[Federal Register: November 14, 1995 (Volume 60, Number 219)]
[Notices ]
[Page 57275-57301]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[[Page 57275]]
_______________________________________________________________________
Part II
Department of Labor
Employment and Training Administration
Department of Education
Office of Vocational and Adult Education; Urban/Rural Opportunities
Grants; Application Procedures; Notice
[[Page 57276]]
DEPARTMENT OF LABOR
Employment and Training Administration
DEPARTMENT OF EDUCATION
Office of Vocational and Adult Education; School-to-Work
Opportunities; Urban/Rural Opportunities Grants; Application Procedures
AGENCIES: Employment and Training Administration, Department of Labor.
Office of Vocational and Adult Education, Department of Education.
ACTION: Notice of availability of funds, solicitation for grant
application (SGA), an administrative cost cap, a definition of
administrative costs, and final selection criteria for School-to-Work
Urban/Rural Opportunities Grants.
-----------------------------------------------------------------------
SUMMARY: This notice announces the fiscal year (FY) competition for
Urban/Rural Opportunities Grants authorized under Title III of the
School-to-Work Opportunities Act of 1994 (the Act). This notice
contains all of the necessary information and forms needed to apply for
grant funding in FY 1995. The Departments of Labor and Education (the
Departments) also establish final selection criteria to be used in
evaluating applications submitted under the Urban/Rural Opportunities
Grant competition in FY 1995 and in succeeding years. Urban/Rural
Opportunities Grants will enable local partnerships serving youth who
reside or attend school in high poverty areas to develop and implement
School-to-Work Opportunities intiatives in high poverty areas of urban
and rural communities. These intiatives will offer young Americans in
such communities access to School-to-Work Opportunities programs
specifically designed to address barriers to their successful
participation in such programs and to prepare them for first jobs in
high-skill, high-wage careers and further education and training.
DATES: Applications for grant awards will be accepted commencing
November 14, 1995. The closing date for receipt of applications is
January 29, 1996, at 2 p.m. (Eastern time) at the address below.
Telefacsimile (FAX) applications will not be accepted.
ADDRESSES: Applications must be mailed to: U.S. Department of
Education, Application Control Center, Attention: CFDA #84.278D,
Washington, DC 20202-4725.
FOR FURTHER INFORMATION CONTACT: Karen Clark, National School-to-Work
Office, Telephone: (202) 401-6222 (this is not a toll-free number).
Individuals who use a telecommunications device for the deaf (TDD) may
call the Federal Information Relay Service (FIRS) at 1-800-877-8339
between 8 a.m. and 8 p.m., Eastern time, Monday through Friday.
SUPPLEMENTARY INFORMATION:
Section A. Background
The Departments of Labor and Education are reserving funds
appropriated for FY 1995 under the Act (Public Law 103-329) for a
competition for Urban/Rural Opportunities Grants authorized under Title
III of the Act. Grants under this competition will be awarded to local
partnerships that serve high poverty areas and that are also prepared
to develop and implement local School-to-Work Opportunities initiatives
in these areas. The Departments recognize that high poverty areas face
particular challenges in implementing such initiatives, including: few
large private or public employers in high poverty areas; dropout rates
that, in many cases, are over 50 percent; poorer students who may be
much less aware of college opportunities than students in other areas;
strong peer pressure that does not necessarily promote achievement
among youth; pressure on youth from situations outside of school which
may affect their school performance; schools with students of more
diverse ethnic and racial backgrounds than schools in other areas;
proportionately more out-of-school youth than in other areas; and
uneven quality in educational and employment opportunities among high
poverty area youth.
Due to these particular challenges, a local partnership in a high
poverty area must identify and address a great variety of needs of
youth residing or attending school in these areas. The Departments
encourage applications from only those local partnerships that propose
innovative and effective ways to deliver the common features and basic
program components as outlined in Title I of the Act and that have the
potential to serve large numbers of students who reside or attend
school in the targeted area. Further, the Departments wish to emphasize
the importance of a local partnership's ability to coordinate its
strategies for serving in-school and out-of-school youth; for achieving
its planned goals and outcomes; for assessing and addressing the
multiple needs of high poverty area youth, particularly human service
needs; and for linking effectively with both schoolwide reform efforts
and with the State's plan for a comprehensive School-to-Work
Opportunities system.
In accordance with the authority provided in Section 5 of the Act,
the Departments have determined that the administrative provisions
contained in the Education Department General Administrative
Regulations (EDGAR), at 34 CFR Parts 74, 75, 77, 79, 80, 82, 85 and 86,
will apply to grants awarded to local partnerships under this Urban/
Rural Opportunities Grant competition.
This notice establishes a definition of the term ``administrative
costs,'' a 10 percent cap on administrative costs incurred by local
partnerships receiving grants under Title III, and the selection
criteria that will be used in evaluating applications submitted in
response to this year's competition, and contains all of the other
necessary information and forms needed to apply for grant funding.
Public Comment
It is the practice of the Secretaries to offer to interested
parties the opportunity to comment on proposed solicitations under the
Act. However, as explained elsewhere in this notice, the selection
criteria contained in this notice were previously published for public
comment (See 60 FR 46984-47009, September 8, 1995). The eligibility
criteria and funding priority contained in this notice are statutory.
For these reasons, the Secretaries have determined that further public
comment on the content of this notice is unnecessary and contrary to
the public interest.
Section B. Purpose
Under this competition, the Departments will award grants to local
partnerships serving youth who reside or attend school in high poverty
areas that have built a sound planning and development base for their
school-to-work programs, to begin implementation of School-to-Work
Opportunities initiatives that will become part of statewide School-to-
Work Opportunities systems. These local initiatives will offer young
Americans access to programs designed to prepare them for first jobs in
high-skill, high-wage careers, to increase their opportunities for
further education and training, and to address the special needs of
youth residing or attending school in high poverty areas.
Section C. Application Process
1. Eligible Applicants
(A) Local Partnership Definition
A local entity that meets the definition of ``local partnership''
in section 4(11) of the Act, is eligible to
[[Page 57277]]
apply for an Urban/Rural Opportunities Grant. As defined in the Act, an
eligible partnership must include employers, representatives of local
educational agencies and local postsecondary educational institutions
(including representatives of area vocational education schools, where
applicable), local educators, representatives of labor organizations or
nonmanagerial employee representatives, and students. Other entities
appropriate to effective implementation of a local School-to-Work
Opportunities initiative should also be included in the partnership.
Under section 302(b)(2) of the Act, a local partnership is eligible
to receive only one (1) Urban/Rural Opportunities Grant.
(B) High Poverty Area Definition
In addition to meeting the definition of ``local partnership'' in
section 4(11) of the Act, under section 307 of the Act, applicants
seeking funding under this notice are required to meet the definition
of ``high poverty area'' as stated in that section and describe the
urban or rural high poverty area to be served. The description must
include--
* A map indicating the urban census tract, contiguous group
of urban census tracts, block number area, contiguous group of block
number areas, or Indian reservation to be served by the local
partnership;
* The population of each urban census tract, block number
area, or Indian reservation to be served, along with the total
population of the entire area to be served; and
* The poverty rate for each urban census tract, block number
area, or Indian reservation to be served, among individuals under the
age of 22, as determined by the Bureau of the Census, along with an
average poverty rate among this age group for the entire area to be
served.
In accordance with section 307 of the Act, only those applicants
that both provide the required population/poverty rate data in their
applications in the format outlined in this subsection of this notice
and that meet the definition of a high poverty area as described in
this subsection will be considered for funding. The Departments intend
to pre-screen all applications for high poverty area eligibility prior
to the panelists' review and will not consider any applications that do
not contain the required population/poverty rate data. Information in
addition to what is required in this notice with regard to population/
poverty rate data is not necessary and will have no influence upon
meeting the high poverty area definition. Applicants will not have the
opportunity to submit additional or revised information should a
determination be made that the identified area does not meet the high
poverty definition.
Note: Census information may be obtained through a local college
or university, city planning department, State data center, or
through the Data User Service Division of the Bureau of the Census.
Applicants are encouraged to utilize local providers of census data.
For those applicants who are unable to locate such data, please
contact the Census Bureau State Data Center for your local area. A
list of State and Local Data Center contacts is included in an
appendix to this notice. Population/poverty rate data published by
the Bureau of the Census is provided in age ranges: 0-5, 6-11, 12-
17, 18-24, and 25 and up. The Departments will accept poverty rate
data for either age range up to 17 or up to 25, whichever is higher,
for the purposes of eligibility. In order to be considered for
funding, areas to be served must be characterized by a poverty rate
of 20.0 percent or greater among the age group.
2. State Comments
The local partnership must submit its application to the State for
review and comment before submitting the application to the
Departments, in accordance with section 303(a) of the Act. The
application should be submitted to the State's School-to-Work Contact.
A list of State School-to-Work Contacts is included in an appendix to
this notice. The Departments expect that the State School-to-Work
Contact will provide all members of the State School-to-Work
Partnership listed in section 213(b)(4) (A)-(K) of the Act, an
opportunity to review and comment on the local partnership's
application.
Of particular importance to the Departments are each State's
comments on the consistency of the local partnership's planned
activities with the State's plan for a comprehensive statewide School-
to-Work Opportunities system and the relationship of any proposed
activities with other local plans, especially if the grant applicant is
not specifically identified as a local partnership within the State
system.
In accordance with section 305 of the Act, if a State has an
approved State School-to-Work Opportunities plan, the State must
confirm that the plan submitted by the local partnership is in
accordance with the State plan. The application from the local
partnership must contain this confirmation.
Section 303(b)(1) of the Act requires that each State review and
comment on a local partnership's application within 30 days from the
date on which the State receives the application from the local
partnership. Therefore, even though an applicant has 75 days to apply
for a Urban/Rural Opportunties Grant under this notice, it must provide
its application to its State in time for the State to have at least 30
days before the due date to review and comment on the application.
Furthermore, under section 303(c)(2) of the Act, the State's
comments must be included in the local partnership's application.
However, if the State does not provide review and comment within the
30-day time period described above, the local partnership may submit
the application without State comment. In such a case, the local
partnership should provide proof that the State received a copy of the
local partnership's application at least 30 days prior to the
application due date.
3. Period of Performance
The period of performance for Urban/Rural Opportunities Grants is
twelve (12) months from the date of award by the Departments.
4. Option to Extend
Urban/Rural Opportunities Grants may be extended up to four
additional years, regardless of the State Implementation Grant status
of the State in which the partnership is located. Extensions will be
based upon availability of funds and the progress of the local
partnership toward its objectives as approved in its application and
will be subject to the annual approval of the Secretaries of Labor and
Education (the Secretaries). It is likely that the amount of Federal
funds, if any, that are awarded to local partnerships under this notice
in subsequent years will decrease.
5. Available Funds
Approximately $15 million is available for this competition.
6. Estimated Range of Awards
The amount of an award under this competition will depend upon the
scope, quality, and comprehensiveness of the proposed initiative and
the relative size of the high poverty area to be served by the local
partnership. While there is no limitation on the size of a high poverty
area, the Departments expect that the resources available for
individual grants will effectively serve high poverty areas of no more
than a total of 50,000 in population. The Departments further expect
that first-year award amounts will range from a minimum award of
$200,000 to a maximum award of $650,000. These estimates are provided
to assist applicants in developing their plans.
[[Page 57278]]
7. Estimated Number of Awards
The Departments expect to award 25-35 grants under this
competition.
Note: The Departments are not bound by any estimates in this
notice.
8. Reporting Requirements/Deliverables
(a) Reporting requirements.
The local partnership will be required, at a minimum, to submit--
* Quarterly Financial Reports (SF 269 A);
* Quarterly Narrative Progress Reports;
* An Annual Continuation Application package, if
appropriate, including--
--A revised SF 524 and renewed Assurances and Certifications;
--A Narrative Report describing progress toward stated goals, and
identifying goals and objectives for the coming year;
--Annual Financial Reports (ED Form 524 B, and SF 269);
--Budget Information for Upcoming Years;
* An Annual Performance Report providing data on performance
measures; and
* A close-out report at the end of the grant.
(b) Deliverables.
The local partnership will be required to--
* Provide information on best practices and innovative
school- and work-based curricula suitable for dissemination to States
and other stakeholders;
* Participate in two grantee meetings per year sponsored by
the National School-to-Work Office;
* Act as a host to outside visitors who are interested in
developing and implementing School-to-Work Opportunities initiatives in
urban or rural areas of high poverty and to other visitors interested
in the replication, adaptation and/or impact of successful program
elements; and
* Participate as needed in national evaluation and special
data collection activities.
9. Application Transmittal Instructions
An application for an award must be mailed or hand delivered by the
closing date.
(A) Applications Delivered by Mail
An application sent by mail must be addressed to the U.S.
Department of Education, Application Control Center, Attention CFDA
#84.278D, 600 Independence Avenue, SW, Washington, DC 20202-4725.
An application must show proof of mailing consisting of one of the
following:
* A legibly dated U.S. Postal Service Postmark;
* A legible mail receipt with the date of mailing stamped by
the U.S. Postal Service;
* A dated shipping label, invoice, or receipt from a
commercial carrier; or
* Any other proof of mailing acceptable to the U.S.
Secretary of Education.
If an application is sent through the U.S. Postal Service, the
Secretaries do not accept either of the following as proof of mailing:
* A private metered postmark; or
* A mail receipt that is not dated by the U.S. Postal
Service.
An applicant should note that 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. An applicant is
encouraged to use registered or at least first class mail. Each late
applicant will be notified that its application will not be considered.
(B) Applications Delivered by Hand
An application that is hand delivered must be taken to the U.S.
Department of Education, Application Control Center, Room 3633,
Regional Office Building 3, 7th and D Streets, SW, Washington, DC.
The Application Control Center will accept hand delivered
applications between 8:00 a.m. and 4:30 p.m. (Eastern time) daily,
except Saturdays, Sundays and Federal holidays.
Individuals delivering applications must use the D Street Entrance.
Proper identification is necessary to enter the building.
In order for an application sent through a courier service to be
considered timely, the courier service must be in receipt of the
application on or before the closing date.
Section D. Organization and Content of Applications
Applicants are encouraged to submit an original and four (4) copies
of their application. The Departments suggest that the application be
divided into six distinct parts: detachable description addressing the
high poverty area definition, budget and certifications, abstract,
State comments, program narrative, and appendices. To ensure a
comprehensive and expedient review, the Departments strongly suggest
that applicants submit an application formatted follows:
Table of Contents
I. Eligibility Requirements
Part I must contain detailed information as described in the
Eligible Applicants, High Poverty Area Definition subsection of this
notice and, for pre-screening purposes, should be separate and
easily detachable from the remainder of the application.
II. Budget and Certifications
Part I should contain the Standard Form (SF) 424, ``Application
for Federal Assistance,'' and SF 524, ``Budget.'' All copies of the
SF 424 must have original signatures of the designated fiscal agent.
In addition, the budget should include--on a separate page(s)--a
detailed cost break-out of each line item on SF 524. All Assurances
and Certifications found in an appendix to this notice should also
be included in Part II of the application.
III. Abstract
Part III should consist of a one-page abstract summarizing the
essential components and key features of the local partnership's
plan.
IV. State Comments
Part IV should contain the State's comments on the application.
Details on this section can be found under the State Comments
heading of this notice.
V. Program Narrative
Part V should contain the application narrative that
demonstrates the applicant's plan and capabilities in accordance
with the selection criteria contained in this notice. In order to
facilitate expeditious evaluation by the panels, applicants should
describe their proposed plan in light of each of the selection
criteria. No cost data or reference to price should be included in
this part of the application. The Departments strongly request that
applicants limit the program narrative section to no more than 40
one-sided, double-spaced pages.
VI. Appendices
All applicable appendices including letters of support, resumes,
and organizational charts should be included in this section. The
Departments recommend that all appendix entries be cross-referenced
back to the applicable sections in the program narrative.
Note: Applicants are advised that the peer review panels
evaluate each application solely on the basis of the selection
criteria contained in this notice and the School-to-Work
Opportunities Act. Appendices may be used to provide supporting
information. However, in scoring applications, reviewers are
required to take into account only information that is presented in
the application narrative, which must address the selection criteria
and requirements of the Act. Letters of support are welcome, but
applicants should be aware that support letters contained in the
application will strengthen the application only if they contain
commitments that pertain to the selection criteria.
Section E. Safeguards
The Departments will apply certain safeguards, as required under
section
[[Page 57279]]
601 of the Act, to School-to-Work Opportunities programs funded under
this notice. The application must include a brief assurance that the
following safeguards will be implemented and maintained throughout all
program activities:
(a) No student shall displace any currently employed worker
(including a partial displacement, such as a reduction in the hours of
non-overtime work, wages, or employment benefits).
(b) No School-to-Work Opportunities program shall impair existing
contracts for services or collective bargaining agreements, and no
program funded under this notice shall be undertaken without the
written concurrence of the labor organization and employer concerned.
(c) No student shall be employed or fill a job--
(1) When any other individual is on temporary layoff, with the
clear possibility of recall, from the same or any substantially
equivalent job with the participating employer; or
(2) When the employer has terminated the employment of any regular
employee or otherwise reduced its workforce with the intention of
filling the vacancy so created with the student.
(d) Students shall be provided with adequate and safe equipment and
safe and healthful workplaces in conformity with all health and safety
requirements of Federal, State, and local laws.
(e) Nothing in the Act shall be construed so as to modify or affect
any Federal or State law prohibiting discrimination on the basis of
race, religion, color, ethnicity, national origin, gender, age, or
disability.
(f) Funds awarded under the Act shall not be expended for wages of
students or workplace mentors.
(g) The grantee shall implement and maintain such other safeguards
as the Secretaries may deem appropriate in order to ensure that School-
to-Work Opportunities participants are afforded adequate supervision by
skilled adult workers, or to otherwise further the purposes of the Act.
Section F. Waivers
Under Title V of the Act, the Secretaries may waive certain Federal
requirements that impede the ability of a State or local partnership to
carry out the purposes of the Act. Only local partnerships in States
with approved School-to-Work Opportunities plans may apply for waivers.
A local partnership that seeks a waiver should contact its State
School-to-Work Contact to determine what documentation is required and
to whom it should be sent.
In May, 1995, the National School-to-Work Opportunities Office
issued a document entitled ``School-to-Work Opportunities Waiver and
Plan Approval Process Questions and Answers.'' This document was sent
to every Governor and State School-to-Work Contact. The document
contains answers to many of the questions that localities may have when
preparing their waiver requests. Local Partnerships interested in
applying for waivers should contact the National School-to-Work
Opportunities Office or their State School-to-Work Contact for a copy
of the waivers document.
Section G. Bidders' Conferences
Bidders' Conferences for interested School-to-Work Urban/Rural
Opportunities representatives are scheduled from 1:00 p.m. to 4:00
p.m., on the following dates and locations:
* November 17, 1995
Mary Burch Theater
Essex County College
303 University Avenue
Newark, NJ 07102
1:00-4:00 p.m., Registration: 12:00-1:00 p.m. (Eastern time).
* November 20, 1995
Arlington Convention Center
1200 Ballpark Way
Arlington, TX 76011
1:00-4:00 p.m., Registration 12:00-1:00 p.m. (Central time)
Participants at each of the Conferences will receive a detailed
description of the School-to-Work Opportunities Act, the selection
criteria and high poverty area definition and how they will be applied,
and will have the opportunity to ask questions of Federal School-to-
Work officials.
All partnerships should pre-register by faxing the names and
addresses of up to three members of the local partnership planning to
attend, the name of the local partnership, and a phone number to: Kevin
Shelton, Training and Technical Assistance Corporation, 2409 18th
Street, NW, Washington, DC; FAX #: (202) 408-8308.
Questions regarding the solicitation may be submitted in advance.
If you are unable to attend one of the Bidders' Conferences but would
like the conference materials and a conference transcript, submit your
request via fax to the fax number listed above. All information must be
submitted no later than November 15, 1995. You will be sent a
confirmation along with hotel accommodation information once your
registration has been received; walk-in registration will also be
permitted.
Urban/Rural Opportunities Grant Competition
Previous Comments and Changes
On September 8, 1995, the Departments of Labor and Education
published a notice establishing final selection criteria, a 10 percent
cap on administrative costs, and a definition of the term
``administrative costs'' for the Local Partnership Grant competition
and competitions in succeeding years in the Federal Register (60 FR
46984-47009). That notice further contained an analysis of the comments
received in response to its prior publication (May 25, 1995, 60 FR
27812-27814) and of the changes made in response to those comments.
Since, pursuant to section 302(b)(3) and section 307 of the Act, the
only distinctions between the Local Partnership Grant and the Urban/
Rural Opportunities Grant are statutory, the Secretaries have chosen to
use the same selection criteria that have been subject to notice and
comment and to forego publication of proposed selection criteria and
proposed definition for this Urban/Rural Opportunities Grant
competition. Distinctions established by these sections of the Act can
be found under the Eligible Applicants and Selection Criteria headings
of this notice.
School-to-Work Local Partnership Grants
Administrative Cost Cap
The Departments are applying the 10 percent cap on administrative
costs contained in section 215(b)(6) of the Act to local partnerships
receiving grants directly under this competition. Section 215(b)(6) of
the Act applies the 10 percent administrative cap to subgrants received
by local partnerships from a State. The Departments have concluded that
applying the 10 percent cap to local partnerships under this
competition is consistent with the Act's intent and its broader
limitations on administrative costs. Further, this limitation is
consistent with section 305 of Title III, which requires conformity
between School-to-Work Opportunities plans of local partnerships and
State School-to-Work Opportunities plans.
Definition
All definitions in the Act apply to local School-to-Work
Opportunities systems funded under this and future Urban/Rural
Opportunities Grant competitions. Since the Act does not contain a
definition of the term ``administrative costs'' as used in section 217
of the Act, the Departments will apply the following definition to
[[Page 57280]]
this and future competitions for Urban/Rural Opportunities Grants.
The term ``administrative costs'' means the activities of a local
partnership that are necessary for the proper and efficient performance
of its duties under the Urban/Rural Opportunities Grant pursuant to the
School-to-Work Opportunities Act and that are not directly related to
the provision of services to participants or otherwise allocable to the
program's allowable activities listed in section 215(b)(4) and section
215(c) of the Act. Administrative costs may be either personnel or non-
personnel costs, and may be either direct or indirect. Costs of
administration include those costs that are related to this grant in
such categories as--
A. Costs of salaries, wages, and related costs of the grantee's
staff engaged in--
* Overall system management, system coordination, and
general administrative functions;
* Preparing program plans, budgets, and schedules, as well
as applicable amendments;
* Monitoring of local initiatives, pilot projects,
subrecipients, and related systems and processes;
* Procurement activities, including the award of specific
subgrants, contracts, and purchase orders;
* Developing systems and procedures, including management
information systems, for ensuring compliance with the requirements
under the Act;
* Preparing reports and other documents related to the Act;
* Coordinating the resolution of audit findings;
B. Costs for goods and services required for administration of the
School-to-Work Opportunities system;
C. Costs of system-wide management functions; and
D. Travel costs incurred for official business in carrying out
grants management or administrative activities.
Selection Criteria
Under the School-to-Work Urban/Rural Opportunities Grant
competition, the Departments will use the following selection criteria
in evaluating applications and will utilize a peer review process in
which review teams, including peers, will evaluate applications using
the selection criteria and the associated point values. The Departments
will base final funding decisions on the ranking of applications as a
result of the peer review, and such other factors as replicability,
sustainability, innovation, geographic balance, and diversity of system
approaches.
Further, as established in section 302(b)(3) of the Act, the
Secretaries, in awarding grants under this notice, shall give priority
to local partnerships that have demonstrated effectiveness in the
delivery of comprehensive vocational preparation programs with
successful rates in job placement through cooperative activities among
local educational agencies, local businesses, labor organizations, and
other organizations. In addition, the Secretaries may consider, as part
of the basis for funding decisions under this competition, any other
priorities giving special consideration to applications proposing to
implement School-to-Work initiatives in areas designated as Empowerment
Zones or Enterprise Communities (EZ/EC) under section 1391 of the
Internal Revenue Code, as amended, that the Departments may publish in
the Federal Register.
Selection Criterion 1: Comprehensive Local School-to-Work Opportunities
System (40 Points)
Considerations: In applying this criterion, reviewers will
consider--
A. 20 Points. The extent to which the partnership has designed a
comprehensive local School-to-Work Opportunities plan that--
* Includes effective strategies for integrating school-based
and work-based learning, integrating academic and vocational education,
and establishing linkages between secondary and postsecondary
education;
* Is likely to produce systemic change that will have
substantial impact on the preparation of all students for a first job
in a high-skill, high-wage career and in increasing their opportunities
for further learning;
* Ensures all students will have a full range of options,
including options for higher education, additional training and
employment in high-skill, high-wage jobs;
* Ensures coordination and integration with existing school-
to-work programs, and with related programs financed from State and
private sources, with funds available from Federal education and
training programs (such as the Job Training Partnership Act and the
Carl D. Perkins Vocational and Applied Technology Education Act); and
where applicable, communities designated as Empowerment Zones or
Enterprise Communities (EZ/EC);
* Serves a geographical area that reflects the needs of the
local labor market (i.e., considers the needs of the local labor market
that encompasses the high poverty area), and is able to adjust to
regional structures that the State School-to-Work Opportunities plan
may identify;
* Targets occupational clusters that represent growing
industries in the partnership's geographic area; and, where applicable,
demonstrates that the clusters are included among the occupational
clusters being targeted by the State School-to-Work Opportunities
system; and
* Consistent with section 301(2) of the Act, includes an
effective strategy for assessing and addressing the academic and human
service needs of students and dropouts within the high poverty area,
making improvements or adjustments as necessary, with particular
emphasis on the coordination of various human services provided within
the community.
B. 20 Points. The extent to which the partnership's plan
demonstrates its capability to achieve the statutory requirements and
to effectively put in place the system components in Title I of the
School-to-Work Opportunities Act, including--
* A work-based learning component that includes the
statutory ``mandatory activities'' and that contributes to the
transformation of workplaces into active learning components of the
education system through an array of learning experiences such as
mentoring, job-shadowing, unpaid work experiences, school-sponsored
enterprises, and paid work experiences;
* A school-based learning component that provides students
with high-level academic and technical skills consistent with academic
standards that the State establishes for all students, including, where
applicable, standards established under the Goals 2000: Educate America
Act;
* A connecting activities component to provide a functional
link between students' school and work activities, and between
workplace partners, educators, community organizations, and other
appropriate entities;
* Effective processes for assessing skills and knowledge
required in career majors, and issuing portable skill certificates that
are benchmarked to high-quality standards such as those States will
establish under the Goals 2000: Educate America Act, and for
periodically assessing and collecting information on student outcomes,
as well as a realistic strategy and timetable for implementing the
process in concert with the State;
* A flexible School-to-Work Opportunities system that allows
students participating in the local system to develop new career goals
over time, and to change career majors; and
[[Page 57281]]
* Effective strategies for: providing staff development for
teachers, worksite mentors and other key personnel; developing model
curricula and innovative instructional methodologies; expanding career
and academic counseling in elementary and secondary schools; and
utilizing innovative technology-based instructional techniques.
Selection Criterion 2: Quality and Effectiveness of the Local
Partnership (20 Points)
Considerations: In applying this criterion, reviewers will refer to
section 4(11) of the Act and consider--
* Whether the partnership's plan demonstrates an effective
and convincing strategy for continuing the commitment of required
partners and other interested parties in the local School-to-Work
Opportunities system. As defined by the Act, partners must include
employers, representatives of local educational agencies and local
postsecondary educational institutions (including representatives of
area vocational education schools, where applicable), local educators
(such as teachers, counselors, or administrators), representatives of
labor organizations or nonmanagerial employee representatives, and
students, and may include other relevant stakeholders such as those
listed in section 4(11)(B) of the Act, including employer
organizations; community-based organizations; national trade
associations working at the local levels; industrial extension centers;
rehabilitation agencies and organizations; registered apprenticeship
agencies; local vocational education entities; proprietary institutions
of higher education; local government agencies; parent organizations;
teacher organizations; vocational student organizations; private
industry councils under JTPA; Federally recognized Indian tribes,
Indian organizations, and Alaska Native villages; and Native Hawaiian
entities;
* Whether the partnership's plan demonstrates an effective
and convincing strategy for continuing the commitment of workplace
partners and other interested parties in the local School-to-Work
Opportunities system;
* The effectiveness of the partnership's plan to include
private sector representatives as joint partners with educators in both
the design and the implementation of the local School-to-Work
Opportunities system;
* The extent to which the local partnership has developed
strategies to provide a range of opportunities for workplace partners
to participate in the design and implementation of the local School-to-
Work Opportunities system, including membership on councils and
partnerships; assistance in setting standards, designing curricula, and
determining outcomes; providing worksite experiences for teachers;
helping to recruit other employers; and providing worksite learning
activities for students such as mentoring, job shadowing, unpaid work
experiences, and paid work experiences;
* The extent to which the roles and responsibilities of the
key parties and any other relevant stakeholders, are clearly defined
and are likely to produce the desired changes in the way students are
prepared for the future;
* The extent to which the partnership demonstrates the
capacity to build a quality local School-to-Work Opportunities system;
and
* Whether the partnership has included methods for
sustaining and expanding the partnership, as the program expands in
scope and size.
Note: As indicated in the Background section of this notice, in
accordance with section 301(2) of the Act, the Departments recognize
the significance of a local partnership's capability to provide for
a broad range of services that sufficiently address the various
needs of high poverty area youth. Applicants are, therefore,
reminded that local partnerships should include members that are
appropriate to the effective implementation of the local initiative,
particularly community-based organizations and others experienced in
dealing with the distinctive needs of youth residing or attending
schools in high poverty areas.
Selection Criterion 3: Participation of All Students (15 Points)
Considerations: In applying this criterion, reviewers will refer to
the definition of the term ``all students'' in section 4(2) of the Act,
and consider--
* The extent to which the partnership will implement
effective strategies and systems to provide all students with equal
access to the full range of program components specified in sections
102 through 104 of the Act and related activities such as recruitment,
enrollment, and placement activities, and to ensure that all students
have meaningful opportunities to participate in School-to-Work
Opportunities programs;
* Whether the partnership has identified potential barriers
to the participation of any students, and the degree to which it
proposes effective ways of overcoming these barriers;
* The degree to which the partnership has developed
realistic goals and methods for assisting young women to participate in
School-to-Work Opportunities programs leading to employment in high-
performance, high-paying jobs, including non-traditional jobs;
* The partnership's methods for ensuring safe and healthy
work environments for students, including strategies for encouraging
schools to provide students with general awareness training in
occupational safety and health as part of the school-based learning
component, and for encouraging workplace partners to provide risk-
specific training as part of the work-based learning component, as well
the extent to which the partnership has developed realistic goals to
ensure environments free from racial and sexual harassment; and
* The extent to which the partnership's plan provides for
the participation of a significant number or percentage of students in
School-to-Work Opportunities activities listed under Title I of the
Act.
Selection Criterion 4: Collaboration With State (15 Points)
Considerations: In applying this criterion, reviewers will
consider--
* The extent to which the local partnership has effectively
consulted with its State School-to-Work Opportunities Partnership, and
has established realistic methods for ensuring consistency of its local
strategies with the statewide School-to-Work Opportunities system being
developed by that State Partnership;
* Whether the local partnership has developed a sound
strategy for integrating its plan, as necessary, with the State plan
for a statewide School-to-Work Opportunities system;
* The extent to which the local partnership has developed
effective processes through which it is able to assist and collaborate
with the State in establishing the statewide School-to-Work
Opportunities system, and is able to provide feedback to the state on
their system-building process; and
* Whether the plan includes a feasible workplan which
describes the steps that will be taken in order to make the local
system part of the State School-to-Work Opportunities System, including
a timeline that includes major planned objectives during the grant
period.
Selection Criterion 5: Management Plan (10 Points)
Considerations: In applying this criterion, reviewers will
consider--
* The feasibility and effectiveness of the partnership's
strategy for using other resources, including private sector resources,
to maintain the system when Federal resources under the School-to-
[[Page 57282]]
Work Opportunities Act are no longer available;
* The extent to which the partnership's management plan
anticipates barriers to implementation and proposes effective methods
for addressing barriers as they arise;
* Whether the plan includes feasible, measurable goals for
the School-to-Work Opportunities system, based on performance outcomes
established under section 402 of the Act, and an effective method for
collecting information relevant to the local partnership's progress in
meeting its goals;
* Whether the plan includes a regularly scheduled process
for improving or redesigning the School-to-Work Opportunities system
based on performance outcomes established under section 402 of the Act;
* The extent to which the resources requested will be used
to develop information, products, and ideas that will assist other
States and local partnerships as they design and implement local
systems; and
* The extent to which the partnership will limit equipment
and other purchases in order to maximize the amounts spent on delivery
of services to students.
Note: Experience with the 1994 Urban/Rural Opportunities Grant
competition provided the Departments with a greater awareness with
regard to a local partnership's responsibilty for understanding and
coordinating an array of programs and services available to high
poverty area youth. In considering this criterion, applicants should
address the partnership's capacity to manage the implementation of
the local School-to-Work Opportunities initiative.
Program Authority: Pub. L.103-329.
Dated: November 8, 1995.
Tim Barnicle,
Assistant Secretary for Employment and Training, Department of Labor.
Patricia McNeil,
Acting Assistant Secretary for Vocational and Adult Education,
Department of Education.
BILLING CODE 4000-01-P
[[Page 57283]]
[image omitted]
[[Page 57284]]
[image omitted]
[[Page 57285]]
[image omitted]
[[Page 57286]]
[image omitted]
[[Page 57287]]
[image omitted]
[[Page 57288]]
[image omitted]
[[Page 57289]]
[image omitted]
[[Page 57290]]
[image omitted]
BILLING CODE 4000-01-C
[[Page 57291]]
Estimated Public Reporting Burden
Under terms of the Paperwork Reduction Act of 1980, as amended, and
the regulations implementing that Act, the Department of Education
invites comment on the public reporting burden in this collection of
information. Public reporting burden for this collection of information
is estimated to average 90 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. You may send comments regarding this burden
estimate or any other aspect of this collection of information,
including suggestions for reducing this burden, to the U.S. Department
of Education, Information Management and Compliance Division,
Washington, DC 20202-4651; and to the Office of Management and Budget,
Paperwork Reduction Project 1830-0530, Washington, DC 20503.
(Information collection approved under OMB control number 1830-
0530, Expiration date: 6/30/98.)
BILLING CODE 4000-01-P
[[Page 57292]]
[image omitted]
[[Page 57293]]
[image omitted]
[[Page 57294]]
[image omitted]
[[Page 57295]]
[image omitted]
[[Page 57296]]
[image omitted]
[[Page 57297]]
[image omitted]
BILLING CODE 4000-01-C
[[Page 57298]]
Notice to All Applicants
Thank you for your interest in this program. The purpose of this
enclosure is to inform you about a new provision in the Department of
Education's General Education Provisions Act (GEPA) that applies to
applicants for new grant awards under Department programs. This
provision is Section 427 of GEPA, enacted as part of the Improving
America's Schools Act of 1994 (Pub. L. 103-382).
To Whom Does This Provision Apply?
Section 427 of GEPA affects applicants for new discretionary grant
awards under this program. ALL APPLICANTS FOR NEW AWARDS MUST INCLUDE
INFORMATION IN THEIR APPLICATIONS TO ADDRESS THIS NEW PROVISION IN
ORDER TO RECEIVE FUNDING UNDER THIS PROGRAM.
What Does This Provision Require?
Section 427 requires each applicant for funds (other than an
individual person) to include in its application a description of the
steps the applicant proposes to take to ensure equitable access to, and
participation in, its Federally-assisted program for students,
teachers, and other program beneficiaries with special needs.
This section allows applicants discretion in developing the
required description. The statute highlights six types of barriers that
can impede equitable access or participation that you may address:
gender, race, national origin, color, disability, or age. Based on
local circumstances, you can determine whether these or other barriers
may prevent your students, teachers, etc. from such access or
participation. Your description need not be lengthy; you may provide a
clear and succinct description of how you plan to address those
barriers that are applicable to your circumstances. In addition, the
information may be provided in a single narrative, or, if appropriate,
may be discussed in connection with related topics in the application.
Section 427 is not intended to duplicate the requirements of civil
rights statutes, but rather to ensure that, in designing their
projects, applicants for Federal funds address equity concerns that may
affect the ability of certain potential beneficiaries to fully
participate in the project and to achieve to high standards. Consistent
with program requirements and its approved application, an applicant
may use the Federal funds awarded to it to eliminate barriers it
identifies.
What Are Examples of How an Applicant Might Satisfy the Requirement of
This Provision?
The following examples may help illustrate how an applicant may
comply with section 427.
(1) An applicant that proposes to carry out an adult literacy
project serving, among others, adults with limited English proficiency,
might describe in its application how it intends to distribute a
brochure about the proposed project to such potential participants in
their native language.
(2) An applicant that proposes to develop instructional materials
for classroom use might describe how it will make the materials
available on audio tape or in braille for students who are blind.
(3) An applicant that proposes to carry out a model science program
for secondary students and is concerned that girls may be less likely
than boys to enroll in the course, might indicate how it intends to
conduct ``outreach'' efforts to girls, to encourage their enrollment.
We recognize that many applicants may already be implementing
effective steps to ensure equity of access and participation in their
grant programs, and we appreciate your cooperation in responding to the
requirements of this provision.
Estimated Burden Statement
The time required to complete this information collection is
estimated to vary from 1 to 3 hours per response, with an average of
1.5 hours, including the time to review instructions, search existing
data resources, gather and maintain the data needed, and complete and
review the information collection. If you have any comments concerning
the accuracy of the time estimate(s) or suggestions for improving this
form, please write to: U.S. Department of Education, Washington, DC
20202-4651. (OMB Control No. 1801-0004 (Exp. 8/31/98)
Census Bureau Telephone Contacts National, State, & Local Data Centers
Business/Industry Data Centers--DUSD.......................301-457-1305
Clearinghouse for Census Data Services--Larry Carbaugh (DUSD)
.............301-457-1242
National Census Information Centers--Barbara Harris (DUSD)
................301-457-1305
State Data Center Program--Tim Jones.......................301-457-1305
State data centers (SDC's) and business/industry data centers (BIDC's)
(Data centers are usually State government agencies, universities and
libraries that head up a network of affiliate centers. Below are listed
the SDC and BIDC lead agency contacts. All States except Alaska have
SDC's. Asterisks (*) identify States that also have BIDC's. In some
States, one agency serves as the lead for both the SDC and the BIDC;
the BIDC is listed separately where there is a separate agency serving
as the lead.)
Alabama--Annette Walters, University of Alabama............205-348-6191
*Arizona--Betty Jefferies, Department of Security..........602-542-5984
Arkansas--Sarah Breshears, University of Arkansas at Little Rock
501-569-8530
California--Linda Gage, Department of Finance..............916-322-4651
Colorado--Rebecca Picaso, Department of Local Affairs......303-866-2156
Connecticut--Bill Kraynak, Office of Policy & Management...203-566-8285
*Delaware--Staff Development Office........................302-739-4271
District of Columbia--Gan Ahuja, Mayor's Office of Planning
...............202-727-6533
*Florida--Valerie Jugger, State Data Center................904-487-2814
BIDC--Nick Leslie, Department of Commerce..................904-487-2971
Georgia--Marty Sik, Office of Planning & Budget............404-656-0911
Guam--Art De Oro, Department of Commerce...................671-646-5841
Hawaii--Jan Nakamoto, Department of Business, Economic
Development & Tourism......................................808-586-2493
Idaho--Alan Porter, Department of Commerce.................208-334-2470
Illinois--Suzanne Ebetsch, Bureau of the Budget............217-782-1381
*Indiana--Laurence Hathaway, State Library.................317-232-3733
BIDC--Carol Rogers, Business Research Center...............317-274-2205
Iowa--Beth Henning, State Library..........................515-281-4350
Kansas--Marc Galbraith, State Library......................913-296-3296
*Kentucky--Ron Crouch, Center for Urban & Economic Research
...............502-852-7990
Louisiana--Karen Paterson, Office of Planning & Budget.....504-342-7410
Maine--Jean Martin, Department of Labor....................207-287-2271
Maryland--Robert Dadd/Jane Traynham, Department of State Planning
410-225-4450
*Massachusetts--Valerie Conti, University of Massachusetts
................413-545-3460
Michigan--Eric Swanson, Department of Management & Budget
.................517-373-7910
*Minnesota--David Birkholz, State Demographer's Office.....612-297-2557
BIDC--David Rademacher, State Demographer's Office.........612-297-3255
*Mississippi--Rachael McNeely University of Mississippi....601-232-7288
BIDC--Bill Rigby, Division of Research & Information Systems
..............601-359-2674
[[Page 57299]]
*Missouri--Kate Graf, State Library........................314-751-1823
BIDC--Terry Maynard, Small Business Development Centers....314-882-0344
*Montana--Patricia Roberts, Department of Commerce.........406-444-2896
Nebraska--Jerome Deichert, University of Nebraska-Omaha....402-595-2311
Nevada--Laura Witschi, State Library.......................702-687-8327
New Hampshire--Thomas J. Duffy, Office of State Planning...603-271-2155
*New Jersey--Connie O. Hughes, Department of Labor.........609-984-2593
*New Mexico--Kevin Kargacin, University of New Mexico......505-277-6626
BIDC--Bobby Leitch, University of Mexico...................505-277-2216
*New York--Staff, Department of Economic Development.......518-474-1141
*North Carolina--Staff, State Library......................919-733-3270
North Dakota--Richard Rathge, North Dakota State University
...............701-231-8621
Northern Mariana Islands--Juan Borja, Department of Commerce &
Labor......................................................670-322-0874
*Ohio--Barry Bennett, Department of Development............614-466-2115
*Oklahoma--Jeff Wallace, Department of Commerce............405-841-5184
Oregon--George Hough, Portland State University............503-725-5159
*Pennsylvania--Diane Shoop, Pennsylvania State University at
Harrisburg.................................................717-948-6336
Puerto Rico--Irmgard Gonzalez Segarra, Planning Board......809-728-4430
Rhode Island--Paul Egan, Department of Administration......401-277-6493
South Carolina--Mike MacFarlane, Budget & Control Board....803-734-3780
South Dakota--DeVee Dykstra, University of South Dakota....605-677-5287
Tennessee--Charles Brown, State Planning Office............615-741-1676
Texas--Steve Murdock, Texas A&M University.................409-845-5115
*Utah--Brenda Weaver, Office of Planning & Budget..........801-538-1036
Vermont--Sybil McShane, Department of Libraries............802-828-3261
Virgin Islands--Frank Mills, University of the Virgin Islands
.............809-776-9200
*Virginia--Dan Jones, Virginia Employment Commission.......804-786-8308
*Washington--David Lamphere, Office of Financial Management
...............206-586-2504
*West Virginia--Mary C. Harless, Office of Community & Industrial
Development................................................304-558-4010
BIDC--Randy Childs, Center for Economic Research...........304-293-7832
*Wisconsin--Robert Naylor, Department of Administration....608-266-1927
BIDC--Michael Knight, University of Wisconsin-Madison......608-265-3044
Wyoming--Wenlin Liu, Department of Administration & Fiscal
Control....................................................307-777-7504
National census information centers
(National Census Information Centers, in partnership with the Census
Bureau, coordinate information networks that disseminate census data on
the Black, Hispanic, Asian and Pacific islander, and American Indian/
Alaska Native populations)
Asian American Health Forum, Inc. San Francisco--Clarissa Tom
.............415-541-0866
Indian Net Information Center Arkadelphia, AR--George Baldwin
.............501-230-5294
National Council of La Raza Washington, DC--Sonia Perez....202-289-1380
National Urban League, Washington, DC--Billy Tidwell.......202-898-1604
Southwest Voter Research Institute, San Antonio, Texas--Robert
Brischetto.................................................210-222-8014
State Grant Contacts
District of Columbia
Deborah Evans
Center for Workforce Development
441 N. 4th Street, NW., Suite 5105
Washington, DC 20001
T: 202-727-2578
F: 202-727-3486
Puerto Rico
Augustin Marquez
Metro Center Building, 1st Floor
5 Mayaguez Street
Hato Rey, PR 00917
T: 809-765-3644
F: 809-754-3478
State of Alabama
Stephen Franks
50 N. Ripley St.
Montgomery, AL 36130
T: 205-242-9111
F: 205-242-0234
State of Alaska
Nancy Buell
801 W. 10th St, Ste 200
Department of Education
Juneau, AK 99810-1894
T: 907-465-8689
F: 907-465-3396
State of Arizona
William Morrison
STW State Director
1700 W. Washington, Rm 320
Governor's Office of Com. & Family Prog.
Phoenix, AZ 85007
T: 602-542-3478
F: 602-542-3520
State of Arkansas
Mary Swoope
Vocational & Technical Education Division
Three Capitol Mall
Little Rock, AR 72201-1083
T: 501-682-1666
F: 501-682-1509
State of California
Robert Hotchkiss
Program and Policy Development Branch
800 Capitol Mall, MC 88
Sacramento, CA 95814
T: 916-654-8656
F: 916-654-5981
State of Colorado
Alaine Ginocchio
Office of the Governor
136 State Capitol
Denver, CO 80203
T: 303-866-2155
F: 303-866-2003
State of Connecticut
Susan Vinkowski
Bureau of Applied Curriculum, Technology & Careers
25 Industrial Park Road
Middletown, CT 06457
T: 203-638-4021
F: 203-638-4062
State of Delaware
Nikki Castle
Executive Director
Carvel State Office Building
820 N. French St, 3rd Fl.
Wilmington, DE 19801
T: 302-577-3762
F: 302-577-3922
State of Florida
Michael Brawer
Director, School-to-Work Programs
Florida Department of Education
325 W. Gaines St., Ste. 1232
Tallahassee, FL 32399
T: 904-488-7394
F: 904-487-0426
State of Georgia
Gail Trapnell
148 International Blvd., NE, STE 638
Atlanta, GA 30303
T: 404-657-6740
F: 404-656-2683
State of Hawaii
Anthony Calabrese
2530 10th Ave, Rm A22
Department of Education
Honolulu, HI 96816
T: 808-733-9120
F: 808-733-9138
State of Idaho
Trudy Anderson
PO Box 83720
State Division of Vocational Education
Boise, ID 83720-0095
[[Page 57300]]
T: 208-334-3216
F: 208-334-2365
State of Illinois
Fran Beaumann
Dept. of Adult, Vocational & Technical Education
100 N. First Street, E-426
Springfield, IL 62777-0001
T: 217-782-4620
F: 217-782-9224
State of Indiana
Peggy O'Malley
Deputy Commissioner, Education & Training
Indiana Department of Workforce Development
10 N. Senate Ave, SE., Rm 302
Indianapolis, IN 46204
T: 317-232-1832
F: 317-233-1670
State of Iowa
Dennis Guffey
150 Des Moines St.
Department of Economic Development
Des Moines, IA 50309
T: 515-281-9036
F: 515-281-9033
State of Kansas
Lee Droegemueller
Kansas State Board of Education
120 SE 10th Avenue
Topeka, KS 66612-1182
T: 913-296-3202
F: 913-296-7933
State of Kentucky
Beth Brinly
Executive Director
Berry Hill Annex
700 Louisville Road
Frankfort, KY 40601
T: 502-564-5901
F: 502-564-5904
State of Louisiana
Chris Weaver
Department of Education
626 N. Fourth, 3rd Floor
Baton Rouge, LA 70804
T: 504-342-3524
F: 504-342-2059
State of Maine
Chris Lyons
Director, Division of Applied Technology
Department of Education
23 State House Station
Augusta, ME 04333-0023
T: 207-287-5854
F: 207-287-5894
State of Maryland
Katherine Oliver
20 W. Baltimore St.
Department of Education
Baltimore, MD 21201-2595
T: 410-767-0158
F: 410-333-2099
State of Massachusetts
John Niles
Executive Director
MA Office for School-to-Work Transition
101 Summer St., 4th Floor
Boston, MA 02110
T: 617-451-5130
F: 617-451-1291
State of Michigan
Willard Walker
Director, Office of School-to-Work
201 N. Washington Sq.
Victor Office Center, 1st Fl.
Lansing, MI 48906
T: 517-373-6432
F: 517-373-8179
State of Minnesota
John Mercer
Department of Education
550 Cedar St.
St. Paul, MN 55101
T: 612-297-3115
F: 612-297-7201
State of Mississippi
Worth Haynes
Department of Education
500 High St.
Jackson, MS 39205
T: 601-359-5743
F: 601-359-2326
State of Missouri
Don Eisinger
Missouri Dept. of Elementary & Secondary Education
400 Dix Rd.
Jefferson City, MO 65101
T: 314-751-7563
F: 314-526-3897
State of Montana
Jane Karas
Office of the Commissioner of Higher Education
2500 Broadway
Helena, MT 59260-3101
T: 406-444-0316
F: 406-444-1469
State of Nebraska
Darl Naumann
STW Interim Director
301 Centennial Mall S.
PO. Box 94666
Lincoln, NE 68509-4666
T: 402-471-3741
F: 402-471-3778
State of Nevada
Barbara Weinberg
Dept. of Employment, Training & Rehabilitation
400 W. King St., Suite 108
Bismark, NV 89710
T: 702-687-4310
F: 702-687-8917
State of New Hampshire
Paul Leather
Director, Vocational Rehabilitation & Adult Learning
101 Pleasant Street
NH Department of Education
Concord, NH 03301
T: 603-271-6354
F: 603-271-7095
State of New Jersey
Thomas Henry
Director, Office of School-to-Work Initiatives
240 W. State St.
CN500, 11th Fl.
Trenton, NJ 08625-0500
T: 609-633-0665
F: 609-633-0658
State of New Mexico
James Jimenez
Department of Finance
Battaan Memorial Building
Santa Fe, NM 87503
T: 505-827-4986
F: 505-827-4984
State of New York
Johanna Duncan-Poitier
Asst. Commissioner, Workforce, Prep. & Cont. Education
NY State Education Department
89 Washington Ave, Rm 319EB
Albany, NY 12234
T: 581-474-8892
F: 518-474-0319
State of North Carolina
Sandra Babb
116 W. Jones St.
Commission on Workforce Preparedness
Raleigh, NC 27603-8001
T: 919-715-3300
F: 919-715-3974
State of North Dakota
Dean Monteith
State Board of Vocational & Technical Education
State Capitol, 15th Fl.
Carson City, ND 58505
T: 701-224-3180
F: 701-328-1255
State of Ohio
Mary McCullough
Director, Ohio STW Office
145 S. Front St, Rm 646
Columbus,OH 43215
T: 614-728-4630
F: 614-466-5025
[[Page 57301]]
State of Oklahoma
Richard Makin
State Coordinator
Department of Vocational & Technical Education
1500 W. Seventh Ave.
Stillwater, OK 74074-4364
T: 405-743-5434
F: 405-743-5541
State of Oregon
Bill Braly
Coordinator, School-to-Work
Public Service Bldg.
255 Capitol St, NE
Salem, OR 97310
T: 503-378-3584, ext. 327
F: 503-378-5156
State of Pennsylvania
Michael Snyder
School-to-Work Opportunities Liaison
333 Market St.
Department of Education/10th Floor
Harrisburg, PA 17126-0333
T: 717-787-4860
F: 717-783-6802
State of Rhode Island
Miriam Coleman
Department of Employment & Training
101 Friendship St.
Providence, RI 02903-3740
T: 401-277-3930
F: 401-861-8030
State of South Carolina
Bob Falls
Employment Security Commission
1550 Gadsen St.
Columbia, SC 29202
T: 803-737-0459
F: 803-737-2642
State of South Dakota
Mary Ellen Johnson
Department of Labor
700 Governors Dr.
Pierre, SC 57501
T: 605-773-5017
F: 605-773-4211
State of Tennessee
Russell Smith
Division of Vocational-Technical Education
710 James Robertson Parkway
Nashville, TN 37243
T: 615-532-4725
F: 615-532-8226
State of Texas
Ann Dorsey
Council on Workforce/Economic Competitiveness
3000 South IH 35, Suite 200
Austin, TX 78768
T: 512-912-7150
F: 512-912-7172
State of Utah
Scott Hess
STW Coordinator
250 East 500 South
Utah State Office of Education
Salt Lake City, UT 84111
T: 801-538-7852
F: 801-538-7868
State of Vermont
Jeanie Crosby
Office of the Governor
109 State St.
Montpelier, VT 05609
T: 802-828-3333
F: 802-828-3339
State of Virginia
Randolph Beales
Virginia Department of Education
200-202 North 9th St.
Richmond, VA 23219
T: 804-692-0244
F: 804-692-0430
State of Washington
Steve Hodes.
Executive Policy Assistant
State Office of Financial Management
302 14th St, Rm 100
Olympia, WA 98504
T: 360-586-6771
F: 360-586-8380
State of West Virginia
David Mohr
Senior Program Analyst
State Capitol Building 1
1900 Kanawha Blvd, E./Rotunda R-151
Charleston, WV 25305
T: 304-558-2440
F: 304-558-1311
State of Wisconsin
Vicki Poole
Director, Office for Workforce Excellence
Dept of Ind. Labor & Human Relations
201 E. Washington Ave, Rm 231
Madison, WI 53702
T: 608-266-0223
F: 608-261-6698
State of Wyoming
Marcia Price
School-to-Work Manager
1710 Pacific Avenue
Cheyenne, WY 82007
T: 307-632-5527
F: 307-632-5548
[FR Doc. 95-28108 Filed 11-13-95; 8:45 am]
BILLING CODE 4000-01-P