[Federal Register Volume 66, Number 131 (Monday, July 9, 2001)]
[Notices]
[Pages 35862-35884]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 01-17084]
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Part V
Department of Education
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Office of Vocational and Adult Education; Tech-Prep Demonstration
Program (TPDP); Notice Inviting Applications for New Awards for Fiscal
Year (FY) 2001; Notice
Federal Register / Vol. 66, No. 131 / Monday, July 9, 2001 /
Notices
[[Page 35862]]
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DEPARTMENT OF EDUCATION
[CFDA No: 84.353]
Office of Vocational and Adult Education; Tech-Prep Demonstration
Program (TPDP); Notice Inviting Applications for New Awards for Fiscal
Year (FY) 2001
Note to Applicants: This notice is a complete application package.
Together with the statute authorizing the program and the Education
Department General Administrative Regulations (EDGAR), the notice
contains all of the information, application forms, and instructions
needed to apply for a grant under this competition.
Summary: The Secretary invites applications for new awards of FY
2001 funds under the Tech-Prep Demonstration Program (TPDP) authorized
by section 207 of the Carl D. Perkins Vocational and Technical
Education Act of 1998 (Perkins III) (20 U.S.C.A. 2301 et seq.), and
announces deadline dates for the transmittal of applications for
funding under that program authority.
Purpose of Program: TPDP provides grants to enable consortia
described in section 204(a) of Perkins III to carry out tech-prep
education projects that involve the location of a secondary school on
the site of a community college, a business as a member of the
consortium, and the voluntary participation of secondary school
students.
Eligible Applicants: To be eligible for funding under the TPDP, a
consortium must include at least one member in each of the following
three categories:
(1) a local educational agency, an intermediate educational agency,
an area vocational and technical education school serving secondary
school students, or a secondary school funded by the Bureau of Indian
Affairs;
(2) (a) a nonprofit institution of higher education that offers a
2-year associate degree, 2-year certificate, or 2-year postsecondary
apprenticeship program, or (b) a proprietary institution of higher
education that offers a 2-year associate degree program; and
(3) a business.
Under the provisions of section 204(a)(1) of Perkins III, to be
eligible for consortium membership both nonprofit and proprietary
institutions of higher education must be qualified as institutions of
higher education pursuant to section 102 of the Higher Education Act of
1965 (HEA), including institutions receiving assistance under the
Tribally Controlled College or University Assistance Act of 1978 (25
U.S.C. 1801 et seq.) and tribally controlled postsecondary vocational
and technical institutions.
In addition, nonprofit institutions of higher education are
eligible only if they are not prohibited from receiving assistance
under HEA, title IV, part B (20 U.S.C. 1071 et seq.), pursuant to the
provisions of HEA section 435(a)(3) (20 U.S.C. 1083(a)). Proprietary
institutions of higher education are eligible only if they are not
subject to a default management plan required by the Secretary.
Applicants must submit a copy of the consortium agreement, as well
as evidence that each of the required categories of membership has been
satisfied and that each of the required members is eligible for
membership under the provisions of Perkins III.
Under the provisions of section 204(a)(2), consortia also may
include one or more: (1) institutions of higher education that award
baccalaureate degrees; (2) employer organizations; or (3) labor
organizations.
Note: Eligible consortia seeking to apply for funds should read
and follow the regulations in 34 CFR 75.127-75.129, which apply to
group applications.
Deadline for Transmittal of Applications: September 17, 2001.
Deadline for Intergovernmental Review: November 16, 2001.
Project Period: 36 months.
Applicants under this competition are required to provide detailed
budget information for each year of the proposed project and for the
total grant requested. The Department will negotiate funding levels for
each 12-month period of the grant at the time of the initial award.
Note: The Secretary has concluded that entire, multi-year
projects funded by three-year awards will be necessary for TPDP
grantees to fully meet the statutory purposes of section 207 and the
requirements of this notice.
By definition, tech-prep is designed to prepare students
enrolled in career-technical education at the secondary level to
graduate from high school and make a successful transition to
postsecondary occupational-technical education and high skills, high
wage employment.
As outlined in this notice, three-year funding will permit
grantees to devote up to nine months to planning and program
development, to enroll a cohort of voluntary student participants
for a full two years at the secondary level, and then to follow and
evaluate their transition to postsecondary education and employment
for at least six months after graduation.
Available Funds: $5,000,000.
Note: The Secretary may reserve up to $50,000 from these funds
for the peer review of applications.
Estimated Range of Awards: $400,000 to $600,000 for the 36-month
project period.
Estimated Average Size of Awards: $500,000.
Estimated Number of Awards: 10.
Note: The Department is not bound by any estimates in this
notice.
Applicable Statute and Regulations
(a) The relevant provisions of Perkins III, including:
(1) Section 202 (Definitions of Articulation Agreement, Community
College, and Tech-Prep Education Program).
(2) Section 207 (Demonstration Program).
(3) The relevant portions of sections 204 (Tech-Prep Education) and
205 (Consortium Applications).
(4) Section 3 (Definitions, except for terms defined in section
202).
(5) Section 311(a) (Supplement Not Supplant).
(6) Section 314 (Voluntary Selection and Participation).
(7) Section 315 (Limitation for Certain Students (prior to the
seventh grade)).
(8) Section 316 (Federal Laws Guaranteeing Civil Rights).
(b) The Education Department General Administrative Regulations
(EDGAR) as follows:
(1) 34 CFR part 74 (Administration of Grants and Agreements to
Institutions of Higher Education, Hospitals, and Other Nonprofit
Organizations).
(2) 34 CFR part 75 (Direct Grant Programs).
(3) 34 CFR part 77 (Definitions that Apply to Department
Regulations).
(4) 34 CFR part 80 (Uniform Administrative Requirements for Grants
and Cooperative Agreements to State and Local Governments).
(5) 34 CFR part 81 (General Education Provisions Act--Enforcement).
(6) 34 CFR part 82 (New Restrictions on Lobbying).
(7) 34 CFR part 85 (Government-wide Debarment and Suspension
(Nonprocurement) and Government-wide Requirements for Drug-Free
Workplace (Grants)).
(8) 34 CFR part 86 (Drug and Alcohol Abuse Prevention).
(9) 34 CFR part 97 (Protection of Human Subjects).
(10) 34 CFR part 98 (Student Rights in Research, Experimental
Programs and Testing).
(11) 34 CFR part 99 (Family Education Rights and Privacy).
Description of the Program
Program Requirements
Title II of Perkins III authorizes a State-administered grant
program to
[[Page 35863]]
support Tech-Prep Education: coherent, non-duplicative, vocational-
technical programs of study that meet specific criteria set forth in
sections 202(a)(3) and 204(c) of Perkins III. Spanning at least two
years each at the secondary and postsecondary levels, and leading to an
associate degree or certificate and a high skills, high wage career,
tech-prep represents the most comprehensive educational strategy
preparing students for entry into the non-baccalaureate sectors of the
labor market, particularly the technician/technologist sector.
Section 207 authorizes TPDP projects demonstrating a particular
form of tech-prep. Under the TPDP, the Secretary awards grants to
eligible consortia to enable them to carry out tech-prep education
projects that involve a secondary school located on the site of a
community college, a business as a member of the consortium, and the
voluntary participation of secondary school students in the program.
In addition, as required by sections 207(b) and 207(d), funded TPDP
projects must meet all of the requirements of the Perkins III State-
administered Tech-Prep Education Program in general (with the exception
of articulation agreements with 4-year institutions of higher
education), as set forth in sections 202(3) and 204(c) of Perkins III,
and modified by section 207(d)(2).
See Appendix B for the key applicable legal requirements for Tech-
Prep Education projects supported under section 207 of Perkins III.
Competition Requirements
The educational community has exhibited considerable interest in
the growing number of pilot projects and other initiatives involving
secondary schools located on the campuses of community colleges. The
campus location enables these schools to improve the quality of
teaching and learning by tapping into the resources of community
colleges. Students are able to take advantage of the advanced
technology, quality skill training facilities, rich curriculum, career
guidance and academic counseling services, employer connections, and
preparation for further education and lifelong learning that are the
hallmarks of the U.S. community college system.
Projects that involve the ``virtual'' location of a secondary
school on the site of a community college, as well as projects that
involve satellite community college sites located on the premises of
secondary schools, are not eligible for support under this competition.
This is consistent with the existing literature about the ``middle
college'' co-location program format, which suggests that the physical
presence of secondary school students on the campus of a community
college can have a positive impact on their morale, commitment to
learning, and likelihood of successfully graduating from high school
and transitioning to postsecondary education.
To ensure the high quality of TPDP projects assisted under this
competition, and the achievement of the purposes of section 207 of
Perkins III, the Secretary establishes the following additional program
requirements. The requirements apply to all applicants seeking funding
under this competition.
(1) Planning and Implementation: Each TPDP project must implement
the full, two-year secondary component of a tech-prep program of study
during the period of funding under this competition. Student
participation in TPDP projects assisted under this competition must
begin no later than the fall term of 2002. The Secretary expects to
award grants in January of 2002.
Applicants may propose to devote up to nine months to planning,
program development, and student recruitment and enrollment, depending
on the actual dates that grants are awarded and fall terms begin.
(2) Evaluation: Each TPDP project assisted under this competition
must follow participating secondary students for at least six months
after graduation and evaluate their transition to the two-year
postsecondary component of the tech-prep program, other postsecondary
education programs, or to employment.
A central focus of the project evaluation must be an assessment of
the academic and related outcomes of participating students, including
student academic and technical skill achievement, high school
graduation, enrollment, and, to the extent feasible, persistence, and
success in postsecondary education, and labor market entry, in
comparison with those of similar students who pursued other programs of
study.
In addition to being consistent with the Perkins III requirement
that recipients measure levels of performance of their vocational and
technical programs, this notice is harmonious with the Department's
promotion of accountability and performance measures under the
Government Performance and Results Act (GPRA). (Applicants should read
and follow the regulations in 34 CFR 75.590-75.592, which further
describe grantee evaluation requirements.)
Note: The specific requirements of GPRA are discussed in
Appendix A of this notice.
(3) Reporting: For each year of project activity and at the
conclusion of Federal funding, grantees must submit to the Secretary an
annual performance report that: summarizes project progress and
significant accomplishments, both with respect to the process of
implementation and the outcomes of student participation; identifies
any barriers to continued progress and outlining solutions; reviews
prospects for sustained operations after the cessation of Federal
support; highlights opportunities for replication and specifies
implications for future research and practice. TPDP projects are also
subject to the State performance accountability system established
under section 113 of Perkins III and will report separately to the
State eligible agency for Perkins III, following the procedures and
requirements established by that agency.
Allowable Activities and Expenditures
Section 207(b)(2) specifies that TPDP projects may provide summer
internships at a business for students or teachers. Other allowable
activities and expenditures for TPDP projects include, but are not
limited to: staff recruitment, selection, and hiring; acquisition of
tech-prep program equipment; negotiation, ratification, and updating of
articulation agreements; curriculum design; professional development
for secondary and postsecondary faculty, counselors, and
administrators; development and maintenance of business and industry
partnerships; and recruitment and enrollment of students.
Section 207 gives applicants broad latitude for innovation and
experimentation in terms of both the institutional framework of the
tech-prep demonstration program and the program model to be carried
out.
For example, although tech-prep education by definition includes at
least two years of education at the secondary level preceding high
school graduation and two years of postsecondary education or
apprenticeship training, section 204(c)(3)(B) authorizes tech-prep
programs that allow students to concurrently complete both secondary
and postsecondary courses, and simultaneously satisfy requirements for
a high school diploma and an associate degree or other postsecondary
credential.
The Secretary recommends that applicants consult with appropriate
State agencies in developing their applications, including,
particularly, the State eligible agency responsible for administering
Perkins III.
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Unallowable Costs
(1) Supplanting. In accordance with section 311(a) of Perkins III,
funds under this program may not be used to supplant non-Federal funds
used to carry out vocational and technical education activities and
tech-prep activities. Further, the prohibition against supplanting also
means that grantees are required to use their negotiated restricted
indirect cost rate under this program. (34 CFR 75.563).
Because of the statutory prohibition against supplanting, the
Secretary cautions applicants not to plan to use Federal funds awarded
under section 207 to replace non-Federal funding already available for
support of the TPDP projects to be assisted.
Further, the Secretary is concerned that TPDP funds may be used to
replace Federal student financial aid. The Secretary wishes to
highlight the fact that the statute does not authorize the Secretary to
fund projects that serve primarily as entities through which students
may apply for and receive tuition and other financial assistance.
(2) Limitation on services. Section 315 of Perkins III prohibits
the use of funds received under the Act to provide vocational and
technical education programs to students prior to the seventh grade.
(3) Construction. Under EDGAR (34 CFR 75.533), TPDP grants cannot
be used for the acquisition of real property or construction.
(4) Articulation Agreements with Four-Year Institutions. Under the
provisions of section 207(d), tech-prep articulation agreements with
four-year institutions cannot be supported with funds awarded under
section 207. However, articulation agreements with four-year
institutions can be developed using other resources by applicants who
wish to establish ``open-ended'' tech-prep career pathways. Also, the
inclusion of institutions of higher education that award baccalaureate
degrees in TPDP consortia is allowable under section 204(a)(2)(A).
Special Considerations
In addition to the points to be awarded to applicants based on the
selection criteria, under section 207(d)(3) of Perkins III the
Secretary awards 5 additional points to applications that:
(1) Provide for effective employment placement activities;
(2) Effectively address the issues of school dropout prevention and
reentry, as well as the needs of special populations;
(3) Provide education and training in career areas or skills in
which there are significant workforce shortages, including the
information technology industry; and
(4) Demonstrate how tech-prep programs will help students meet high
academic and employability competencies.
Invitational Priorities
The Secretary is particularly interested in applications that,
within the program requirements for this competition, meet one or both
of the following invitational priorities. Under 34 CFR 75.105(c)(1),
the Secretary does not give an application that meets invitational
priorities a competitive or absolute preference over other
applications.
Invitational Priority 1: Applications that propose innovative
methods for providing inservice training for teachers, counselors, and
administrators at the secondary and postsecondary levels, particularly
methods that both emphasize and exemplify best practices in contextual
teaching and learning.
Invitational Priority 2: Applications that propose to offer high
quality paid work-based learning opportunities to all participants, and
to award portable, industry-validated skill certificates.
Selection Criteria
The Secretary uses the following selection criteria to evaluate
applications for new grants under this competition. The Secretary
awards a total possible score of 100 criteria points. The maximum
possible score for each criterion is indicated in parentheses.
(a) Quality of the project design. (35 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 proposed project presents a
comprehensive, detailed, and credible plan to implement all of the
required elements of tech-prep education programs specified in sections
202(3) and 204(c)(1)-(3) of Perkins III (see Appendix B);
(ii) The extent to which that plan provides for all of the required
services for tech-prep teachers, counselors, and participants,
including members of special populations, specified in section
204(c)(4)-(7), including the academic and career counseling and
employment placement training required by Section 204(c)(5).
(iii) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project support the purposes of section 207--
the demonstration of tech-prep education programs involving the
location of a secondary school on the site of a community college, a
business as a member of the consortium, and the voluntary participation
of secondary school students--and are clearly specified and measurable.
(iv) The extent to which the required members of the consortium
under sections 204(a) and 207 have been involved with the design of the
proposed project and have made a formal commitment to its
implementation.
(v) The extent to which the business member or members of the
consortium or other employers have agreed to provide opportunities for
structured work-based learning, combining both academic and vocational-
technical knowledge and skills and integrated into the tech-prep
curriculum, such as summer internships for students and/or teachers as
authorized under section 207(b)(2).
(b) 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 following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project, including clearly defined responsibilities,
timelines, and milestones for accomplishing project tasks.
(ii) The extent to which the management plan describes the role of
each consortium member in achieving the objectives of the proposed
project.
(iii) The extent to which the time commitments of the project
director and other key personnel are appropriate and adequate to meet
the objectives of the proposed project.
(c) Quality of project personnel. (15 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 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 factors:
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(i) The qualifications, including relevant training and experience,
of the project director.
(ii) The qualifications, including relevant training and
experience, of key project personnel, including faculty, counselors,
administrators, project consultants, and subcontractors.
(d) Adequacy of resources. (10 points)
(1) The Secretary considers the adequacy of resources for the
proposed project.
(2) In determining the adequacy of resources for the proposed
project, the Secretary considers the following factors:
(i) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the participating institutions.
(ii) The extent to which the budget is adequate to support the
proposed project.
(iii) The extent to which the costs are reasonable in relation to
the objectives and design of the proposed project.
(iv) The level of demonstrated commitment of each consortium member
to the implementation and success of the proposed project.
(v) The potential for continued and sustained support of the
project after Federal funding ends, including, as appropriate, the
demonstrated commitment of appropriate entities to such support.
(e) Quality of the project evaluation. (20 points)
(1) The Secretary considers the quality of the evaluation to be
conducted by an independent evaluator of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the proposed evaluation will collect and
analyze a comprehensive set of academic and related outcomes of
participating students, including: academic and technical skill
achievement; high school graduation; enrollment, and, to the extent
feasible, persistence and success in postsecondary education; and labor
market entry.
(ii) The extent to which the proposed evaluation will use rigorous,
scientifically accepted methods to assess the effectiveness of the
project, including experimental or quasi-experimental methods in which
program participants are matched with non-participants that possess
similar pre-program characteristics (e.g., attendance, academic and
technical skill results, grade point average, socioeconomic status),
and outcomes for both groups are documented and compared.
(iii) The extent to which the proposed evaluation will produce
qualitative data that describes the implementation of the project and
the experiences of the students.
(iv) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
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 to strengthen federalism by relying
on State and local processes for State and local government
coordination and review of proposed Federal financial assistance.
Applicants must contact the appropriate State Single Point of
Contact to find out about, and to comply with, the State's process
under Executive Order 12372. Applicants proposing to perform activities
in more than one State should immediately contact the Single Point of
Contact for each of those States and follow the procedures established
in each State under the Executive order.
If you want to know the name and address of any State Single Point
of Contact (SPOC), you may view the latest SPOC list on the OMB web
site 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, area-wide, regional, and local entities may submit
comments directly to the Department.
Any State Process Recommendation and other comments submitted by a
State Single Point of Contact and any comments from State, area-wide,
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 #84.353, U.S. Department of Education, Room 7E200, 400
Maryland Avenue, SW, Washington, DC 20202-0125.
Proof of mailing will be determined on the same basis as
applications (see 34 CFR 75.102). Recommendations or comments may be
hand-delivered until 4:30 p.m. (Eastern 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.
Waiver of Rulemaking
It is the Secretary's practice, in accordance with the
Administrative Procedure Act (5 U.S.C. 553), to offer interested
parties the opportunity to comment proposed rules. Section 437(d)(1) of
the General Education Provisions Act (GEPA) exempts from formal
rulemaking requirements rules governing the first grant competition
under a new or substantially revised program authority (20 U.S.C.
1232(d)(1)). The program authority for the TPDP was newly established
on October 31, 1998, by Public Law 105-332, and this is the first grant
competition under that authority. The Secretary, in accordance with
section 437(d)(1) of GEPA, has decided to forego public comment in
order to ensure timely grant awards. These requirements will apply only
to the FY 2001 grant competition.
Instructions for Transmittal of Applications
Note: Some of the procedures in these instructions for
transmitting applications differ from those in EDGAR (34 CFR
75.102). Under the Administrative Procedure Act (5 U.S.C. 553), the
Department generally offers interested parties the opportunity to
comment on proposed regulations. However, these amendments make
procedural changes only and do not establish new substantive policy.
Therefore, under 5 U.S.C. 553(b)(A), the Secretary has determined
that proposed rulemaking is not required.
Pilot Project for Electronic Submission of Applications
The U.S. Department of Education is expanding its pilot project of
electronic submission of applications to include certain formula grant
programs, as well as additional discretionary grant competitions. The
TPDP under section 207 Perkins III is one of the programs included in
the pilot project. If you are an applicant for TPDP funding, you may
submit your application to us in either electronic or paper format.
The pilot project involves the use of the Electronic Grant
Application System (e-APPLICATION, formerly e-GAPS) portion of the
Grant Administration and Payment System (GAPS). We request your
participation in this pilot project. We shall continue to evaluate its
success and solicit suggestions for improvement.
If you participate in this e-APPLICATION pilot, please note the
following:
Your participation is voluntary.
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You will not receive any additional point value or penalty
because you submit a grant application in electronic or paper format.
You can submit all documents electronically, including the
Application for Federal Assistance (ED 424), Budget Information-Non-
Construction Programs (ED 524), and all necessary assurances and
certifications.
Fax a signed copy of the Application for Federal
Assistance (ED 424) after following these steps:
1. Print ED 424 from the e-APPLICATION system.
2. Make sure that the institution's Authorizing Representative
signs this form.
3. Before faxing this form, submit your electronic application via
the e-APPLICATION system. You will receive an automatic
acknowledgement, which will include a PR/Award number (an identifying
number unique to your application).
4. Place the PR/Award number in the upper right hand corner of ED
424.
5. Fax ED 424 to the Application Control Center within three
working days of submitting your electronic application. We will
indicate a fax number in e-APPLICATION at the time of your submission.
We may request that you give us original signatures on all
other forms at a later date.
You may access the electronic grant application for the
TPDP at: http://e-grants.ed.gov.
For additional information about the e-APPLICATION pilot project,
see Parity Guidelines between Paper and Electronic Applications, below.
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 to: U.S. Department of Education, Application
Control Center, Attention: CFDA #84.353, 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.
(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. (Eastern Time) on or before the
deadline date to: U.S. Department of Education, Application Control
Center, Attention: CFDA #84.353, Room 3633, 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. (Eastern Time), except Saturdays,
Sundays, and Federal holidays. The Center accepts application
deliveries through the D Street entrance only. A person delivering an
application must show identification to enter the building.
(C) If You Submit Your Application Electronically:
You must submit your grant application through the Internet using
the software provided on the e-Grants Web site (http://e-grants.ed.gov)
by 4:30 p.m. (Eastern Time) on the deadline date.
The regular hours of operation of the e-Grants Web site are 6:00
a.m. until 12:00 midnight (Eastern time) Monday--Friday and 6:00 a.m.
until 7:00 p.m. Saturdays.
The system is unavailable on the second Saturday of every month,
Sundays, and Federal holidays. Please note that on Wednesdays the Web
site is closed for maintenance at 7:00 p.m. (Eastern Time).
Notes: (1) The U.S. Postal Service does not uniformly provide a
dated postmark. Before relying on this method, you should check with
your local post office.
(2) If you send your application by mail or deliver it by hand
or by a courier service, the Application Control Center will mail a
Grant Application Receipt Acknowledgment to you. If you do not
receive the notification of application receipt within 15 days from
the date of mailing the application, you should call the U.S.
Department of Education Application Control Center at (202) 708-
9493.
(3) You must indicate on the envelope and--if not provided by
the Department--in Item 3 of the Application for Federal Education
Assistance (ED 424; revised November 12, 1999) the CFDA number--and
suffix letter, if any--of the competition under which you are
submitting your application.
(4) If you submit your application through the Internet via the
e-Grants Web site, you will receive an automatic acknowledgment when
we receive your application.
Parity Guidelines Between Paper and Electronic Applications
The Department of Education is expanding the pilot project, which
began in FY 2000 and allows applicants to use an Internet-based
electronic system for submitting applications. This competition is
among those that have an electronic submission option available to all
applicants. The system, called e-APPLICATION, formerly e-GAPS
(Electronic Grant Application Package System), allows an applicant to
submit a grant application to us electronically, using a current
version of the applicant's Internet browser. To see e-APPLICATION visit
the following address: http://e-grants.ed.gov.
In an effort to ensure parity and a similar look between
applications transmitted electronically and applications submitted in
conventional paper form, e-APPLICATION has an impact on all applicants
under this competition.
Users of e-APPLICATION, a data driven system, will be entering data
on-line while completing their applications. This will be more
interactive than just e-mailing a soft copy of a grant application to
us. If you participate in this voluntary pilot project by submitting an
application electronically, the data you enter on-line will go into a
database and ultimately will be accessible in electronic form to our
reviewers.
This pilot project is another step in the Department's transition
to an electronic grant award process. In addition to e-APPLICATION, the
Department is conducting a limited pilot of electronic peer review (e-
READER) and electronic annual performance reporting (e-REPORTS).
To help ensure parity and a similar look between electronic and
paper copies of grant applications, we are asking each applicant that
submits a paper application to adhere to the following guidelines:
Submit your application on 8\1/2\" by 11" paper.
Leave a 1-inch margin on all sides.
Use consistent font throughout your document. You may also
use boldface type, underlining, and italics. However, please do not use
colored text.
Please use black ink for illustrations, including charts,
tables, graphs and pictures.
For the narrative component, your application should
consist of the number and text of each selection criterion followed by
the narrative. The text of the selection criterion, if included, does
not count against any page limitation.
[[Page 35867]]
Place a page number at the bottom right of each page
beginning with 1, and number your pages consecutively throughout your
document.
Application Instructions and Forms
All forms and accompanying instructions are included as Appendix D
of this notice. Questions and answers pertaining to this program are
included, as Appendix C, to assist potential applicants.
To apply for an award under this program, your application must be
organized in the following order and include the following five parts.
The parts and additional materials are as follows:
Part I: Application for Federal Education Assistance (ED 424 (Rev.
1/12/99)) and instructions.
Part II: Budget Information--Non-Construction Programs (ED Form No.
524) and instructions.
Part III: Budget Narrative (See instructions in Appendix A).
Part IV: Program Narrative (See instructions in Appendix A).
Part V: Additional Assurances and Certifications:
a. Assurances--Non-Construction Programs (Standard Form 424B).
b. Certification regarding Lobbying, Debarment, Suspension, and
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED
80-0013) and instructions.
c. Certification regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion: Lower Tier Covered Transactions (ED Form 80-0014,
9/90) and instructions.
(Note: ED Form 80-0014 is intended for the use of grantees and
should not be transmitted to the Department.)
d. Disclosure of Lobbying Activities (Standard Form LLL) (if
applicable) and instructions.
No grant may be awarded unless a completed application form has
been received.
FOR FURTHER INFORMATION CONTACT: Chris Lyons, Office of Vocational and
Adult Education, U.S. Department of Education, 400 Maryland Avenue, SW
(Room 4328, Mary E. Switzer Building), Washington, D.C. 20202-7100.
Voice: 202-260-7744; Fax: 202-205-55522; E-mail:
[email protected].
Individuals who use a telecommunications device for the deaf (TDD)
may call the Federal Information Relay Service (FIRS) at 1-800-877-
8339. Individuals with disabilities may obtain this notice in an
alternate format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact persons listed at the beginning of
this paragraph. Please note, however, that the Department is not able
to reproduce in an alternate format the standard forms included in the
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
portable document format (PDF) on the Internet at the following site:
http://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 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.
Additionally, this notice, as well as other documents concerning
the implementation of Perkins III, is available on the Internet at the
following site:
http://www.ed.gov/offices/OVAE/VocEd/InfoBoard/legis.html.
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. 2328.
Dated: June 28, 2001.
Jon Weintraub,
Acting Deputy Assistant Secretary, Office of Vocational and Adult
Education.
Estimated Burden Statement
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 1830-0550. (Expiration date: June 30, 2004).
The time required to complete this information collection is estimated
to average 50 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 grant application, please
write to: U.S. Department of Education, Washington, DC 20202-4651.
If you have comments or concerns regarding the status of your
individual submission under this grant application, write directly to:
Christopher D. Lyons, Office of Vocational and Adult Education, U.S.
Department of Education, 400 Maryland Avenue, SW (Mary E. Switzer
Building, Room 4328), Washington, DC 20202-7100 (e-mail:
[email protected]).
Appendix A--Instructions
Instructions for Budget Information
Sections A and B--Budget Summary by Categories
(1) Personnel: Show salaries to be paid to personnel for each
budget year.
(2) Fringe Benefits: Indicate the rate and amount of fringe
benefits for each budget year.
(3) Travel: Indicate the amount requested for both local and out
of State travel of Project Staff for each budget year. Include funds
for at least one trip per year for two people to attend a Project
Directors' Workshop.
(4) Equipment: Indicate the cost of non-expendable personal
property that has a cost of $5,000 or more per unit for each budget
year.
(5) Supplies: Include the cost of consumable supplies and
materials to be used during the project period for each budget year.
(6) Contractual: Show the amount to be used for: (1) procurement
contracts (except those which belong on other lines such as supplies
and equipment); and (2) subcontracts for each budget year.
(7) Construction: Not Applicable.
(8) Other: Indicate all direct costs not clearly covered by
lines 1 through 6 above, including consultants and capital
expenditures for each budget year.
(9) Total Direct Cost: Show the total for Lines 1 through 8 for
each budget year.
(10) Indirect Costs: Indicate the rate and amount of indirect
costs for each budget year. Applicants must use a restricted
indirect cost rate.
(11) Training/stipend Cost: Not applicable. This item pertains
only to student and institutional allowances.
(12) Total Costs: Show total for lines 9 through 11 for each
budget year.
Instructions for Budget Narrative
The budget narrative should explain, justify, and, if needed,
clarify your budget summary. For each line item (personnel, fringe
benefits, travel, etc.) in your budget, explain why it is there and
how you computed the costs. Please be sure that each page of the
budget narrative is numbered consecutively.
Instructions for Program Narrative
The program narrative will comprise the largest portion of your
application. This part is where you spell out the who, what, when,
why, and how, of your proposed project.
Although you will not have a form to fill out for your
narrative, there is a format. This format is based on the special
consideration and selection criteria. Because your application will
be reviewed and rated by a review panel on the basis of the
selection
[[Page 35868]]
criteria, your narrative should follow the order and format of the
criteria.
Before preparing your application, you should carefully read the
legislation and EDGAR regulations governing this program, and the
eligibility requirements, priorities, special consideration
criteria, and the selection process and criteria.
Your program narrative should be clear, concise, and to the
point. The program narrative should be organized in this way:
(1) Begin the narrative with a one page abstract or summary of
your project, including a short description of the project's
objectives and activities. Provide a short description of the
student populations to be served in the proposed project.
(2) Include a table of contents listing the parts of the
narrative in the order of the selection criteria and the page
numbers where the parts of the narrative are found. Be sure to
number the pages.
(3) Describe the project in detail, addressing each selection
criterion in order. Do not simply paraphrase the criteria.
(4) If appropriate, describe how the project meets the special
considerations.
(5) Attach a consortium agreement delineating the contribution
each member intends to make, signed by the appropriate official for
each member, and documenting the fact that the three mandatory
membership categories have been satisfied.
(6) Applicants may include supporting documentation as
appendices to the narrative. This material should be concise and
pertinent to the application.
The Secretary suggests that you limit the program narrative to
no more than 50 double-spaced, typed pages (on one side only),
although both shorter and longer applications will receive full
consideration. Be sure to number consecutively ALL pages in your
application.
You are advised that--
(a) The Secretary considers only information contained in the
application in ranking applications for funding consideration.
(b) The technical review panel evaluates each application solely
on the basis of the special consideration and selection criteria
contained in this notice.
(c) Letters of support which are included as appendices to an
application (and which are of direct relevance to, or contain
commitments that pertain to, the established selection criteria)
will be reviewed by the panel. Letters of support which are sent
separately from the formal application package will not be
considered in the panel review. (34 CFR 75.217)
GPRA Performance Measures
The Government Performance and Results Act of 1993 (GPRA) places
new management expectations and requirements on Federal departments
and agencies by creating a framework for more effective planning,
budgeting, program evaluation, and fiscal accountability for Federal
programs. The intent of GPRA is to improve public confidence by
holding departments and agencies accountable for achieving program
results. Under GPRA, Departments and agencies must clearly describe
the goals and objectives of their programs, identify resources and
actions needed to accomplish these goals and objectives, develop a
means of measuring progress made, and regularly report on their
achievement.
One important source of program information on successes and
lessons learned is the project evaluation conducted under individual
grants.
Factors that may be considered in evaluating the success of TPDP
projects may include:
(1) Number of students who participate in TPDP projects;
(2) Number and percent of participating students who master high
level academic and technical skills;
(3) Number and percent of participants who receive a high school
diploma or GED;
(4) Number and percent of participants who enroll in
postsecondary education;
As specified in Competition Requirement (2) and Selection
Criterion (e), an evaluation plan must be included in each grant
application. The application should describe the plan in detail,
including such information as: (1) What types of data will be
collected; (2) what instruments will be used; (3) when reports of
results and outcomes will become available; and (4) how information
will be used by the project to monitor progress and provide
accountability information to stakeholders.
Appendix B--Key Tech-Prep Education Legal Requirements
This Appendix sets forth the requirements of sections 202, 204,
and 207 of Perkins III. Additional requirements that apply to the
TPDP or to this competition are discussed in the notice. This
Appendix is provided for the applicant's convenience and is not
meant to substitute for a careful reading of all the statutory
provisions that are applicable as discussed in the notice.
Amendments to section 204 made by section 207 are reflected below.
Title II--Tech-Prep Education
Sec. 202. DEFINITIONS
(a) In this title:
(1) ARTICULATION AGREEMENT--The term ``articulation agreement''
means a written commitment to a program designed to provide students
with a nonduplicative sequence of progressive achievement leading to
degrees or certificates in a tech-prep education program.
(2) COMMUNITY COLLEGE--The term ``community college''--
(A) means an institution of higher education, as defined in
section 101 of the Higher Education Act of 1965, that provides not
less than a 2-year program that is acceptable for full credit toward
a bachelor's degree; and
(B) includes tribally controlled colleges or universities.
(3) TECH-PREP PROGRAM.--The term ``tech-prep program'' means a
program of study that--
(A) combines at a minimum 2 years of secondary education (as
determined under State law) with a minimum of 2 years of
postsecondary education in a nonduplicative, sequential course of
study;
(B) integrates academic, and vocational and technical,
instruction, and utilizes work-based and worksite learning where
appropriate and available;
(C) provides technical preparation in a career field such as
engineering technology, applied science, a mechanical, industrial,
or practical art or trade, agriculture, health occupations,
business, or applied economics;
(D) builds student competence in mathematics, science, reading,
writing, communications, economics, and workplace skills through
applied, contextual academics, and integrated instruction, in a
coherent sequence of courses;
(E) leads to an associate or a baccalaureate degree or a
postsecondary certificate in a specific career field; and
(F) leads to placement in appropriate employment or to further
education.
* * *
Sec. 204. TECH-PREP EDUCATION
(a) GRANT PROGRAM AUTHORIZED--
(1) IN GENERAL-- * * *
The grants shall be awarded to consortia between or among--
(A) a local educational agency, an intermediate educational
agency or area vocational and technical education school serving
secondary school students, or a secondary school funded by the
Bureau of Indian Affairs; and
(B)(i) a nonprofit institution of higher education that offers--
(I) a 2-year associate degree program, or a 2-year certificate
program, and is qualified as institutions of higher education
pursuant to section 102 of the Higher Education Act of 1965 (20
U.S.C. 1002), including an institution receiving assistance under
the Tribally Controlled College or University Assistance Act of 1978
(25 U.S.C. 1801 et seq.) and a tribally controlled postsecondary
vocational and technical institution; or
(II) a 2-year apprenticeship program that follows secondary
instruction, if such nonprofit institution of higher education is
not prohibited from receiving assistance under part B of title IV of
the Higher Education Act of 1965 (20 U.S.C. 1071 et seq.) pursuant
to the provisions of section 435(a)(3) of such Act (20 U.S.C.
1085(a)(3)); or
(ii) a proprietary institution of higher education that offers a
2-year associate degree program and is qualified as an institution
of higher education pursuant to section 102 of the Higher Education
Act of 1965 (20 U.S.C. 1002), if such proprietary institution of
higher education is not subject to a default management plan
required by the Secretary.
(2) SPECIAL RULE--In addition, a consortium described in
paragraph (1) may include 1 or more--
(A) institutions of higher education that award a baccalaureate
degree; and
(B) employer or labor organizations.
* * *
(c) CONTENTS OF TECH-PREP PROGRAM--Each tech-prep program
shall--
(1) be carried out under an articulation agreement between the
participants in the consortium;
(2) consist of at least 2 years of secondary school preceding
graduation and 2 years or more of higher education, or an
[[Page 35869]]
apprenticeship program of at least 2 years following secondary
instruction, with a common core of required proficiency in
mathematics, science, reading, writing, communications, and
technologies designed to lead to an associate's degree or a
postsecondary certificate in a specific career field;
(3) include the development of tech-prep programs for both
secondary and postsecondary, including consortium, participants in
the consortium that--
(A) meets academic standards developed by the State;
(B) links secondary schools and 2-year postsecondary
institutions . . ., including the investigation of opportunities for
tech-prep secondary students to enroll concurrently in secondary and
postsecondary coursework;
(C) uses, if appropriate and available, work-based or worksite
learning in conjunction with business and all aspects of an
industry; and
(D) uses educational technology and distance learning, as
appropriate, to involve all the consortium partners more fully in
the development and operation of programs;
(4) include in-service training for teachers that--
(A) is designed to train vocational and technical teachers to
effectively implement tech-prep programs;
(B) provides for joint training for teachers in the tech-prep
consortium;
(C) is designed to ensure that teachers and administrators stay
current with the needs, expectations, and methods of business and
all aspects of an industry;
(D) focuses on training postsecondary education faculty in the
use of contextual and applied curricula and instruction; and
(E) provides training in the use and application of technology;
(5) include training programs for counselors designed to enable
counselors to more effectively--
(A) provide information to students regarding tech-prep
education programs;
(B) support student progress in completing tech-prep programs;
(C) provide information on related employment opportunities;
(D) ensure that such students are placed in appropriate
employment; and
(E) stay current with the needs, expectations, and methods of
business and all aspects of an industry;
(6) provide equal access, to the full range of technical
preparation programs, to individuals who are members of special
populations, including the development of tech-prep program services
appropriate to the needs of special populations; and
(7) provide for preparatory services that assist participants in
tech-prep programs.
* * *
Sec. 207. DEMONSTRATION PROGRAM.
(a) DEMONSTRATION PROGRAM AUTHORIZED--From funds appropriated
under subsection (e) of this section for a fiscal year, the
Secretary shall award grants to consortia described in section
204(a) of this title to enable the consortia to carry out tech-prep
education programs.
(b) PROGRAM CONTENTS--Each tech-prep program referred to in
subsection (a) of this section--
(1) shall--
(A) involve the location of a secondary school on the site of a
community college;
(B) involve a business as a member of the consortium; and
(C) require the voluntary participation of secondary school
students in the tech-prep education program; and
(2) may provide summer internships at a business for students or
teachers.
* * *
Appendix C--Questions and Answers
Potential applicants frequently direct questions to officials of
the Department regarding application notices and programmatic and
administrative regulations governing various direct grant programs.
To assist potential applicants, the Department has assembled the
following most commonly asked questions followed by the Department's
answers.
Q: Can we get an extension of the deadline?
A: No. A closing date may be changed only under extraordinary
circumstances. Any change must be announced in the Federal Register
and must apply to all applications. Waivers for individual
applications cannot be granted regardless of the circumstances.
Q: If I submit a paper application instead of electronic, how
many copies of the application should I submit and must they be
bound?
A: Applicants who elect to prepare paper applications are
required to submit one original and two copies of the grant
application. To aid with the review of applications, the Department
encourages paper applicants to submit three additional copies of the
grant application. However, the Department will not penalize
applicants who do not provide additional copies. Sending
applications in notebooks, binders, folders, or other coverings is
discouraged.
Q: We just missed the deadline for a particular competition. May
we submit under another competition?
A: Yes, however, the likelihood of success is not good. A
properly prepared application must meet the specifications of the
competition to which it is submitted.
Q: I'm not sure which competition is most appropriate for my
project. What should I do?
A: We are happy to discuss any such questions with you and
provide clarification on the unique elements of the various
competitions.
Q: Will you help us prepare our application?
A: We are happy to provide general program information. Clearly,
it would not be appropriate for staff to participate in the actual
writing of an application, but we can respond to specific questions
about application requirements, evaluation criteria, and priorities.
Applicants should understand, however, that prior contact with the
Department is not required, nor will it in any way influence the
success of an application.
Q: When will I find out if I'm going to be funded?
A: You can expect to receive notification as soon as possible
after the application closing date, depending on the number of
applications received and the number of Department competitions with
similar closing dates.
Q: Once my application has been reviewed by the review panel,
can you tell me the outcome?
A: No. Every year we are called by a number of applicants who
have a legitimate reason for needing to know the outcome of the
panel review prior to official notification. Some applicants need to
make job decisions, some need to notify a local school district,
etc. Regardless of the reason, because final funding decisions have
not been made at that point, we cannot share information about the
results of panel review with anyone.
Q: Will my application be returned if I am not funded?
A: No. We no longer return unsuccessful applications. Thus,
applicants should retain at least one copy of their application.
Q: Can I obtain copies of reviewers' comments?
A: Upon written request, reviewers' comments will be mailed to
unsuccessful applicants.
Q: Is travel allowed under these projects?
A: Travel associated with carrying out the project is allowed.
Because we may request the project director of funded projects to
attend an annual project directors' meeting, you may also wish to
include a trip or two to Washington, DC, in the travel budget.
Travel to conferences is sometimes allowed when the purpose of the
conference will be of benefit and relates to the project.
Q: If my application receives high scores from the reviewers,
does that mean that I will receive funding?
A: Not necessarily. It is often the case that the number of
applications scored highly by the reviewers exceeds the dollars
available for funding projects under a particular competition. The
order of selection, which is based on the scores of all the
applications reviewed and other relevant factors, determines the
applications that can be funded.
Q: What happens during pre-award clarification discussions?
A: During pre-award clarification discussions, technical and
budget issues may be raised. These are issues that have been
identified during the panel and staff reviews that require
clarification. Sometimes issues are stated as ``conditions.'' These
are issues that have been identified as so critical that the award
cannot be made unless those conditions are met. Questions may also
be raised about the proposed budget. Generally, these issues are
raised because an application contains inadequate justification or
explanation of a particular budget item, or because the budget item
seems unimportant to the successful completion of the project. If
you are asked to make changes that you feel could seriously affect
the project's success, you may provide reasons for not making the
changes or provide alternative suggestions. Similarly, if proposed
budget reductions will, in your opinion, seriously affect the
project activities, you may explain why and provide additional
justification for the proposed expenses. An award cannot be made
until all issues under discussion have been resolved.
[[Page 35870]]
Q: How do I provide an assurance?
A: Except for SF-424B, ``Assurances--Non-Construction
Programs,'' you may provide an assurance simply by stating in
writing that you are meeting a prescribed requirement.
Q: Where can copies of the Federal Register, program
regulations, and Federal statutes be obtained?
A: Copies of these materials can usually be found at your local
library. If not, they can be obtained from the Government Printing
Office by writing to Superintendent of Documents, U.S. Government
Printing Office, Washington, DC 20402. Telephone: (202) 708-8228.
When requesting copies of regulations or statutes, it is helpful to
use the specific name or public law, number of a statute, or part
number of a regulation. A copy of the Code of Federal Regulations
that contains the Education Department General Administrative
Regulations, 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 85, 86, 97,
98, and 99, may be obtained from the Government Printing Office by
writing to Superintendent of Documents, P.O. Box 371954, Pittsburgh,
PA 15250-7954, or by telephoning (202) 512-1800. It may also be
obtained on the internet at: http://www.access.gpo.gov/su--docs, or
http://www.access.gpo.gov/nara/cfr.
Federal Register notices can also be accessed on the internet
at: http://www.access.gpo.gov/nara/index.html.
Q: Where in the notice does it explain how the required parts of
the application should be ordered?
A: The ordering for the required parts of the application is
specified in the section of the notice entitled ``Application
Instructions and Forms.''
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Appendix D--Forms and Instructions 1
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[FR Doc. 01-17084 Filed 7-6-01; 8:45 am]
BILLING CODE 4000-01-C