[Federal Register Volume 67, Number 97 (Monday, May 20, 2002)]
[Notices]
[Pages 35512-35534]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 02-12620]


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DEPARTMENT OF EDUCATION

[CFDA No.: 84.214A]


Migrant Education Even Start Program

AGENCY: Department of Education.
    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 Education 
Department General Administrative Regulations, the notice contains all 
of the information, application forms, and instructions needed to apply 
for a grant under this competition.
    Purpose of Program: The Migrant Education Even Start (MEES) program 
is designed to help break the cycle of poverty and improve the literacy 
of participating migratory families by integrating early childhood 
education, adult literacy or adult basic education (including English 
language training, as appropriate), and parenting education into a 
unified family literacy program.
    Eligible Applicants: While any entity is eligible to apply for a 
grant under the MEES program, the Assistant Secretary for Elementary 
and Secondary Education specifically invites applications from State 
educational agencies (SEAs) that administer migrant education programs; 
local educational agencies (LEAs) that have a high percentage of 
migratory students; non-profit community-based organizations that work 
with migratory families; and faith-based organizations, provided that 
they meet all statutory and regulatory requirements.
    The Assistant Secretary also invites applications from novice 
applicants. ``Novice applicant'' means any applicant for a grant from 
the U.S. Department of Education (the Department) that has never 
received a grant or subgrant under the MEES program; has never been a 
participant in a group application, submitted in accordance with 
sections 75.127-75.129 of the Education Department General 
Administrative Regulations (EDGAR), that received a grant under the 
program from which it sought funding; and has not had an active 
discretionary grant from the Federal Government in five years before 
the deadline date for applications under the MEES program. (34 CFR 
75.225.)
    The Assistant Secretary has determined that special consideration 
of novice applications is appropriate and will give competitive 
preference of 5 points to eligible novice applicants under the 
procedures in 34 CFR 75.105 (c)(2). In addition, before making a grant 
to a novice applicant, the Assistant Secretary imposes special 
conditions, if necessary, to ensure that the grant is managed 
effectively and project objectives are achieved.

(Authority 20 U.S.C. 1221e-3 and 3474.)

    Deadline for Transmittal of Applications: July 5, 2002.
    Deadline for Intergovernmental Review: September 3, 2002.
    Available Funds: For FY 2002, approximately $7,000,000 is available 
for this program.
    Estimated Range of Awards: $75,000-$300,000.
    Estimated Average Size of Awards: $250,000.
    Estimated Number of Awards: 20-25.

    Note: The Department is not bound by any estimates in this 
notice.

    Project Period: 48 months.
    Applicable Regulations:
    (a) The Education Department General Administrative Regulations 
(EDGAR) in 34 CFR parts 75, 77, 79, 80, 81, 82, 85, 97, 98, and 99. (b) 
The definitions of a migratory child, a migratory agricultural worker 
and a migratory fisher contained in 34 CFR 200.40.
    Waiver of Proposed Rulemaking: In the ``Program Description'' and 
``Required Program Elements'' sections of this notice, the Assistant 
Secretary has interpreted provisions in ESEA sections 1231 and 1235 to 
require an emphasis on reading proficiency as the basis for academic 
success in program that underscores programs such as Reading First and 
Early Reading First.
    It is the Assistant Secretary's practice, in accordance with the 
Administrative Procedure Act (5 U.S.C. 553), to offer interested 
parties the opportunity to comment on proposed rules and competitive 
preferences. Section 437(d)(1) of the General Education

[[Page 35513]]

Provisions Act (GEPA), however, allows the Assistant Secretary to 
exempt from rulemaking requirements rules governing the first grant 
competition under a new or substantially revised program authority (20 
U.S.C. 1232(d)(1)). The Assistant Secretary, in accordance with section 
437(d)(1) of GEPA, has decided to forego public comment in order to 
ensure timely grant awards.
    Description of Program: Under the authority of section 
1232(a)(1)(A) of the Elementary and Secondary Education Act (ESEA), as 
amended by the No Child Left Behind Act of 2001, the Assistant 
Secretary awards grants to eligible applicants under the MEES program 
for projects that--
    (1) Improve the educational opportunities of migratory families by 
integrating early childhood education, adult literacy or adult basic 
education (including English language training, as appropriate), and 
parenting education into a unified program of family literacy services.

(Note: Each project must use the grant funds to provide intensive 
family literacy services that involve parents and children, from 
birth through age seven, in a cooperative effort to help parents 
become full partners in the education of their children and to help 
children in reaching their full potential as learners. See ESEA 
section 1234(a).)

    As defined in ESEA section 9101(20) ``Family literacy services'' 
means services provided to participants on a voluntary basis that are 
of sufficient intensity in terms of hours, and of sufficient duration, 
to make sustainable changes in a family, and that integrate all of the 
following activities:
    (A) Interactive literacy activities between parents and their 
children.
    (B) Opportunities for parents, the first teachers, to improve the 
academic achievement of the their children.
    (C) Adult literacy training that advances parents reading 
achievement and academic success.
    (D) An early childhood education that improves reading readiness 
and prepares children for success in school.
    (2) Are implemented through cooperative projects that build on 
high-quality existing community resources to create a new range of 
services.
    (3) Promote the academic achievement of children and adults.
    (4) Assist children and adults from low-income families to achieve 
to challenging State content standards and challenging State student 
academic achievement standards; and
    (5) Use instructional programs based on scientifically based 
reading research and the prevention of reading difficulties for 
children and adults.

Program Requirements:

    Eligible participants. Eligible MEES participants consist of 
migratory children and their parents as defined in 34 CFR 200.30 and 
200.40 who also meet the following conditions specified in ESEA, 
section 1236(a):
    (1) The parent or parents--
    (i) Are eligible for participation in an adult basic or adult 
secondary education program under the Adult Education and Family 
Literacy Act; or
    (ii) Are younger than the State's compulsory school attendance age, 
as long as a local educational agency provides (or ensures the 
availability of) the basic education component MEES requires, or who 
are attending secondary school; and
    (2) The child or children of the parent described in paragraph (c) 
must be younger than eight years of age.

(Note: Family members of eligible participants described in 
paragraphs (a)(1) and (a)(2) may also participate in MEES 
activities. These participants may include siblings, grandparents, 
and other family members so long as one or more eligible children 
and their parents or guardian participate in the core services. In 
addition, section 1236(b) of the ESEA, as amended, permits families 
to remain eligible for MEES services until all family members become 
ineligible to participate. For example, in the case of a family in 
which the parent or parents lose eligibility because of their 
educational advancement, the parent or parents can still participate 
in MEES activities until all children in the family reach age eight. 
When all children in the family have reached age eight, the family 
continues to be eligible for Even Start services for two more years 
(until the youngest participating child turns ten) or until the 
parents are no longer eligible for adult basic education under the 
Adult Education and Family Literacy Act, whichever occurs first. In 
addition, the Department interprets 34 CFR 200.30 together with ESEA 
section 1236(b)(3), to mean that MEES services may continue to be 
provided to a parent or child who is no longer migratory, provided 
that the family has at least one parent or child who is a migratory 
worker or migratory child as these terms are defined under 34 CFR 
200.40.)

    Required program elements. Any MEES project must, at a minimum, 
incorporate the following program elements specified in ESEA section 
1235:
    1. Identification and recruitment of migratory families most in 
need of MEES services, as indicated by a low level of income, a low 
level of adult literacy or English language proficiency of the eligible 
parent or parents, and other need-related indicators.

(Note: MEES program services may be provided in communities where 
migratory families have resided for extended periods of time. 34 CFR 
200.30 and 200.40 permit children to be eligible for MEES services 
for up to three years after the children make a move that makes them 
eligible for the Migrant Education Program (MEP). However, in 
developing and using their need-related indicators to identify and 
recruit those families most in need of MEES program services, the 
Assistant Secretary believes that the most effective MEES projects 
are likely to focus on families that are highly mobile or who have 
only recently moved to the communities that projects propose to 
serve. In this regard, the MEP statute (section 1304(d) of the ESEA) 
requires that migratory students whose education has been 
interrupted and who are at most risk of failing be given a priority 
for the services that the program offers. While this MEP priority is 
not an explicit requirement of the MEES program, we assume, given 
the purpose of the MEES program, that those families receiving a 
priority under the MEP also have the greatest need for MEES 
services.)

    2. Screening and preparation of children and parents, including 
teenage parents, to enable them to participate fully in program 
activities and services, including testing, referral to necessary 
counseling, and other developmental and support services.
    3. High-quality, intensive instructional programs that teach 
reading skills and informs parents how to support the educational 
growth of their children; developmentally appropriate early childhood 
educational services; and preparation of children for success in the 
regular school programs.
    4. Accommodation of participants' work schedules and other 
responsibilities, including the provision of support services necessary 
for participation in the activities, when such services are unavailable 
from other sources, such as--
    (A) Scheduling and locating services to allow joint participation 
by parents and children;
    (B) Child care for the period that parents are participating in the 
program provided under this part; and
    (C) Transportation to enable parents and their children to 
participate in the MEES program;
    5. Qualifications of project staff whose salaries are paid 
partially or totally with MEES or other federal Even Start funds. 
Projects must meet the following requirements:
    (A) A majority of the staff providing academic instruction (1) must 
have obtained an associate's, bachelor's, or graduate degree in a field 
related to early childhood education, elementary or secondary school 
education, or adult education, and, (2) if applicable, must meet State 
qualifications for early childhood, elementary, or secondary school 
education, or adult education provided as part of an Even Start

[[Page 35514]]

program or another family literacy program.
    (i) By December 21, 2004, the individual responsible for MEES local 
project administration must have received training in the operation of 
a family literacy program; and
    (ii) By December 21, 2004, paraprofessionals who provide support 
for academic instruction must have a high school diploma or its 
recognized equivalent.
    6. Special training of staff, including childcare staff, to develop 
the skills necessary to work with parents and young children in the 
full range of instructional services that MEES offers.
    7. Provision and monitoring of integrated instructional services to 
participating parents and children through home-based activities.
    8. Operation on a year-round basis, including the provision of 
instructional and enrichment services, during the summer.

    Note: For MEES projects, the Assistant Secretary interprets the 
requirement for year-round services to mean that project activities 
must be conducted throughout the period in which participating 
migratory families reside in the project area, and that alternative 
activities or services are offered when participating families work 
and reside outside the project area.

    9. Recruitment and retention that encourages participating families 
to attend regularly and remain in the program for a period of time 
sufficient to meet their program goals.
    10. Promotion of the continuity of family literacy, if applicable, 
to ensure that individuals retain and improve their educational 
outcomes.
    11. Appropriate coordination with other ESEA programs, any relevant 
programs under the Adult Education and Family Literacy Act, the 
Individuals with Disabilities Education Act, Title I of the Workforce 
Investment Act of 1998, Head Start, volunteer literacy programs, and 
other relevant programs.

    Note: In addition, to promoting strong community collaboration, 
ESEA sections 1232(e) and 1237(a) require applicants for grants 
under the SEA-administered Even Start Family Literacy program 
administered by SEAs to be partnerships composed of: (1) A local 
educational agency (LEA), and (2) a non-profit community-based 
organization, a public agency other than an LEA, an institution of 
higher education, or a public or private nonprofit organization of 
demonstrated quality other than an LEA. While these provisions are 
not requirements of the MEES program, the Assistant Secretary 
believes that the most effective MEES projects are also likely to 
contain strong, on-going collaborative relationships among these 
kinds of local entities.

    12. Use of instructional programs based on scientifically based 
reading research (as defined in ESEA section 1208) for children and 
adults.
    13. Include preschool reading skills for preschool children that 
are based on scientifically based reading research, to ensure that 
children enter school ready to learn to read.
    14. Provide for an independent evaluation of the program to be used 
for program improvement.

    Note: The Assistant Secretary encourages projects to use 
evaluators for MEES projects who understand the family literacy 
model, who are able to work with the project as a partner in 
designing the evaluation, and who will help the project use its on-
going evaluation results in a way that ensures continuous program 
improvement.

    Federal and local funding. A MEES project's funding is composed of 
both a Federal portion of funds (Federal share) and a portion 
contributed by the eligible applicant (local share). ESEA section 1234 
states that the Federal share of the program may not exceed--
     90 percent of the total cost of the project in the first 
year of the applicant's first project period;
     80 percent in the second year;
     70 percent in the third year;
     60 percent in the fourth year;
     50 percent in the fifth, sixth, seventh, and eighth years; 
and
     35 percent in any following year.

    Note: Applicants who are applying for continuations of MEES 
projects for the fifth year and beyond must meet the 50 per cent 
match in their fifth through eighth years and the 65 per cent local 
match in their ninth year and beyond.

    The local share of the MEES project may be provided in cash or in 
kind, fairly evaluated, and may be obtained from any source, including 
other ESEA programs. Indirect costs are not an allowable cost either 
for the Federal share or the matching portion of a MEES project.

Invitational Priority

    The Assistant Secretary is especially interested in receiving 
applications that include a plan demonstrating that grant activities 
will focus on one or more approaches described in this section. 
However, an application that meets one of more of these invitational 
priorities does not receive competitive or absolute preference over 
other applications (34 CFR 75.105(c)(1)).
    Coordination across SEAs and LEAs is at the heart of migrant 
education's purpose: preventing or mitigating disruptions in the 
education of qualifying migratory students. Seasonal MEES projects may 
not be of sufficient duration to effect long-term gains for parents or 
students.
    Therefore, to promote opportunities for continuous learning by 
migratory families, the Assistant Secretary is particularly interested 
in receiving applications that propose to do one or more of the 
following:
     Create Federal, State, and local partnerships that improve 
reading proficiency and advance English language acquisition so that 
migratory children enter elementary school with strong early reading 
skills.
     Plan long-range, intensive family literacy services that 
engage migrant families wherever they move outside the project area in 
order to eliminate disruptions in the education of participating 
families.
     Build networks with agricultural employers that will 
supplement resources available to develop English proficiency for 
migratory agricultural families with limited English or native-language 
literacy.

Selection Criteria

    The Assistant Secretary uses the following selection criteria to 
evaluate applications for grants under this competition.
    (1) The maximum score for all of these criteria is 100 points. 
However, novice applicants will be awarded an additional 5 points, 
which could result in a maximum score of 105 points.
    (2) The maximum score for each criterion is indicated in 
parentheses.
    (a) Meeting the purposes of the authorizing statute. (5 points)
    The Assistant Secretary reviews each application to determine how 
well the project will--
    (1) Improve the educational opportunities of migratory families by 
integrating early childhood education, adult literacy or adult basic 
education (including English language training, as appropriate), and 
parenting education into a unified family literacy program.
    (2) Be implemented through cooperative projects that build on 
existing community resources to create a new range of services to 
migratory families.
    (3) Promote the achievement of family literacy goals (particularly 
the goals that address school readiness, student achievement, adult 
literacy, and parent involvement and participation in their child's 
early education) through research-based reading and English-language 
acquisition practices that meet the diverse needs of the migrant 
community of learners.
    (4) Assist children and adults from migratory families to achieve 
challenging State content standards and

[[Page 35515]]

challenging State student academic achievement standards.
    (b) Need for project. (15 points) The Assistant Secretary considers 
the need for the proposed project. In determining the need for the 
proposed project, the Assistant Secretary considers the following 
factors:
    (1) The magnitude of the need for the services to be provided or 
the activities to be carried out by the proposed project.
    (2) The extent to which the proposed project will focus on serving 
or otherwise addressing the needs of disadvantaged individuals (i.e., 
eligible migratory agricultural or fishing families).
    (3) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses.

    Note: Applicants are free to address criterion (b) in any way 
that they wish. However, given the purpose of the MEES program, the 
Assistant Secretary believes that high-quality applications will 
likely include a discussion of the following key elements:
    (i) Whether the project would be located in an area or areas 
with high percentages or large numbers of migratory children and 
their parents, guardians, or primary caretakers in need of MEES 
services.
    (ii) How the project will address the lack of existing 
comprehensive family literacy services for the migrant population.
    (iii) How community resources will be used to benefit project 
participants both during the participants' period of eligibility for 
migrant education services and in the event that participating 
families lose their eligibility for MEES services during the project 
period.
    (iv) How the project will integrate age-appropriate early 
childhood education, adult literacy, parenting education activities, 
and interactive parent/child literacy activities.
    (v) How the project will assist migratory children and adults to 
achieve the State content standards and student academic achievement 
standards.
    Some migratory families may settle in a community during their 
enrollment, and thereafter, cease to be eligible. The Assistant 
Secretary believes that high-quality applications will likely 
include a plan for ensuring that these families have ongoing access 
to family literacy services when their enrollment can no longer be 
supported with basic MEP or MEES program funds. In this regard, an 
applicant might, for example, describe how the project will fill any 
gaps in services, or how it will connect families with existing 
resources or services if they settle in the community.

    (c) Quality of the project design. (20 points) The Assistant 
Secretary considers the quality of the design of the proposed project. 
In determining the quality of the design of the proposed project, the 
Assistant Secretary considers the following factors:
    (1) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs.
    (2) The extent to which the project is designed to build capacity 
and yield results that will extend beyond the period of Federal 
financial assistance.
    (3) The extent to which the proposed project will establish 
linkages with other appropriate agencies and organizations providing 
services to the target population.

(Note: Applicants are free to address criterion (c) in any way that 
they wish. However, the Assistant Secretary believes that, in 
designing their project, high-quality applications likely will 
address each of the required program elements in ESEA section 1235, 
and listed in the Program Requirements section of this notice. In 
this regard, the Assistant Secretary believes that a high-quality 
application likely would explain how its proposed design addresses 
each one of those requirements in order to meet the needs of the 
migratory families whom the project will serve.

    For example, given the mobility of these families, the Assistant 
Secretary believes that high-quality applications will likely include 
strategies for maintaining family education services to migratory 
families after they have moved from the local community.
    In addressing requirement number 8, that projects conduct family 
literacy services year-round, the Assistant Secretary acknowledges that 
migratory families may reside in communities for varying lengths of 
time. Therefore, the Assistant Secretary interprets that requirement to 
mean that grantees must provide project activities not only during the 
period in which participating migratory families reside in the project 
area but also at times when families travel or work outside the local 
community. The Assistant Secretary strongly encourages applicants to 
explore ways to maintain contact and continue to monitor the progress 
of highly mobile families whether or not they are resident in the 
applicant's community.
    Examples of strategies that address this requirement for year-round 
operations and ongoing family participation include distance learning; 
capacity building and partnership efforts with sending and receiving 
States and school districts; self-paced learning packages; and other 
materials, technologies, and activities that make year-round literacy 
services viable and family-friendly for migrant workers.)
    (d) Quality of project services. (15 points) The Assistant 
Secretary considers the quality of the services to be provided by the 
proposed project. In determining the quality of the services to be 
provided by the proposed project, the Assistant Secretary considers the 
quality and sufficiency of strategies for ensuring equal access and 
treatment for eligible project participants who are members of groups 
that have traditionally been underrepresented based on race, color, 
national origin, gender, age, or disability. In addition, the Assistant 
Secretary considers the following factors:
    (1) The extent to which the services to be provided by the proposed 
project reflect up-to-date knowledge from scientifically based research 
and effective practice.
    (2) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (3) The likelihood that the services to be provided by the proposed 
project will lead to improvements in the achievement of students as 
measured against rigorous academic standards.
    (e) Quality of Project Personnel. (10 points) The Assistant 
Secretary considers the quality of the personnel who will carry out the 
proposed project. In determining the quality of project personnel, the 
Assistant 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. In addition, the 
Assistant Secretary considers the qualifications, including relevant 
training and experience of key project personnel.

(Note: Applicants may answer criterion (e) in any way that seems 
reasonable. The Assistant Secretary believes that high quality 
applications will, at a minimum, address how projects will meet 
staffing, certification, training, and professional development 
requirements under ESEA section 1235(b)(5), and described in the 
PROGRAM REQUIREMENTS section of this notice.)

    (f) Adequacy of resources. (15 points) The Assistant Secretary 
considers the adequacy of resources for the proposed project. In 
determining the adequacy of resources for the proposed project, the 
Assistant Secretary considers the following factors:
    (1) The relevance and demonstrated commitment of each partner in 
the

[[Page 35516]]

proposed project to the implementation and success of the project.
    (2) The extent to which the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project.
    (3) The potential for continued support of the project after 
Federal funding ends, including, as appropriate, the demonstrated 
commitment of appropriate entities to such support.
    (4) The extent to which costs are reasonable in relation to the 
number of persons to be served and the anticipated results and 
benefits.
    (g) Quality of the project evaluation. (20 points) The Assistant 
Secretary considers the quality of the evaluation to be conducted of 
the proposed project.
    In determining the quality of the evaluation, the Assistant 
Secretary considers the following factors:
    (1) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies.
    (2) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (3) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (4) The extent to which methods of evaluation include the use of 
objective performance measures that are clearly related to the intended 
outcomes of the project and will produce quantitative and qualitative 
data to the extent possible.
    (5) The extent to which the evaluation will provide guidance about 
effective strategies suitable for replication or testing in other 
settings.

    Note: Applicants are free to address criterion (g) in any way 
they wish. However, ESEA section 1235(10), requires applicants to 
conduct an independent evaluation of their project. In addition, 
they must participate in the national Even Start data collection 
effort. Given these two requirements, the Assistant Secretary 
believes that high-quality applications are likely to address this 
criterion by explaining how the project will conduct an ongoing, 
independent, local evaluation to ensure that the quality of the 
proposed family literacy services is validated and improved over the 
course of the four-year project period.
    In addition, the Assistant Secretary believes that high-quality 
applicants would likely bear in mind the following information in 
considering how they intend to report the effectiveness of their 
project. Funded projects are required to complete an annual 
performance report on their progress in meeting the approved 
objectives of their grant to ensure continued funding. These reports 
and other evaluation information provide local projects, the 
Department, and the Congress with objective data about the 
activities and services provided by the project, the participants 
served, the retention rates of those participants, and the success 
of the families in the project.
    The Department has also developed a set of performance 
indicators for the Even Start Family Literacy Program in accordance 
with the Government Performance and Results Act (GPRA) that relate 
to participant outcomes and project management. The Department uses 
these indicators in reporting to the Congress on the overall 
effectiveness of the program. The Assistant Secretary will provide 
Migrant Education Even Start grantees with these indicators and 
technical assistance for responding to them.

    The following items are not part of the program's selection 
criteria, but provide additional information for applicants.

National Evaluation

    The Department is conducting a national evaluation of Even Start 
Family Literacy projects. MEES program grantees must cooperate with the 
Department's efforts by adopting an evaluation plan that is consistent 
with the national evaluation (as well as with the grantee's 
responsibilities under ESEA section 1235(10) and 34 CFR 74.51, 75.118, 
75.253, and 80.40).
    The Assistant Secretary suggests that projects designate 
appropriate funds for conducting their independent local evaluation, as 
well as resources to coordinate submissions of their local evaluation 
with annual performance reports. The Assistant Secretary also 
recommends that applicants budget for the cost of travel to Washington, 
DC and four nights' lodging for the project director, instructional 
services coordinator, and project evaluator, for their participation in 
annual technical assistance/evaluation meetings. The budget should also 
include a staff travel plan for training and professional development 
in the family literacy construct.
    Information by project and budget periods. Under 34 CFR 75.112 and 
75.117, an eligible applicant must propose a project period, and 
provide budgetary information for each budget period of that proposed 
project period. The Assistant Secretary requires that the budgetary 
information include an amount for all key project components with an 
accompanying breakdown of any subcomponents, along with a written 
justification for all requested amounts. (A form for reporting this 
information is contained in the appendix of this notice.)
    Section 75.112(b) also requires that an applicant describe how and 
when, in each budget period of the project, it plans to meet each 
objective of the project.

    Note: The Department will use this information, in conjunction 
with the grantee's annual performance report required under 34 CFR 
75.118(a), to determine whether a continuation award for the 
subsequent budget year should be made. Under 34 CFR 75.253, a 
grantee can receive a continuation award only if it demonstrates 
that it either has made substantial progress toward meeting the 
objectives of the approved project, or has received the Assistant 
Assistant Secretary's approval of changes in the project to enable 
it to meet the objectives in the succeeding budget periods.

    As indicated in the Note to the selection criterion (g) (Quality of 
project evaluation), each project must conduct an independent local 
evaluation. In budgeting for the cost of this independent local 
evaluation, you may wish to contact potential local evaluators, such as 
researchers or teachers at local community colleges or universities, to 
ascertain a typical hourly rate.

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. 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
    In States that have not established a process or chosen a program 
for review, State, area-wide, 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

[[Page 35517]]

following address: The Assistant Secretary, E.O. 12372--CFDA# 84.214A, 
U.S. Department of Education, Room 7E200, 400 Maryland Avenue, SW., 
Washington, DC 20202-0125.
    We will determine proof of mailing 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.

Application Instructions and Forms

    The appendix to this application is divided into three parts plus a 
statement regarding estimated public reporting burden and various 
assurances and certifications. These parts and additional materials are 
organized in the same manner that the submitted application should be 
organized. The parts and additional materials are as follows:
    Part I: Application for Federal Assistance (Standard Form 424) and 
instructions. Novice applicants identify themselves in item number six 
(6) on the form.
    Part II: Budget Information--Non-Construction Programs (ED Form No. 
524) and instructions.
    Part III: Application Narrative.
    Additional Materials:
    Estimated Public Reporting Burden.
    Assurances--Non-Construction Programs (Standard Form 424B).
    Certifications regarding Lobbying; Debarment, Suspension, and Other 
Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-
0013, 12/98).
    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 grantees and should 
not be transmitted to the Department.

    Disclosure of Lobbying Activities (Standard Form LLL) (if 
applicable) and instructions; and Disclosure of Lobbying Activities 
Continuation Sheet (Standard Form LLL-A).
    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. No grant may be awarded unless a completed 
application form has been received.
    Individuals with disabilities may obtain this document in an 
alternative format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the 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 the application 
package.
    For Further Information Contact: DonnaMarie Marlow, U.S. Department 
of Education, Office of Elementary and Secondary Education, Office of 
Migrant Education, 400 Maryland Avenue, SW., Room 3E313, Washington, DC 
20202-6135. Telephone: (202) 260-1164. The program contact may also be 
reached via e-mail at [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 Transmittal of Applications

    An application for an award may be submitted by regular mail, or 
hand delivery.
    (a) If an applicant wants to apply for a grant, an applicant must--
    (1) Mail the original and two copies of the application on or 
before the deadline date to: U. S. Department of Education, Application 
Control Center, Attention: (CFDA #84.214A) Washington, DC 20202-4725 or
    (2) Hand deliver the original and two copies of the application by 
4:30 p.m. (Washington, DC time) on the deadline date to: U.S. 
Department of Education, Application Control Center, Attention: (CFDA# 
84.214A), Room #3633, Regional Office Building #3, 7th and D Streets, 
SW., Washington, DC 20202
    (b) An applicant 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 Assistant 
Secretary.
    (c) If an application is mailed through the U.S. Postal Service, 
the Assistant Secretary does not accept either of the following as 
proof of mailing:
    (1) A private metered postmark.
    (1) A mail receipt that is not dated by the U.S. Postal Service.

    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) 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) 
708-9494.
    (3) The applicant must indicate on the envelope and--if not 
provided by the Department--in Item 10 of the Application for 
Federal Assistance (Standard Form 424) the CFDA number--and suffix 
letter, if any--of the competition under which the application is 
being submitted.
    (4) Guidelines provided for hand delivered applications are 
applicable to applications delivered by express delivery services. 
There is a 4:30 p.m. (Washington, D.C. time) deadline for receipt of 
express delivery services.
    (5) Items mailed through the U.S. Post Office to the U.S. 
Department of Education is subject to rerouting and special 
processing at other U.S. postal facilities. These special 
circumstances have and can delay the mail for up to two months. It 
is recommended that applicants use electronic or express delivery 
services for the transmission of their applications to ensure timely 
delivery and processing.

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 either of the 
following site: www.ed.gov/legislation/FedRegister/
    To use PDF you must have the Adobe Acrobat Reader, which is 
available free at this site. If you have questions about using the PDF, 
call the U.S. Government Printing Office (GPO), 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 on GPO Access at: http://www.access.gpo.gov/nara/index.html


    Program Authority: 20 U.S.C. 6381(a)(1)(a).

    Dated: May 15, 2002.
Susan B. Neuman,
Assistant Secretary for Elementary and Secondary Education.

Instructions for Part III--Application Narrative

    Before preparing the Application Narrative, an applicant should 
read carefully the description of the program and the selection 
criteria the Assistant Secretary uses to evaluate applications.
    The narrative should encompass each function or activity for which 
funds are being requested and should--
    1. Begin with an Abstract; that is, a summary of the proposed 
project.

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    2. Describe the proposed project in light of each of the selection 
criteria in the order in which the criteria are listed in this 
application package.

(Note: While applicants can address the criteria in any way that is 
reasonable, given the required emphasis of any MEES project on an 
integrated program of early childhood education, adult literacy or 
adult basic education, and parenting education, the Assistant 
Secretary believes that a reasonable plan of operation would likely 
address how the proposed project will provide high-quality 
instruction in these three areas that, with interactive literacy 
activities between parents and children (PACT), is integrated into a 
unified family literacy program. Moreover, consistent with 34 CFR 
75.112(b), which requires that the application describe how and 
when, in each budget period, the applicant plans to meet each 
project objective, the Assistant Secretary believes that applicants 
would want particularly to describe each goal in terms of measurable 
objectives, specific activities that are proposed to meet each 
objective, time lines associated with these activities, the 
resources believed to be needed to achieve each objective, and how 
each objective will be evaluated.)

    3. Provide the following information in response to the attached 
``NOTICE TO ALL APPLICANTS'': (1) a reference to the portion of the 
application in which the applicant has described the steps that the 
applicant proposes to take to remove barriers to equitable access to, 
and equitable participation in, project activities; or (2) a separate 
statement that includes this information.
    4. Include any other pertinent information that might assist the 
Assistant Secretary in reviewing the application.
    Page Limit: The application narrative (Part III of the application) 
is where the applicant addresses the selection criteria reviewers use 
to evaluate your application. The recommended page limit for this 
application is 50 pages (appendices excepted), 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.
      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 the narrative budget justification; Part 
IV, the assurances and certifications; or the one-page abstract, the 
resumes, the bibliography, or the letters of support. However, you must 
include all of the application narrative in Part III.

Instruction 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 1810-0541. (Expiration date: 04/30/2003). The 
time required to complete this information collection is estimated to 
average 60 hours per response including the time for reviewing 
instructions, searching existing data sources, gathering and 
maintaining the data needed, and completing and reviewing the 
collection of information. If you have any comments concerning the 
accuracy of the time estimate(s) or suggestions for improving this 
form, please write to: US Department of Education, Washington, DC 
20202-4651. If you have comments or concerns regarding the status of 
your individual submission of this form, write directly to: Office of 
Migrant Education, US Department of Education, 400 Maryland Avenue, 
SW., Washington, DC 20202-6135.

(Information collection approved under OMB control number 1810--0541. 
Expiration date: 04/30/2003)

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[FR Doc. 02-12620 Filed 5-17-02; 8:45 am]
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