covered transactions.
8. A participant in a covered transaction may rely upon a
certification of a prospective participant in a lower tier covered
transaction that it is not proposed for debarment under 48 CFR part
9, subpart 9.4, debarred, suspended, ineligible, or voluntarily
excluded from the covered transaction, unless it knows that the
certification is erroneous. A participant may decide the method and
frequency by which it determines the eligibility of its principals.
Each participant may, but is not required to, check the List of
Parties Excluded from Federal Procurement and Nonprocurement
Programs.
9. Nothing contained in the foregoing shall be construed to
require establishment of a system of records in order to render in
good faith the certification required by this clause. The knowledge
and information of a participant is not required to exceed that
which is normally possessed by a prudent person in the ordinary
course of business dealings.
10. Except for transactions authorized under paragraph 6 of
these instructions, if a participant in a covered transaction
knowingly enters into a lower tier covered transaction with a person
who is proposed for debarment under 48 CFR part 9, subpart 9.4,
suspended, debarred, ineligible, or voluntarily excluded from
participation in this transaction, in addition to other remedies to
the Federal Government, the department or agency may terminate this
transaction for cause or default.
* * * * *
Certification Regarding Debarment, Suspension, and Other Responsibility
Matters--Primary Covered Transactions
(1) The prospective primary participants certifies to the best
of its knowledge and belief, that it and its principals:
(a) Are not presently debarred, suspended, proposed for
debarment, declared ineligible, or voluntarily excluded by any
Federal department or agency;
(b) Have not within a three-year period preceding this proposal
been convicted of or had a civil judgment rendered against them for
commission of fraud or a criminal offense in connection with
obtaining, attempting to obtain, or performing a public (Federal,
State or local) transaction or contract under a public transaction;
violation of Federal or State antitrust statutes or commission of
embezzlement, theft, forgery, bribery, falsification or destruction
of records, making false statements, or receiving stolen property;
(c) Are not presently indicted for or otherwise criminally or
civilly charged by a governmental entity (Federal, State or local)
with commission of any of the offenses enumerated in paragraph
(1)(b) of this certification; and
(d) Have not within a three-year period preceding this
application/proposal had one or more public transactions (Federal,
State or local) terminated for cause or default.
(2) Where the prospective primary participant is unable to
certify to any of the statements in this certification, such
prospective participant shall attach an explanation to this
proposal.
Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion--Lower Tier Covered Transactions
Instructions for Certification
1. By signing and submitting this proposal, the prospective
lower tier participant is providing the certification set out below.
2. The certification in this clause is a material representation
of fact upon which reliance was placed when this transaction was
entered into. If it is later determined that the prospective lower
tier participant knowingly rendered an erroneous certification, in
addition to other remedies available to the Federal Government the
department or agency with which this transaction originated may
pursue available remedies, including suspension and/or debarment.
3. The prospective lower tier participant shall provide
immediate written notice to the person to which this proposal is
submitted if at any time the prospective lower tier participant
learns that its certification was erroneous when submitted or had
become erroneous by reason of changed circumstances.
4. The terms covered transaction, debarred, suspended,
ineligible, lower tier covered transaction, participant, person,
primary covered transaction, principal, proposal, and voluntarily
excluded, as used in this clause, have the meaning set out in the
Definitions and Coverage sections of rules implementing Executive
Order 12549. You may contact the person to which this proposal is
submitted for assistance in obtaining a copy of these regulations.
5. The prospective lower tier participant agrees by submitting
this proposal that, [[Page 33043]] should the proposed covered
transaction be entered into, it shall not knowingly enter into any
lower tier covered transaction with a person who is proposed for
debarment under 48 CFR part 9, subpart 9.4, debarred, suspended,
declared ineligible, or voluntarily excluded from participation in
this covered transaction, unless authorized by the department or
agency with which this transaction originated.
6. The prospective lower tier participant further agrees by
submitting this proposal that it will include this clause titled
``Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion--Lower Tier Covered Transaction,'' without
modification, in all lower tier covered transactions and in all
solicitations for lower tier covered transactions.
7. A participant in a covered transaction may rely upon a
certification of a prospective participant in a lower tier covered
transaction that it is not proposed for debarment under 48 CFR part
9, subpart 9.4, debarred, suspended, ineligible, or voluntarily
excluded from covered transactions, unless it knows that the
certification is erroneous. A participant may decide the method and
frequency by which it determines the eligibility of its principals.
Each participant may, but is not required to, check the List of
Parties Excluded from Federal Procurement and Nonprocurement
Programs.
8. Nothing contained in the foregoing shall be construed to
require establishment of a system of records in order to render in
good faith the certification required by this clause. The knowledge
and information of a participant is not required to exceed that
which is normally possessed by a prudent person in the ordinary
course of business dealings.
9. Except for transactions authorized under paragraph 5 of these
instructions, if a participant in a covered transaction knowingly
enters into a lower tier covered transaction with a person who is
proposed for debarment under 48 CFR part 9, subpart 9.4, suspended,
debarred, ineligible, or voluntarily excluded from participation in
this transaction, in addition to other remedies available to the
Federal Government, the department or agency with which this
transaction originated may pursue available remedies, including
suspension and/or debarment.
* * * * *
Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion--Lower Tier Covered Transactions
(1) The prospective lower tier participant certifies, by
submission of this proposal, that neither it nor its principals is
presently debarred, suspended, proposed for debarment, declared
ineligible, or voluntarily excluded from participation in this
transaction by any Federal department or agency.
(2) Where the prospective lower tier participant is unable to
certify to any of the statements in this certification, such
prospective participant shall attach an explanation to this
proposal.
Certification Regarding Lobbying
Certification for Contracts, Grants, Loans, and Cooperative
Agreements
The undersigned certifies, to the best of his or her knowledge
and belief, that:
[[Page 18987]]
(1) No Federal appropriated funds have been paid or will be
paid, by or on behalf of the undersigned, to any person for
influencing or attempting to influence an officer or employee of an
agency, a Member of Congress, an officer or employee of Congress, or
an employee of a Member of Congress in connection with the awarding
of any Federal contract, the making of any Federal grant, the making
of any Federal loan, the entering into of any cooperative agreement,
and the extension, continuation, renewal, amendment, or modification
of any Federal contract, grant, loan, or cooperative agreement.
(2) If any funds other than Federal appropriated funds have been
paid or will be paid to any person for influencing or attempting to
influence an officer or employee of any agency, a Member of
Congress, an officer or employee of Congress, or an employee of a
Member of Congress in connection with this Federal contract, grant,
loan, or cooperative agreement, the undersigned shall complete and
submit Standard Form--LLL, ``Disclosure Form to Report Lobbying,''
in accordance with its instructions.
(3) The undersigned shall require that the language of this
certification be included in the award documents for all subawards
at all tiers (including subcontracts, subgrants, and contracts under
grants, loans, and cooperative agreements) and that all
subrecipients shall certify and disclose accordingly.
This certification is a material representation of fact upon
which reliance was placed when this transaction was made or entered
into. Submission of this certification is a prerequisite for making
or entering into this transaction imposed by section 1352, title 31,
U.S. Code. Any person who fails to file the required certification
shall be subject to a civil penalty of not less than $10,000 and not
more than $100,000 for each such failure.
Statement for Loan Guarantees and Loan Insurance
The undersigned states, to the best of his or her knowledge and
belief, that:
If any funds have been paid or will be paid to any person for
influencing or attempting to influence an officer or employee of any
agency, a Member of Congress, an officer or employee of Congress, or
an employee of a Member of Congress in connection with this
commitment providing for the United States to insure or guarantee a
loan, the undersigned shall complete and submit Standard Form--LLL,
``Disclosure Form to Report Lobbying,'' in accordance with its
instructions. Submission of this statement is a prerequisite for
making or entering into this transaction imposed by section 1352,
title 31, U.S. Code. Any person who fails to file the required
statement shall be subject to a civil penalty of not less than
$10,000 and not more than $100,000 for each such failure.
----------------------------------------------------------------------
Signature
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Title
----------------------------------------------------------------------
Organization
----------------------------------------------------------------------
Date
BILLING CODE 4184-01-P
[[Page 18988]]
[GRAPHIC] [TIFF OMITTED] TN17AP97.003
BILLING CODE 4184-01-C
[[Page 18989]]
Instructions for Completion of SF-LLL, Disclosure of Lobbying
Activities
This disclosure form shall be completed by the reporting entity,
whether subawardee or prime Federal recipient, at the initiation or
receipt of a covered Federal action, or a material change to a
previous filing, pursuant to title 31 U.S.C. section 1352. The
filing of a form is required for each payment or agreement to make
payment to any lobbying entity for influencing or attempting to
influence an officer or employee of any agency, a Member of
Congress, an officer or employee of Congress, or an employee of a
Member of Congress in connection with a covered Federal action.
Complete all items that apply for both the initial filing and
material change report. Refer to the implementing guidance published
by the Office of Management and Budget for additional information.
1. Identify the type of covered Federal action for which
lobbying activity is and/or has been secured to influence the
outcome of a covered Federal action.
2. Identify the status of the covered Federal action.
3. Identify the appropriate classification of this report. If
this is a followup report caused by a material change to the
information previously reported, enter the year and quarter in which
the change occurred. Enter the date of the last previously submitted
report by this reporting entity for this covered Federal action.
4. Enter the full name, address, city, state and zip code of the
reporting entity. Include Congressional District, if known. Check
the appropriate classification of the reporting entity that
designates if it is, or expects to be a prime or subaward recipient.
Identify the tier of the subawardee, e.g., the first subawardee of
the prime is the 1st tier. Subawards include but are not limited to
subcontracts, subgrants and contract awards under grants.
5. If the organization filing the report in item 4 checks
``Subawardee'', then enter the full name, address, city, state and
zip code of the prime Federal recipient. Include Congressional
District, if known.
6. Enter the name of the Federal agency making the award or loan
commitment. Include at least one organizational level below agency
name, if known. For example, Department of Transportation, United
States Coast Guard.
7. Enter the Federal program name or description for the covered
Federal action (item 1). If known, enter the full Catalog of Federal
Domestic Assistance (CFDA) number for grants, cooperative
agreements, loans, and loan commitments.
8. Enter the most appropriate Federal identifying number
available for the Federal action identified in item 1 [e.g., Request
for Proposal (RFP) number; Invitation for Bid (IFB) number; grant
announcement number; the contract, grant, or loan award number; the
application/proposal control number assigned by the Federal agency].
Include prefixes, e.g., ``RFP-DE-90-001.''
9. For a covered Federal action where there has been a award or
loan commitment by the Federal agency, enter the Federal amount of
the award loan commitment for the prime entity identified in item 4
or 5.
10. (a) Enter the full name, address, city, state and zip code
of the lobbying registrant under the Lobbying Disclosure Act of 1995
engaged by the reporting entity identified in item 4 to influence
the covered Federal action.
(b) Enter the full name(s) of the individual(s) performing
services, and include full address if different from 10(a). Enter
Last Name, First Name, and Middle Initial (MI).
(The instructions for items 11 through 15 are removed.)
16. The certifying official shall sign and date the form, print
his/her name, title, and telephone number.
Public reporting burden for this collection of information is
estimated to average 30 minutes per response, including time for
reviewing instructions, searching existing data sources, gathering
and maintaining the data needed, and completing and reviewing the
collection of information. Send comments regarding the burden
estimate or any other aspect of this collection of information,
including suggestions for reducing this burden, to the Office of
Management and Budget, Paperwork Reduction Project (0348-0046).
Program Narrative
This program narrative section was designed for use by many and
varied programs. Consequently, it is not possible to provide
specific guidance for developing a program narrative statement that
would be appropriate in all cases. Applicants must refer the
relevant program announcement for information on specific program
requirements and any additional guidelines for preparing the program
narrative statement. The following are general guidelines for
preparing a program narrative statement.
The program narrative provides a major means by which the
application is evaluated and ranked to compete with other
applications for available assistance. It should be concise and
complete and should address the activity for which Federal funds are
requested. Supporting documents should be included where they can
present information clearly and succinctly. Applicants are
encouraged to provide information on their organizational structure,
staff, related experience, and other information considered to be
relevant. Awarding offices use this and other information to
determine whether the applicant has the capability and resources
necessary to carry out the proposed project. It is important,
therefore, that this information be included in the application.
However, in the narrative the applicant must distinguish between
resources directly related to the proposed project from those which
will not be used in support of the specific project for which funds
are requested.
Cross-referencing should be used rather than repetition. ACF is
particularly interested in specific factual information and
statements of measurable goals in quantitative terms. Narratives are
evaluated on the basis of substance, not length. Extensive exhibits
are not required. (Supporting information concerning activities
which will not be directly funded by the grant or information which
does not directly pertain to an integral part of the grant funded
activity should be placed in an appendix.) Pages should be numbered
for easy reference.
Prepare the program narrative statement in accordance with the
following instructions:
Applicants submitting new applications or competing
continuation applications should respond to Items A and D.
Applicants submitting noncompeting continuation
applications should respond to Item B.
Applicants requesting supplemental assistance should
respond to Item C.
A. Project Description--Components
1. Project Summary/Abstract
A summary of the project description (usually a page or less)
with reference to the funding request should be placed directly
behind the table of contents or SF-424.
2. Objectives and Need for Assistance
Applicants must clearly identify the physical, economic, social,
financial, institutional, or other problem(s) requiring a solution.
The need for assistance must be demonstrated and the principal and
subordinate objectives of the project must be clearly stated;
supporting documentation such as letters of support and testimonials
from concerned interests other than the applicant may be included.
Any relevant data based on planning studies should be included or
referenced in the endnotes/footnotes. Incorporate demographic data
and participant/beneficiary information, as needed. In developing
the narrative, the applicant may volunteer or be requested to
provide information on the total range of projects currently
conducted and supported (or to be initiated), some of which may be
outside the scope of the program announcement.
3. Results or Benefits Expected
Identify results and benefits to be derived. For example, when
applying for a grant to establish a neighborhood child care center,
describe who will occupy the facility, who will use the facility,
how the facility will be used, and how the facility will benefit the
community which it will serve.
4. Approach
Outline a plan of action which describes the scope and detail of
how the proposed work will be accomplished. Account for all
functions or activities identified in the application. Cite factors
which might accelerate or decelerate the work and state your reason
for taking this approach rather than others. Describe any unusual
features of the project such as design or technological innovations,
reductions in cost or time, or extraordinary social and community
involvement.
Provide quantitative monthly or quarterly projections of the
accomplishments to be achieved for each function or activity in such
terms as the number of people to be served and the number of
microloans made. When accomplishments cannot be quantified by
activity or function, list them in
[[Page 18990]]
chronological order to show the schedule of accomplishments and
their target dates.
Identify the kinds of data to be collected, maintained, and/or
disseminated. (Note that clearance from the U.S. Office of
Management and Budget might be needed prior to an information
collection.) List organizations, cooperating entities, consultants,
or other key individuals who will work on the project along with a
short description of the nature of their effort or contribution.
5. Evaluation
Provide a narrative addressing how you will evaluate (1) the
results of your project and (2) the conduct of your program. In
addressing the evaluation of results, state how you will determine
the extent to which the program has achieved its stated objectives
and the extent to which the accomplishment of objectives can be
attributed to the program. Discuss the criteria to be used to
evaluate results; explain the methodology that will be used to
determine if the needs identified and discussed are being met and if
the project results and benefits are being achieved. With respect to
the conduct of your program, define the procedures you will employ
to determine whether the program is being conducted in a manner
consistent with the work plan you presented and discuss the impact
of the program's various activities upon the program's
effectiveness.
6. Geographic Location
Give the precise location of the project and boundaries of the
area to be served by the proposed project. Maps or other graphic
aids may be attached.
7. Additional Information (Include if Applicable)
Additional information may be provided in the body of the
program narrative or in the appendix. Refer to the program
announcement and ``General Information and Instructions'' for
guidance on placement of application materials.
Staff and Position Data--Provide a biographical sketch for key
personnel appointed and a job description for each vacant key
position. Some programs require both for all positions. Refer to the
program announcement for guidance on presenting this information.
Generally, a biographical sketch is required for original staff and
new members as appointed.
Plan for Project Continuance Beyond Grant Support--A plan for
securing resources and continuing project activities after Federal
assistance has ceased.
Business Plan--When federal grant funds will be used to make an
equity investment, provide a business plan. Refer to the program
announcement for guidance on presenting this information.
Organization Profiles--Information on applicant organizations
and their cooperating partners such as organization charts,
financial statements, audit reports or statements from CPA/Licensed
Public Accountant, Employer Identification Numbers, names of bond
carriers, contact persons and telephone numbers, child care licenses
and other documentation of professional accreditation, information
on compliance with federal/state/local government standards,
documentation of experience in program area, and other pertinent
information. Any non-profit organization submitting an application
must submit proof of its non-profit status in its application at the
time of submission. The non-profit agency can accomplish this by
providing a copy of the applicant's listing in the Internal Revenue
Service's (IRS) most recent list of tax-exempt organizations
described in Section 501(c)(3) of the IRS code or by providing a
copy of the currently valid IRS tax exemption certificate, or by
providing a copy of the articles of incorporation bearing the seal
of the State in which the corporation or association is domiciled.
Dissemination Plan--A plan for distributing reports and other
project outputs to colleagues and the public. Applicants must
provide a description of the kind, volume and timing of
distribution.
Third-Party Agreements--Written agreements between grantees and
subgrantees or subcontractors or other cooperating entities. These
agreements may detail scope of work, work schedules, remuneration,
and other terms and conditions that structure or define the
relationship.
Waiver Request--A statement of program requirements for which
waivers will be needed to permit the proposed project to be
conducted.
Letters of Support--Statements from community, public and
commercial leaders which support the project proposed for funding.
B. Noncompeting Continuation Applications
A program narrative usually will not be required for
noncompeting continuation applications for nonconstruction programs.
Noncompeting continuation applications shall be abbreviated unless
the ACF Program Office administering this program has issued a
notice to the grantee that a full application will be required.
An abbreviated application consists of:
1. The Standard Form 424 series (SF 424, SF 424A, SF-424B).
2. The estimated or actual unobligated balance remaining from
the previous budget period should be identified on an accurate SF-
269 as well as in Section A, Columns (c) and (d) of the SF-424A.
3. The grant budget, broken down into the object class
categories on the 424A, and if category ``other'' is used, the
specific items supported must be identified.
4. Required certifications.
A full application consists of all elements required for an
abbreviated application plus:
1. Program narrative information explaining significant changes
to the original program narrative statement, a description of
accomplishments from the prior budget period, a projection of
accomplishments throughout the entire remaining project period, and
any other supplemental information that ACF informs the grantee is
necessary.
2. A full budget proposal for the budget period under
consideration with a full cost analysis of all budget categories.
3. A corrective action plan, if requested by ACF, to address
organizational performance weaknesses.
C. Supplemental Requests
For supplemental assistance requests, explain the reason for the
request and justify the need for additional funding. Provide a
budget and budget justification only for those items for which
additional funds are requested. (See Item D for guidelines on
preparing a budget and budget justification.)
D. Budget and Budget Justification
Provide line item detail and detailed calculations for each
budget object class identified on the Budget Information form.
Detailed calculations must include estimation methods, quantities,
unit costs, and other similar quantitative detail sufficient for the
calculation to be duplicated. The detailed budget must also include
a breakout by the funding sources identified in Block 15 of the SF-
424.
Provide a narrative budget justification which describes how the
categorical costs are derived. Discuss the necessity,
reasonableness, and allocability of the proposed costs.
The following guidelines are for preparing the budget and budget
justification. Both federal and non-federal resources should be
detailed and justified in the budget and narrative justification.
For purposes of preparing the program narrative, ``federal
resources'' refers only to the ACF grant for which you are applying.
Non-Federal resources are all other federal and non-federal
resources. It is suggested that for the budget, applicants use a
column format: Column 1, object class categories; Column 2, federal
budget amounts; Column 3, non-federal budget amounts, and Column 4,
total amounts. The budget justification should be a narrative.
Personnel. Costs of employee salaries and wages.
Justification: Identify the project director or principal
investigator, if known. For each staff person, show name/title, time
commitment to the project (in months), time commitment to the
project (as a percentage or full-time equivalent), annual salary,
grant salary, wage rates, etc. Do not include costs of consultants
or personnel costs of delegate agencies or of specific project(s) or
businesses to be financed by the applicant.
Fringe Benefits. Costs of employee fringe benefits unless
treated as part of an approved indirect cost rate.
Justification: Provide a breakdown of amounts and percentages
that comprise fringe benefit costs, such as health insurance, FICA,
retirement insurance, taxes, etc.
Travel. Costs of project related travel by employees of the
applicant organization (does not include costs of consultant
travel).
Justification: For each trip, show the total number of
traveler(s), travel destination, duration of trip, per diem, mileage
allowances, if privately owned vehicles will be used, and other
transportation costs and subsistence allowances. Travel costs for
key staff to attend ACF sponsored workshops as specified in this
program announcement should be detailed in the budget.
Equipment. Costs of all non-expendable, tangible personal
property to be acquired by the project where each article has a
useful life of more than one year and an acquisition
[[Page 18991]]
cost which equals the lesser of (a) the capitalization level
established by the applicant organization for financial statement
purposes, or (b) $5000.
Justification: For each type of equipment requested, provide a
description of the equipment, cost per unit, number of units, total
cost, and a plan for use on the project, as well as use or disposal
of the equipment after the project ends.
Supplies. Costs of all tangible personal property (supplies)
other than that included under the Equipment category.
Justification: Specify general categories of supplies and their
costs. Show computations and provide other information which
supports the amount requested.
Contractual. Costs of all contracts for services and goods
except for those which belong under other categories such as
equipment, supplies, construction, etc. Third-party evaluation
contracts (if applicable) and contracts with secondary recipient
organizations including delegate agencies and specific project(s) or
businesses to be financed by the applicant should be included under
this category.
Justification: All procurement transactions shall be conducted
in a manner to provide, to the maximum extent practical, open and
free competition. If procurement competitions were held or if a sole
source procurement is being proposed, attach a list of proposed
contractors, indicating the names of the organizations, the purposes
of the contracts, the estimated dollar amounts, and the award
selection process. Also provide back-up documentation where
necessary to support selection process.
Note: Whenever the applicant/grantee intends to delegate part of
the program to another agency, the applicant/grantee must provide a
detailed budget and budget narrative for each delegate agency by
agency title, along with the required supporting information
referenced in these instructions.
Applicants must identify and justify any anticipated procurement
that is expected to exceed the simplified purchase threshold
(currently set at $100,000) and to be awarded without competition.
Recipients are required to make available to ACF pre-award review
and procurement documents, such as request for proposals or
invitations for bids, independent cost estimates, etc. under the
conditions identified at 45 CFR part 74.44(e).
Construction. Costs of construction by applicant or contractor.
Justification: Provide detailed budget and narrative in
accordance with instructions for other object class categories.
Identify which construction activity/costs will be contractual and
which will be assumed by the applicant.
Other. Enter the total of all other costs. Such costs, where
applicable and appropriate, may include but are not limited to
insurance, food, medical and dental costs (noncontractual), fees and
travel paid directly to individual consultants, space and equipment
rentals, printing and publication, computer use, training costs,
including tuition and stipends, training service costs including
wage payments to individuals and supportive service payments, and
staff development costs.
Indirect Charges. Total amount of indirect costs. This category
should be used only when the applicant currently has an indirect
cost rate approved by the Department of Health and Human Services or
another cognizant Federal agency.
Justification: With the exception of most local government
agencies, an applicant which will charge indirect costs to the grant
must enclose a copy of the current rate agreement if the agreement
was negotiated with a cognizant Federal agency other than the
Department of Health and Human Services (DHHS). If the rate
agreement was negotiated with the Department of Health and Human
Services, the applicant should state this in the budget
justification. If the applicant organization is in the process of
initially developing or renegotiating a rate, it should immediately
upon notification that an award will be made, develop a tentative
indirect cost rate proposal based on its most recently completed
fiscal year in accordance with the principles set forth in the
pertinent DHHS Guide for Establishing Indirect Cost Rates, and
submit it to the appropriate DHHS Regional Office. Applicants
awaiting approval of their indirect cost proposals may also request
indirect costs. It should be noted that when an indirect cost rate
is requested, those costs included in the indirect cost pool should
not be also charged as direct costs to the grant. Also, if the
applicant is requesting a rate which is less than what is allowed
under this program announcement, the authorized representative of
your organization needs to submit a signed acknowledgement that the
applicant is accepting a lower rate than allowed.
Program Income. The estimated amount of income, if any, expected
to be generated from this project. Separately show expected program
income generated from program support and income generated from
other mobilized funds. Do not add or subtract this amount from the
budget total. Show the nature and source of income in the program
narrative statement.
Justification: Describe the nature, source and anticipated use
of program income in the budget or reference pages in the program
narrative statement which contain this information.
Non-Federal Resources. Amounts of non-Federal resources that
will be used to support the project as identified in Block 15 of the
SF-424.
Justification: The firm commitment of these resources must be
documented and submitted with the application in order to be given
credit in the review process.
Total Direct Charges, Total Indirect Charges, Total Project
Costs. (Self explanatory).
Certification Regarding Environmental Tobacco Smoke
Public Law 103-227, Part C--Environmental Tobacco Smoke, also
known as the Pro-Children Act of 1994 (Act), requires that smoking
not be permitted in any portion of any indoor routinely owned or
leased or contracted for by an entity and used routinely or
regularly for provision of health, day care, education, or library
services to children under the age of 18, if the services are funded
by Federal programs either directly or through State or local
governments, by Federal grant, contract, loan, or loan guarantee.
The law does not apply to children's services provided in private
residences, facilities funded solely by Medicare or Medicaid funds,
and portions of facilities used for inpatient drug or alcohol
treatment. Failure to comply with the provisions of the law may
result in the imposition of a civil monetary penalty of up to $1000
per day/or the imposition of an administrative compliance order on
the responsible entity:
By signing and submitting this application the applicant/grantee
certifies that it will comply with the requirements of the Act. The
applicant/grantee further agrees that it will require the language
of this certification be included in any subawards which contain
provisions for the children's services and that all subgrantees
shall certify accordingly.
Certification Regarding Maintenance of Effort
In accordance with the applicable program statute(s) and
regulation(s), the undersigned certifies that financial assistance
provided by the Administration for Children and Families, for the
specified activities to be performed under the
----------------------------------------------------------------------
Program by
----------------------------------------------------------------------
(Applicant Organization)
will be in addition to, and not in substitution for, comparable
activities previously carried on without Federal assistance.
----------------------------------------------------------------------
Signature of Authorized Certifying Official
----------------------------------------------------------------------
Title
----------------------------------------------------------------------
Date
Appendix B--OMB State Single Point of Contact Listing
Arizona
Joni Saad, Arizona State Clearinghouse, 3800 N. Central Avenue,
Fourteenth Floor, Phoenix, Arizona 85012, Telephone (602) 280-1315,
FAX: (602) 280-8144
Arkansas
Mr. Tracy L. Copeland, Manager, State Clearinghouse, Office of
Intergovernmental Services, Department of Finance and
Administration, 1515 W. 7th St., Room 412, Little Rock, Arkansas
72203, Telephone: (501) 682-1074, FAX: (501) 682-5206
California
Grants Coordinator, Office of Planning and Research, 1400 Tenth
Street, Room 121, Sacramento, California 95814, Telephone (916) 323-
7480, FAX (916) 323-3018
Delaware
Francine Booth, State Single Point of Contact Executive Department,
Thomas Collins Building, P.O. Box 1401, Dover, Delaware 19903,
Telephone: (302) 739-3226, FAX: (302) 739-5661
[[Page 18992]]
District of Columbia
Charles Nichols, State Single Point of Contact, Office of Grants
Mgmt. and Dev., 717 14th Street, N.W.--Suite 500, Washington, D.C.
20005, Telephone: (202) 727-6554, FAX: (202) 727-1617
Florida
Florida State Clearinghouse, Department of Community Affairs, 2740
Centerview Drive, Tallahassee, Florida 32399-2100, Telephone: (904)
922-5438, FAX: (904) 487-2899
Georgia
Tom L. Reid, III, Administrator, Georgia State Clearinghouse, 254
Washington Street S.W.--Room 401J, Atlanta, Georgia 30334,
Telephone: (404) 656-3855 or (404) 656-3829, FAX: (404) 656-7938
Illinois
Virginia Bova, State Single Point of Contact, Department of Commerce
and Community Affairs, James R. Thompson Center, 100 West Randolph,
Suite 3-400, Chicago, Illinois 60601, Telephone: (312) 814-6028,
FAX: (312) 814-1800
Indiana
Amy Brewer, State Budget Agency, 212 State House, Indianapolis,
Indiana 46204, Telephone: (317) 232-5619, FAX: (317) 233-3323
Iowa
Steven R. McCann, Division for Community Assistance, Iowa Department
of Economic Development, 200 East Grand Avenue, Des Moines, Iowa
50309, Telephone: (515) 242-4719, FAX: (515) 242-4859
Kentucky
Ronald W. Cook, Office of the Governor, Department of Local
Government, 1024 Capitol Center Drive, Frankfort, Kentucky 40601-
8204, Telephone: (502) 573-2382, FAX: (502) 573-2512
Maine
Joyce Benson, State Planning Office, State House Station #38,
Augusta, Maine 04333, Telephone: (207) 287-3261, FAX: (207) 287-6489
Maryland
William G. Carroll, Manager, State Clearinghouse for
Intergovernmental Assistance, Maryland Office of Planning, 301 W.
Preston Street--Room 1104, Baltimore, Maryland 21201-2365, Staff
Contact: Linda Janey, Telephone: (410) 225-4490, FAX: (410) 225-4480
Michigan
Richard Pfaff, Southeast Michigan Council of Governments, 1900
Edison Plaza, 660 Plaza Drive, Detroit, Michigan 48226, Telephone:
(313) 961-4266, FAX: (313) 961-4869
Mississippi
Cathy Malette, Clearinghouse Officer, Department of Finance and
Administration, 455 North Lamar Street, Jackson, Mississippi 39202-
3087, Telephone: (601) 359-6762, FAX: (601) 359-6764
Missouri
Lois Pohl, Federal Assistance Clearinghouse, Office of
Administration, P.O. Box 809, Room 760, Truman Building, Jefferson
City, Missouri 65102, Telephone: (314) 751-4834, FAX: (314) 751-7819
Nevada
Department of Administration, State Clearinghouse, Capitol Complex,
Carson City, Nevada 89710, Telephone: (702) 687-4065, FAX: (702)
687-3983
New Hampshire
Jeffrey H. Taylor, Director, New Hampshire Office of State Planning,
Attn: Intergovernmental Review Process, Mike Blake, 2\1/2\ Beacon
Street, Concord, New Hampshire 03301, Telephone: (603) 271-2155,
FAX: (603) 271-1728
New Mexico
Robert Peters, State Budget Division, Room 190 Bataan Memorial
Building, Santa Fe, New Mexico 87503, Telephone: (505) 827-3640
New York
New York State Clearinghouse, Division of the Budget, State Capitol,
Albany, New York 12224, Telephone: (518) 474-1605
North Carolina
Chrys Baggett, Director, N.C. State Clearinghouse, Office of the
Secretary of Admin., 116 West Jones Street, Raleigh, North Carolina
27603-8003, Telephone: (919) 733-7232, FAX: (919) 733-9571
North Dakota
North Dakota Single Point of Contact, Office of Intergovernmental
Assistance, 600 East Boulevard Avenue, Bismarck, North Dakota 58505-
0170, Telephone: (701) 224-2094, FAX: (701) 224-2308
Ohio
Larry Weaver, State Single Point of Contact, State Clearinghouse,
Office of Budget and Management, 30 East Broad Street, 34th Floor,
Columbus, Ohio 43266-0411
Please direct correspondence and questions about
intergovernmental review to:
Linda Wise, Telephone: (614) 466-0698, FAX: (614) 466-5400
Rhode Island
Daniel W. Varin, Associate Director, Department of Administration/
Division of Planning, One Capitol Hill, 4th Floor, Providence, Rhode
Island 02908-5870, Telephone: (401) 277-2656, FAX: (401) 277-2083
Please direct correspondence and questions to:
Review Coordinator, Office of Strategic Planning
South Carolina
Omeagia Burgess, State Single Point of Contact, Grant Services,
Office of the Governor, 1205 Pendleton Street--Room 477, Columbia,
South Carolina 29201, Telephone: (803) 734-0494, FAX: (803) 734-0385
Texas
Tom Adams, Governors Office, Director, Intergovernmental
Coordination, P.O. Box 12428, Austin, Texas 78711, Telephone: (512)
463-1771, FAX: (512) 463-1888
Utah
Carolyn Wright, Utah State Clearinghouse, Office of Planning and
Budget, Room 116, State Capitol, Salt Lake City, Utah 84114,
Telephone: (801) 538-1535, FAX: (801) 538-1547
West Virginia
Fred Cutlip, Director, Community Development Division, W. Virginia
Development Office, Building #6, Room 553, Charleston, West Virginia
25305, Telephone: (304) 558-4010, FAX: (304) 558-3248
Wisconsin
Martha Kerner, Section Chief, State/Federal Relations, Wisconsin
Department of Administration, 101 East Wilson Street--6th Floor,
P.O. Box 7868, Madison, Wisconsin 53707, Telephone: (608) 266-2125,
FAX: (608) 267-6931
Wyoming
Sheryl Jeffries, State Single Point of Contact, Office of the
Governor, State Capital, Room 124, Cheyenne, Wyoming 82002,
Telephone: (307) 777-5930, FAX: (307) 632-3909
Territories
Guam
Mr. Giovanni T. Sgambelluri, Director, Bureau of Budget and
Management Research, Office of the Governor, P.O. Box 2950, Agana,
Guam 96910, Telephone: 011-671-472-2285, FAX: 011-671-472-2825
Puerto Rico
Norma Burgos/Jose E. Caro, Chairwoman/Director, Puerto Rico Planning
Board, Federal Proposals Review Office, Minillas Government Center,
P.O. Box 41119, San Juan, Puerto Rico 00940-1119, Telephone: (809)
727-4444 or (809) 723-6190, FAX: (809) 724-3270 or (809) 724-3103
North Mariana Islands
Mr. Alvaro A. Santos, Executive Officer, State Single Point of
Contact, Office of Management and Budget, Office of the Governor,
Saipan, MP, Telephone: (670) 664-2256, FAX: (670) 664-2272
Contact Person: Ms. Jacoba T. Seman, Federal Programs Coordinator,
Telephone: (670) 644-2289, FAX: (670) 644-2272
Virgin Islands
Jose George, Director, Office of Management and Budget, #41
Norregade Emancipation Garden Station, Second Floor, Saint Thomas,
Virgin Islands 00802
Please direct all questions and correspondence about
intergovernmental review to:
Linda Clarke, Telephone: (809) 774-0750, FAX: (809) 776-0069
Appendix C--The Statement of the Advisory Committee on Services for
Families With Infants and Toddlers
Table of Contents
Overview
[[Page 18993]]
Background, Vision, and Goals
Research Rationale
Program Principles
Program Cornerstones
Federal Commitment
Conclusion
References
Biographies of Advisory Committee Members
Overview
All children from birth to age three need early child
development experiences that honor their unique characteristics and
provide love, warmth, and positive learning experiences; and all
families need encouragement and support from their community so they
can achieve their own goals and provide a safe and nurturing
environment for their very young children. This recognition is
guiding the design of the new Early Head Start program.
Early Head Start marks a turning point in America's commitment
to our youngest children and their families. By focusing on child
development, family development, community building, and staff
development, a new era of support to very young children and their
families is born, building on the experiences and lessons learned
from existing Head Start programs.
Early Head Start puts resources into a constellation of high
quality supports and services that will promote healthy child and
family development, and backs them with a Federal commitment to
training, standards and monitoring for high quality, research and
evaluation, and services coordination at the national level. It
enables families and communities to design flexible and responsive
programs but requires that, at a minimum, programs provide child
development, family support, health services for young children and
pregnant women, and home visits to families with newborns. This
would include child care services that respond to the needs of
families. When services are provided through referral, it requires
that the Early Head Start program assures the services to which
families are referred are of highest quality, available and
accessible, and that needed follow-up occurs. And although service
delivery mechanisms may vary, a common characteristic will be that
each Early Head Start program will establish a place which is
recognized as a source of support for very young children, families,
and caregiving staff. Programs will be encouraged to give this Early
Head Start place visibility and identity.
With this design, the Early Head Start program will be suited to
last well into the next century, always reshaping itself to provide
high quality, responsive, and respectful services to America's
youngest children and their families.
Background, Vision, and Goals
The reauthorization of the Head Start Act in 1994 made it
possible to formally open a new chapter of Federal support for
families with infants and toddlers by establishing a special
initiative within the context of the Head Start program. Beginning
in Fiscal Year 1995, the Secretary of Health and Human Services will
award grants to Early Head Start programs which will provide early,
continuous, intensive, and comprehensive child development and
family support services to low-income families with children under
age three. This initiative will bring together under one umbrella
Head Start's existing programs for families with infants and
toddlers, the Comprehensive Child Development Program and the Parent
and Child Centers; strengthen the Migrant Head Start Program; and
add new resources to model high quality child development and family
development services for very young children and their families.
To help with the design of the new initiative, the Secretary
formed the Advisory Committee on Services for Families with Infants
and Toddlers. The Committee was charged with advising the Secretary
and Assistant Secretary for Children and Families on the development
of program approaches for the initiative that would address the
parenting and child development need of low-income parents and their
infants and toddlers. We were to pay particular attention to the key
principles and array of models of effective culturally and
developmentally appropriate service delivery. To fulfill this
commitment, we met three times during the summer of 1994 to engage
in discussions about our vision for a national approach to high
quality, responsive services for very young children and their
families. We outlined the Federal role for carrying forth this
vision, ensuring such programs can flourish.
We are excited about the fruits of these deliberative efforts
and confident that the resulting initiative will advance Head Start
leadership in realizing a national vision of communities where:
Children, from birth, receive support through their
family and their community to achieve optimal growth and development
and build a foundation of security, self-confidence and character
strength which will in turn enable them to build successful social
relationships for learning and continued development through later
childhood and adulthood;
Families receive support to meet their personal goals,
and resources and guidance to prepare for their child's birth and
provide a warm, caring, responsive environment for their very young
child;
Communities embrace and support all families,
celebrating the birth of their children and creating an environment
where support and resources are mobilized to ensure a comprehensive,
integrated array of services are available and accessible for all
very young children and their families; and
Staff receive the professional education and personal
support they need to provide high quality environments and
experiences and engage in responsive relationships that promote the
healthy development of infants, toddlers, and their families.
In keeping with this vision, the goals set forth by the Advisory
Committee for Early Head Start will be:
To provide safe and developmentally enriching
caregiving and environments which promote the physical, cognitive,
social and emotional growth of infants and toddlers and prepare them
for future growth and development;
To support parents, both mothers and fathers, in their
role as primary caregivers and educators of their children, and
families in meeting personal goals and achieving self-sufficiency
across a wide variety of domains;
To mobilize communities to provide the resources and
environment necessary to ensure a comprehensive, integrated array of
services and support for families, and to foster the systems change
necessary to summon forth the guiding vision of this initiative; and
To ensure the provision of high quality responsive
services to families with infants and toddlers through the
development of highly-trained, caring and adequately compensated
program staff.
The Advisory Committee recognizes that the vision and goals
outlined above have also been shaped by the lessons learned from the
Comprehensive Child Development Program, Parent and Child Centers,
Migrant Head Start Programs, locally designed Head Start programs,
and other early child development and family support efforts serving
families with very young children. As part of the overall
consultation for the development of this initiative, Federal staff
conducted over 30 focus groups with parents, practitioners,
researchers, advocates, and representatives of professional
organizations. Focus groups were designed to address topical areas
such as child care, family services, health care, support and
services for children with disabilities and their families,
community mobilization, parent involvement and parent advocacy. In
addition, Federal staff met with or received materials and
recommendations from a number of other experts and practitioners in
the field. The suggestions, guidance, and information received
through this process have been invaluable to both the Advisory
Committee and the Administration on Children, Youth and Families.
Research Rationale
Findings from more than three decades of research in child and
family development support the vision and goals set forth for
support to families with infants and toddlers. We know that the time
from conception to age three is a critical period of human
development, as change occurs more rapidly than in any other period
of the life span. Growth in these early years establishes the basic
foundation for future development. For infants and toddlers to
develop optimally, they must have health beginnings and the
continuity of responsive and caring relationships. Together, these
supports help promote optimal cognitive, social, emotional,
physical, and language development. When these supports are missing,
the immediate and future development of the child may be comprised.
Fortunately, recent research identifies characteristics of effective
programs that enhance both child and family development. This
growing body of knowledge provides a solid base upon which the Early
Head Start program can be founded.
Maternal and Infant Health
Maternal and infant health are essential for ensuring normal
pre- and post-natal development of very young children. Late or
inadequate prenatal care, malnutrition, stress
[[Page 18994]]
and exposure to harmful substances are associated with shortened
gestation, reduced birthweight, birth defects and underdeveloped
brain growth (Osofsky, 1975; U.S. Department of Health and Human
Services, 1989; Carnegie Corporation, 1994). These, in turn, have
been associated with higher probabilities for infant mortality,
illness, disabilities, child abuse, difficulty in relationships
(Glasgow and Overall, 1979) and subsequent learning disorders
(Drillien, Thomson and Bargoyne, 1980). During the early years of
life, proper nutrition, routine well-child health care, timely
immunizations, safe environments and health-promoting behaviors are
necessary to support physical growth and development.
Given the paramount importance of health for very young
children, a major focus of the Early Head Start program must be to
ensure women receive the health services needed to promote a healthy
pregnancy and birth, and very young children receive early and
ongoing well-baby care, immunizations, and other essential health
services to support their development.
Child-Caregiver Relationships
The child-caregiver relationships with the mother, father,
grandparent and other caregivers are critical for providing infants
and toddlers support, engagement, continuity and emotional
nourishment necessary for healthy development, and the development
of healthy attachments (Ainsworth, Blehar, Waters and Wall, 1978).
Within the context of caregiving relationships, the infant builds a
sense of what is expected, what feels right in the world, as well as
skills and incentives for social turn-taking, reciprocity and
cooperation (Emde, Biringen, Clyman and Oppenheim, 1991; Isabella
and Belsky, 1991). The infant's activities are nourished and
channeled in appropriate ways so as to encourage a sense of
initiative and self-directedness. During the toddler period, the
child, through repeated interactions with emotionally-available
caregivers, also begins to learn basic skills of self-control,
emotional regulation and negotiation (Kochanska, 1991; Kopp, 1989;
Suess, Grossman and Sroufe, 1992). Empathy for others and prosocial
tendencies for caring and helping also develop during toddlerhood as
well as the emotions of pride and shame; experiencing and learning
about these capacities require responsive caregiving relationships
in the midst of life's inevitable stresses and challenges (Zahn-
Waxler and Radke-Yarrow, 1990).
A sense of pleasure, interest in exploration, early imaginative
capacities, and the sharing of positive emotions also begin in
infancy--all of which require repeated and consistent caregiver
relationship experiences and form a basis for social competence that
carries through toddlerhood and the preschool period (Emde, 1989;
Dix, 1991). The opportunities for play for both infant and
caregiver, as well as the skills that develop from play, are often
under-appreciated aspects of healthy development (Bruner, 1986;
Elicker, Englund and Sroufe, 1992).
Finally, the importance of promoting a network of healthy
caregiving relationships for the very young child cannot be
overstated (Crockenberg, 1981; Egeland, Jacobvitz and Sroufe, 1988;
Sameroff and Emde, 1989; Tronick, Winn and Morelli, 1985). The
network of caring relationships provides an ever-expanding circle of
support for both child and family. Factors that undermine optimal
child-caregiver relationships include isolation, lack of support and
maternal depression (Crnic, Greenberg, Robinson and Ragozin, 1984),
the latter reported to be a high as 56% in some samples of low-
income new mothers (Hall, Gurley, Sachs and Kryscio, 1991). In child
care settings, high staff turnover, low staff wages, low quality
programming and lack of adequate staff training for substitute
caregivers negatively affects the quality of child-caregiver
relationships (Zigler and Lang, 1991; Whitebook, Howes and Phillips,
1989). This in turn further compromises the nature and quality of
the child's overall development.
Thus, it follows that a major focus for Early Head State
services should be the development of healthy and skillful
relationship building between very young children and their parents
and caregivers that encourages interactions and promotes attention
and activity in infants. Hence, opportunities for sustained
relationship-building over extended periods of times will be an
explicit goal throughout the program.
Characteristics of Successful Programs Serving Families With Infants
and Toddlers
The goal of many early child development programs is to enable
the child, with the support of the parents as primary caregivers and
other caregivers, to establish a developmental path that will
prepare him or her for long-term success. Hundreds of programs with
a variety of specific emphases have sought to achieve this goal.
From these many interventions, a picture of the critical ingredients
for successful programs has emerged. In short, we know effective
programs often are characterized by: early prenatal services to the
expectant woman (Olds, Henderson, Tatelbaum and Chamberlin, 1986); a
two-generational focus (Zuckerman and Braxelton, 1994;
Administration on Children, Youth and Families, 1994; Ramey and
Campbell, 1984; Brooks-Gunn, Klebanov, Liaw, Spiker, 1993); family-
centered services that address self-sufficiency through the
provision of social services and parent education (Booth, Barnard,
Mitchell and Speiker, 1987; Olds, Henderson, Tatebaum and
Chamberlin, 1986; Olds, Henderson, Tatebaum and Chamberlin, 1988);
quality child development services that are coupled with family
services (Lally, Mangione and Honig, 1987; Brooks-Gunn, Klebanov,
Liaw and Spiker, 1993); continuity of service delivery for the child
and family that ensures the availability of support over a number of
years with smooth transitions to other service delivery systems
(Campbell and Ramey, 1994); continutity of caregivers (Howes and
Hamilton, 1992); intensity of service delivery in terms of
availability, accessibility, and usage of services (Booth, Barnard,
Mitchell and Spieker, 1987; Ramey, Bryant, Wasik, Sparling, Fendt
and LaVange, 1992); and consolidation or integration of service
delivery systems. Further, research tells us that communities have
been found to become more responsive to the needs of low-income
families as a result of program activities (Kirschner, 1970).
Clearly, research over the past three decades has shown that
when programs focus on both child development and family development
through early, high quality, comprehensive, continuous, intensive
services, opportunities of optimal child and family development can
be realized, even for the most vulnerable families and very young
children. The challenge for the Administration on Children, Youth
and Families and the programs which will receive funds through this
initiative is to translate these research findings into the design
and operation of high quality programs so all families with young
children served by Early Head Start will be able to grow and
prosper. The following principles and cornerstones establish the
framework for this to occur.
Program Principles
In recognition that each child is an individual who is supported
by a family and that families are supported by neighborhoods and
communities, the Advisory Committee recommends that programs funded
under the new initiative be encouraged to develop a range of
strategies for supporting the growth of the very young child within
the family and the growth of the family within the community. Thus,
each Early Head Start program should be family-centered and
community-based. We recommend that the following principles serve as
the conceptual foundation for Early Head Start:
High Quality: Commitment to excellence will enable the
new programs to be models for services to families with infants and
toddlers from all socioeconomic strata of society. High quality will
be assured in the direct services provided, and in the services
provided through referral. To this end, each program will
acknowledge and utilize the bodies of knowledge, skills and
professional ethics surrounding the fields of child development,
family development and community building. In particular, programs
will recognize that the conception-to-three age period is unique in
both the rate of development and in the way young children's
physical and mental growth reflects and absorbs experiences with
caregivers and the surroundings. Thus, high quality caregiving
practices will spring from the healthy awareness that the unique
nature of infant and toddler development not only carries with it
major opportunities for intervention, but also leaves children
especially vulnerable to negative inputs. The Federal government
will share in the commitment to high quality by providing thorough
and ongoing monitoring to assure program adherence to performance
standards; technical assistance that addresses each program's
individual needs and amplifies innovation and development across all
programs; evaluation which measures program success against
meaningful outcomes for young children and families; and research
which contributes to the state of the art on child development,
family development and community building.
Prevention and Promotion: Recognizing that windows of
opportunity open and close
[[Page 18995]]
quickly for families and young children, programs will seek and
pursue opportunities to play a positive role in promoting the
physical, social, emotional, cognitive and language development of
young children and families before conception, prenatally, upon
birth, and during the early years. By supporting the promotion of
their health and well-being, program staff will be able to prevent
and detect problems at their earliest stages, rallying the services
needed to help the child and family anticipate and overcome problems
before they interfere with healthy development. While early and
proactive promotion of healthy development and healthy behaviors
will be emphasized, programs will also need to be able to understand
and respond to family crises that may occur while the family is
enrolled in the program.
Positive Relationships and Continuity: The success of
each program will rest on its ability to support and enhance strong,
caring, continuous relationships which nurture the child, parents,
family, and caregiving staff. Programs will support the mother-
child, father-child bond by recognizing each parent as his or her
child's first and primary source of love, nurturance and guidance.
Caregiving will be provided to families who need it in ways that
support infant and toddler attachment to a limited number of skilled
and caring individuals, thus maintaining relationships with
caregivers over time and avoiding the trauma of loss experienced
with frequent turnover of key people in the child's life. These
relationships will aim to respectfully enhance child interest,
curiosity, play and imagination, which, in turn, will develop a
shared sense of trust, confidence and esteem for both caregiver and
child. In addition, programs will model strong, mutually respectful
relationships between staff and families, among staff, and with
other community organizations and service providers. To do so,
programs will be receptive to individual strengths, perspectives and
contributions; affirm the value of the child and family's home
culture; and support an environment where very young children,
parents and staff can teach and learn from each other.
Parent Involvement: As in all Head Start efforts, a
hallmark of the new initiative will be the creation and sustenance
of an environment that supports the highest level of partnership
with parents, both mothers and fathers. As such programs, will
support parents as primary nurturers, educators, and advocates for
their children; assure that each parent has an opportunity for an
experience that supports his or her own growth and goals, including
that of parenting; and provide a policy- and decision-making role
for parents. Furthermore, opportunities for parent involvement will
encourage independence and self-sufficiency for parents. Special
efforts will be made to welcome and support fathers as parenting
partners.
Inclusion: Programs will seek to build communities that
respect each child and adult as an individual while at the same time
reinforcing a sense of belonging to the group. Programs will support
participation in community life by young children with disabilities
and their families; families of very young children with significant
disabilities will be fully included in all program services.
Culture: Children and their families will come to the
new programs rooted in a culture which gives them meaning and
direction. Programs will demonstrate an understanding of, respect
for, and responsiveness to the home culture and home language of
every child, thus affirming the values of each family's culture and
providing the context for healthy identity development in the early
years of life. Program staff will become aware of their own core
beliefs and values and be attuned to the role culture and language
play in child development, family development and the surrounding
community values and attitudes. Programs will pursue opportunities
to support home culture and language, while also recognizing the
significance of a common culture shared by all. In building a more
harmonious and peaceful community for children to grow in and for
families to share, programs will encourage and provide opportunities
for families and community members to engage in dialogue about
culture, language, cultural diversity and multiculturalism.
Comprehensiveness, Flexibility, Responsiveness, and
Intensity: Programs will honor and build upon the unique strengths
and abilities of the children, families and communities they serve
and continually adapt to meet emerging needs. Developmental
opportunities provided to each infant and toddler will address the
whole child and be continually adapted to keep pace with his or her
developmental growth. And just as programs need to be responsive and
attentive to the special needs of very young children with
disabilities, they also need to be responsive to parents with
disabilities. Family development planning and service provision will
be grounded in the belief that families, including those whose
problems seem overwhelming, can identify their own goals, strengths
and needs, and are capable of growth and change. Once these are
identified, program resources of varied intensity will be marshaled
to support the whole family in an individualized and responsive
manner. Barriers which prevent families from accessing needed
supports will be overcome through the location, coordination, and
assurance by program staff that services are provided and received.
Attention will also be given to ensure programs meet the needs and
schedules of working parents. Ultimately, each parent's sense of
empowerment and ability to identify and address his or her family's
needs will be fostered by responsive and caring relationships with
program staff.
Transition: Programs will be responsible for ensuring
the smooth transition of children and their families into Head Start
or other preschool programs which are of high quality and provide
consistent and responsive caregiving. The Federal government must
support both Early Head Start and Head Start programs in carrying
out this responsibility. Transition is important for ensuring
continued accessibility to enriching early child development
experiences and for providing ongoing family support services that
promote healthy family development. To facilitate this transition,
parents and caregivers should jointly develop a family and child
transition plan, identifying services which will continue and new
services and programs which will be accessed. Caregivers from both
Early Head Start and the new service programs will share
responsibility for coordinating and implementing the plan.
Collaboration: Recognizing that no one program will be
able to meet all of a child's and family's needs, programs will
initiate or become embedded in an integrated community system of
service providers and strength building organizations such as
churches and other religious institutions, schools and civic groups.
These efforts will foster a caring, comprehensive and integrated
community-wide response to families with young children, thus
maximizing scarce financial resources and avoiding duplication of
agency effort. Likewise, the Federal government will promote systems
change and the efficient use of resources through the active pursuit
of local, State and Federal partnerships which enhance the capacity
of local programs to collaborate and combine financial resources.
Program Cornerstones
The principles outlined above establish the foundation for Early
Head Start, a program that meets child development, family
development, and health related goals while striving to provide high
quality, comprehensive, and individualized support and services. In
order to accomplish this, the Advisory Committee recommends that the
Secretary of Health and Human Services adopt these key elements as
the four cornerstones for Early Head Start: child development,
family development, community building, and staff development.
Child Development
Programs will seek to enhance and advance each child's
development by providing individualized support that honors the
unique characteristics and pace of infant/toddler physical, social,
emotional, cognitive and language development, including early
education and health care. Critical to this development is the
promotion of positive parent-child interactions and the enhancement
of each parent's knowledge about the development of their child
within healthy, safe environments. An early step for providing this
support to parents will be the provision of home visits to families
with newborns to offer early encouragement and support and build
bridges for families to other resources in the community. Also
critical to the child's development is access to and delivery of
comprehensive health and mental health services for children,
including regular child health care; screening for health problems
such as hearing, anemia, lead poisoning, metabolic problems;
immunizations; nutritional assessment; developmental surveillance
and anticipatory guidance. All children deserve a medical home that
provides these and other prevention and treatment services. To help
facilitate this, Early Head Start programs will collaborate with a
variety of organizations and disciplines to ensure health
supervision for children and their families.
[[Page 18996]]
It is particularly important that Early Head Start ensure
coordination and continuity of services for infants and toddlers
with or at risk of a disability, who are eligible for services
through Early Head Start and Part H of the Individuals with
Disabilities Education Act. These two service systems should be
coordinated and integrated so that families and their children
experience a seamless system of services, as identified in their
family development plan or individualized service plan.
As programs provide child development services, they must ensure
that infants and toddlers who need child care receive high quality
part- and full-day services. Such child care can be provided
directly or in collaboration with other community providers as long
as the Early Head Start program assumes responsibility for ensuring
that all settings meet the Early Head Start performance standards.
In general, the setting where these services are delivered is
left to local option and the preferences of families as identified
through their individual family development plan. Settings can
represent a range of options including home visiting; family support
centers; family child care homes; child care centers; centers where
families are engaged in education, training, or employment;
community health centers; and others.
Family Development
Programs must recognize that the key to optimal child
development and family development is the empowerment of parents in
goal setting for themselves and their children. Therefore, families
and staff will collaboratively design and update individualized
family development plans which ensure that service delivery
strategies are rooted in the foundation principles and are
responsive to the goals and ideals of the families. When families
are served by additional programs which also require an
individualized family service plan, such as Part H of the
Individuals with Disabilities Education Act and family employability
plans, then a single coordinated plan should be developed so
families experience a seamless system of services. Based on the
plan, programs will ensure the provision of a full range of family
services which consider the different support and educational
opportunities needed by new parents, pregnant women and expectant
fathers, and potential parents, as well as by siblings and extended
family members who influence the development of the family and very
young child.
It is particularly important that parental health is linked to
children's health and development. As such, health services for
parents need to be included as part of a two-generational model of
health care. Health services must be accessible for parents with a
special emphasis on women's health that occurs prior to, during, and
after pregnancy.
Services which programs must provide directly or through
referral, and which local Early Head Start programs must actively
ensure are of high quality and appropriately followed up include:
child development information; health services, including services
for women prior to, during, and after pregnancy; mental health
services; services to improve health behavior such as smoking
cessation and substance abuse treatment; services to adults to
support self-sufficiency, including adult education and basic
literacy skills, job training, assistance in obtaining income
support, food, and decent, safe housing, and emergency cash or in-
kind assistance; and transportation to program services. Programs
must provide directly opportunities for parent involvement in the
program so that parents can be involved as decisionmakers,
volunteers, and/or employees. Additional services not listed above,
but identified by families through community needs assessments and
mappings, may be provided either directly or through referral at
local option.
Community Building
The commitment of programs to high quality care for very young
children and their families services as a catalyst for creating a
community environment that shares responsibility for the healthy
development of its children. A program approach that exemplifies
openness and caring is the start of community building. Programs
should function in communities in a way that mirrors the principles
that are the foundation of the program itself: parents become a
vital resources for each other and the community at large; staff
nurture networks of support; and programs develop relationships of
trust with other community institutions, businesses, and with
community leaders. By becoming a key actor in the life of the
community, programs can serve to mobilize community resources and
energies on behalf of children and families.
Essential to community building is ensuring a comprehensive
network of services and supports for very young children and their
families which are culturally responsive. Programs will be expected
to establish collaborative relationships with other community
providers and strength-building organizations such as churches and
other religious institutions, schools and civic groups. The goal of
these relationships will be three-fold: increased access to high
quality serves for program families; assurance that the program's
approach to serving families with infants and toddlers fits into the
existing constellation of services in the community so that there is
a coherent, integrated approach to supporting families with very
young children; and systems change which will spark community caring
and responsive service delivery for all the families with young
children who live there. Thus, all programs will be required to
conduct an in-depth assessment of existing community resources and
needs and engage in an ongoing collaborative planning process with a
range of stakeholders, including parents and residents of the
community.
Staff Development
Programs are only as good as the individuals who staff them.
This is particularly true of programs which serve young children,
since the potential to do harm during the vulnerable years of
infancy and toddlerhood is so great. Thus, staff development has
been included as a key element in order to underscore its centrality
to the success of the initiative.
Programs will be required to select staff who, together, cover
the spectrum of skills, knowledge and professional competencies
necessary to provide high quality, comprehensive, culturally
appropriate, and family-centered services to young children and
families. Equally critical will be each program's ability to
recognize individuals capable of entering into one-to-one caregiving
relationships with infants and toddlers which support the positive
formation of their identities. Likewise, programs will need to
identify the capacity of potential staff members to develop caring,
respectful and empowering relationships with families and other
coworkers. Such individuals will demonstrate characteristics such as
high self-esteem, personal strength, and the capacity for being
emotionally available. The program directors who make these
selections will, themselves, need to possess these characteristics
in addition to being highly skilled administraters who exemplify
leadership qualities such as integrity, warmth, intuition and
holistic thinking.
Ongoing staff training, supervision and mentoring of both line
staff and supervisors will be an integral part of staff development.
Such training, supervision, and mentoring will reflect an
interdisciplinary approach and emphasis on relationship building.
Staff training programs will ensure that staff are ``cross-trained''
in the areas of child development, family development and community
building. Particular emphasis will be placed on building skills in
the areas of home visiting; caregiving relationships; effective
communication with parents; family literacy; healthy/safe
environments and caregiving practices; early identification of
unhealthy behaviors or health problems; service coordination; and
the provision of services and support to diverse populations,
including families and children with disabilities and developmental
delays. In addition, training efforts and supervision will be
designed to develop each staff person's capacity to function as a
member of a well-integrated, diverse and mutually supportive team
comprised of families and other staff. To this end, training and
supervision will support opportunities for practice, feedback and
reflection. Another strategy for training is the development of
multi-disciplinary teams of caregivers who can engage in team
teaching, sharing concerns and problems, exploring different
approaches, and learning practical skills for working with
participants of the program and service providers from other
relevant delivery systems. As such, training will model and
reinforce the foundation principles of this initiative.
And finally, staff selection, training and supervision will be
grounded in the knowledge that high quality performance and
development occurs when they are linked to rewards such as salary,
compensation, and career advancement; provided in environments that
spark curiosity, excitement and openness to new ideas; and grounded
in best practices revealed by ongoing research, evaluation and
monitoring.
[[Page 18997]]
Federal Commitment
Both individual programs and the Federal government must work
hand in hand to realize the vision, principles, and program concept
outlined above for the Early Head Start program. The Advisory
Committee believes that a Federal commitment to training,
monitoring, research and evaluation, and partnership building which
respects and supports local program responsibility, initiative, and
flexibility is paramount for the programs' success. In addition,
Federal commitment is also needed to support and learn from existing
Federal programs serving families with infants and toddlers so that
they will have the opportunity to achieve excellence and meet the
standards that will be set forth for this initiative. With this
commitment, we feel the initiative for families with infants and
toddlers will be able to serve as a national laboratory both testing
and exemplifying quality child development and family development
programs.
Training
Clearly the quality of programs is contingent upon the ongoing
support and development of program staff who are trained in the
various disciplines which support the principles of family-centered
services. As described earlier, program staff need to be able to
facilitate both the development of very young children and the
development of families. But in too many communities, staff who can
play this dual role are few or nonexistent.
The Advisory Committee urges the Secretary to engage in public-
private partnerships aimed at establishing a cadre of highly trained
practitioners and trainers who will be able to support the
development of very young children and their families. Such an
effort should extend beyond the scope of the new initiative for
families with infants and toddlers, so that children cared for in a
variety of settings will benefit from this commitment to enhancing
the quality and quantity of caregivers. An example of such a
partnership would be a commitment on the part of the Federal
government to work with institutions of higher learning to ensure
multi-disciplinary pre-service education and field work experience
is available for students who wish to work in family-focused
programs serving very young children and their families. Another
example would be partnering with the foundation or philanthropic
community to develop scholarship programs for low-income students
desiring but unable to enter the field. A further example is
coordinating with organizations of professional trainers to ensure
they have the skills, resources and supports needed to work with
programs providing early, continuous, intensive and comprehensive
services and support to very young children and their families.
When designing the specific training and technical assistance
plan for Early Head Start, the Federal government must focus on the
whole spectrum of support and services that are needed for
developing and advancing high quality staff, from pre-service and
in-service training to supervision and mentoring. These supports and
services must be provided in a continuous, holistic, responsive
manner with the goal of building and nurturing the highest quality
caregiving in all programs.
In addition to the focus on training, the Federal government
also needs to take the lead in modeling a commitment to and respect
for the importance of the caregiving profession. Given this, the
Advisory Committee urges the Secretary to implement the Early Head
Start program so that it models appropriate competencies,
institutionalization of career ladders for staff working within the
programs, and provision of staff salaries that are comparable to the
importance of the job.
Monitoring
All programs need support and guidance to engage in continuous
improvement. As directed by the legislation, the Secretary of the
Department of Health and Human Services must provide this support
and guidance through ongoing monitoring of the operation of these
programs, evaluating their effectiveness, and providing training and
technical assistance tailored to the particular needs of such
programs.
The Advisory Committee reminds the Secretary that performance
standards must be developed and issued in order to set forth the
expectation of high quality services and environments for programs
serving families with infants and toddlers. It is recommended that
there be consistency in the principles and framework of the Early
Head Start and Head Start performance standards, with the goal being
a seamless approach to Federal performance standards for children
from birth to age five. While the goal should be a seamless
approach, clearly the content of the standards will vary to reflect
the differences in development of children during the age span. Once
these are issued, monitoring should become a tool for both measuring
progress toward these high quality standards and for engaging in
continuous improvement.
Research and Evaluation
Evaluation of Early Head Start is essential for determining the
effectiveness of the initiative and for advancing our understanding
about which services work best for different families under
different circumstances. Evaluation data and information collected
at the local level as part of management information systems and
ethnographic research are helpful to provide ongoing feedback to
programs and support staff in packaging and delivering a
comprehensive array of services which are responsive to and
reflective of the individual needs of very young children and their
families.
The Advisory Committee believes that the Secretary must approach
evaluation not just as a mechanism for producing summary statistics
and reports about the changes in child and family development as a
result of these new efforts, but as a tool for individual programs
so that they can continuously refine their practices based on
feedback from their own program evaluation. This feedback is
essential to identify the particular conditions and activities that
enable parents and other caregivers to most successfully support
children's development. It is also essential to test and refine as
appropriate the quality of planning, training, staff selection,
supervision and program management that is crucial to program
success. These lessons learned will benefit local Early Head Start
programs, add new knowledge to the fields of child and family
development, and will help shape future efforts at the Federal level
for very young children and their families.
In keeping with the Head Start national laboratory role, we
encourage research that examines variations in Early Head Start
experiences on child development to learn more about the
effectiveness of different interventions for very young children and
their families. Accordingly, we encourage the testing of new models
which might focus on linkages between this initiative and welfare
reform, special coordination with Part H of the Individuals with
Disabilities Education Act, or efforts to support teen parents who
are either in school or training. Equally important will be research
that identifies features of intervention which optimize relationship
building, and research that examines variations in caregiving
experiences as they influence child development.
We also recommend that research and evaluation for this
initiative be part of an overall research agenda for Head Start
which places Head Start in the broader context of research on young
children, families, and communities; ensures a commitment to ongoing
themes; and has the flexibility to respond to new and emerging
developments in the broader early childhood and family development
fields.
Partnership Building
Just as local programs will be required to coordinate services
in the State and community to ensure a comprehensive array of
services, the Federal government must also build partnerships across
programs, agencies and departments to facilitate effective
integration and coordination of resources and services.
The Advisory Committee points out that it is especially
important that the Head Start Bureau work with the U.S. Maternal and
Child Health Bureau and the Medicaid program to enhance the
availability of and access to comprehensive health services for
pregnant women, and very young children and their families. The
Advisory Committee particularly recommends Federal leadership in the
development of services that are scarce in communities, such as
mental health services that meet the needs of families with infants
and toddlers. It is equally important that linkages be made with the
U.S. Department of Education, Office of Special Education and
Rehabilitative Services and the Federal Interagency Coordination
Council so that there is a clear message from the Federal government
about the importance of partnership around early intervention at the
Federal, State and community levels, especially between this
initiative and Part H of the Individuals with Disabilities Education
Act. The formation of a single Federal Interagency Coordination
Council to address services for families with infants and toddlers
who are served by Head Start and/
[[Page 18998]]
or by Part H is recommended. Further, the Head Start Bureau is
advised to develop partnerships with the National Institute of Child
Health and Development and the National Institute of Mental Health
so that programmatic and research activities can be coordinated and
the results benefit and influence the work of all institutions.
Beyond coordination and partnership building among the many
programs, agencies, and departments of the Federal government, the
Advisory Committee advises the Head Start Bureau to continue
consultation with professional organizations from relevant child and
family development disciplines. Such consultation will help staff of
the Head Start Bureau learn about emerging knowledge and apply this
to the planning, implementation, and evaluation of this and other
programs.
Finally, it is equally important that the Head Start Bureau
reevaluate its own regulations and procedures to support local
creativity and responsiveness to the needs of very young children
and their families. As a first step, the Advisory Committee
recommends that the Secretary explore opportunities for Early Head
Start programs to combine these resources with other public and
private funding sources in order to serve more very young children
and their families who might benefit from Early Head Start services
and support. This is especially important as many Advisory Committee
members feel that all children within a very low income community
should be afforded access to these services. By allowing and
encouraging Early Head Start communities to partner with other
funding streams, it may be possible in some communities to provide
access to most or all families with very young children.
Funding
All of the above issues--from the principles to the program
concept and Federal commitments--are moot when there are not
adequate resources to develop and sustain high quality in each
program. Advisory Committee members see the role of Early Head Start
as a national laboratory and catalyst for change. The members point
out that a Federal commitment is needed to ensure that resources are
available in the short- and long-term to support the provision of
high quality, well-integrated services.
Conclusion
Early Head Start represents a new era of support for America's
youngest children and their families. It sets forth a vision that
honors the unique strengths of very young children, their families
and communities, and the staff who work with them. It calls for
programs to provide family-centered and community-based services and
supports that are individualized, of highest quality, and that
promote positive health and development. And it commands significant
attention at the Federal level for training, technical assistance,
monitoring, and research and evaluation to ensure these programs can
flourish.
The members of the Advisory Committee on Services for Families
with Infants and Toddlers are proud to set forth this vision and
implementation design for Early Head Start. We call on the Secretary
and the nation to move ahead rapidly with a series of steps to make
this vision a reality. So much is at stake for our youngest children
and their families.
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Biographies of Advisory Committee Members
Susan Aronson is a practicing pediatrician at The Children's
Hospital of Philadelphia, as well as an active member of the
American Academy of Pediatrics. She also serves as the Director of
the Pennsylvania AAP Early Childhood Education Linkage System, and
was the Liaison Representative of the AAP to the Head Start 25th
Anniversary Silver Ribbon Panel, setting national goals for the
future of Head Start. Previously, she was a member of the Head Start
Health Task Force and the Central Steering Committee of the AAP/APHA
setting national standards for health and safety in out-of-home
settings for children. She has also published numerous works on
health and care of children in group settings.
Kathryn E. Barnard is a professor of nursing and adjunct
professor of psychology at the University of Washington, where she
has also served as associate dean of the School of Nursing. For the
past 30 years, she has been a scholar, researcher, and educator with
interests in children and parenting. She coordinated the risk and
prevention group for the John D. and Catherine T. MacArthur
Foundation's health network on the transition to early childhood.
Her research has focused on the interaction of children with their
environment, particularly infants at biological and environmental
risk. She is Past President on the Board of Zero to Three--the
National Center for Clinical Infant Programs. She is a member of the
American Academy of Nursing and the Institute of Medicine and has
received many awards in nursing and public health.
Mary Jane Bevins is the Director of a multifaceted Head Start
program that includes Parent and Child Centers, center-based and
home-based services for three- and four-year-olds, and a Head Start
Transition project. In addition to her experience as a practitioner,
she has also provided training and technical assistance to Head
Start programs in all component areas. Ms. Bevins has been a member
of several task forces including the National Task Force for Parent
and Child Centers, and the PCC Training Advisory Council for the
National Center for Clinical Infant Programs.
Helen Blank is Director of Child Care and Development at the
Children's Defense Fund, where she led a large-scale, successful
effort to pass the first comprehensive federal child care
legislation since World War II. She has focused a great deal of her
efforts on strengthening both federal child care and Head Start
policies. In addition, she provides technical assistance to states
and policy leaders on early childhood development issues. Prior to
joining the Children's Defense Fund, Ms. Blank worked at Child
Welfare League of America, and helped to improve and expand
participation in federal food programs serving low-income children
with the National Child Nutrition project and the Community
Nutrition Institute.
Sue Bredekamp is Director of Professional Development, National
Association for the Education of Young Children. Among some of her
roles as director are managing the NAEYC accreditation system,
directing the National Institute for Early Childhood Professional
Development, and developing association position statements relevant
to defining professional standards and practices. Dr. Bredekamp
specializes in developmentally appropriate practices for
preschoolers and has authored a book on developmentally appropriate
practices for children birth through age eight. She has served on
numerous panels and as a consultant on the issues of professional
development and accreditation. She developed the Early Childhood
Classroom Observation Scale, used by NAEYC's accreditation system,
and served as a study advisor to the Observational Study of Early
Childhood Programs, sponsored by the Department of Education.
Urie Bronfenbrenner, the Jacob Gould Schurman Professor Emeritus
of Human Development and Family Studies and of psychology at Cornell
University, is an expert on developmental psychology, child-rearing,
and the ecology of human development. A founder of the national Head
Start Program, Dr. Bronfenbrenner is internationally renowned for
his cross-cultural studies and is a recipient of honorary degrees
both in this country and abroad. His theoretical contributions and
his ability to translate them into rigorous operational research
models and effective social policies spurred the creation of Head
Start and furthered the goals of Cornell's Life Course Institute,
which has been renamed in his honor. Dr. Bronfenbrenner is the
author, co-author, or editor of 13 books and more than 300 articles,
most notably Two Worlds of Childhood: U.S. and U.S.S.R. and The
Ecology of Human Development.
Bettye Caldwell is Professor of Pediatrics in Child Development
and Education at the University of Arkansas for Medical Sciences.
Known for her research of the home environment and its relationship
to growth and development, she has served in many research and
practitioner positions. Throughout her career, she has published
numerous articles and books on infant and child development and
child care, and contributed early work around the establishment of
Head Start. One of Dr. Caldwell's most recent projects was ``An
Ecological Study of Infant Care,'' designed to study the long term
effects of infant day care. In addition, she has been a leader in
the early childhood field, serving as President of the NAEYC and a
member of the Governing Board of the Society for Research in Child
Development, and participating in international consulting and
speaking engagements.
Jane Campbell is a State Representative serving her fifth term
in the Ohio House of Representatives. She chairs the Oversight
Committee on Abused, Neglected, and Dependent Children and is a
member of the Children and Youth Committee. She has also been
involved with a number of committees that have looked at Ohio's
school system, domestic relations, and adolescent sexuality and
pregnancy. She has sponsored a number of important bills for
children and their families including legislation to expand
subsidized child care so 20,000 additional children can get quality
care which will enable their parents to work; extending medicaid to
working pregnant women; correcting discrimination against pregnant
teenagers; and simplifying voluntary paternity procedures so
unmarried fathers can take responsibility for their children.
Gayle Cunningham is the Executive Director of the Jefferson
County Committee for Economic Opportunity, the Community Action
Agency based in Birmingham, Alabama. She directs that agency's Child
Development Services Division, which includes Head Start and Parent
and Child Center programs, and a Head Start-Public School Transition
Demonstration Project. The agency also operates a wide variety of
other programs for low-income families and individuals. She was
formerly an Assistant Professor responsible for coordination of the
early childhood AA degree program at Delgado College in New Orleans,
and a Senior Research Associate for Bank Street College responsible
for the expansion of the
[[Page 19000]]
Child Development Associate credentialing program to include infant/
toddler caregivers.
Sharon Darling is the Founder and President of the National
Center for Family Literacy. In 1989, with a grant from the Kenan
Trust, the National Center for Family Literacy was created to
promote family literacy programming nationwide. While State Director
of Adult Education in Kentucky, she directed the development of the
Parent and Child Education program, forerunner of the family
literacy movement. Ms. Darling is Vice Chair of the Board of
Directors for the National Institute for Literacy, a board member of
both The Barbara Bush Foundation for Family Literacy, and the
National Coalition for Literacy. She has received numerous awards
for her contributions to education, including the prestigious Harold
W. McGraw Award for Outstanding Educator in 1993.
Amy L. Dombo is an Infant/Toddler Specialist. Formerly Director
of the Infant and Family Center at Bank Street College of Education,
she is an expert in infant/toddler programs. Ms. Dombro has
extensive experience training Head Start and child care staff. She
has also authored three books and numerous articles for parents and
caregivers. Currently, consulting with Families and Work Institute,
she is directing the evaluation of Dayton Hudson's Child Care Aware/
Family-to-Family Project, a national initiative to improve the
quality of family child care.
Anne Cohn Donnelly is the Executive Director of the National
Committee to Prevent Child Abuse. As Executive Director, she
oversees a 50-state network of chapters, a national center on child
abuse prevention research, and extensive training in educational
programs and advocacy efforts. The National Committee has provided
leadership for the replication of the Hawaii Healthy Start home
visiting model through its Health Families America initiative. Prior
to joining NCPCA, she served as a White House Fellow and Special
Assistant to the Secretary of the Department of Healthy and Human
Services, handling a broad range of issues for the Secretary
including children's health and social services. She has also
lectured and published widely, and has designed the first national
evaluation study of child abuse treatment programs.
Robert Emde is professor in the Department of Psychiatry at the
University of Colorado Health Sciences Center and Adjunct Professor
of Psychology at the University of Denver. Dr. Emde is highly
respected for his work on infant emotional development, and is the
author or co-author of over 200 scholarly articles and chapters. Dr.
Emde has held leadership positions in numerous national
organizations and has served as an editor of developmental and
clinical journals. He is the Past President of the Society for
Research in Child Development, Senior Scientific Advisor for the
World Association for Infant Mental Health, and a Board Member of
Zero to Three. Additionally, Dr. Emde has been the invited plenary
speaker for many national and international conferences.
Lily Wong Fillmore is a professor at the School of Education,
Language and Literacy Division, at the University of California,
Berkeley. She is recognized as a leading expert on issues of
cultural diversity in child development and educational progress.
Dr. Fillmore is also known for her work on language acquisition. She
is currently on the National Advisory Committee of The Literacies
Institute, funded by the Andrew Mellon Foundation, and the National
Advisory Committee of the Linguistic Minorities Resource center on
Educational Equity of the Council of Chief State School Officers.
Susan Fowler is the Head of the Department of Special Education
at the University of Illinois in Champaign. She is a well respected
researcher in the field of early childhood special education, and
has authored numerous articles and chapters. Dr. Fowler has served
in a national leadership role as the President of the Division for
Early Childhood (DEC) in the Council for Exceptional Children. She
is currently a member of the National Advisory Board of the National
Early Childhood Technical Assistance System. Dr. Fowler has both
State and Federal experience.
Olivia Golden is the Commissioner for the Administration on
Children, Youth and Families at the Department of Health and Human
Services. Prior to coming to HHS, Dr. Golden served as the Director
of Programs and Policy for the Children's Defense Fund in
Washington, DC, where she was responsible for policy development,
advocacy, research, data analysis, and writing about a variety of
children and family issues. Prior to that, she served as Lecturer in
Public Policy at the John F. Kennedy School of Government, where she
focused her research on child and family policy and public
management. From 1983-1985, Dr. Golden served as the Budget Director
for the Executive Office of Human Services in the Commonwealth of
Massachusetts. She is the author of a recently published book, Poor
Children and Welfare Reform (Auburn House Press, 1992), and several
papers and articles. Her research has focused on the way services
work for real people, including issues of innovation, collaboration
and effective service delivery for children and families.
Sarah Greene is the Chief Executive Officer of the National Head
Start Association. Mrs. Greene has held a host of positions in the
Head Start community including President of the National Head Start
Association, a classroom teacher, Education Director, Head Start
Director and Executive Director of Manatee Opportunity Council, Inc.
(a Community Action Agency). She serves as an ambassador for Head
Start, speaking across the country, testifying before Congress, and
participating with many other national organizations.
Judith Jerald is the Director of a Comprehensive Child
Development Program (CCDP) in Vermont. She coordinates an early
childhood family support system for Brattleboro Town School District
which serves families with children prebirth through age eight, and
includes a CCDP, Even Start, a Parent and Child Center, a Teen
Parent Infant-Toddler Center at the high school, and transition to
school programs. Ms. Jerald has extensive experience in program
design, providing a wide array of direct social services, training,
community organization, and administration. She is a member of the
National Association of Social Workers and National Education
Association.
Linda Kills Crow is the Director of Early Childhood Services
(Head Start and the Child Care Development Block Grant Programs) for
the Osage Tribe of Oklahoma and has been the President of the
National Indian Head Start Directors Association since 1990. Prior
to her current position, Ms. Kills Crow was the Director of the
Native American Education Program at the University of Colorado,
Denver. Ms. Kills Crow was a Head Start/Johnson and Johnson
Management Fellow in 1991 and has served on numerous state and
national boards, committees, and task forces.
J. Ronald Lally is the Director of the Center for Child and
Family Studies of the Far West Laboratory for Educational Research
and Development in California. He is also the Director of the
Program for Infant/Toddler Caregivers. Prior to joining Far West
Laboratory, Dr. Lally was a professor at Syracuse University, where
he directed the Family Development Research Program. He is highly
respected for his work in the emotional and social development of
infants and toddlers. Additionally, Dr. Lally has expertise in
developing both programs and training materials for young children
and their caregivers. He is Founding Member and serves on the Board
of Directors of Zero to Three (National Center for Clinical Infant
Programs).
Joan Lombardi serves as a Senior Advisor to the Assistant
Secretary for Children and Families on child care and Head Start
issues. As an early childhood specialist, she has advocated for
improved and expanded services to very young children and their
families through her work with a wide variety of national, state,
and community-based organizations. She is the author of numerous
publications, including Creating a 21st Century Head Start, the
landmark report of the Head Start Advisory Committee on Quality and
Expansion.
Harriet Meyer is the Executive Director of the Ounce of
Prevention in Chicago, Illinois. The Ounce of Prevention supports
programs focusing on teen parents and their children from 0-3,
directly operates and administers the Beethoven Project, and is one
of two Head Start grantees in Chicago as well as three school based
adolescent health clinics. The Ounce also directs Kids Pepp, the
Public Education and Policy Analysis Division at the Ounce.
Previously, Ms. Meyer was the Director of the Wells Community
Initiative in which she directed the Ounce of Prevention's
involvement in the revitalization of the Ida B. Wells public housing
complex in Chicago.
Evelyn K. Moore is the Executive Director and founder of the
National Black Child Development Institute, a national network of 40
affiliates in 23 states which work to improve the quality of life
for African American children and their families. Before founding
the Institute, Ms. Moore worked as a Special Assistant to Wilbur
Cohen, former Secretary of Health, Education and Welfare, at the
University of Michigan at Ann Arbor. Ms. Moore currently serves on
the Boards of the National Council of Jewish Women
[[Page 19001]]
Center for the Child, Child Trends, and Child Care Action Council.
She works as a consultant to the Office of Education in addition to
numerous philanthropic organizations.
Genoveva P. Morales has been President of the National Migrant
Head Start Director's Association for the past two years and
presently serves as the Migrant Head Start Director for the
Washington State Migrant Council. Ms. Morales has served the migrant
community in many roles including Special Services Director and
Migrant Education Chapter I Program Director. In addition to her
work with migrant and seasonal farmworkers, Ms. Morales has held
various positions in the academic setting serving as a Research
Assistant at the University of Texas at San Antonio, a financial aid
counselor at the University of Washington, and an academic counselor
at Eastern Washington University and at the Yakima Valley Community
College. Her personal commitment to an improved transition effort of
Head Start children into public school has led her to obtain her
state certification for counseling in the public school setting.
Dolores Norton is a professor in the School of Social Service
Administration, University of Chicago. She writes and teaches in the
area of early human development within a sociocultural, ecological
context, and directs the ``Building Partnerships for Family Support
Education and Training'' project, a collaborative education program
between community based agencies, universities, and educational
training organizations. She received her M.S.S. and her Ph.D.
degrees from Bryn Mawr College. Dr. Norton's major research is an
ongoing longitudinal study of parent-child interaction developmental
outcomes of inner city African American children form birth through
age eleven, growing up in poverty stricken, dangerous neighborhoods.
The research focuses on the children's socio-cognitive development
with an emphasis on temporal and linguistic development and early
academic achievement. She was a member of the founding board of
Family Focus, Inc., and currently serves on boards such as Zero to
Three: the National Center for Clinical Infant Programs and the
Ounce of Prevention and Education for Parenting Advisory Boards.
Maria Elena V. Orrego is currently consulting and providing
technical assistance to the Commission on Social Services,
Department of Human Services, Government of the District of
Columbia, to develop a five year strategic plan for the Federal
Family Preservation and Support Services Program. Ms. Orrego was the
former Executive Director of The Family Place, Inc., a comprehensive
family support program in Washington, D.C. providing services to
Latino and African-American families. Ms. Orrego was responsible for
the planning, management, and evaluation of programs in two family
support centers. Ms. Orrego has 10 years of experience as a direct
social services provider in inner city communities, and twelve years
of experience in development, implementation, and evaluation of
community based programs for children and families. In addition to
her work with families in inner city communities, Ms. Orrego serves
as a member of the Board of Directors of the Family Resource
Coalition and the D.C. Act for Children.
Carol Brunson Phillips is the Executive Director of the Council
for Early Childhood Professional Recognition, which administers the
Child Development Associate National Credentialing Program.
Throughout her career in early childhood education, she has been
involved in both teaching young children and training teachers,
first as a Head Start teacher. For 13 years she was a member of the
Human Development Faculty at Pacific Oaks College in Pasadena
specializing in early childhood education and cultural influences on
development. Dr. Phillips is currently a member of the Technical
Advisory Panel of the Head Start Bilingual and Multicultural Program
Services Study and the National Head Start Training Panel of
Experts.
Deborah Phillips is Director of the Board on Children and
Families on the National Research Council's Commission on Behavioral
and Social Sciences and Education and the Institute of Medicine. She
is on leave as associate professor of psychology at the University
of Virginia. Dr. Phillips received her Ph.D. in developmental
psychology at Yale University. She was the first director of the
Child Care Information Services of the National Association for the
Education of Young Children and is a member of many task forces and
advisory groups that address child and family policy issues,
including the research task force of the Secretary's Advisory
Committee on Head Start Quality and Expansion of the U.S. Department
of Health and Human Services. Dr. Phillips has testified frequently
before Congress on issues of child care quality.
Ed Pitt is Associate Director of the Fatherhood Project at the
Families and Work Institute. The project is a national research and
education initiative examining the future of fatherhood and ways to
support men's involvement in childrearing. Mr. Pitt has been
involved in many significant initiatives such as the White House
Conference on Families, President's Commission on Mental Health,
Secretary's Task Panel on Teen Pregnancy Prevention, and the
National Health Council.
Gloria Johnson Powell is a child psychiatrist, formerly a
professor of child psychiatry at Neuropsychiatric Institute at UCLA,
and is currently a tenured Professor at Harvard Medical School. She
is best known for her research on the psychosocial development of
minority group children. She wrote the first textbook in child
psychiatry on ethnically and racially diverse children, The
Psychosocial Development of Minority Group Children. Currently, she
is director of the Ambulatory Care Center at the Judge Baker
Children's Center in Boston and has developed a home-based services
program for inner-city children and families in Boston called
``Partnerships in Prevention: Building Rainbows'' which uses a
mobile service center to bring primary mental health care services
``to the doorsteps'' of children and families in need. This program
has provided services to twelve housing projects and six Head Start
programs whose children and families are trapped in their
communities and homes because of drug-related crime, violence, and
poverty.
Linda Randolph is a graduate of the Howard University College of
Medicine and the School of Public Health, the University of
California at Berkeley. For seven years, Dr. Randolph was National
Director of Health Services, Project Head Start. She continued her
work in government by joining the New York State Department of
Health serving first as an Associate Commissioner in New York City
and subsequently as Deputy Commissioner, Office of Public Health in
Albany. Concurrently Dr. Randolph was appointed Professor of Health
Policy and Management, Graduate School of Public Health, State
University of New York at Albany. In 1991, Dr. Randolph was
appointed Clinical Professor, Department of Community Medicine,
Mount Sinai School of Medicine. She served on assignment from the
medical school as Executive Director of the Carnegie Corporation
Task Force on Meeting the Needs of Young Children which released its
report--Starting Points--earlier this year.
Julius B. Richmond is the John D. MacArthur Professor of Health
Policy, Emeritus at Harvard University Medical School. Dr. Richmond,
trained in psychiatry and pediatrics, was the first person to hold
the positions of Assistant Secretary for Health and Surgeon General.
Dr. Richmond, together with his colleague Dr. Bettye Caldwell,
designed one of the early programs for low-income preschoolers that
integrated health and school readiness programs, which later became
the model for Head Start, of which Dr. Richmond was the first
Director in 1965 and 1966. Dr. Richmond has been awarded numerous
honors, including the National Academy of Sciences Institute of
Medicine's Gustav O. Lienhard award, which recognizes ``outstanding
achievement in improving personal health care services in the United
States.''
Ann Rosewater is the Deputy Assistant Secretary for Policy and
External Affairs in the Administration for Children and Families,
Department of Health and Human Services. As Deputy Assistant
Secretary, she has major management and policy-making
responsibilities. Prior to coming to ACF, she was senior associate
at the Chapin Hall Center for Children at the University of Chicago
and senior consultant to both the Pew Charitable Trusts' Children's
initiative and the Annie E. Casey, Ford and Rockefeller Foundation's
Urban Change initiatives. Ms. Rosewater assisted in the creation of
the US House of Representatives Select Committee on Children, Youth,
and Families, and served as its staff director and deputy staff
director from 1983-1990. From 1979-1983, she served as a senior
legislative assistant to Congressman George Miller. During the
1970s, she was national education staff for the Children's Defense
Fund and assistant to the vice president of the National Urban
Coalition. Ms. Rosewater was the first non-elected official to
receive the Leadership in Human Services Award of the American
Public Welfare Association, received the President's Certificate for
Outstanding Service from the American Academy of Pediatrics and is
the author of numerous publications on child policy.
[[Page 19002]]
Shirley Senegal is a Head Start parent at the Opelousas Head
Start Academy in Louisiana. She is the president of the Parent
Policy Council and member and Chaplain of the Louisiana Head Start
Association. Ms. Senegal is a NHSA Board Member and President of the
Louisiana Head Start Parent Affiliate Group. Ms. Senegal is an
active participant in both the Louisiana Head Start Association as
well as the Region VI Head Start Association.
Lisbeth B. Schorr is Lecturer in Social Medicine at Harvard
University, a member of the Harvard University Working Group on
Early Life, and Director of the Harvard University Project of
Effective Services. Ms. Schorr's 1988 book, Within Our Reach:
Breaking the Cycle of Disadvantage, analyzed social programs that
have succeeded in improving the life prospects of disadvantaged
children. Ms. Schorr is currently pursuing the implications of her
findings for the large-scale implementation of effective programs.
Previously, Ms. Schorr helped establish the health division of the
Children's Defense Fund and directed the health activities of the
O.E.O.'s Community Action Program.
Helen H. Taylor is the Associate Commissioner of the Head Start
Bureau at the Department of Health and Human Services. Prior to
coming to HHS, Ms. Taylor was Executive Director of the National
Child Day Care Association, Inc., which operated 16 preschool and 5
before and after school centers in Washington, DC. Ms. Taylor is a
former member of the Governing Board of the National Association for
the Education of Young Children and was Chairperson of the Mayor's
Advisory Committee on Early Childhood Education. Ms. Taylor has 27
years of experience in designing and administering large,
comprehensive child development projects, including Head Start,
Model Cities, and locally funded child care programs.
Sally Vogler has served on the staff of Colorado Governor Roy
Romer since 1988. In this capacity, she advises the Governor on
policy and programs related to early childhood and directs First
Impressions, the Governor's early childhood initiative. Over the
past eight years, First Impressions has successfully put in place a
number of key educational and community supports that promote the
healthy development of young children and their families. These
include the establishment of a statewide child care resource and
referral system; the creation of family development centers and
expansion of family literacy programs in the state through the
``Read To Me, Colorado'' program.
Bernice Weissbourd is Founder and President of Family Focus, an
agency providing comprehensive family support services in four
diverse Chicago communities. She is also Founder and President of
the Family Resource Coalition, the national organization
representing the family support movement. Ms. Weissbourd is a
contributing editor to Parents magazine, and has authored books and
articles on family support programs and policies, and on child
development issues. Ms. Weissbourd was President of the American
Orthopsychiatric Association, Vice-President of the National
Association for the Education of Young Children and a member of the
National Commission on Children. She is a lecturer at the School of
Social Service Administration, University of Chicago.
Edward Zigler is the Sterling Professor of Psychology, head of
the psychology sections of the Child Study Center and the Bush
Center in Child Development and Social Policy at Yale University. He
is the author and co-author or editor of numerous scholarly
publications and has conducted extensive investigations on topics
related to normal child development, as well as psychotherapy,
mental retardation, intervention programs for economically
disadvantaged children, and the effects of out-of-home care on the
children of working parents. Dr. Zigler served as the Chief of the
U.S. Children's Bureau and first Director of the Office of Child
Development, now the Administration on Children, Youth and Families.
He was one of the original planners of Project Head Start.
Appendix D--Category One--New Early Head Start Awards: List of
Geographic Areas Not Open for Competition Under Category One
Under Category one, applicants may apply for Early Start funds
to serve communities throughout the country, except for those listed
below. The areas listed below are either already served by an
existing Early Head Start program or are separate competitive areas
with current Parent and Child Center programs. (In communities with
an Early Head Start project, the grantee's name is shown in
parenthesis.)
(Under Category Two, applicants may apply to serve the
communities currently served by Parent and Child Centers. In
addition to being included in the list below, these communities are
also listed in Appendix E.)
Alabama
--Jefferson County
Alaska
--The Yukon-Kuskokwim Delta Area in Southwest Alaska (Rural Alaska
Community Action Program, Inc., Anchorage)
--City of Fairbanks (Fairbanks Native Association, Fairbanks)
Arizona
--El Mirage, Peoria, Williams Air Force Base, Mesa (Maricopa County
Board of Supervisors, Phoenix)
--Enterprise Zone of Phoenix (Southwest Human Development, Phoenix)
--City of Tucson
Arkansas
--Counties of Conway, Yell and Johnson (Child Development, Inc.,
Russellville)
California
--Cities of Chico and Oroville (Butte County Office of Education,
Oroville)
--Cities of Haywood, San Leandro, San Lorenzo, Castro Valley, Union
City, Fremont, Newark (Child, Family and Community Services,
Fremont)
--Monterey County, Cities of Marina and Salinas (Children's Services
International, Salinas)
--Cities of Placerville (western slope of El Dorado County), S. Lake
Tahoe, Lake Tahoe Basin (El Dorado County Superintendent of Schools,
Placerville)
--City of Fresno (Fresno County EOC, Fresno)
--Cities of McKinleyville, Arcata, Eureka, Fortuna, Rio Dell (North
Coast Children's Services, Arcata)
--Cities of N. San Juan, Kings Beach, Foresthill, Lincoln (Placer
Community Action Council, Inc., Auburn)
--Cities of Daly City, South San Francisco, Half Moon Bay, San
Mateo, Redwood City, E. Palo Alto and E. Menlo Park (The Institute
of Human and Social Development, South San Francisco)
--San Juan Unified School District, Sacramento City Unified School
District, and North Sacramento (Sacramento Employment and Training
Agency, Sacramento)
--Cities of Santa Monica, Venice, Mar Vista, Culver City, North
Inglewood and West of Fairfax Avenue (West Los Angeles) (Venice
Family Clinic, Venice)
--Cities of Berkeley, Albany, Emeryville
--City of Los Angeles
--City of San Diego
--City of Oakland
--Counties of Shasta, Siskiyou and Trinity
Colorado
--Sunnyside, Jefferson Park, Upper Highland, Lower Highland areas of
Northwest Denver (Friends of Maria Mitchell [dba Family Star],
Denver)
--Freemont County (Upper Arkansas Area Council of Governments, Canon
City)
--Central and Southeast Colorado Springs (Community Partnership for
Child Development, Colorado Springs)
--City and County of Denver (Clayton-Mile High Family Futures,
Denver)
--Counties of Bent, Crowley, Otero, and Prowers
Connecticut
--Windham County
Delaware
--Sussex County
District of Columbia
--Wards 1 and 2 of Washington, DC (Edward C. Mazique Parent Child
Center, Inc., Washington, D.C.)
--Wards 1, 2, and 4 of Washington, DC (Rosemont Child Development
Center, Washington, D.C.)
--Wards 1, 2, and 5 of Washington, DC (United Planning Organization,
Office of Preschool and Day Care, Washington, D.C.)
Florida
--Leon and Gadsden Counties (Florida State University, Tallahassee)
--Tampa and Plant City (Hillsborough County Board of Commissioners,
Tampa)
--North Central Dade County and City of Miami (Dade County Board of
Commissioners, Miami)
[[Page 19003]]
--Highlands, Hardee and Henry Counties (Redlands Christian Migrant
Association, Immokalee)
--Alachua County (School Board of Alachua County, Gainesville)
--Belle Glade, West Palm Beach, Rural South Eastern Florida (East
Coast Migrant, Arlington, VA)
--Broward County
--Duval County
Georgia
--Fulton County (Clark Atlanta University, Atlanta)
--Counties of Dekalb, Scottsdale and Decatur (Save the Children
Federation, Atlanta)
--Chattooga County (Berry College, Summerville)
--Counties of Murray and Whitfield
Hawaii
--Loolauloa Area, Island of Oahu (State of Hawaii, Dept. of Health,
Honolulu)
--Kalihi-Palma, Honolulu (Parents and Children Together, Honolulu)
Idaho
--Nez Perce, Lapwai (Nez Perce Tribe, Lapwai)
--Nez Perce County, Idaho and Asotin County, Washington
Illinois
--Garfield School area in the City of Chicago (City of Chicago,
Chicago)
--Robert Taylor Homes area in the City of Chicago (Ounce of
Prevention, Chicago)
--Counties of Wabash, Edwards, Wayne, White, Hamilton, Saline, and
Gallatin (Wabash Area Development, Inc., Enfield)
--Springfield and Sangamon Counties (Springfield Urban League, Inc.,
Springfield)
--Proviso, Cicero and Berwyn Townships in Cook County (Community and
Economic Development Association, Chicago)
--North Lawndale Community in City of Chicago (Better Boys
Foundation, Chicago)
--Madison County (Family Service and Visiting Nurse Association,
Alton)
--Peoria County (Peoria Citizens Committee for Economic Opportunity,
Peoria)
--City of Chicago
Indiana
--Vigo County (Hamilton Center, Terre Haute)
--Clay, Owen, and Putnam Counties (Child--Adult Resource Service,
Inc., Rockville)
--Madison County (Hopewell Center, Inc., Anderson)
--Clark County
Iowa
--Counties of Hardin, Marshall, Poweshiek, Tama and Story (Mid-Iowa
Community Action, Marshalltown)
--Clay County and Cities of Spencer, Royal, Langdon, Dickens,
Fostoria, Everly and Moneta (Upper Des Moines Opportunity, Inc.,
Graettinger)
--City of Des Moines (Drake University, Des Moines)
Kansas
--Counties of Wichita and Sedgwick (Child Care Association of
Wichita-Sedgwick, Wichita)
--Kansas City, Kansas and Wyandotte County (University of Kansas
Medical Center, Kansas City)
--Saline County (Unified School District #305, Salina)
Kentucky
--Christian and Daviess Counties (Audubon Area Community Services,
Owensboro)
--Harlan County (Kentucky Communities Economic Opportunity Council,
Barbourville)
--Grayson and Breckinridge Counties (Breckinridge-Grayson Programs,
Leitchfield)
--Fulton, Graves, Calloway, Marshall, and Warren Counties (Murray
Board of Education, Murray)
--Whitley County (Whitley County Communities for Children,
Williamsburg)
--Jefferson County
Louisiana
--City of New Orleans
--Jefferson Parish
Maine
--Oxford County (Community Concepts, Inc., South Paris)
--Franklin County (Western Maine Community Action, East Wilton)
Maryland
--Cities of Rockville, Langley Park, Takoma Park and Hyattsville
(University of Maryland University, Head Start Resource and Training
Center, College Park)
--Hightown in Baltimore City and Caroline County (Friends of the
Family, Inc., Baltimore)
--Cities of Gaithersburg and Germantown (Family Services Agency,
Inc., Gaithersburg)
--City of Baltimore
Massachusetts
--City of Lowell (Community Teamwork, Inc., Lowell)
--City of Boston
Michigan
--Jackson County (Region II CAA, Jackson)
--Genesee County (Carmen-Aimesworth Community Schools, Flint)
--East and West City of Detroit (City of Detroit Neighborhood
Services Department, Detroit)
--Grand Haven Area of Ottawa County (Child Development Service of
Ottawa County, Inc., Holland)
--Menominee, Delta, and Schoolcraft Counties (Menominee, Delta, and
Schoolcraft Action Agency, Escanaba)
--Clare, Gladwin and Mecosta Counties (Mid-Michigan Community Action
Agency, Clare)
--Grand Traverse, Artrim, Benzie, Emmet, Kaldaska, Leelanau,
Missaukee, Roscommon and Wexford Counties (Northwest Michigan Human
Services, Traverse)
--Counties of Gratiot, Ionia, Isabella, and Montcalm
---Indian Reservations of: Bay Mills, Hannahville, Keweenaw Bay,
Isabella, and Lac Viewux Desert
Minnesota
--American Indian population of North and Northeast Minneapolis and
Phillips community of So. Minneapolis (Upper Midwest American Indian
Center, Minneapolis)
--Midway Section of St. Paul (Model Cities Family Development
Center, St. Paul)
--Hennepin County
Mississippi
--Laurel and Jones County (Friends of Children of Mississippi,
Jackson)
--Jackson County
--Leflore County
Missouri
--City of St. Louis (Human Development Corporation of St. Louis, St.
Louis)
--Jackson County (KCMC Child Development Corporation, Kansas City)
Montana
--Yellowstone County
--Blackfeet Indian Reservation
Nebraska
--Counties of Columbus and Platte (Central Nebraska Community
Services, Loup City)
--Cities of Scotts Bluff and Gering (Panhandle Community Services,
Gering)
--City of Omaha (The Salvation Army, Western Division, Omaha)
--Douglas County
Nevada
--Counties of Clark, Elko and White Pine
New Hampshire
--Counties of Belknap, Strafford, Laconia and Rochester (Community
Action Program Belknap-Merrimack, Inc., Concord)
New Jersey
--Communities of Rosedale, Duddlye, Stockton and City of Marlton
(Group Homes of Camden County, Camden)
--Communities of Montclair, Glen Ridge, and South Essex (East Orange
Child Development Corporation, East Orange)
--West Ward and Central Ward of Newark (Babyland Nursery, Inc.,
Newark)
--Sussex and Warren Counties (Northwest New Jersey Community Action
Program, Phillipsburg)
--Upper Passaic County
New Mexico
--County of Bernalillo
New York
--The School district of Saratoga County (Ballston Spa Central
School District, Ballston Spa)
--Allegany County (ACCORD, Belmont)
--Chautauqua County (Chautauqua Opportunities, Inc., Dunkir)
--South and west quadrants of Syracuse (P.E.A.C.E., Inc., Syracuse)
--City of Utica (Utica Head Start Children and Families, Utica)
--Lower Eastside Manhattan. This area covers three Census tracks
bounded on the east by the East River, on the west by Allen Street,
on the north by Houston Street and
[[Page 19004]]
on the south by Delancey Street (Grand Street Settlement, New York)
--Kingsbridge Heights, Marble Hill, Fordham and Tremont (Kingsbridge
Heights Community Center, Bronx)
--Washington Heights and Inwood in Manhattan (Children's Aid
Society, New York)
--Village of New Square (New Square Community Improvement Council,
Spring Valley)
--Mott Haven Section in the Bronx (University Settlement Society of
New York, New York)
--Fort Green Park Community of Brooklyn (Project Teen Aid/Project
Chance, Brooklyn)
--Dutches County (Astor Home for Children, Rhinebeck)
--Teen Aid High School in China Town, and Bellveue Hospital in Lower
Manhattan (The Educational Alliance, New York)
--Far Rockaway in New York City (Visiting Nurse Service of New York,
New York)
--City of Buffalo
--Bronx County
North Carolina
--Emma, Johnston, Woodfin districts in Duncombe County (Asheville
City Schools, Asheville)
--Craven County
--Macon County
--McDowell County
--Rowan County
---Wayne County
North Dakota
--Spirit Lake Reservation (Little Hoop Community College, Fort
Totten)
--Standing Rock Sioux Reservation (Standing Rock Sioux Tribe, Fort
Yates)
--Ward County
Ohio
--Clermont County (Child Focus of Clermont County, Cincinnati)
--Hamilton County (Cincinnati/Hamilton County CAA, Cincinnati)
--Glenville, Hough, and St. Clair Areas of Cuhahoga County (Council
for Economic Opportunity in Greater Cleveland, Cleveland)
--Miami and Darke Counties (Council on Rural Services Programs,
Inc., Greenville)
--Lorain County
Oklahoma
---Cherokee Nation Reservation (Cherokee Nation, Tatequah)
--Creek County
Oregon
--Jackson County and Illinois Valley area of Josephine County
(Southern Oregon Child and Family Council, Inc., Central Point)
--City of Portland
--Umatilla County
Pennsylvania
--City of Allentown (Community Services for Children, Inc.,
Bethlehem)
--Cities of Aliquippa and Beaver Falls (Civic Senior Citizens, Inc.,
Aliquippa)
--Westmoreland County (Seton Hill Child Services, Greensburg)
--Terrace Village Public Housing, McKees Rocks, Stowe township,
Clairton, Camden Hills (University of Pittsburgh, Pittsburgh)
--William Penn High School District in Philadelphia (Allegheny
University of the Health Sciences, Division of Community Health,
Philadelphia)
--North-Eastern Philadelphia (The Philadelphia Parent Child Center,
Inc., Philadelphia)
--Counties of Lackawanna, Pike, Susquehanna, and Wayne
--Counties of Mifflin, Snyder, and Union
Puerto Rico
--Cano Vanas, Rio Grande (Aspira, Inc. of Puerto Rico, Rio Piedras)
--Vega Alta, San Juan, Puerto Rico (New York Foundling Hospital, New
York)
--Municipality of Carolina
Rhode Island
--Kent County (CHILD Inc., Warwick)
--City of Cranston and Providence County (Comprehensive Community
Action, Cranston)
--Newport County
South Carolina
--Sumter County (Sumter School District 17, Sumter)
--Greenville County (Sunbelt Human Advancement Resources, Inc.,
Greenville)
South Dakota
--Counties of Minnehaha, Lake, Moody, Codington, Hamlin and
Brookings (Inter Lakes Community Action, Madison)
--Rapid City, Ellsworth AFB, and counties of Box Elder, Black Hawk,
Pennington and Meade (Youth and Family Services, Rapid City)
--Crow Creek Sioux Reservation and parts of Pennington County
--Oglala Sioux Reservation
Tennessee
--Hamilton County (City of Chattanooga Human Resources Dept.,
Chattanooga)
--Henry, Gibson, Obion, Weakley Counties (Tennessee State
University, Nashville)
--Union City; Counties of Fayette, Lauderdale, Tippon, Carroll and
Jackson-Madison (Northwest Tennessee Economic Development)
--Counties of Giles, Bedford and Lawrence
Texas
--Alice, Jim Wells County, and Kingsville and Fulfurias in Kleberg
Counties (CAC of South Texas, Alice)
--City of Austin (Child Inc., Austin)
--North-East Dallas (Head Start of Greater Dallas, Inc., Dallas)
--City of San Antonio and Bexar County (City of San Antonio Parent
and Child, Inc., San Antonio)
--West Side of San Antonio (Avance, Inc., San Antonio)
--San Marcos and Kyle in Hays County (C.A. Inc. of Hays, Caldwell
and Blanco Counties, San Marcos)
--Hildalgo County (Texas Migrant Council, Laredo)
--Cherokee County
--City of Houston
Utah
--Box Elder and Cache Counties in Utah; Franklin County in Idaho
(Bear River Head Start, Logan)
--Davis County
Vermont
--Lamoille, Orange, Washington Counties (Central Vermont Community
Action Council, Inc., Barre)
--Windham County (Brattleboro Town School District Early Education
Services, Brattleboro)
--Communities of Newport, Irasburg/Albany, Barton, Island Pond,
Gilman, St. Johnsbury, Hartwick, Lyndonville and Burke (North East
Kingdom Community Action, Inc., Newport)
Virginia
--Cities of Bristol, Abingdon, Glade Spring, Meadowview, Lebanon,
Clintwood and Grundy (People, Inc., Abingdon)
--Route 1 corridor in Fairfax County, Virginia (United Cerebral
Palsy of Washington DC and Northern Virginia, Washington, DC)
--Fairfax County, Cities of Fairfax and Falls Church
Washington
--Communities of Kent, Auburn, Renton (Children's Home Society of
Washington, Auburn)
--Port Gamble Reservation; Kitsap County (Port Gamble S'Klallam
Tribe, Kingston)
--Spokane County and City of Spokane (Washington State Community
College District 17, Spokane)
--Yakima County (Washington State Migrant Council, Grandview)
--City of Seattle
West Virginia
--Communities of Wadestown and Sabraton (Monongolia County Board of
Education, Morgantown)
--Counties of Cabell, Lincoln, Mason, and Wayne
Wisconsin
--Counties of Adams, Columbia, Dodge, Juneau, and Sauk (Renewal
Unlimited, Baraboo)
--Counties of Barron, Chippewa, Dunn, Pepin, Pierce, Polk, and St.
Croix) (CESA #11, Turtle Lake)
--I-94 to Capitol Drive; 10th Street to Sherman Blvd. in the City of
Milwaukee; and Milwaukee County (Next Door Foundation, Milwaukee)
Wyoming
--Counties of Converse, Goshen, Natrona, Niobrara, Platte
Appendix E--Category Two--New Awards to Communities Served by PCCS:
List of Geographic Areas Open to Competition Under Category Two
Under Category Two, applicants from communities served by
current Parent and Child Center programs may apply to operate an
Early Head Start program within their community. Applicants from
each community will compete for funds against
[[Page 19005]]
other applicants from the same community. The competitive areas are
listed below.
Alabama
1. Competitive Area: Jefferson County
Arizona
2. Competitive Area: City of Tucson
California
3. Competitive Area: Cities of Berkeley, Albany, Emeryville
4. Competitive Area: City of Los Angeles (excluding the Cities of
Santa Monica, Venice, Mar Vista, Culver City, North Inglewood and
west of Fairfax Avenue (west LA))
5. Competitive Area: City of San Diego
6. Competitive Area: City of Oakland
7. Competitive Area: Counties of Shasta, Siskiyou and Trinity
Colorado
8. Competitive Area: Counties of Bent, Crowley, Otero, and Prowers
Connecticut
9. Competitive Area: Windham County
Delaware
10. Competitive Area: Sussex County
Florida
11. Competitive Area: Broward County
12. Competitive Area: Duval County
Georgia
13. Competitive Area: Counties of Murray and Whitfield
Idaho
14. Competitive Area: Nez Perce County, Idaho and Asotin County,
Washington
Illinois
15. Competitive Area: City of Chicago (excluding the Garfield School
area, the Robert Taylor Homes area, and the North Lawndale
Community)
Indiana
16. Competitive Area: Clark County
Kentucky
17. Competitive Area: Jefferson County
Louisiana
18. Competitive Area: City of New Orleans
19. Competitive Area: Jefferson Parish
Maryland
20. Competitive Area: City of Baltimore (excluding the Hightown
area)
Massachusetts
21. Competitive Area: City of Boston
Michigan
22. Competitive Area: Counties of Gratiot, Ionia, Isabella, and
Montcalm
23. Competitive Area: Indian Reservations of: Bay Mills,
Hannahville, Keweenaw Bay, Isabella, and Lac Viewux Desert
Minnesota
24. Competitive Area: Hennepin Count (excluding the Midway Section)
Mississippi
25. Competitive Area: Jackson County
26. Competitive Area: Leflore County
Montana
27. Competitive Area: Yellowstone County
28. Competitive Area: Blackfeet Indian Reservation
Nebraska
29. Competitive Area: Douglas County
Nevada
30. Competitive Area: Counties of Clark, Elko and White Pine
New Jersey
31. Competitive Area: Upper Passaic County
New Mexico
32. Competitive Area: County of Bernalillo
New York
33. Competitive Area: City of Buffalo
34. Competitive Area: Bronx County (excluding the areas of
Kingsbridge Heights, Marble Hill, Fordham and Tremont)
North Carolina
35. Competitive Area: Craven County
36. Competitive Area: Macon County
37. Competitive Area: McDowell County
38. Competitive Area: Rowan County
39. Competitive Area: Wayne County
North Dakota
40. Competitive Area: Ward County
Ohio
41. Competitive Area: Lorain County
Oklahoma
42. Competitive Area: Creek County
Oregon
43. Competitive Area: City of Portland
44. Competitive Area: Umatilla County
Pennsylvania
45. Competitive Area: Counties of Lackawanna, Pike, Susquehanna, and
Wayne
46. Competitive Area: Counties of Mifflin, Snyder, and Union
Puerto Rico
47. Competitive Area: Municipality of Carolina
Rhode Island
48. Competitive Area: Newport County
South Dakota
49. Competitive Area: Crow Creek Sioux Reservation and parts of
Pennington County
50. Competitive Area: Oglala Sioux Reservation
Tennessee
51. Competitive Area: Counties of Giles, Bedford and Lawrence
Texas
52. Competitive Area: Cherokee County
53. Competitive Area: City of Houston
Utah
54. Competitive Area: Davis County
Virginia
55. Competitive Area: Fairfax County, Cities of Fairfax and Falls
Church
Washington
56. Competitive Area: City of Seattle
West Virginia
57. Competitive Area: Counties of Cabell, Lincoln, Mason, and Wayne
Wyoming
58. Competitive Area: Counties of Converse, Goshen, Natrona,
Niobrara, Platte
[FR Doc. 97-9910 Filed 4-16-97; 8:45 am]
BILLING CODE 4184-01-P