[Federal Register Volume 62, Number 133 (Friday, July 11, 1997)]
[Notices]
[Pages 37311-37315]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 97-18132]


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NATIONAL INSTITUTION FOR LITERACY

[CFDA. No. 84.257B]


Learning Disabilities Training and Dissemination Grants; Notice 
Inviting Applications for New Awards for Fiscal Year 1997

AGENCY: National Institute for Literacy (NIFL).

ACTION: Notice.

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PURPOSE: The purpose of the Learning Disabilities Training and 
Dissemination (LDTD) grant program is to build the capacity of adult 
education and literacy service delivery systems and other human 
resource development systems to meet the educational and training needs 
of adults with learning disabilities.
    In order to achieve this purpose, LDTD grantees will collaborate 
with the National Institute for Literacy's National Adult Literacy and 
Learning Disabilities (ALLD) Center (the Center), and with each other, 
to help selected systems (1) adapt existing policies and programs for 
training and service delivery to better meet the needs of adults with 
learning disabilities, and (2) use the Center's Tool Kit for Literacy 
Providers Serving Adults with Learning Disabilities (the Took Kit) as a 
primary mechanism for adapting policies and programs for training and 
service delivery.
    The NIFL's overarching goal for LDTD grants is to develop and 
implement, in cooperation with the Center, mechanisms for supporting 
systemic change in the provision of services to adults with learning 
disabilities. In the case of these grants, systemic change will involve 
(1) improving teaching and learning processes for adults with learning 
disabilities, (2) supporting training and technical assistance in the 
use of instructional methods and materials that have shown success with 
adults, and (3) working with administrators for state, regional, and 
national systems to achieve the adoption of effective policies and 
programs that support the provision of quality educational 
opportunities for adults with learning disabilities.
    LDTD grantees will work collaboratively with the Center and each 
other as part of a national strategy that leads to widespread awareness 
and use of the Center's resources, and that offers an in-depth, long 
term approach to improving education and training service delivery for 
adults with learning disabilities.
    Deadline for Transmittal of Applications: Applications must be 
mailed on or before August 29, 1997. If hand-delivered, the application 
must be received at the address specified in this notice by 5:00 p.m. 
on the deadline date.
    Eligible Applicants: Public and private non-profit agencies, 
institutions, and organizations that administer or support state, 
regional, or national adult education and literacy service delivery 
systems or related human resource service delivery systems, and 
consortia of such agencies, institutions, and organizations.
    Available Funds: Apporximately $250,000 for the first year.
    Estimated Average Size of Awards: Approximately $75,000 per grant 
for the first year. Funding for subsequent years is likely to increase, 
with annual grants unlikely to exceed $150,000, subject to availability 
of funds and the approval of continuation.
    Estimated Number of Awards: 2-4 awards in the form of cooperative 
agreements. At least one award will be made to one of each of the 
following: (1) A public, state-based agency that administers programs 
for literacy or other human services, or a consortium headed by such an 
agency; and (2) a national private non-profit volunteer organization 
that administers or supports literacy or other human services, or a 
consortium headed by such an organization.
    Project Period: Three years, contingent on satisfactory performance 
during each year, with the possibility of renewal for subsequent years.

    Note: The National Institute for Literacy is not bound by any 
estimates in this notice.

    Applicable Regulations: For purposes of administering these grants, 
the National Institute for Literacy has adopted the following 
regulations included in the Education Department General Administrative 
Regulations (EDGAR): 34 CFR part 74; 34 CFR 75.50; 75.51; 75.102; 
75.104; 75.112-192; 75.200 (b)(2), (b)(4); 75.201; 75.215-222; 75.234-
236; 75.251-253; 75.500; 75.620-621; 34 CFR Parts 77, 80, 82, 85.
    The selection criteria used for this competition are set out in 
this Notice. While the criteria are based, in part, on those used 
generally by the U.S. Department of Education, they have been adapted 
by the NIFL to meet the needs of this program. While the NIFL is 
associated with the Departments of Education, Labor, and Health and 
Human Services, the policies and procedures regarding rulemaking and 
administration of grants are not adopted by the NIFL except as 
expressly stated in this Notice.

FOR FURTHER INFORMATION CONTACT:
Susan Green, National Institute for Literacy, 800 Connecticut Avenue, 
NW, Suite 200, Washington, DC 20006-2712. Telephone: 202-632-1509. FAX: 
202-632-1512. E-mail: [email protected]. For a complete application 
package, contact Darlene McDonald at 202-632-1525. E-
mail:[email protected]. Individuals who use a telecommunications 
device for the deaf (TDD) may call the Federal Information Relay 
Service (FIRS) at 1-800-877-8339 between 8:00 a.m. and 8:00 p.m., 
Eastern Standard Time, Monday through Friday.
    For information about the National Adult Literacy and Learning 
Disabilities Center, applicants must contact the National Institute for 
Literacy. The Center has been advised to refer all such requests to the 
NIFL.
    Information about the Center, all NIFL funding opportunities 
(including the application notices), and other information about the 
NIFL and related literacy matters can be viewed on the NIFL's LINCS 
home page on the World Wide Web at: http://novel.nifl.gov. However, the 
official application notice for a discretionary grant competition is 
the notice published in the Federal Register.

SUPPLEMENTARY INFORMATION: 

    Definitions: For purposes of this notice, the following definitions 
apply:
    Literacy is an individual's ability to read, write, and speak in 
English, and compute and solve problems at levels of proficiency 
necessary to function on the job and in society, to achieve one's goals 
and develop one's knowledge and potential.
    Human Resource Development Systems are systems of public and 
private programs that focus on building the skills and knowledge of 
youth and adults, including: adult and family literacy programs, 
welfare-to-work programs, vocational education and training programs, 
school-to-work programs, industry-based skill standards programs, K-12 
education programs,

[[Page 37312]]

postsecondary education, Job Training Partnership Act programs, 
community college/postsecondary education programs, employer-sponsored 
training programs, apprenticeship programs, one-stop career centers, 
dislocated worker programs and related programs in the public, private, 
and nonprofit sectors.

Background

    The National Literacy Act of 1991 established the National 
Institute for Literacy to improve and expand the system for delivery of 
literacy services by, among other things, conducting basic and applied 
research and demonstrations on literacy, and collecting and 
disseminating information to Federal, State and local entities with 
respect to literacy.
    In 1993, the NIFL funded the National ALLD Center to enhance 
awareness about the implications of learning disabilities for literacy 
efforts, and to develop resources to help literacy providers better 
identify and serve adults with learning disabilities, including a Tool 
Kit for Literacy Providers Serving Adults with Learning Disabilities 
(the Tool Kit). In addition to the development of informational 
materials and provision of awareness and training, the Center offers a 
national information exchange network for the sharing of information 
about the relationship between adult literacy and learning disabilities 
(LD).
    The Tool Kit, which is the Center's major product, will be 
available in fall 1997. It provides comprehensive information on 
definitions of LD, screening procedures, intervention techniques, and 
issues of civil rights. The product is designed to be used by 
administrators and staff development specialists in public and private 
literacy programs to help practitioners identify and serve adult 
students with learning disabilities. The Tool Kit, and other Center 
products and information services, can be used by a wide range of 
literacy programs, including programs in the workplace, welfare-to-
work, family literacy, and adult basic education.
    The Center's Took Kit will require marketing throughout the adult 
education and literacy community and other human resource service 
systems, as well as in-depth training and ongoing technical support to 
help administrators and practitioners incorporate Tool Kit methods and 
materials into service provision. The nature and extent of training and 
technical assistance needed will vary, depending on the particular 
system's prior experience and success in dealing with issues of 
learning disabilities. Moreover, many systems will need to modify their 
policies and programs for training and service delivery in order to 
make optimal use of the Tool Kit, and to address the full range of 
needs of adults with learning disabilities.

Description of the LDTD Program

    LDTD grants will support and augment the work of the Center in 
developing and carrying out activities related to helping systems (1) 
develop or adapt policies and programs for training and service 
delivery that provide for better service to adults with learning 
disabilities; and (2) use Center products, primarily the Tool Kit, and 
other appropriate tools and methods.
    Each LDTD grantee will select a ``targeted area'' to work in. A 
targeted area is a specified number of states or communities, or a 
particular system or systems (i.e., federally-supported adult education 
and family literacy programs (including Head Start and Even Start), 
national volunteer organizations, welfare training programs, school-to-
work transition initiatives, programs for dislocated workers, and other 
work force training programs). In cooperation with the Center, each 
LDTD grantee will create a network of key organizations and agencies in 
the targeted area to achieve systemic change in behalf of adults with 
learning disabilities. This will require the grantee to establish 
collaborations with and among all human resource development 
organizations and agencies in the targeted area.
    During the first year of funding, an LDTD grantee will concentrate 
on (1) establishing a close working relationship with the Center and 
becoming thoroughly familiar with Center philosophy, products, and 
methods of training and dissemination; (2) working with the Center to 
develop a joint strategy for training and dissemination; and (3) 
developing strong connections with key organizations and agencies in 
the targeted area, and with other LDTD grantees.
    The success of the LDTD program will depend on grantees that have 
substantial knowledge and experience with regard to the issues and 
activities involved in building an education and training system that 
can be of greatest assistance to adults with learning disabilities. 
Success will further depend on the extent of collaboration with the 
Center and appropriate literacy and LD-related agencies, as well as 
efforts to leverage grant funds with additional funds and resources to 
support project activities. These factors are heavily weighted in the 
selection criteria against which applicants will be judged.

Selection Criteria

    (a)(1) In evaluating applications for a grant under this 
competition, the Director uses the following selection criteria.
    (2) The maximum score for all the criteria in this section is 100 
points.
    (3) The maximum score for each criterion is indicated in 
parentheses with the criterion.
    (b) The Criteria--(1) Plan of operation (25 points). The Director 
reviews each application to determine the quality of the plan of 
operation for the project, including:
    (i) The quality of the design of the project with respect to 
specific strategies and techniques for--
    (A) Achieving systemic change;
    (B) Promoting the use of Center and other products and methods for 
meeting the needs of adults with learning disabilities; and
    (C) Providing training and technical assistance in the use of the 
Center's Tool Kit.
    (ii) The extent to which the plan of management is effective and 
ensures proper and efficient project administration;
    (iii) The extent to which the applicant states clear and measurable 
goals and objectives for the project;
    (iv) How well the objectives of the project relate to the purposes 
of the program;
    (v) The quality of the applicant's plan to use its resources and 
personnel to achieve each objective; and
    (vi) The extent to which the plan demonstrates--
    (A) Provisions for building a network of key organizations and 
agencies in the targeted area to collaborate in systemic change related 
to service for adults with learning disabilities; and
    (B) Commitment of time and resources on the part of key 
organizations and agencies in the targeted area, as evidenced by 
detailed letters of support from appropriate officials of those groups 
and agencies; and
    (vii) How the applicant will ensure that project participants who 
are otherwise eligible to participate are selected without regard to 
race, color, national origin, gender, age, or handicapping condition.
    (2) Prior experience (25 points). The Director reviews each 
application to determine the extent to which the applicant's prior 
experience ensures project success, including:
    (i) The applicant's experience in developing and implementing 
training

[[Page 37313]]

and dissemination activities for administrators and staff of adult 
education and literacy or related programs:
    (ii) The applicant's experience in developing and implementing 
training and dissemination activities related to learning disabilities 
in adults;
    (iii) The applicant's experience in planning and implementing 
efforts involving systemic change in educational programs, especially 
in terms of providing leadership for change; and
    (iv) Evidence of the applicant's success in carrying out the 
activities described in section (b)(2) (i), (ii), and (iii) above.
    (3) Collaboration (20 points). The Director reviews each 
application to determine the extent to which the applicant has provided 
for collaborating with the Center and other key agencies, 
organizations, and institutions, including:
    (i) How the applicant plans to collaborate with the Center in 
developing targeted training and dissemination programs;
    (ii) Evidence of the applicant's ability to create and maintain 
working collaborations with other agencies, organizations, and 
institutions in carrying out educational projects; and
    (iii) The quality of letters of support from appropriate officials 
of key groups and agencies in targeted areas and systems.
    (4) Leveraging grant funds with other funds and resources (10 
points). The Director reviews each application to determine the quality 
of plans for leveraging grant funds with other funds and resources, 
including:
    (i) The applicant's prior success in leveraging limited program 
funds with additional funds and resources; and
    (ii) The likelihood of success of the applicant's plans for 
leveraging LDTD grant funds with additional public or private funds and 
resources.
    (5) Quality of Key Personnel (10 points). The Director reviews each 
application to determine the quality of the key personnel the applicant 
plans to use on the project, including:
    (i) The qualifications of the project director, especially in terms 
of experience and training in fields related to the project;
    (ii) The qualifications of each of the other key personnel, 
especially in terms of experience and training in fields related to the 
project;
    (iii) The time that each of the personnel will commit to the 
project; and
    (iv) How the applicant, as part of its nondiscriminatory employment 
practices, will ensure that its personnel are selected for employment 
without regard to race, color, national origin, gender, age, or 
handicapping condition.
    (6) Evaluation plan (5 points). The Director reviews each 
application to determine the quality of the evaluation plan for the 
project, including the extent to which the applicant's methods of 
evaluation produce data that are both quantifiable and qualitative, in 
terms of numbers of programs and staff served through the project, and 
effects of project services on programs and staff.
    (7) Budget and cost effectiveness (5 points). The Director reviews 
each application to determine the extent to which--
    (i) The budget is adequate to support the project;
    (ii) Costs are reasonable in relation to the objectives of the 
project;
    (iii) The applicant plans to devote resources of its own to the 
project, including facilities, equipment, and supplies; and
    (iv) The applicant will leverage grant funds with other funds and 
resources from other sources.

Contents of a Learning Disabilities Training and Dissemination 
Application

    Each LDTD application must contain a narrative and accompanying 
budget that provide the following information, corresponding generally 
to the selection criteria above;

(1) Plan of Operation

    The applicant must include a detailed plan of operation and 
timeline for the first year of the grant, with a broad plan and 
timeline for the two subsequent years. The plan must include a 
description of--
    (a) How the project will be managed;
    (b) Clear and measurable project goals and objectives;
    (c) The applicant's approach to fostering systemic change, 
including specific strategies and techniques;
    (d) The state(s) or communities, and system or systems, that will 
constitute the targeted area, including--
    (i) a rationale for the selection; and
    (ii) the names of key organizations and agencies in the targeted 
area to be involved in the project;
    (e) How the applicant will work with key organizations and agencies 
to carry out the project, including formal and informal methods for 
establishing partnerships and ensuring cooperation;
    (f) How the applicant will build a network of key organizations and 
agencies to develop and implement systemic change related to services 
for adults with learning disabilities; and
    (g) How the applicant will use the first year of the grant to--
    (i) Establish a close working relationship with the Center;
    (ii) Work with the Center to develop a joint strategy for training, 
dissemination, and systemic change; and
    (iii) Develop strong connections with key organizations and 
agencies in the targeted area, and with other LDTD grantees.

(2) Prior Experience

    The applicant must describe its prior experience in the fields and 
activities related to the project, including evidence of the 
applicant's ability to develop and implement a method or methods for 
working with adult education and literacy systems and other human 
resource systems to incorporate provisions for dealing with learning 
disabilities issues, including the use of the Center's products and 
other services. The applicant should cite:
    (a) Evidence of expertise on issues related to adult literacy and 
adults with learning disabilities, and a description of previous 
efforts in these areas;
    (b) Experience in developing and implementing approaches to 
systemic change;
    (c) Experience in providing training and technical assistance 
related to identifying and serving adults with learning disabilities;
    (d) Experience in developing or adapting systems for the provision 
of services to adults with learning disabilities; and
    (e) Evidence of the applicant's knowledge about obtaining formal 
diagnostic services for adults with learning disabilities and using 
federal and other resources to provide affordable diagnostic services.

(3) Collaboration

    The application must contain:
    (a) A description of how the applicant plans to collaborate with 
the Center in developing and carrying out activities related to 
training, dissemination, and systemic change. The description must 
include--
    (i) Assurances that the applicant's philosophy for serving adults 
with learning disabilities is compatible with that of the Center's;
    (k) Assurances that all methods and materials used by the applicant 
will meet with the Center's prior approval; and
    (iii) Commitments to participate in--
    (A) Intensive Center training on the Tool Kit and other products;

[[Page 37314]]

    (B) Joint development of methods and implementation plans for 
working with systems to effect systemic change;
    (C) Coordination of all training and dissemination activities, 
including those related to all Center products (primarily the Tool 
Kit); any other methods and materials for effective teaching and 
learning; and any efforts at systemic change; and
    (D) Coordination of efforts related to project evaluation.
    (b) Evidence of the applicant's ability to create and maintain 
working partnerships with other organizations and agencies in carrying 
out educational projects; and
    (c) Explicit and documented commitment of key organizations and 
agencies in the targeted area to participate in the project, as 
demonstrated by letters of support from appropriate officials detailing 
commitments of time and resources to the project.

(4) Leverage Grant Funds With Additional Funds and Resources

    The applicant must describe--
    (a) Prior experience in leveraging limited program funds with 
additional funds and resources; and
    (b) Detailed plans for leveraging LDTD grant funds with additional 
public or private funds and resources (i.e., state or local funds for 
staff development and training, foundation funding).

(5) Quality of Key Personnel

    The applicant must describe the qualifications of the key personnel 
to be involved in this project, including background and experience 
in--
    (a) Adult education and literacy;
    (b) Issues related to adults with learning disabilities;
    (c) Helping to bring about systemic change;
    (d) Carrying out training and dissemination activities related to 
(5) (a), (b), and (c) above.

(6) Evaluation Plan

    The applicant must describe its plan for evaluating the progress 
and effectiveness of the project, including the extent to which the 
methods of evaluation include data that are both quantitative and 
qualitative, in terms of--
    (a) Numbers of programs and staff served through the project; and
    (b) Effects of project services on program and staff.

(7) Budget and Cost Effectiveness

    The applicant must include a detailed budget breakdown for the 
first year, with summary budgets for the subsequent two years. The 
budget should include a separate column for cash and in-kind resources 
to be contributed by the applicant or leveraged from other sources. An 
accompanying budget narrative should demonstrate that--
    (a) The budget is adequate to support the project;
    (b) Costs are reasonable in relation to the objectives of the 
project;
    (c) The applicant plans to devote resources of its own to the 
project, including facilities, equipment, and supplies; and
    (d) Efforts are being made to leverage grant funds with funds and 
resources from other sources.

Other Application Requirements

Project Summary

    The proposal must contain a 200-word summary of the proposed 
project suitable for publication. It should not be an abstract of the 
application, but rather a self-contained description of the project 
goals, approach, and activities proposed. The summary must be 
understandable by a non-specialist reader.

Project Narrative

    The narrative must be no longer than twenty (20) single-spaced 
pages or forty (40) double-spaced pages, plus the letters of support 
required above. The narrative may be amplified by other materials in 
attachments and appendices, but the body should stand alone as a 
complete picture of the project. Applications that exceed 20 single-
spaced pages or 40 double-spaced pages, not including letters of 
support or other materials in attachments and appendices, will not be 
reviewed.

Budget Proposal

    ED Form 524 (Budget Information) must be completed and submitted 
with each application. The form consists of Sections A, B, and C. On 
the back of the form are general instructions for completion of the 
budget. All applicants must complete Sections A, B, and C. In 
completing Section B, include the nature and source of non-Federal 
funds, if any. Attach to Section C a detailed explanation and 
amplification of each budget category. Included in the explanation must 
be a complete justification of costs in each category. In addition, the 
applicant must--
    1. Clearly identify all contributions from other sources, if any.
    2, Show budget detail for any cost-sharing, joint, or cooperative 
funding.

Disclosure of Prior NIFL Support

    If an applicant or any subcontractor or consortium member has 
received prior NIFL funding, the following information is required:
    1. NIFL award number, amount and period of support;
    2. A summary of the results of the completed work; and
    3. A brief description of available materials and other related 
research products produced under the prior award.

    Note: If the applicant has received a prior award from the NIFL, 
the reviewers will be asked to comment on the quality of the prior 
work described in this section of the proposal.

Current and Pending Support

    All current project support from whatever source (such as Federal, 
State, or local government agencies, private foundations, or commercial 
organizations) must be listed. The list must include the proposed 
project and all other projects requiring a portion of time of the 
Project Director and other project personnel, even if they receive no 
salary support from the project(s). The number of a person-months or 
percentage of effort to be devoted to the projects must be stated, 
regardless of source of support. Similar information must be provided 
for all proposals that are being considered by or will be submitted 
soon to other sponsors.
    If the project now being submitted has been funded previously by 
another source, the information requested in the paragraph above should 
be furnished for the immediately preceding funding period. If the 
proposal is being submitted to other possible sponsors, all of them 
must be listed. Concurrent submission of a proposal to other 
organizations will not prejudice its review by the NIFL.
    Any fee proposed to be paid to a collaborating for-profit entity 
should be indicated. (Fees will be negotiated by the Grants Officer.) 
Any copyright, patent, or royalty agreements (proposed or in effect) 
between the applicant and a proposed collaborating entity must be 
described in detail, so that the rights and responsibilities of each 
party are made clear.
    If any part of the project is to be subcontracted, a budget and 
work plan prepared and duly signed by the subcontractor must be 
submitted as part of the overall proposal and addressed in the 
narrative.

Reporting

    In addition to working closely with the NIFL, the grantee will be 
required to submit an annual report of activities,

[[Page 37315]]

quarterly reports, and any products, as specified in the cooperative 
agreement between the grantee and the NIFL.

Acknowledgment of Support and Disclaimer

    An acknowledgment of NIFL support and a disclaimer must appear in 
publications of any material, whether copyrighted or not, based on or 
developed under NIFL supported projects: ``This material is based upon 
work supported by NIFL under Grant No. (grantee should enter NIFL grant 
number).''
    Except for articles or papers published in professional journals, 
the following disclaimer should be included: ``Any opinions, findings, 
and conclusions or recommendations expressed in this material are those 
of the author(s) and do not necessarily reflect the views of the 
NIFL.''

Instructions for Transmittal of Applications

    (1) The original and five (5) copies of the application must be 
mailed on or before the deadline date of [insert date 45 days after 
publication in the FR at the National Institute for Literacy, 800 
Connecticut Avenue, NW., Suite 200, Washington, DC 20006-2712, 
Attention: Susan Green (CFDA #84.257B).
    (2) If hand-delivered, the application must be received at the 
address in (1) above by 5:00 p.m. on the deadline date.
    (3) An applicant must show one of the following as proof of 
mailing:
    (a) A legibly dated U.S. Postal Service postmark.
    (b) a legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (c) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (d) Any other proof of mailing acceptable to the Director.
    (3) If an application is mailed through the U.S. Postal Service, 
the Director does not accept either of the following as proof of 
mailing:
    (a) A private metered postmark.
    (b) A mail receipt that is not dated by the U.S. Postal Service.
    Note: The U.S. Postal Service does not uniformly provide a dated 
postmark. Before relying on this method, an applicant check with its 
local post office.
    (3) The NIFL will mail Grant Applicant Receipt Acknowledgements to 
applicants. If an applicant fail to receive the notification of 
application receipt within 15 days from the date of mailing the 
application, the applicant should call the NIFL at (202) 632-1525.
    (4) The applicant indicate on the envelope and in Item 10 of the 
Application for Federal Assistance (Standard Form 424) the CFDA number 
of the competition under which the application is being submitted.

Application Forms

    Applicants are required to submit the following forms, assurances, 
and certifications::
    A. Application for Federal Assistance (Standard Form 424 (Rev. 4-
94)) and instructions.
    B. Budget Information-Non-Construction Programs (ED Form 524) and 
instructions.
    C. Assurances--Non-Construction Programs (Standard Form 424B).
    D. Certification Regarding Lobbying; Debarment, Suspension, and 
other Responsibility Matters; and Drug-Free Workplace Requirements (ED 
80-0013).
    E. Certification Regarding Debarment, Suspension, Ineligibility and 
Voluntary Exclusion: Lower Tier Covered Transactions (ED 80-0014, 9/90) 
and instructions.

    (Note: ED 80-0014 is intended for the use of recipients and 
should not be transmitted to the NIFL.)

    F. Disclosure of Lobbying Activities (Standard Form LLL) (if 
applicable) and instructions.
    An applicant may submit information on a photostat copy of the 
application and budget forms, the assurances and the certifications. 
However, the application form, the Instructions for Estimated Public 
Reporting Burden: According to the Paperwork Reduction Act of 1995, no 
persons are required to respond to a collection of information unless 
it displays a valid OMB control number. The valid OMB control number 
for this information collection is 3430-0005, expiration date: 7/2000. 
The time required to complete this information collection is estimated 
to average 50 hours per response, including the time for reviewing 
instructions, searching existing data sources, gathering and 
disseminating the data needed, and completing and reviewing the 
collection of information. If you have any comments concerning the 
accuracy of the time estimate or suggestions for improving this form, 
please write to: the National Institute for Literacy, 800 Connecticut 
Avenue, NW, Suite 200, Washington, D.C. 20006-2712.

    Program Authority: 20 U.S.C. 1213C.

    Dated: July 7, 1997.
Andrew J. Hartman,
Director, NIFL.
[FR Doc. 97-18132 Filed 7-10-97; 8:45 am]
BILLING CODE 6055-01-M