[Federal Register Volume 67, Number 88 (Tuesday, May 7, 2002)]
[Notices]
[Pages 30654-30675]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 02-11307]


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DEPARTMENT OF EDUCATION

[CFDA No.: 84.195N]


English Language Acquisition: National Professional Development 
Program; Notice Inviting Applications for New Awards for Fiscal Year 
(FY) 2002

Note to Applicants

    This notice is a complete application package. Together with the 
statute authorizing the program and the applicable regulations 
governing this program, including the Education Department General 
Administrative Regulations (EDGAR), this notice contains all of the 
information, application forms, and instructions needed to apply for a 
grant under this program.

Purpose of Program

    This program provides grants for professional development 
activities that will improve classroom instruction for

[[Page 30655]]

limited English proficient (LEP) children and assist educational 
personnel working with such children to meet high professional 
standards, including standards for certification and licensure as 
teachers who work in language instruction educational programs or serve 
LEP students.
    Eligible Applicants: One or more institutions of higher education 
(IHEs) that have entered into consortia arrangements with local 
educational agencies (LEAs) or State educational agencies (SEAs).
    Deadline for Transmittal of Applications: June 6, 2002.
    Deadline for Intergovernmental Review: July 8, 2002.
    Available Funds: $37.5 million.
    Estimated Range of Awards: $200,000-$300,000 per year for single 
IHEs applying in consortia with LEAs or SEAs. $300,000-$400,000 per 
year for multiple IHEs applying in consortia with LEAs or SEAs.
    Estimated Average Size of Awards: $250,000 per year.
    Estimated Number of Awards: 150.
    Project Period: Up to 60 Months.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria reviewers 
use to evaluate your application. You must limit the application 
narrative to the equivalent of no more than 35 pages, using the 
following standards:
     A page is 8.5 X 11", on one side only, with 1" margins at 
the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs, except that within the 35-page 
limit you may include five pages or less of single-spaced text in one 
chart describing the management plan.
     Use a font that is either 12-point or larger or no smaller 
than 10 pitch (characters per inch).
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including budget justification and the cost 
itemization; Part IV, the assurances and certifications; the table of 
contents, or the one-page abstract, or the letters attached to the one-
page abstract signed by consortia representatives. However you must 
include all of the application narrative in Part III.
    If, to meet the page limit, you use more than one side of the page, 
you use a larger page, or you use a print size, spacing, or margins 
smaller than the standards in this notice, we will reject your 
application.

Applicable Regulations

    (a) The Education Department General Administrative Regulations 
(EDGAR) in 34 CFR Parts 74, 75, 77, 79, 80, 81, 82, 85, 86, 97, 98 and 
99.

Description of Program

    The statutory authorization for this program, and the application 
requirements that apply to this competition, are set out in section 
3131 of Public Law 107-110, the Elementary and Secondary Education Act 
of 1965 as amended by the No Child Left Behind Act of 2001.
    Grants awarded under this program may be used for preservice 
professional development programs that will assist local schools and 
IHE's to upgrade the qualifications and skills of educational personnel 
who are not certified or licensed, especially educational 
paraprofessionals; for the development of curricula appropriate to the 
needs of the consortia participants involved; and in conjunction with 
other Federal need-based student financial assistance programs, for 
financial assistance, and costs related to tuition, fees, and books for 
enrolling in courses required to complete the degree involved, to meet 
certification or licensing requirements for teachers who work in 
language instruction educational programs or serve limited English 
proficient children.

Priorities

Competitive Priority

    Under 34 CFR 75.105(c)(2)(i), we award 15 points to applications 
that meet the following priority. These points are in addition to any 
points the applicant earns under the selection criteria.
    IHE's, applying as lead agencies, in consortia with LEAs or SEAs, 
that are novice grantees, and which propose to assist participants to 
meet certification requirements for teachers of LEP students. For the 
purpose of this priority a novice grantee is defined as an institution 
of higher education that has not received funding since FY 1995 under 
Title VII of the Elementary and Secondary Education Act or 1965, as 
amended by the Improving America's Schools Act of 1994 (Pub. L. 103-
382, enacted October 20, 1994)

Invitational Priorities

    The Secretary is particularly interested in applications that meet 
the following invitational priorities. However, an application that 
meets any of these invitational priorities receives no competitive or 
absolute preference over other applications (34 CFR 75.105(c)(1)).
    (a) Applications proposing partnerships involving IHEs experienced 
in preparing teachers of LEP students, SEAs, and institutions proposing 
to develop new programs for teachers of LEP students, which may include 
Hispanic-Serving Institutions, Historically Black Colleges and 
Universities, and 2-year colleges,
    (b) Applications which propose alternative teacher certification 
programs for individuals with high academic qualifications.
    (c) Applications which propose professional development in 
research-based reading instruction for reading teachers of LEP 
students, other teachers of LEP students, or school administrators.
    (d) Applications which address the needs of schools in rural areas 
with emerging populations of LEP students.

Waiver of Proposed Rulemaking

    In accordance with the Administrative Procedure Act (5 U.S.C. 553), 
it is the practice of the Department of Education to offer interested 
parties the opportunity to comment on proposed priorities that are not 
taken directly from statute. Ordinarily, this practice would have 
applied to the competitive priority and selection criteria in this 
notice. Section 437(d)(1) of the General Education Provisions Act 
(GEPA), however, exempts rules that apply to the first competition 
under a new program from this requirement. The program covered by this 
notice, the National Professional Development Program, is a new program 
that is authorized by the No Child Left Behind Act of 2001, P.L. 107-
110. The Secretary, in accordance with section 437(d)(1) of GEPA, in 
order to ensure timely awards, has decided to forego public comment 
with respect to the competitive priority and selection criteria. The 
competitive priority and selection criteria will apply only to the FY 
2002 grant competition, unless the Department issues a notice for 
proposed rulemaking for 2003.

Selection Criteria

    The Secretary uses the following selection criteria to evaluate 
applications for new grants under this competition.
    The maximum score for all of these criteria is 100 points.
    The maximum score for each criterion is indicated in parentheses.
    (a) Need for project. (10 points) (1) The Secretary considers the 
need for the proposed project.

[[Page 30656]]

    (2) In determining the need for the proposed project, the Secretary 
considers the following factors:
    (i) The extent to which the applicant has identified specific needs 
for improving the quality and increasing the quantity of educational 
personnel to serve LEP students in the targeted schools and districts.
    (ii) The extent to which the applicant has coordinated with SEAs 
and LEAs in identifying needs to be addressed by the proposed project.
    (b) Quality of the project design. (40 points) (1) The Secretary 
considers the quality of the design of the proposed project.
    (2) In determining the quality of the design of the proposed 
project, the Secretary considers the following factors:
    (i) The extent to which the project design represents a cohesive 
plan, which effectively links identified needs, goals, objectives and 
activities.
    (ii) The extent to which the project objectives specify measurable 
outcomes for the quality and quantity of participants recruited, the 
progress of participants in completing program requirements, the 
success of participants in achieving high standards and completing 
program requirements, the placement and the effectiveness of graduates 
in the instructional setting, and the improved capacity of the 
institution to prepare educational personnel to serve LEP students 
effectively.
    (iii) The extent to which project curricula reflect state standards 
for educational personnel preparing to serve LEP students.
    (iv) The extent to which the proposed project will effectively 
prepare participants who are preservice teachers in the content of 
subjects they will teach, and prepare all participants in instructional 
strategies and assessment measures appropriate for LEP students.
    (v) The extent to which field practice activities will provide 
participants with adequate time, guidance, and experience in school 
settings with LEP students.
    (vi) The extent to which the proposed project will be coordinated 
within the institution and with consortia members and will assist 
participants to progress effectively through their course of study and 
obtain employment in schools that serve LEP students.
    (vii) The extent to which the proposed selection of participants 
who are preservice teachers is based on language proficiency in English 
and a language other than English, if appropriate, academic 
qualifications, and the demonstrated commitment to work in schools 
serving LEP students.
    (viii) The extent to which the proposed project incorporates 
research-based instructional practices and professional development 
practices with demonstrated effectiveness in increasing children's 
English proficiency, and increasing participants' teaching skills and 
subject matter knowledge.
    (ix) The extent to which the proposed project is designed to 
improve professional development for all teachers and other educational 
personnel in the IHE and in the schools to be served.
    (c) Quality of the management plan. (20 points) (1) The Secretary 
considers the quality of the management plan for the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers the effectiveness of the 
management plan in demonstrating how the objectives and activities of 
the proposed project will be achieved effectively on time, and within 
budget, including clearly defined responsibilities of staff, timelines, 
benchmarks, and milestones for accomplished tasks.
    (d) Quality of project personnel. (5 points) (1) The Secretary 
considers the quality of the personnel who will carry out the proposed 
project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factor: the 
qualifications, including relevant training and experience, of key 
project personnel as required by job descriptions of key personnel.
    (e) Quality of the project evaluation. (25 points) (1) The 
Secretary considers the quality of the evaluation to be conducted of 
the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the evaluation plan will provide 
performance feedback on program activities, including participant 
progress, and permit periodic assessment of participant and project 
progress toward achieving intended outcomes.
    (ii) The extent to which the evaluation will provide data on the 
quality and quantity of participants recruited, the progress of 
participants in completing program requirements, the success of 
participants in achieving high standards and completing project 
requirements, the placement and the effectiveness of graduates in the 
instructional setting, and the improved capability of the institution 
to prepare educational personnel to serve LEP students.

Intergovernmental Review of Federal Programs

    This program is subject to the requirements of Executive Order 
12372 (Intergovernmental Review of Federal Programs) and the 
regulations in 34 CFR part 79.
    One of the objectives of the Executive order is to foster an 
intergovernmental partnership and a strengthened federalism. The 
Executive order relies on processes developed by State and local 
governments for coordination and review of proposed Federal financial 
assistance.
    If you are an applicant you must contact the appropriate State 
Single Point of Contact (SPOC) to find out about, and to comply with, 
the State's process under Executive order 12372.
    If you propose to perform activities in more than one State, you 
should immediately contact the SPOC for each of those States and follow 
the procedure established in each State under the Executive order. If 
you want to know the name and address of any SPOC, you may view the 
latest official SPOC list on the Web site of the Office of Management 
and Budget at the following address: http://www.whitehouse.gov/omb/grants/spoc.html.
    In States that have not established a process or chosen a program 
for review, State, areawide, regional, and local entities may submit 
comments directly to the Department.
    Any State Process Recommendation and other comments submitted by a 
SPOC and any comments from State, areawide, regional, and local 
entities must be mailed or hand-delivered by the date indicated in this 
notice to the following address: The Secretary, E.O. 12372--CFDA# 
84.195N, U.S. Department of Education, FB-6, Room 7E200, 400 Maryland 
Avenue, SW., Washington, DC 20202-0125.
    We will determine proof of mailing under 34 CFR 75.102 (Deadline 
date for applications). Recommendations or comments may be hand-
delivered until 4:30 p.m. (Washington, DC time) on the date indicated 
in this notice.
    Please note that the above address is not the same address as the 
one to which the applicant submits its completed application. Do not 
send applications to the above address.

[[Page 30657]]

Application Instructions and Forms

    The appendix to this notice contains the following forms and 
instructions plus a statement regarding estimated public reporting 
burden, a notice to applicants regarding compliance with section 427 of 
the General Education Provisions Act, questions and answers on this 
program (located at the end of the notice) and various assurances, 
certifications, and required documentation:
    a. Estimated Public Reporting Burden
    b. Application Instructions
    c. Nonregulatory Guidance: Questions and Answers
    d. Application for Federal Education Assistance (ED 424) and 
instructions
    e. Budget Information
    f. Participant Data Form
    g. Assurances--Non-Construction Programs (Standard Form 424B) and 
instructions
    h. Certifications Regarding Lobbying; Debarment, Suspension, and 
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 
80-0013) and instructions
    i. Certification Regarding Debarment, Suspension, Ineligibility and 
Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014) and 
instructions (Note: This form is intended for the use of grantees and 
should not be transmitted to the Department.)
    j. Disclosure of Lobbying Activities (Standard Form LLL) (if 
applicable) and instructions. The document has been marked to reflect 
statutory changes
    k. Notice to All Applicants (GEPA Requirement) and instructions 
(OMB No. 1801-0004)
    You may submit information on a photocopy of the application and 
budget forms, the assurances, and the certifications. However, the 
application form, the assurances, and the certifications must each have 
an original signature. All applicants must submit one original signed 
application, including ink signatures on all forms and assurances, and 
two copies of the application. Please mark each application as 
``original'' or ``copy''. We will not award a grant unless we have 
received a completed application form.
    Individuals with disabilities may obtain this document in an 
alternative format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the program contact person listed under FOR 
FURTHER INFORMATION CONTACT. However, the Department is not able to 
reproduce in an alternative format the standard forms included in this 
application package.

Electronic Access to this Document

    You may view this document, as well as all other Department of 
Education documents published in the Federal Register, in text or 
portable document format (PDF) on the Internet at the following site: 
www.ed.gov/legislation/FedRegister.
    To use PDF you must have Adobe Acrobat Reader, which is available 
free at this site. If you have questions about using PDF, call the U.S. 
Government Printing Office toll free at 1-888-293-6498; or in the 
Washington, DC area at (202) 512-1530.

    Note: The official version of this document is the document 
published in the Federal Register. Free Internet access to the 
official edition of the Federal Register and the Code of Federal 
Regulations is available at GPO access at: http://www.access.gpo.gov.nara.index.html


FOR FURTHER INFORMATION CONTACT: Applicants west of the Mississippi 
River may contact: Brenda Compton-Turner, US Department of Education, 
400 Maryland Avenue, SW., Room 5090, Switzer Building, Washington, D.C. 
20202-6510. Telephone: (202) 205-9839; E-mail address: 
[email protected] Applicants east of the Mississippi River may 
contact: Mahal May, at the address above. Telephone: (202) 205-8727; E-
mail address: [email protected].
    If you use a telecommunications device for the deaf (TDD) you may 
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.

Instructions for Transmitting Applications

    If you want to apply for a grant and be considered for funding you 
must meet the following deadline requirements:
    (a) If You Send Your Application By Mail. You must mail the 
original and two copies of the application on or before the deadline 
date. Mail your application to: U.S. Department of Education, 
Application Control Center, Attention: (CFDA# 84.195N), Room 3671, 
Regional Office Building 3, 7th and D Streets, SW, Washington, DC 
20202-4725.
    You must show one of the following as proof of mailing.
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary.
    If you mail an application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.

    Note: Due to recent disruptions to normal mail delivery, the 
Department encourages you to consider using an alternative delivery 
method (for example, a commercial carrier, such as Federal Express 
or United Parcel Service; U.S. Postal Service Express Mail; or a 
courier service) to transmit your application for this competition. 
If you use an alternative delivery method, please obtain the 
appropriate proof of mailing under this section (a) ``If you Send 
Your Application by Mail,'' then follow the instructions in section 
(b) ``If You Deliver Your Application by Hand.''

    (b) If You Deliver Your Application By Hand.--You or your courier 
must hand-deliver the original and two copies of the application by 
4:30 p.m. (Washington, D.C. time) on or before the deadline date. 
Deliver your application to: U.S. Department of Education, Application 
Control Center, Attention: (CFDA#84.195N), Room #3671, Regional Office 
Building #3, 7th and D Streets, SW., Washington, DC.
    The Application Control Center accepts application deliveries daily 
between 8:00 a.m. and 4:30 p.m. (Washington DC time), except Saturdays, 
Sundays and Federal holidays. The Center accepts application deliveries 
through the D Street entrance only. A courier delivering an application 
must show identification to enter the building.

    Notes: (1) The U.S. Postal Service does not uniformly provide a 
dated postmark. Before relying on this method, an applicant should 
check with its local post office.

    (2) If you send your application by mail or you or your courier 
deliver it by hand, the Application Control Center will mail a Grant 
Application Receipt Acknowledgment to each applicant. If an applicant 
fails to receive the notification of application receipt within 15 days 
from the date of mailing the application, the applicant should call the 
U.S. Department of Education Application Control Center at (202) 708-
9493.
    (3) If your application is late, we will notify you that we will 
not consider the application.
    (4) You must indicate on the envelope and--if not provided by the 
Department--in Item 4 of the Application for Federal Assistance (ED 424 
(exp 11/30/2004)) the CFDA number and suffix letter, if any, of the 
competition under which you are submitting your application.

    Program Authority: Section 3131 of Public Law 107-110.


[[Page 30658]]


    Dated: May 1, 2002.
Maria Hernandez Ferrier,
Acting Director, Office of English Language Acquisition, Language 
Enhancement and Academic Achievement for Limited English Proficient 
Students.

Appendix

Instructions for Estimated Public Reporting Burden

    According to the Paperwork Reduction Act of 1995, you are not 
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 OMB No.1885-0550. Expiration 
Date: April 30, 2004. We estimate the time required to complete this 
information collection is estimated to average 102 hours per 
response, including the time to review instructions, search existing 
data resources, gather the data needed, and complete and review the 
information collection. If you have any comments concerning the 
accuracy of the time estimate or suggestions for improving this 
form, please write to: U.S. Department of Education, Washington, 
D.C. 20202-4651. If you have any comments or concerns regarding the 
status of your individual submission of this form, write directly 
to: Office of English Language Acquisition, Language Enhancement and 
Academic Achievement for Limited English Proficient Students, U.S. 
Department of Education, 400 Maryland Avenue, SW., Washington, DC 
20202-6510.

Instructions for Application Narrative

Abstract

    The narrative section should be preceded by a one-page single-
spaced abstract that includes a short description of the project 
design, project objectives, activities, and competitive and 
invitational priorities the project proposes to address; the SEAs 
and LEAs with which you have entered into consortia arrangements; 
and a description of how the proposed program will not duplicate the 
activities of other proposed projects under this program or 
currently funded projects under Subpart 3 of Part A of Title VII of 
the Elementary and Secondary Education Act of 1965, as amended by 
the Improving America's Schools Act (Pub L. 103-382). You may attach 
to the abstract letters acknowledging participation in your 
consortium signed by representatives of LEAs or SEAS. These will not 
count against the page limit.

Selection Criteria

    The narrative should address fully all aspects of the selection 
criteria in the order listed and should give detailed information 
regarding each criterion. Do not simply paraphrase the criteria. Do 
not include resumes. Instead, provide position descriptions for key 
personnel. Do not include bibliographies, letters of support, or 
appendices in your application. Paginate all pages of the narrative. 
This package includes questions and answers to assist you in 
preparing the narrative portion of your application.

Table of Contents

    The application should include a table of contents listing the 
various parts of the narrative in the order of the selection 
criteria. Be sure that the table includes the page numbers where the 
parts of the narrative are found.

Budget

    Budget line items must support the goals and objectives of the 
proposed project and be directly applicable to the program design 
and all other project components. A separate budget summary and cost 
itemization must be provided. Prepare an itemized budget for each 
year of requested funding. Requested budgets for each of years two 
through five should not exceed the requested budget for year one. 
Indirect costs for institutions of higher education, which are the 
fiscal agents for National Professional Development Program, are 
limited to the lower of either 8 percent of a modified total direct 
cost base or the IHE's actual indirect cost agreement. A modified 
direct cost base is defined as total direct costs less stipends, 
tuition and related fees and capital expenditures of $5,000 or more. 
In describing student support costs, distinguish costs for tuition 
and fees from costs for other stipends.

Final Application Preparation

    Use the following checklist to verify that all necessary items 
are addressed. Prepare one original with an original signature, and 
include two additional copies. Do not use elaborate bindings or 
covers. The application package must be delivered to the Application 
Control Center (ACC) and postmarked by the deadline date published 
in this notice. Applicants are encouraged to use a courier service 
to deliver applications.

Checklist for Applicants

    The following forms and other items must be included in the 
application:

1. Application for Federal Assistance (SF 424)
2. Budget Information (ED Form No. 524)
3. Itemized Budget for each year (attached to ED Form No. 524)
4. Participant Data Form
5. Assurances--Non-Construction Programs (SF 424B)
6. Certifications Regarding Lobbying; Debarment, Suspension and 
Other Responsibility Matters; and Drug-Free Workplace Requirements 
(ED 80-0013)
7. Certification Regarding Debarment, Suspension, Ineligibility and 
Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014)
8. Disclosure of Lobbying Activities (SF-LLL)
9. GEPA Response
10. Table of Contents
11. One-page single-spaced abstract
12. Application narrative (Not to exceed 35 double-spaced paginated 
pages, see page limits)

Department of Education

Questions and Answers

What Activities Are Allowable Under the National Professional 
Development Program?

    Allowable activities are those which serve teachers and other 
educational personnel who are either involved with, or preparing to 
be involved with, serving students with limited English proficiency. 
Such activities may include, but are not limited to: Providing 
career ladder programs for paraprofessionals; Developing program 
curricula; Collaborating with local school districts in designing 
high-quality professional development activities for new teachers; 
Improving teacher training programs to reflect high standards of 
professionalism; Providing programs to assist regular classroom 
teachers to meet State certification requirements for teachers of 
LEP students. Only institutions of higher education, applying in 
consortia arrangements with one or more local educational agencies 
or State educational agencies, are eligible to apply for the 
National Professional Development Program. This means the 
institution of higher education would be the lead agency and the 
fiscal agent for the grant.

What Type of Educational Personnel May Be Served Under the National 
Professional Development Program?

    Applicants have flexibility in selecting methods and approaches 
for training participants; schools and school districts to be 
served, and types of personnel to be trained. These may include, but 
are not limited to, career ladder paraprofessionals, new teachers 
working toward alternative certification, regular classroom teachers 
working toward ESL or bilingual certification or endorsement, 
bilingual teachers preparing for recertification. In making choices 
about schools, types of personnel and training approaches, an 
applicant should consider the state plan for serving LEP students 
and the needs of schools and districts it proposes to serve.

May an Applicant Propose Training for More Than One Type of Personnel?

    An applicant may propose training for more than one type of 
educational personnel, for example, career ladder paraprofessionals 
pursuing degrees and certification and regular classroom teachers 
working toward ESL endorsement. In determining the number of types 
of personnel to be trained, applicants should consider the 
identified needs of the districts to be served and the capacity of 
the institution to provide services for multiple types of 
educational personnel. In addition, applicants should also consider 
that service to multiple types of personnel may require goals, 
objectives, project activities and evaluation activities for each 
type of personnel. Applicants are reminded of the 35-page limit.

How Does an Applicant Demonstrate That it Is Not Duplicating Activities 
of Currently Funded Grants?

    An applicant that proposes activities that duplicate those under 
another proposal under this program or funded under a current grant 
awarded under subpart 3 of Part A of Title VII of the Elementary and 
Secondary Education Act of 1965, as amended by the Improving 
America's Schools Act of 1994 (Pub. L. 103-382) will be rejected. An 
applicant should describe in the 1-page abstract how the proposed 
project will

[[Page 30659]]

extend or expand activities it is currently conducting or that are 
currently conducted by another entity. Some examples of extended or 
expanded activities include: Extending services to districts or 
schools which are currently not served; Implementing a new service 
delivery model, such as a distance learning program or a 
professional practice school; Implementing professional development 
for a new category of training participants, such as 
paraprofessionals preparing to become teachers.

What Information May Be Helpful in Planning a Budget?

    For each of project years two through five, an applicant's 
requested budget should not exceed the amount of the budget 
requested for year 1. Project budgets should reflect proposed 
project activities. It is expected that the major portion of budget 
costs for National Professional Development Program will be related 
to costs for student support. In addition to student support costs, 
budget items may include costs for personnel, supplies or equipment, 
and other costs to support developmental activities.

What Information May Be Helpful in Preparing a Narrative for the 
National Professional Development Program?

    Technical assistance information on professional development 
grants is available through the OELA website: www.ed.gov/offices/OELA. In responding to the selection criteria, applicants may wish 
to consider the following questions as a guide for preparing the 
application narrative.
     Does the project plan describe specific 
responsibilities of districts, schools, institutions of higher 
education, and other partnership organizations in planning, 
implementing, and evaluating the proposed project? How were 
teachers, administrators and others involved in planning and 
designing the project? What resources and support will be provided 
by each of the contributing partners?
     Does the management plan effectively demonstrate the 
relationship among project objectives and activities (including 
benchmarks and milestones), budget expenditures (such as personnel, 
travel, and supplies) for accomplishing project tasks? Is the 
information conveyed clearly in a chart or graph?
     Will support services be provided for participants to 
ensure that they make progress and complete project requirements, 
such as special academic support, mentoring, enhanced advisement, 
test preparation, coordinated release time? How will the project 
coordinate with other departments in the institution and with LEAs 
to be served or other consortia partners to ensure that services are 
provided?
     Are coursework and field practice well described? Are 
expected competencies of participants described? Does the narrative 
explain how project requirements support state certification 
requirements and State k-12 instructional standards?
     How will the project improve professional development 
in the IHE and in the target schools? For example, will project 
activities result in improved curricula related to preparing all 
teachers to provide instruction to LEP students, or to strengthening 
content knowledge of teachers; in improved field practice, 
assessment of teacher skills, or improved skills of higher education 
faculty; in better support services for participants?
     How will the project coordinate with other departments 
in the institution, partner schools, the SEA or national 
organizations to ensure graduates are placed in a school setting 
serving LEP students?
     What are the expected outcomes for participant 
recruitment, participant progress in meeting project requirements, 
participant success in achieving program standards, graduate 
effectiveness in the instructional setting, improved professional 
development in the school or the university? Do objectives include 
indicators of expected performance? Will the project use multiple 
measures to assess participant and program effectiveness? What 
measures will the proposed program use to collect data on the 
effectiveness of the program in meeting its objectives, such as: 
field practice assessments, National or State benchmark tests, 
surveys of graduates, mentor teachers, school administrators, rates 
of transfer from 2-year to 4-year institutions, graduation rates, 
placement rates, achievement of k-12 students?
     How will the project assess progress and performance of 
participants; communicate meaningful, regular and timely feedback to 
participants? How will the project collect data and report on 
recruitment, participants' progress in meeting program requirements, 
participants' success in achieving program standards and graduate 
placement and effectiveness in the instructional setting? What 
evaluation questions related to project, participant, graduate 
effectiveness are proposed to guide the evaluation design?

Other

     Applicants are reminded to consider delivery of 
applications by courier service to the Application Control Center.
     Applicants applying as novice grantees should indicate 
their status as novice grantee on item 6 of the Application Face 
Page and in the 1-page abstract.
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[FR Doc. 02-11307 Filed 5-6-02; 8:45 am]
BILLING CODE 4000-01-C