posed work should address each of the fol- (1) Individualize or modularize instruc- (2) Field test and evaluate the instructional materials. (d) Special needs populations. There are special populations which have unique needs with respect to vocational education. This priority is concerned with: (1) Populations which require bilingual Vocational education; (2) Populations in correctional institutions; (3) Migrant populations; and (4) Handicapped populations. The Commissioner is authorized to support applied studies and development projects that focus on one or more of the areas described below. Applications which address the areas listed below must effectively demonstrate plans to eliminate sex bias in all aspects of the proposed work. (1) Bilingual vocational education-The proposed work may address one or more of the following points: (1) Develop improved methods of teaching students with limited English-speaking ability; (ii) Develop instructional material for use by teacher educators who teach either preservice or inservice vocational education. These instructional materials should be designed to aid the teacher education to effectively teach vocational education to teachers and prospective teachers who will be teaching students who have limited Englishspeaking ability; and (ii) Develop vocational education curriculum materials for use by students who have limited English-speaking ability. (2) Correctional vocational educationThe proposed work may assess the need for Vocational education correctional programs, evaluate existing vocational education correctional programs or develop new vocational education programs for persons in correctional settings. (3) Vocational education for migrantsThe proposed work may assess the need for Vocational education programs for migrants, evaluate existing education programs that serve migrants, or develop and evaluate new programs for delivering vocational education to migrants. (4) Vocational education for the handicapped-The proposed work may assess the needs and barriers to mainstreaming or integrating of appropriate handicapped students into regular vocational education programs, develop criteria for the identification of such handicapped students, or evaluate existing vocational education programs that mainstreams handicapped students. (e) Application review criteria. The following criteria will be utilized in reviewing formally transmitted applications. These criteria are consistent with section 100a.26, Re view of Applications, in the Office of Education General Provisions for Programs, published in the FEDERAL REGISTER on November 6, 1973. A segment or segments of an application should address each criterion. Each criterion is weighted and includes the maximum score that can be given to an application in relation to the criterion. The maximum score for the criteria total 100 points and the maximum weight for each criterion is listed below. Applications that receive less than 30 points will not be funded. Criteria (1) Priority area. The application is adequately focused on an announced priority area ----- (2) Need, problem, and literature review. The application clearly: (a) describes the need for the project and provides specific evidence of the need; (b) analyzes and describes the problem rather than symptoms of the problem; and (c) describes a strong conceptual framework for the proposed work with an adequate review of current literature and other related efforts which support the need, problem, objectives, and plans----- (3) Objectives.-The objectives are educationally significant, sharply defined, clearly stated, capable of being attained, and are measurable---- (4) Plan. The application clearly describes how the objectives will be accomplished by: (a) the overall design for the proposed project; (b) the specific procedures of each segment of the design in terms of how each objective will be undertaken and accomplished; (c) the project management plan shows how and when personnel and resources will be utilized to accomplish each objective; (d) the design and procedures for the dissemination of the results and end products, and (e) specific plans for eliminating sex bias in all aspects of the proposed work. When appropriate, the plan includes: (a) precise definition of terms; (b) description of the characteristics and number of subjects; (c) valid evaulation procedures that include control groups; (d) sampling plan; (e) statistical and analytical procedures; and (f) plans for evaluating project outcomes... (5) Results and end products.-The application clearly describes: (a) the educational significance of the proposed results and/or products; (b) what will be delivered to the government; (c) the format in which the results or product will be delivered to the government; and (d) the form in which results and products will be developed for transportability purposes to user populations... 15 Criteria (b) (6) Applicant's staff qualifications and experience.-The application clearly describes: (a) the qualifications of the project director, key professional staff and consultants; specification of the work to be performed by the project director, key staff, and consultants; (c) time commitments planned for the project by the project director, key staff, and consultants; and (d) evidence of past experience on the part of the proposed applicant in similar or related projects, including a narrative of that relationship (7) Budget and institutional commitment.-The application provides: (a) evidence of the provision of adequate facilities and equipment; (b) reasonable cost-effectiveness in respect to the expected results; and (c) documented assurances of support from cooperating agencies and institutions. Total (20 U.S.C. 1281–1284) [41 FR 8477, Feb. 27, 1976] APPENDIX C VOCATIONAL EDUCATION CURRICULUM FISCAL YEAR 1976 15 5 100 The Office of Education contemplates supporting six project grants for six curriculum coordination centers in fiscal year 1976 from funds available for the Vocational Education Curriculum program. Four of these awards will be open to competition. Two will be noncompeting continuations of grants made in fiscal year 1975 to the California State Department of Education and to Mississippi State University. Two of the four competing awards will be funded with a two-year multi-year approval on a non-competing annual basis. The other two of these four awards will be funded with a three-year multi-year approval on a noncompeting basis. The awards will be made to begin January 1, 1976. The applicants will submit their project goals and activities for the multi-year period. Multi-year approval is intended to offer the project a reasonable degree of stability over time and to facilitate long range planning. Approval of a multi-year project shall not commit the Office of Education to provide filnancial assistance from appropriations not currently available; and second and third year funding is contingent on satisfactory performance. (a) Awarded applicants' obligations. One of the three-year awards will provide leadership to curriculum coordination in the Northeast area including Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Puerto Rico, Rhode Island, Vermont, Virgin Islands. The other three-year award will provide leadership for the North west area including Alaska, Colorado, Idaho, Montana, North Dakota, Oregon, South Dakota, Utah, Washington, Wyoming. One of the two-year awards will provide leadership to curriculum coordination for the East-Central area including Delaware, District of Columbia, Illinois, Indiana, Maryland, Michigan, Minnesota, Ohio, Pennsylvania, Virginia, West Virginia, Wisconsin. The other two-year award will provide leadership for the Midwest area including Arkansas, Iowa, Kansas, Louisiana, Missouri, Nebraska, New Mexico, Oklahoma, Texas. Each awardee will be the facilitator in enabling these States to: (1) Improve their own curriculum services and capabilities; (2) Share information and plans regarding curriculum materials and needs in order to reduce duplication of efforts; (3) Plan for cooperation in develop. ment, testing, evaluation, dissemination, reproduction and implementation of materials; and (4) Develop and maintain intra-State liaison activities that will stimulate cooperative relationships at State and local levels. In addition each awardee will become a member of the National Network Council for Curriculum Coordination in vocational and technical education; and as a member each awardee will: (1) Conduct coordination, dissemination and diffusion activities in order to improve the acceptance of new curriculum products and to assess their impact; (2) Establish and maintain a system for determining curriculum needs in vocational and technical education and for recommending priorities for State and national emphasis; (3) Share information regarding materials and studies available and under development; and (4) Provide curriculum services which will encourage the adaptation, demonstration and adoption of effective curricula and curriculum development practices in vocational and technical education. The Office of Education will entertain requests for these grants to support: (1) Communication and coordination activities with the States, the Network, and the U.S. Office of Education. (2) Travel costs and per diem for the Center personnel to attend two meetings of the National Network Council for Curriculum Coordination. One of these meetings will be held in Washington, D.C. (3) Travel costs and per diem, excluding honoraria, for State representatives to at tend meetings sponsored by the center. Each of the six centers will hold a consortium meeting with their State representatives concurrently at a central U.S. location. (b) Application review criteria. The criteris to be utilized in reviewing applications are listed below. These criteria are consistent with section 100a.26, Review of Applications, in the Office of Education's General Provisions for Programs, published in the FEDERAL REGISTER in 38 FR 30654 on November 6, 1973. Segments or a segment of the application must address each criterion. Each criterion is weighted to show the maximum score that can be given to each specific criterion. Each criterion and the maximum points possible are as follows: Critera: (d) Results. The proposed outcomes should be identified and described in terms of potential impact at National, State and local levels, Part I program purposes, and cost effectiveness and emciency Score (e) Institutional capability.-Ap- be identified for each of the key duration of the project.. [41 FR 5392, Feb. 6, 1976] 20 10 20 20 20 15 10 APPENDIX D-BILINGUAL VOCATIONAL TRAINING PROGRAMS CRITERIA FOR FISCAL YEAR 1976 In granting of awards from funds available for the program, the Commissioner will give priority to applications which rank highest on the basis of the criteria in the Office of Education's General Provisions Regulations (45 CFR 100a26(b)) together with the additional criteria in this Appendix. Certain points will be given to applications which propose programs in the priority areas described below. A. Program Priority. Priority will be given to bilingual vocational training programs or projects which: (1) Serve persons who are unable to secure gainful employment suited to their needs, interests, and abilities because they are of limited English-speaking ability; (2) Serve persons who have left or completed elementary or secondary school; and (3) Provide training which will increase trainees' opportunities for acquiring skilled employment. B. Application review criteria. Criteria will be utilized by the reviewers in reviewing formally transmitted applications. These criteria are consistent with § 100.26, Review of Applications, in the Office of Education's General Provisions Regulations, published on November 6, 1973 at 39 FR 30654 (45 CFR 100.26 (b)). Segments or a segment of the application must address each criterion area. Each criterion is weighted and includes the maximum score that can be given to a segment of an application in relation to the criteria. The criteria and maximum weights for each criterion are as follows: Criteria: Maximum Score of Columbia, the Commonwealth of Puerto Rico, Guam, American Samoa, the Virgin Islands, and the Trust Territory of the Pacific Islands. (i) "State educational agency" means the State board of education or other agency or officer primarily responsible for the State supervision of public elementary and secondary schools, or, if there is no such officer or agency, an officer or agency designated by the Governor or by State law. [35 FR 7892, May 22, 1970, as amended at 38 FR 30658, Nov. 6, 1973] § 107.2 Purpose. It is the purpose of the regulations in this part to cover grants authorized in section 402 of the Act to be made by the Commissioner to State educational agencles for expenses for planning for the succeeding year programs or projects for elementary and secondary education, including, where appropriate, preschool programs or projects, under programs for which the Commissioner has responsibility for administration, either by statute or by delegation pursuant to statute, and for evaluation of such programs or projects. Grants in equal amounts will be made, consistent with applications approved pursuant to § 107.3, for each State of the Union; in lesser equal amounts for the District of Columbia and the Commonwealth of Puerto Rico; and in yet lesser equal amounts for Guam, American Samona, the Virgin Islands, and the Trust Territory of the Pacific Islands. It is not the purpose of the regulations in this part to cover grants, contracts, or other payments to be made to other organizations or individuals. [35 FR 7892, May 22, 1970] PART 111-HEARINGS IN CONNECTION WITH SCHOOL CONSTRUCTION AND FINANCIAL ASSISTANCE IN FEDERALLY IMPACTED AREAS Bec. Definitions. Opportunity for hearing. Procedure in requesting hearing. Reconsideration order for hearing. 111.1 111.2 111.9 111.4 after request or (g) [Reserved] 111.5 Time and place of hearing. (h) "State" means, in addition to the several States of the Union, the District 111.6 111.7 Right to counsel. Procedures, evidence, and record. 111.8 Decisions and notices. Sec. 111.9 Decisions on record or review by Commissioner. 111.10 Other determinations not affected by this part. AUTHORITY: The provisions of this Part 111 issued under secs. 208, 7, 64 Stat. 975. 1107, secs. 101, 201, 209, 1, 9, 64 Stat. 967, 1100, sec. 301, 67 Stat. 522; 20 U.S.O. 631645, 236-242, 244. SOURCE: The provisions of this Part 111 appear at 18 F.R. 6707, Oct. 22, 1953, unless otherwise noted. Redesignated at 35 FR. 256, Jan. 7, 1970. 111.1 Definitions. Terms defined in Public Law 815, 81st Congress (64 Stat. 967), as amended, and Public Law 874, 81st Congress (64 Stat. 1100), as amended, and not defined in this section shall have the meaning given such terms in such public laws. As used in this part, the following terms shall have the meaning indicated in paragraphs (a) to (e) of this section: (a) [Reserved] (b) Public Law 815. "Public Law 815" means Public Law 815, 81st Congress (64 Stat. 967), as amended. (c) Public Law 874. "Public Law 874" means Public Law 874, 81st Congress (64 Stat. 1100), as amended. [24 FR 3880, May 14, 1959, as amended at 38 FR 30658, Nov. 9, 1973] $111.2 Opportunity for hearing. (a) Any applicant whose application under Public Law 815 or Public Law 874 is disapproved by the Commissioner, or his delegatee, in whole or in part, or which is dissatisfied with the Commissioner's action, or failure to act (or that of his delegatee), upon its application under such public laws shall be entitled to a hearing thereon. the Commissioner on his own motion, unless the time for filing such request is extended in writing by the Commissioner. (c) In the event the Commissioner has reason to believe that further payments to an applicant under Public Law 815 should be withheld by reason of the fallure of the applicant to comply with the conditions of such law, he shall so notify the applicant. Such notice, a copy of which shall likewise be sent to the State educational agency, shall either (1) advise the applicant of the specific provision under which the Commissioner's action is taken and the basis for his belief and fix a date not less than 20 days, nor more than 60 days, after the date of such notice within which the applicant may request that the matter be scheduled for hearing in due course; or (2) advise the applicant that the matter in question has been set down for hearing at a stated place and time. The time and place so fixed shall be subject to change for cause. The failure of an applicant without the consent of the Commissioner to request a hearing under subparagraph (1) of this paragraph or to appear at a hearing for which a date has been set, shall be deemed to be a waiver of the right to a hearing under this subsection and consent to the Commissioner making a decision on the basis of such information as is available to him. (b) A hearing shall be given to an applicant dissatisfied with an adverse administrative action of the Commissioner (or of his delegatee) with respect to its application only (1) if a written request for such a hearing with respect to such action is filed with the Commissioner within 60 days of notice to the applicant of such action; and (2) if the action at issue is material to the determination of the applicant's rights and is not committed wholly to the discretion of the Commissioner. The time within which such a request for hearing must be filed will not be extended by a request for reconsideration or by reconsideration by [18 F.R. 6707, Oct. 22, 1953, as amended at 24 F.R. 3880, May 14, 1959] § 111.3 Procedure in requesting hear ing. A request by an applicant for a hearing in accordance with this part must be addressed to the Commissioner and must clearly specify in writing the issues of fact and law to be considered, and, where the applicant is not a State agency, a copy of such request should be furnished to the State educational agency by the applicant. § 111.4 Reconsideration after request or order for hearing. The request for a hearing, or the fact that any matter or issue has been scheduled for hearing, under this part, shall not prejudice any request for reconsideration of any determination made by the Commissioner or his delegatee, but the pendency of any such request for reconsideration shall not constitute a basis upon which postponement of the hearing |