[Federal Register Volume 68, Number 112 (Wednesday, June 11, 2003)]
[Notices]
[Pages 34914-34929]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 03-14719]



[[Page 34914]]

-----------------------------------------------------------------------

DEPARTMENT OF EDUCATION


Written Findings and Compliance Agreement With the District of 
Columbia Public Schools

AGENCY: Office of Elementary and Secondary Education, Department of 
Education.

ACTION: Notice of written findings and compliance agreement.

-----------------------------------------------------------------------

SUMMARY: Section 457 of the General Education Provisions Act (GEPA) 
authorizes the U.S. Department of Education to enter into a compliance 
agreement with a recipient that is failing to comply substantially with 
Federal program requirements. In order to enter into a compliance 
agreement, the Department must determine, in written findings, that the 
recipient cannot comply until a future date with the applicable program 
requirements and that a compliance agreement is a viable means of 
bringing about compliance. On March 29, 2002, the Assistant Secretary 
for Elementary and Secondary Education (Assistant Secretary) entered a 
compliance agreement with the District of Columbia Public Schools 
(DCPS). According to section 457(b)(2) of GEPA, the written findings 
and compliance agreement must be published in the Federal Register.

FOR FURTHER INFORMATION CONTACT: Dr. Sue Rigney, U.S. Department of 
Education, Office of Elementary and Secondary Education, 400 Maryland 
Avenue, SW., Room 3C139, Washington, DC 20202-6132. Telephone: (202 
260-0931).
    If you use a telecommunications device for the deaf (TDD) you may 
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.
    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 SUPPLEMENTARY 
INFORMATION.
    Under Title I, Part A of the Elementary and Secondary Education Act 
of 1965 (Title I), each State, including the District of Columbia and 
Puerto Rico, was required to develop or adopt, by the 1997-98 school 
year, challenging content standards in at least reading/language arts 
and mathematics that describe what the State expects all students to 
know and be able to do. Each State also was required to develop or 
adopt performance standards, aligned with its content standards, that 
describe three levels of proficiency to determine how well students are 
mastering the content standards. Finally, by the 2000-2001 school year, 
each State was required to develop or adopt a set of student 
assessments in at least reading/language arts and mathematics that 
would be used to determine the yearly performance of schools in 
enabling students to meet the State's performance standards.
    DCPS submitted, and the Department approved, evidence that it has 
content standards and performance descriptors in at least reading/
language arts and mathematics. In October 2000, DCPS submitted evidence 
of its final assessment system and performance standards. The 
Department submitted that evidence to a panel of three assessment 
experts for peer review. Following that review, the Acting Deputy 
Assistant Secretary for Elementary and Secondary Education (Acting 
Deputy Assistant Secretary) concluded that DCPS' proposed final 
assessment system and performance standards did not meet a number of 
the Title I requirements.
    Section 454 of GEPA, 20 U.S.C. 1234c, sets out the remedies 
available to the Department when it determines that a recipient ``is 
failing to comply substantially with any requirement of law'' 
applicable to Federal program funds the Department administers. 
Specifically, the Department is authorized to--
    (1) Withhold funds;
    (2) Obtain compliance through a cease and desist order;
    (3) Enter into a compliance agreement with the recipient; or
    (4) Take any other action authorized by law.

20 U.S.C. 1234c(a)(1) through (4)

    In a letter dated June 20, 2001, to Dr. Paul L. Vance 
Superintendent of Schools for the District of Columbia, the 3 Acting 
Deputy Assistant Secretary notified DCPS that, in order to remain 
eligible to receive Title I funds, it must enter into a compliance 
agreement with the Department. The purpose of a compliance agreement is 
``to bring the recipient into full compliance with the applicable 
requirements of law as soon as feasible and not to excuse or remedy 
past violations of such requirements.'' 20 U.S.C. 1234f(a). In order to 
enter into a compliance agreement with a recipient, the Department must 
determine, in written findings, that the recipient cannot comply until 
a future date with the applicable program requirements and that a 
compliance agreement is a viable means for bringing about such 
compliance.
    On March 29, 2002, the Assistant Secretary issued written findings, 
holding that compliance by DCPS with the Title I standards and 
assessment requirements is genuinely not feasible until a future date. 
Having submitted its assessment system for peer review in October 2000, 
DCPS was not able to make the significant changes to its system that 
the Department's review required in time to meet the spring 2001 
statutory deadline to have approved assessments in place. As a result, 
DCPS administered its unapproved assessment system in 2001. The 
Assistant Secretary also determined that a compliance agreement 
represents a viable means of bringing about compliance because of the 
steps DCPS has already taken to comply, its commitment of resources, 
and the plan it has developed for further action agreement sets out the 
action plan that DCPS must meet to come into compliance with the Title 
I requirements. This plan, coupled with specific reporting 
requirements, will allow the Assistant Secretary to monitor closely 
DCPS' progress in meeting terms of the compliance agreement. The 
Superintendent of DCPS, Dr. Paul L. Vance, signed the Agreement on 
March 28, 2002 and the Assistant Secretary signed it on March 29, 2002.
    As required by section 457(b)(2) of GEPA, 20 U.S.C. 1234f(b)(2) the 
text of the Assistant Secretary's written 2002 findings is set forth as 
appendix A and the compliance agreement is set forth as appendix B of 
this notice.

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 Adobe 
Portable Document Format (PDF), on the Internet at the following site: 
http://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 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 is available on GPO access 
at http//www.access.gpo.gov/nara/index.html. (Authority: 20 U.S.C. 
1234c, 1234f, 6311)


    Dated: June 5, 2003.
Eugene W. Hickok,
Under Secretary of Education.

Appendix A--Text of the Written Findings of the Assistant Secretary for 
Elementary and Secondary Education

I. Introduction

    The Assistant Secretary for Elementary and Secondary Education 
(Assistant Secretary) of

[[Page 34915]]

the U.S. Department of Education (Department) has determined, 
pursuant to 20 U.S.C. 1234c and 1234f, that the District of Columbia 
Public Schools (DCPS) has failed to comply substantially with 
certain requirements of Title I, Part A of the Elementary and 
Secondary Education Act of 1965 (Title I), 20 U.S.C. 6301 et seq., 
and that it is not feasible for DCPS to achieve full compliance 
immediately. Specifically, the Assistant Secretary has determined 
that DCPS failed to meet a number of the Title I requirements 
concerning the development of performance standards and an aligned 
assessment system within the statutory time frame.
    For the following reasons, the Assistant Secretary has concluded 
that it would be appropriate to enter into a compliance agreement 
with DCPS to bring it into full compliance as soon as feasible. 
During the effective period of the compliance agreement, which ends 
three years from the date of these findings, DCPS will be eligible 
to receive Title I funds as long as it complies with the terms and 
conditions of the agreement as well as the provisions of Title I, 
Part A and other applicable Federal statutory and regulatory 
requirements.

II. Relevant Statutory and Regulatory Provisions

A. Title I, Part A of the Elementary and Secondary Education Act of 
1965

    Title I, Part A of the Elementary and Secondary Education Act of 
1965 (Title I), 20 U.S.C. 6301 et seq., provides financial 
assistance, through State educational agencies, to local educational 
agencies to provide services in high-poverty schools to students who 
are failing or at risk of failing to meet the State's student 
performance standards. Under Title I each State, including the 
District of Columbia and Puerto Rico, was required to develop or 
adopt, by the 1997-98 school year, challenging content standards in 
at least reading/language arts and mathematics that describe what 
the State expects all students to know and be able to do and 
performance standards aligned with those content standards, that 
describe three levels of proficiency to determine how well students 
are mastering the content standard. By the 2000-2001 school year, 
Title I required each State to develop or adopt a set of student 
assessments in at least reading/language arts and mathematics that 
would be used to determine the yearly performance of schools and 
school districts in enabling students to meet the State's 
performance standards. These assessments must meet the following 
requirements:
    [sbull] The assessments must be aligned to a State's content and 
performance standards.
    [sbull] They must be administered annually to students in at 
least one grade in each of three grade ranges: Grades 3 through 5, 
grades 6 through 9, and grades 10 through 12.
    [sbull] They must be valid and reliable for the purpose for 
which they are used and of high technical quality.
    [sbull] They must involve multiple measures, including measures 
that assess higher-order thinking skills.
    [sbull] They must provide for the inclusion of all students in 
the grades assessed, including students with disabilities and 
limited English proficient students.
    [sbull] They must provide individual reports.
    [sbull] Results from the assessments must be disaggregated and 
reported by major racial and ethnic groups and other categories.

20 U.S.C. 6311(b)(3) \1\
---------------------------------------------------------------------------

    \1\ On January 8, 2002, the No Child Left Behind Act of 2001 
reauthorized Title I of the Elementary and Secondary Education Act 
(NCLB) (Pub. L. 107-110). The NCLB made several significant changes 
to the Title I standards and assessment requirements. First, it 
requires that each State develop academic content and student 
achievement standards in science by the 2005-06 school year. Second, 
by the 2005-06 school year, it requires a system of aligned 
assessments in each of grades 3 through 8 and once during grades 10 
through 12. Third, it requires science assessments in at least three 
grade spans by the 2007-08 school year. Fourth, the NCLB 
significantly changes the definition of adequate yearly progress 
each State must establish to hold schools and school districts 
accountable, based on data from the 2001-02 test administration. 
Finally, by the 2002-03 school year, the NCLB requires State and 
school district report cards that include, among other things, 
assessment results disaggregated by various subgroups, two-year 
trend data, and percent of students tested.
---------------------------------------------------------------------------

B. The General Education Provisions Act

    The General Education Provisions Act (GEPA) provides a number of 
options when the Assistant Secretary determines a recipient of 
Department funds is ``failing to comply substantially with any 
requirement of law applicable to such funds.'' 20 U.S.C. 1234c. In 
such case, the Assistant Secretary is authorized to--
    (1) Withhold funds;
    (2) Obtain compliance through a cease and desist order;
    (3) Enter into a compliance agreement with the recipient; or
    (4) Take any other action authorized by law. 20 U.S.C. 
1234c(a)(1) through (4).
    Under section 457 of GEPA, the Assistant Secretary may enter 
into a compliance agreement with a recipient that is failing to 
comply substantially with specific program requirements. 20 U.S.C. 
1234f. The purpose of a compliance agreement is ``to bring the 
recipient into full compliance with the applicable requirements of 
the law as soon as feasible and not to excuse or remedy past 
violations of such requirements.'' 20 U.S.C. 1234f(a). Before 
entering into a compliance agreement with a recipient, the Assistant 
Secretary must hold a hearing at which the recipient, affected 
students and parents or their representatives, and other interested 
parties are invited to participate. At that hearing, the recipient 
has the burden of persuading the Assistant Secretary that full 
compliance with the applicable requirements of law is not feasible 
until a future date and that a compliance agreement is a viable 
means for bringing about such compliance. 20 U.S.C. 1234f(b)(1). If, 
on the basis of all the available evidence, the Assistant Secretary 
determines that compliance is genuinely not feasible until a future 
date and that a compliance agreement is a viable means for bringing 
about such compliance, the Assistant Secretary must make written 
findings to that effect and publish those findings together with the 
substance of any compliance agreement, in the Federal Register. (20 
U.S.C. 1234f(b)(2)).
    A compliance agreement must set forth an expiration date later 
than three years from the date of these written findings, by which 
time the recipient must be in full compliance with all program 
requirements (20 U.S.C. 1234f(c)(1)). In addition, a compliance 
agreement must contain the terms and conditions with which the 
recipient must comply during the period that agreement is in effect 
(20 U.S.C. 1234f(c)(2)). If the recipient fails to comply with any 
of the terms and conditions of the compliance agreement, the 
Assistant Secretary may consider the agreement no longer in effect 
and may take any of the compliance actions described previously (20 
U.S.C.1234f(d)).

III. Analysis

A. Overview of Issues To Be Resolved in Determining Whether a 
Compliance Agreement is Appropriate

    In deciding whether a compliance agreement between the Assistant 
Secretary and DCPS is appropriate, the Assistant Secretary must 
first determine whether compliance by DCPS with the Title I 
standards and assessment requirements is genuinely not feasible 
until a future date (20 U.S.C. 1234f(b)). The second issue that the 
Assistant Secretary must resolve is whether DCPS will be able, 
within a period of up to three years to come into compliance with 
the Title I requirements. Not only must DCPS come into full 
compliance by the end of the effective period of the compliance 
agreement, it must also make steady and measurable progress toward 
that objective while the compliance agreement is in effect. If such 
an outcome is not possible then a compliance agreement between the 
Assistant Secretary and DCPS would not be appropriate.

B. DCPS Has Failed To Comply Substantially With Title I Standards 
and Assessment Requirements.

    In October 2000, DCPS submitted evidence of its final assessment 
system. The Assistant Secretary submitted that evidence to a panel 
of three assessment experts for peer review. Following that review, 
the Acting Deputy Assistant Secretary for Elementary and Secondary 
Education (Acting Deputy Assistant Secretary) concluded that DCPS' 
proposed final assessment system did not meet a number of the Title 
I requirements Specifically the Acting Deputy Assistant Secretary 
determined that DCPS must do the following:
    [sbull] Develop or select an assessment system that represents 
the full range of the DCPS content standards in at least reading/
language arts and mathematics at the benchmark grades.
    [sbull] In addition, DCPS must document the alignment of the 
assessments with DCPS' content and performance standards.
    [sbull] Complete the creation of DCPS' performance standards by 
identifying the scores on the assessments that define each of DCPS' 
performance levels.
    [sbull] Provide data showing that all assessments used for Title 
I accountability meet commonly accepted professional standards for 
technical quality consistent with DCPS' use of the results.

[[Page 34916]]

    [sbull] Establish assessment procedures and reports that include 
all students with disabilities in DCPS' assessment system, including 
completion of an alternate assessment; include the test results for 
these students in DCPS' school accountability measures.
    [sbull] Establish assessment procedures to maximize 
participation of limited English proficient (LEP) students in the 
assessment system and include test results for these students in 
DCPS' school accountability measures and determine the 
practicability of administering a native language version of DCPS' 
assessments and include the results in the accountability system.
    [sbull] Monitor school-level decisions regarding participation 
in the alternate assessment or exemptions based on limited English 
proficiency to ensure consistency across schools and over time.
    [sbull] Provide to the Department accurate enrollment, 
participation, and exclusion data; report school-level results for 
all students tested; and base school accountability measures on all 
students.
    [sbull] Develop and disseminate annual school reports that 
display results for all students, disaggregated by gender, major 
racial and ethnic groups, LEP status, migrant status students with 
disabilities compared to non-disabled students, and economically 
disadvantaged students compared to non-disadvantaged students.
    [sbull] Modify individual student reports to reflect DCPS' 
performance standards when the standards are completed.

C. DCPS Cannot Correct Immediately Its Noncompliance With the Title 
I Standards and Assessment Requirements

    Under the Title I statute, DCPS was required to implement a 
final assessment system no later than the 2000-2001 school year (20 
U.S.C. 6311(b)(6)). DCPS submitted evidence of its assessment system 
in October 2000, but the Acting Deputy Assistant Secretary 
determined, on the basis of that evidence, DCPS' system did not 
fully meet the Title I requirements. Due to the enormity and 
complexity of developing a new assessment system that addressed the 
Acting Deputy Assistant Secretary's concerns, DCPS was not able to 
complete that task between the time it submitted its system for 
review and the spring 2001 assessment window. Thus, in April 2001, 
DCPS administered the assessment that the Acting Deputy Assistant 
Secretary had determined did not meet the Title I requirements. As a 
result, the Assistant Secretary finds that it is not genuinely 
feasible for DCPS to come into compliance until a future date.

D. DCPS Can Meet the Terms and Conditions of a Compliance Agreement 
and Come Into Full Compliance With the Requirements of Title I 
Within Three Years

    At the public hearing, DCPS presented evidence of its commitment 
and capability to come into compliance with the Title I standards 
and assessment requirements within three years.
    For example, in one year, DCPS developed, for pre-kindergarten 
through grade 12, a set of approved content standards in language 
arts and mathematics as well as standards in a number of other areas 
such as science. DCPS also developed approved performance 
descriptors in reading and mathematics. DCPS has also developed and 
piloted alternate assessments for students with disabilities and 
limited English proficient students including a portfolio assessment 
for English language learners. It must modify these alternate 
assessments, however, to ensure full alignment and inclusion of all 
students. Moreover, DCPS has committed resources and personnel to 
continue the work of developing, aligning, implementing, and 
evaluating assessment system.
    Finally, DCPS has developed a comprehensive action plan, 
incorporated into the compliance agreement, that sets out a very 
specific schedule that DCPS has agreed to meet during the next three 
years for attaining compliance with the Title I standards and 
assessment requirements. As a result, DCPS is committed not only to 
coming into full compliance within three years, but to meeting a 
stringent, but reasonable, schedule for doing so. The action plan 
also demonstrates that DCPS will be well on its way to meeting the 
new standards and assessment requirements of the No Child Left 
Behind Act of 2001. The compliance agreement also sets out 
documentation and reporting procedures that DCPS must follow. These 
provisions will allow the Assistant Secretary to ascertain promptly 
whether DCPS is meeting each of the commitments under the compliance 
agreement and is on schedule to achieve full compliance within the 
effective period of the agreement.
    The task of developing an assessment system that meets the Title 
I requirements is not a quick or easy one. However the Assistant 
Secretary has determined that, given the commitment of DCPS to 
comply with the terms and conditions of the compliance agreement, it 
is possible for DCPS to come into full compliance with the Title I 
standards and assessment requirements within three years.

IV. Conclusion

    For the foregoing reasons, the Assistant Secretary finds the 
following: (1) That full compliance by DCPS with the standards and 
assessment requirements of Title I is not feasible until a future 
date; and (2) that DCPS can meet the terms and conditions of the 
attached compliance agreement and come into full compliance with the 
Title I standards and assessment requirements within three years of 
the date of these findings. Therefore, the Assistant Secretary has 
determined that it is appropriate to enter into a compliance 
agreement with DCPS. Under the terms of 20 U.S.C. 1234f, that 
compliance agreement becomes effective on the date of these 
findings.

    Dated: March 29, 2002.

Susan B. Neuman,
Assistant Secretary for Elementary and Secondary Education.

Compliance Agreement Under Title I of the Elementary and Secondary 
Education Act Between the United States Department of Education and the 
District of Columbia Public Schools

Introduction

    Title I of the Elementary and Secondary Education Act of 1965 
(Title I) required each State, including the District of Columbia 
and Puerto Rico, to develop or adopt, by the 1997-98 school year, 
challenging content standards in at least reading/language arts and 
mathematics that describe what the State expects all students to 
know and be able to do. Title I also required each State to develop 
or adopt performance standards, aligned with its content standards, 
that describe three levels of proficiency to determine how well 
students are mastering the content standards. Finally, by the 2000-
2001 school year, Title I required each State to develop or adopt a 
set of student assessments in at least reading/language arts and 
mathematics that would be used to determine the yearly performance 
of schools in enabling students to meet the State's performance 
standards.
    The District of Columbia Public Schools (DCPS) was not able to 
meet these requirements by the statutory deadlines. In order to be 
eligible to continue to receive Title I funds while working to 
comply with the statutory requirements, Dr. Paul L. Vance, 
Superintendent of DCPS, indicated DCPS' interest in entering into a 
compliance agreement with the Office of Elementary and Secondary 
education (OESE) of the United States Department of Education. On 
November 13, 2001, OESE conducted a public hearing regarding DCPS' 
ability to come into compliance with the Title I standards and 
assessment requirements within three years. Based on testimony at 
that hearing, the Assistant Secretary for Elementary and Secondary 
Education (Assistant Secretary) determined that compliance by DCPS 
with the Title I standards and assessment requirements was genuinely 
not feasible until a future date because of the ``magnitude and 
complexity of meeting those requirements.'' The Assistant Secretary 
also determined that a compliance agreement represents a viable 
means of bringing about compliance because of the steps DCPS has 
already taken to address its noncompliance, its commitment of 
resources and the plans it has developed for further action. These 
plans are summarized in the Commitments and Timetable below.
    Pursuant to this Compliance Agreement under 20 U.S.C. Sec.  
1234r, DCPS must be in full compliance with the requirements of 
Title I no later than three years from the date of the Assistant 
Secretary's written findings, a copy of which is attached to, and 
incorporated by reference into, this Agreement. Specifically, DCPS 
must ensure and document that it will have met the following 
requirements:
    1. Develop or select an assessment that represents the full 
range of the DCPS content standards at the benchmark grades in at 
least reading language arts and mathematics and is consistent with 
Title I requirements for use of multiple measures of student 
performance, including measures that assess higher order

[[Page 34917]]

thinking and understanding. Document the alignment of the 
assessment(s) with DCPS content and performance standards, and 
provide data showing that all assessments used for Title I 
accountability meet commonly accepted professional standards for 
technical quality consistent with the District's uses of the 
results. Reliability of both student and school classifications 
should be reported.
    2. Complete the definition of DCPS performance standards by 
identifying the scores on the assessment(s) that define each of the 
DCPS performance levels. DCPS teachers or other persons who are 
thoroughly familiar with the DCPS standards must be included in this 
activity.
    3. Establish assessment procedures to maximize participation of 
limited English proficient students (LEP) in the assessment and 
include test results for these students in the school accountability 
measures. Any students exempted from the regular assessment on the 
basis of language proficiency must be included in the accountability 
system in some manner. DCPS is also responsible for determining the 
practicability of administering a native language version of the 
DCPS assessment(s), and including the results in the accountability 
system.
    4. Monitor school-level decisions regarding participation in the 
alternate assessment or exemption based on limited English 
proficiency to ensure consistency across schools and over time.
    5. Develop and disseminate annual school reports that display 
results for all students, disaggregated by gender, major racial/
ethnic groups, LEP status, migrant status, students with 
disabilities as compared to non-disabled, and economically 
disadvantaged students compared to non-disadvantaged. These school 
profiles must be shared with teachers and other educators, parents 
and the community.
    During the period that this Compliance Agreement is in effect, 
DCPS is eligible to receive Title I, Part A funds if it complies 
with the terms and conditions of this Agreement, as well as the 
provisions of Title I, Part A and other applicable Federal statutory 
and regulatory requirements. Specifically, the Compliance Agreement 
sets forth above the action steps DCPS must take to come into 
compliance with its Title I obligations.
    The action steps incorporated into this Compliance Agreement may 
be amended by joint agreement of the parties, provided full 
compliance can still be accomplished by the expiration date of the 
Agreement.
    If DCPS fails to comply with any of the terms and conditions of 
this Compliance Agreement, including the action steps below, the 
Department may consider the Agreement no longer in effect and may 
take any action authorized by law, including the withholding of 
funds or the issuance of a cease and desist order.
    For the District of Columbia Public Schools:

    Dated: March 28, 2002.
Dr. Paul L. Vance,
Superintendent.
    For the United States Department of Education:

    Dated: March 29, 2002.
Susan B. Neuman, Assistant Secretary,
Office of Elementary and Secondary Education.
    Date this Compliance Agreement becomes effective: March 29, 
2002.
    Expiration Date of this Agreement: March 29, 2005.
BILLING CODE 4000-01-P

[[Page 34918]]

[GRAPHIC] [TIFF OMITTED] TN11JN03.011


[[Page 34919]]


[GRAPHIC] [TIFF OMITTED] TN11JN03.012


[[Page 34920]]


[GRAPHIC] [TIFF OMITTED] TN11JN03.013


[[Page 34921]]


[GRAPHIC] [TIFF OMITTED] TN11JN03.014


[[Page 34922]]


[GRAPHIC] [TIFF OMITTED] TN11JN03.015


[[Page 34923]]


[GRAPHIC] [TIFF OMITTED] TN11JN03.016


[[Page 34924]]


[GRAPHIC] [TIFF OMITTED] TN11JN03.017


[[Page 34925]]


[GRAPHIC] [TIFF OMITTED] TN11JN03.018


[[Page 34926]]


[GRAPHIC] [TIFF OMITTED] TN11JN03.019


[[Page 34927]]


[GRAPHIC] [TIFF OMITTED] TN11JN03.020


[[Page 34928]]


[GRAPHIC] [TIFF OMITTED] TN11JN03.021


[[Page 34929]]


[FR Doc. 03-14719 Filed 6-10-03; 8:45 am]
BILLING CODE 4000-01-C