Native Hawaiian Career and Technical Education Program (NHCTEP); Catalog of Federal Domestic Assistance (CFDA) Number: 84.259A, 12341-12345 [E9-6441]

Download as PDF Federal Register / Vol. 74, No. 55 / Tuesday, March 24, 2009 / Notices DC, area at (202) 512–1530. Note: The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: www.gpoaccess.gov/nara/ index.html. Dated: March 19, 2009. Dennis L. Berry, Acting Assistant Secretary for Vocational and Adult Education. [FR Doc. E9–6444 Filed 3–23–09; 8:45 am] BILLING CODE 4000–01–P DEPARTMENT OF EDUCATION Native Hawaiian Career and Technical Education Program (NHCTEP); Catalog of Federal Domestic Assistance (CFDA) Number: 84.259A AGENCY: Office of Vocational and Adult Education, Department of Education. ACTION: Notice of final requirements, definitions, and selection criteria. The Assistant Secretary for Vocational and Adult Education establishes requirements, definitions, and selection criteria under the Native Hawaiian Career and Technical Education Program (NHCTEP). The Assistant Secretary may use these requirements, definitions, and selection criteria in competitions in fiscal year (FY) 2009 and later years. Effective Date: These requirements, definitions, and selection criteria are effective April 23, 2009. FOR FURTHER INFORMATION CONTACT: Nancy Essey, U.S. Department of Education, 400 Maryland Avenue, SW., Room 11070, Potomac Center Plaza (PCP), Washington, DC 20202–7241. Telephone: (202) 245–7789 or by e-mail: nancy.essey@ed.gov. If you use a telecommunications device for the deaf (TDD), call the Federal Relay Service (FRS), toll free, at 1–800–877–8339. SUPPLEMENTARY INFORMATION: Purpose of Program: The Native Hawaiian Career and Technical Education Program provides grants to eligible applicants to plan, conduct, and administer programs, or portions of programs, that are authorized by and consistent with the purposes of section 116 of the Carl D. Perkins Career and Technical Education Act of 2006 (Act) for the benefit of Native Hawaiians. Program Authority: 20 U.S.C. 2326(a)– (h). We published a notice of proposed requirements, definitions, and selection criteria for this program in the Federal mstockstill on PROD1PC66 with NOTICES SUMMARY: VerDate Nov<24>2008 01:06 Mar 24, 2009 Jkt 217001 Register on January 23, 2009 (74 FR 4155). That notice contained background information and our reasons for proposing the particular requirements, definitions, and selection criteria. We are not repeating that information in this notice. There are no differences between the proposed requirements, definitions, and selection criteria we published on January 23, 2009 and these final requirements, definitions, and selection criteria. Public Comment: In response to our invitation in the notice of proposed requirements, definitions, and selection criteria, we did not receive any comments on the proposed requirements, definitions, and selection criteria. Final Requirements: Consistent with the Act, the Assistant Secretary establishes the following requirements for this program. We may apply these requirements in any year in which this program is in effect. I. Authorized Programs, Services, and Activities (a) Authorized Programs. In accordance with section 116(e) of the Act, under this program, NHCTEP projects must— (1) Develop new programs, services, or activities or improve or expand existing programs, services, or activities that are consistent with the purposes of the Act. In other words, the Department will support ‘‘expansions’’ or ‘‘improvements’’ that include, but are not necessarily limited to, the expansion of effective programs or practices; upgrading of activities, equipment, or materials; increasing staff capacity; adoption of new technology; modification of curriculum; or implementation of new policies to improve program effectiveness and outcomes; and (2) Fund a career and technical education program, service, or activity that— (i) Is a new program, service, or activity that was not provided by the applicant during the instructional term (a defined period, such as a semester, trimester, or quarter, within the academic year) that preceded the request for funding under NHCTEP; (ii) Will improve or expand an existing career and technical education program; or (iii) Inherently improves career and technical education. A program, service, or activity ‘‘inherently improves career and technical education’’ if it— (A) Develops new career and technical education programs of study PO 00000 Frm 00039 Fmt 4703 Sfmt 4703 12341 for approval by the appropriate accreditation agency; (B) Strengthens the rigor of the academic and career and technical components of funded programs; (C) Uses curriculum that is aligned with industry-recognized standards and will result in students attaining industry-recognized credentials, certificates, or degrees; (D) Integrates academics (other than remedial courses) with career and technical education programs through a coherent sequence of courses to help ensure learning in the core academic and career and technical subjects; (E) Links career and technical education at the secondary level with career and technical education at the postsecondary level, and facilitates students’ pursuit of a baccalaureate degree; (F) Expands the scope, depth, and relevance of curriculum, especially content that provides students with a comprehensive understanding of all aspects of an industry and a variety of hands-on, job-specific experiences; or (G) Offers— (1) Work-related experience, internships, cooperative education, school-based enterprises, studies in entrepreneurship, community service learning, and job shadowing that are related to career and technical education programs; (2) Coaching/mentoring, support services, and extra help for students after school, on the weekends, or during the summer so they can meet higher standards; (3) Career guidance and academic counseling for students participating in career and technical education programs under NHCTEP; (4) Placement services for students who have successfully completed career and technical education programs and attained a technical skill proficiency that is aligned with industry-recognized standards; (5) Professional development programs for teachers, counselors, and administrators; (6) Strong partnerships among grantees and local educational agencies, postsecondary institutions, community leaders, adult education providers, and, as appropriate, other entities, such as employers, labor organizations, parents, and local partnerships, to enable students to achieve State academic standards and attain career and technical skills; (7) The use of student assessment and evaluation data to improve continually instruction and staff development; or (8) Research, development, demonstration, dissemination, E:\FR\FM\24MRN1.SGM 24MRN1 12342 Federal Register / Vol. 74, No. 55 / Tuesday, March 24, 2009 / Notices mstockstill on PROD1PC66 with NOTICES evaluation and assessment, capacitybuilding, and technical assistance related to career and technical education programs. (b) Student stipends. (1) A portion of an award under this program may be used to provide stipends (as defined elsewhere in this notice under the heading Definitions) to help students meet the costs of participation in a NHCTEP project. (2) To be eligible for a stipend a student must— (i) Be enrolled in a career and technical education project funded under this program; (ii) Be in regular attendance in a NHCTEP project and meet the training institution’s attendance requirement; (iii) Maintain satisfactory progress in his or her program of study according to the training institution’s published standards for satisfactory progress; and (iv) Have an acute economic need that— (A) Prevents participation in a project funded under this program without a stipend; and (B) Cannot be met through a workstudy program. (3) The amount of a stipend is the greater of either the minimum hourly wage prescribed by State or local law, or the minimum hourly wage established under the Fair Labor Standards Act. (4) A grantee may award a stipend only if the stipend combined with other resources the student receives does not exceed the student’s financial need. A student’s financial need is the difference between the student’s cost of attendance and the financial aid or other resources available to defray the student’s cost of attending a NHCTEP project. (5) To calculate the amount of a student’s stipend, a grantee must multiply the number of hours a student actually attends career and technical education instruction by the amount of the minimum hourly wage that is prescribed by State or local law or by the minimum hourly wage that is established under the Fair Labor Standards Act. The grantee must reduce the amount of a stipend if necessary to ensure that it does not exceed the student’s financial need. Example: If a grantee uses the Fair Labor Standards Act minimum hourly wage of $7.25 and a student attends classes for 20 hours a week, the student’s stipend would be $145 for the week during which the student attends classes ($7.25 × 20 = $145). If the program lasts 16 weeks and the student’s total financial need is $2,000, the grantee must reduce the weekly stipend to $125, because the total stipend for the course would otherwise exceed the student’s financial need by $320 (or $20 a week). VerDate Nov<24>2008 01:06 Mar 24, 2009 Jkt 217001 Note: Grantees must maintain records that fully support their decisions to award stipends to students, as well as the amounts that are paid, such as proof of a student’s enrollment in the NHCTEP project, stipend applications, timesheets showing the number of hours of student attendance that are confirmed in writing by an instructor, student financial status information, and evidence that a student could not participate in the NHCTEP project without a stipend. (See generally 20 U.S.C. 1232f; 34 CFR 75.700–75.702; 75.730; and 75.731.) (6) An eligible student may earn a stipend when taking a course for the first time, although a stipend may not be provided to a student for a particular course if the student has already taken, completed, and had the opportunity to benefit from the course and is merely repeating the course. (7) An applicant must include, in its application, the procedure it intends to use in determining student eligibility for stipends and stipend amounts, and its oversight procedures for the awarding and payment of stipends. (c) Direct Assistance to Students. A grantee may provide direct assistance (as defined elsewhere in this notice under the heading Definitions) to a student only if the following conditions are met: (1) The recipient of the direct assistance is an individual who is a member of a special population (as defined in section 3(29) of the Act) and who is participating in a NHCTEP project. (2) The direct assistance is needed to address barriers to the individual’s successful participation in a NHCTEP project. (3) The direct assistance is part of a broader, more generally focused program or activity for addressing the needs of an individual who is a member of a special population. Note: Direct assistance to individuals who are members of special populations is not, by itself, a ‘‘program or activity for special populations.’’ (4) The grant funds used for direct assistance must be expended to supplement, and not supplant, assistance that is otherwise available from non-Federal sources. For example, generally, a community-based organization could not use NHCTEP funds to provide child care for single parents if non-Federal funds previously were made available for this purpose, or if non-Federal funds are used to provide child care services for single parents participating in non-career and technical education programs and these services otherwise (in the absence of NHCTEP funds) would have been available to career and technical education students. PO 00000 Frm 00040 Fmt 4703 Sfmt 4703 (5) In determining how much of the NHCTEP grant funds it will use for direct assistance to an eligible student, a grantee— (i) May only provide assistance to the extent that it is needed to address barriers to the individual’s successful participation in career and technical education; and (ii) Considers whether the specific services to be provided are a reasonable and necessary cost of providing career and technical education programs for special populations. However, the Secretary does not envision a circumstance in which it would be a reasonable and necessary expenditure of NHCTEP project funds for a grantee to utilize a majority of a project’s budget to pay direct assistance to students, in lieu of providing the students served by the project with career and technical education. (d) Career and Technical Education Agreement. Any applicant that is not proposing to provide career and technical education directly to Native Hawaiian students and proposes instead to pay one or more qualified educational entities to provide such career and technical education to Native Hawaiian students must include with its application a written career and technical education agreement between the applicant and the educational entity. The written agreement must describe the commitment between the applicant and the educational entity and must include, at a minimum, a statement of the responsibilities of the applicant and the entity. The agreement must be signed by the appropriate individuals on behalf of each party, such as the authorizing official or administrative head of the applicant Native Hawaiian community-based organization. (e) Supplement-Not-Supplant. Grantees may not use funds under NHCTEP to replace otherwise available non-Federal funding for ‘‘direct assistance to students’’ (as defined elsewhere in this notice under the heading Definitions) and family assistance programs. For example, NHCTEP funds must not be used to supplant non-Federal funds to pay the costs of students’ tuition, dependent care, transportation, books, supplies, and other costs associated with participation in a career and technical education program. Further, funds under NHCTEP may not be used to replace Federal student financial aid. The Act 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. E:\FR\FM\24MRN1.SGM 24MRN1 mstockstill on PROD1PC66 with NOTICES Federal Register / Vol. 74, No. 55 / Tuesday, March 24, 2009 / Notices II. Evaluation Requirements To help ensure the high quality of NHCTEP projects and the achievement of the goals and purposes of section 116(h) of the Act, each grantee must budget for and conduct an ongoing evaluation of the effectiveness of its project. An independent evaluator must conduct the evaluation. The evaluation must— (a) Be appropriate for the project and be both formative and summative in nature; and (b) Include— (1) Collection and reporting of the performance measures for NHCTEP that are identified in the Performance Measures section of this notice; and (2) Qualitative and quantitative data with respect to— (i) Academic and career and technical competencies demonstrated by the participants and the number and kinds of academic and work credentials acquired by individuals, including their participation in programs providing skill proficiency assessments, industry certifications, or training at the associate degree level that is articulated with an advanced degree option; (ii) Enrollment, completion, and placement of participants by gender, for each occupation for which training was provided; (iii) Job or work skill attainment or enhancement, including participation in apprenticeship and work-based learning programs, and student progress in achieving technical skill proficiencies necessary to obtain employment in the field for which the student has been prepared, including attainment or enhancement of technical skills in the industry the student is preparing to enter; (iv) Activities, during the formative stages of the project, to help guide and improve the project, as well as a summative evaluation that includes recommendations for disseminating information on project activities and results; (v) The number and percentage of students who obtained industryrecognized credentials, certificates, or degrees; (vi) The outcomes of students’ technical assessments, by type and scores, if available; (vii) The rates of attainment of a proficiency credential or certificate, in conjunction with a secondary school diploma; (viii) The effectiveness of the project, including a comparison between the intended and observed results and a demonstration of a clear link between the observed results and the specific treatment given to project participants; VerDate Nov<24>2008 01:06 Mar 24, 2009 Jkt 217001 (ix) The extent to which information about or resulting from the project was disseminated at other sites, such as through the grantee’s development and use of guides or manuals that provide step-by-step directions for practitioners to follow when initiating similar efforts; and (x) The impact of the project, e.g., follow-up data on students’ employment, sustained employment, promotions, further and continuing education or training, or the impact the project had on Native Hawaiian economic development or career and technical education activities. III. Performance Measures The Assistant Secretary establishes the following core factors and measures for evaluating the overall effectiveness of the NHCTEP and projects supported under this program. (a) Number of Secondary, Postsecondary, and Adult Projects. The number of secondary, postsecondary, and adult programs that— (1) Apply industry-recognized skill standards so that students can earn skill certificates in those projects; and (2) Offer skill competencies, related assessments, and industry-recognized skill certificates in an area of study offered by secondary and postsecondary institutions. (b) Secondary Projects. The percentage of participating secondary career and technical education students who— (1) Meet or exceed State proficiency standards in reading/language arts and mathematics; (2) Attain a secondary school diploma or its State-recognized equivalent, or a proficiency credential in conjunction with a secondary school diploma; (3) Attain career and technical education skill proficiencies aligned with industry-recognized standards; and (4) Are placed in postsecondary education, advanced training, military service, or employment in high-skill, high-wage, and high-demand occupations or in current or emerging occupations. (c) Postsecondary Projects. The percentage of participating postsecondary students in career and technical education programs who— (1) Receive postsecondary degrees, certificates, or credentials; (2) Attain career and technical education skill proficiencies aligned with industry-recognized standards; (3) Receive industry-recognized credentials, certificates, or degrees; (4) Are retained in postsecondary education or transfer to a baccalaureate degree program; and PO 00000 Frm 00041 Fmt 4703 Sfmt 4703 12343 (5) Are placed in military service or apprenticeship programs, or are placed in employment, receive an employment promotion, or retain employment. (d) Adult Projects. The percentage of participating adult career and technical education students who— (1) Enroll in a postsecondary education or training program; (2) Attain career and technical education skill proficiencies aligned with industry-recognized standards; (3) Receive industry-recognized credentials, certificates, or degrees; and (4) Are placed in employment, receive an employment promotion, or retain employment. Note: All grantees must submit an annual performance report addressing these performance measures, to the extent feasible and to the extent that they apply to each grantee’s NHCTEP project. Final Definitions The Assistant Secretary establishes the following definitions for NHCTEP program terms not defined in the Act. We may apply these definitions in any year in which this program is in effect. Acute economic need means an income that is at or below the national poverty level according to the latest available data from the U.S. Department of Commerce or the U.S. Department of Health and Human Services Poverty Guidelines. Coherent sequence of courses means a series of courses in which career and academic education is integrated, and that directly relates to, and leads to, both academic and occupational competencies. The term includes competency-based education and academic education, and adult training or retraining, including sequential units encompassed within a single adult retraining course that otherwise meets the requirements of this definition. Direct assistance to students means tuition, dependent care, transportation, books, and supplies that are necessary for a student to participate in a project funded under this program. Stipend means a subsistence allowance— (a) For a student who is enrolled in a career and technical education program funded under the NHCTEP; (b) For a student who has an acute economic need that cannot be met through work-study programs; and (c) That is necessary for the student to participate in a project funded under this program. Final Selection Criteria The Assistant Secretary establishes the following selection criteria for evaluating an application under this E:\FR\FM\24MRN1.SGM 24MRN1 mstockstill on PROD1PC66 with NOTICES 12344 Federal Register / Vol. 74, No. 55 / Tuesday, March 24, 2009 / Notices program. We may apply one or more of these criteria in any year in which this program is in effect. In the notice inviting applications or the application package, or both, we will announce the maximum possible points assigned to each criterion. (a) Quality of the Project Design. In determining the quality of the design of the proposed project, we consider the following factors: (1) The extent to which the design of the proposed project is appropriate to and will successfully address the needs of the target population or other identified needs (as evidenced by such data as local labor market demand, occupational trends, and surveys). (2) The extent to which goals, objectives, and outcomes are clearly specified and measurable. (For example, we look for clear descriptions of proposed student career and technical education activities; recruitment and retention strategies; expected student enrollments, completions, and placements in jobs, military specialties, and continuing education/training opportunities; the number of teachers, counselors, and administrators to be trained; and identification of requirements for each program of study to be provided under the project, including related training areas and a description of performance outcomes.) (3) The extent to which the proposed project will establish linkages with other appropriate agencies (e.g., community, State, and other Federal resources) and organizations providing services to the target population in order to improve services to students and strengthen outcomes for the proposed project. (4) The extent to which the services to be provided by the proposed project will create and offer activities that focus on enabling participants to obtain the skills necessary to gain employment in high-skill, high-wage, and high-demand occupations in emerging fields or in a specific career field. (5) The extent to which the services to be provided by the proposed project will create opportunities for students to acquire skills identified by the State at the secondary level or by industryrecognized career and technical education programs for licensure, degree, certification, or as required by a career or profession. (6) The extent to which the proposed project will provide opportunities for high-quality training or professional development services that— (i) Are of sufficient quality, intensity, and duration to lead to improvements in practice among instructional personnel; VerDate Nov<24>2008 01:06 Mar 24, 2009 Jkt 217001 (ii) Will improve and increase instructional personnel’s knowledge and skills to help students meet challenging and rigorous academic and career and technical skill proficiencies; (iii) Will advance instructional personnel’s understanding of effective instructional strategies that are supported by scientifically based research; and (iv) Include professional development plans that clearly address ways in which learning gaps will be addressed and how continuous review of performance will be conducted to identify training needs. (b) Quality of the Management Plan. In determining the quality of the management plan for the proposed project, we consider the following factors: (1) The adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and the milestones and performance standards for accomplishing project tasks. (2) The extent to which the time commitments of the project director and other key project personnel, including instructors, are appropriate and adequate to meet the objectives of the proposed project. (3) The adequacy of procedures for ensuring feedback and continuous improvement in the operation of the proposed project. (c) Quality of Data Collection Plan. In determining the quality of the data collection plan, we consider the following factors: (1) The adequacy of procedures and methods for collecting data. (2) The adequacy of the data collection plan in allowing comparison with other similar secondary, postsecondary, and adult career and technical education programs. (d) Quality of Project Personnel. In determining the quality of project personnel, we consider the following factors: (1) The extent to which the applicant encourages applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. (2) The qualifications, including relevant training, expertise, and experience, of the project director. (3) The qualifications, including relevant training, expertise, and experience, of key project personnel, especially the extent to which the project will use instructors who are PO 00000 Frm 00042 Fmt 4703 Sfmt 4703 certified to teach in the field in which they will provide instruction. (4) The qualifications, including training, expertise, and experience, of project consultants. (e) Adequacy of Resources. In determining the adequacy of resources for the proposed project, we consider the following factors: (1) The adequacy of support, including facilities, equipment, supplies, and other resources, from the applicant organization(s) and the entities to be served, including the evidence and relevance of commitments (e.g., articulation agreements, memoranda of understanding, letters of support, or commitments to employ project participants) of the applicant, local employers, or entities to be served by the project. (2) The extent to which the budget is adequate and costs are reasonable in relation to the objectives and design of the proposed project. (3) The potential for continued support of the project after Federal funding ends. (f) Quality of the Project Evaluation. In determining the quality of the evaluation, we consider the following factors: (1) The extent to which the methods of evaluation proposed by the grantee are thorough, feasible, and appropriate to the goals, objectives, and outcomes of the proposed project. (2) The extent to which the methods of evaluation include the use of objective performance measures that are clearly related to the intended outcomes of the project and the performance measures discussed elsewhere in this notice and will produce quantitative and qualitative data, to the extent possible. (3) The extent to which the methods of evaluation will provide performance feedback and continuous improvement toward achieving intended outcomes. (4) The quality of the proposed evaluation to be conducted by an external evaluator with the necessary background and technical expertise to carry out the evaluation. This notice does not preclude us from proposing additional priorities, requirements, definitions, or selection criteria for future competitions, subject to meeting applicable rulemaking requirements. Note: This notice does not solicit applications. In any year in which we choose to use these requirements, definitions, and selection criteria, we invite applications through a notice in the Federal Register. Executive Order 12866: This notice has been reviewed in accordance with E:\FR\FM\24MRN1.SGM 24MRN1 Federal Register / Vol. 74, No. 55 / Tuesday, March 24, 2009 / Notices Executive Order 12866. Under the terms of the order, we have assessed the potential costs and benefits of this final regulatory action. The potential costs associated with this final regulatory action are those resulting from statutory requirements and those we have determined as necessary for administering this program effectively and efficiently. In assessing the potential costs and benefits—both quantitative and qualitative—of this final regulatory action, we have determined that the benefits of the final requirements, definitions, and selection criteria justify the costs. We have determined, also, that this final regulatory action does not unduly interfere with State, local, and Tribal governments in the exercise of their governmental functions. We fully discussed the costs and benefits of this regulatory action in the notice of proposed requirements, definitions and selection criteria. Accessible Format: Individuals with disabilities can obtain this document in an accessible format (e.g., braille, large print, audiotape, or computer diskette) on request to the program contact person listed under FOR FURTHER INFORMATION CONTACT. Electronic Access to this Document: You can view this document, as well as all other documents of this Department published in the Federal Register, in text or Adobe Portable Document Format (PDF) on the Internet at the following site: http://www.ed.gov/news/ fedregister. To use PDF you must have 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. mstockstill on PROD1PC66 with NOTICES 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.gpoaccess.gov/nara/ index.html. Dated: March 19, 2009. Dennis L. Berry, Acting Assistant Secretary for Vocational and Adult Education. [FR Doc. E9–6441 Filed 3–23–09; 8:45 am] BILLING CODE 4000–01–P VerDate Nov<24>2008 01:06 Mar 24, 2009 Jkt 217001 DEPARTMENT OF EDUCATION Privacy Act of 1974; System of Records—Evaluation of Moving HighPerforming Teachers to LowPerforming Schools AGENCY: Institute of Education Sciences, Department of Education. ACTION: Notice of a new system of records. SUMMARY: In accordance with the Privacy Act of 1974, as amended (Privacy Act), the Department of Education (Department) publishes this notice of a new system of records entitled ‘‘Evaluation of Moving HighPerforming Teachers to Low-Performing Schools’’ (18–13–21). The National Center for Education Evaluation and Regional Assistance at the Department’s Institute of Education Sciences (IES) commissioned this evaluation. It will be conducted under a contract that IES awarded in September 2007. The central research question that the study will address is: What impacts on student achievement do highperforming teachers have when they are placed in low-performing schools? The system will contain elementary and middle school student records and teacher information for approximately 10 school districts. The evaluation will target 10 school districts where linked student-teacher school records, including test score data, are available for the last four years for all enrolled students. The system of records will include elementary and middle school student test score records, student demographic data, and their teachers’ demographic data and teaching experience. Across the 10 school districts, data will be collected on approximately 200 teachers and 3680 students in their classrooms. The system of records will include personally identifying information about the students in the participating teacher classrooms, including demographic information such as race, ethnicity, gender, age, and educational background; and scores on State reading and mathematics achievement tests. The system of records will also include personally identifying information about teachers participating in the evaluation, including demographic information such as race, ethnicity, gender, and educational background; and teaching experience. DATES: The Department seeks comment on the new system of records described in this notice, in accordance with the requirements of the Privacy Act. We must receive your comments on the proposed routine uses for the system of PO 00000 Frm 00043 Fmt 4703 Sfmt 4703 12345 records referenced in this notice on or before April 23, 2009. The Department filed a report describing the new system of records covered by this notice with the Chair of the Senate Committee on Homeland Security and Governmental Affairs, the Chair of the House Committee on Oversight and Government Reform, and the Administrator of the Office of Information and Regulatory Affairs, Office of Management and Budget (OMB) on March 19, 2009. This system of records will become effective at the later date of—(1) the expiration of the 40-day period for OMB review on April 28, 2009 or (2) April 23, 2009, unless the system of records needs to be changed as a result of public comment or OMB review. ADDRESSES: Address all comments about the proposed routine uses to Dr. Audrey Pendleton, Acting Associate Commissioner, Evaluation Division, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, 555 New Jersey Avenue, NW., Room 502D, Washington, DC 20208–0001. Telephone: (202) 208–7078. If you prefer to send comments through the Internet, use the following address: comments@ed.gov. You must include the term ‘‘Evaluation of Moving High-Performing Teachers to Low-Performing Schools’’ in the subject line of the electronic message. During and after the comment period, you may inspect all comments about this notice at the U.S. Department of Education in Room 502D, 555 New Jersey Avenue, NW., Washington, DC, between the hours of 8 a.m. and 4:30 p.m., Eastern time, Monday through Friday of each week except Federal holidays. Assistance to Individuals With Disabilities in Reviewing the Rulemaking Record: On request, we supply an appropriate aid, such as a reader or print magnifier, to an individual with a disability who needs assistance to review the comments or other documents in the public rulemaking record for this notice. If you want to schedule an appointment for this type of aid, please contact the person listed under FOR FURTHER INFORMATION CONTACT. FOR FURTHER INFORMATION CONTACT: Dr. Audrey Pendleton. Telephone: (202) 208–7078. If you use a telecommunications device for the deaf (TDD), you may call the Federal Relay Service (FRS) at 1–800–877–8339. Individuals with disabilities may obtain this document in an alternative E:\FR\FM\24MRN1.SGM 24MRN1

Agencies

[Federal Register Volume 74, Number 55 (Tuesday, March 24, 2009)]
[Notices]
[Pages 12341-12345]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: E9-6441]


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DEPARTMENT OF EDUCATION


Native Hawaiian Career and Technical Education Program (NHCTEP); 
Catalog of Federal Domestic Assistance (CFDA) Number: 84.259A

AGENCY: Office of Vocational and Adult Education, Department of 
Education.

ACTION: Notice of final requirements, definitions, and selection 
criteria.

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SUMMARY: The Assistant Secretary for Vocational and Adult Education 
establishes requirements, definitions, and selection criteria under the 
Native Hawaiian Career and Technical Education Program (NHCTEP). The 
Assistant Secretary may use these requirements, definitions, and 
selection criteria in competitions in fiscal year (FY) 2009 and later 
years.
    Effective Date: These requirements, definitions, and selection 
criteria are effective April 23, 2009.

FOR FURTHER INFORMATION CONTACT: Nancy Essey, U.S. Department of 
Education, 400 Maryland Avenue, SW., Room 11070, Potomac Center Plaza 
(PCP), Washington, DC 20202-7241. Telephone: (202) 245-7789 or by e-
mail: nancy.essey@ed.gov.
    If you use a telecommunications device for the deaf (TDD), call the 
Federal Relay Service (FRS), toll free, at 1-800-877-8339.

SUPPLEMENTARY INFORMATION:
    Purpose of Program: The Native Hawaiian Career and Technical 
Education Program provides grants to eligible applicants to plan, 
conduct, and administer programs, or portions of programs, that are 
authorized by and consistent with the purposes of section 116 of the 
Carl D. Perkins Career and Technical Education Act of 2006 (Act) for 
the benefit of Native Hawaiians.
    Program Authority: 20 U.S.C. 2326(a)-(h).
    We published a notice of proposed requirements, definitions, and 
selection criteria for this program in the Federal Register on January 
23, 2009 (74 FR 4155). That notice contained background information and 
our reasons for proposing the particular requirements, definitions, and 
selection criteria. We are not repeating that information in this 
notice.
    There are no differences between the proposed requirements, 
definitions, and selection criteria we published on January 23, 2009 
and these final requirements, definitions, and selection criteria.
    Public Comment: In response to our invitation in the notice of 
proposed requirements, definitions, and selection criteria, we did not 
receive any comments on the proposed requirements, definitions, and 
selection criteria.
    Final Requirements: Consistent with the Act, the Assistant 
Secretary establishes the following requirements for this program. We 
may apply these requirements in any year in which this program is in 
effect.

I. Authorized Programs, Services, and Activities

    (a) Authorized Programs. In accordance with section 116(e) of the 
Act, under this program, NHCTEP projects must--
    (1) Develop new programs, services, or activities or improve or 
expand existing programs, services, or activities that are consistent 
with the purposes of the Act. In other words, the Department will 
support ``expansions'' or ``improvements'' that include, but are not 
necessarily limited to, the expansion of effective programs or 
practices; upgrading of activities, equipment, or materials; increasing 
staff capacity; adoption of new technology; modification of curriculum; 
or implementation of new policies to improve program effectiveness and 
outcomes; and
    (2) Fund a career and technical education program, service, or 
activity that--
    (i) Is a new program, service, or activity that was not provided by 
the applicant during the instructional term (a defined period, such as 
a semester, trimester, or quarter, within the academic year) that 
preceded the request for funding under NHCTEP;
    (ii) Will improve or expand an existing career and technical 
education program; or
    (iii) Inherently improves career and technical education. A 
program, service, or activity ``inherently improves career and 
technical education'' if it--
    (A) Develops new career and technical education programs of study 
for approval by the appropriate accreditation agency;
    (B) Strengthens the rigor of the academic and career and technical 
components of funded programs;
    (C) Uses curriculum that is aligned with industry-recognized 
standards and will result in students attaining industry-recognized 
credentials, certificates, or degrees;
    (D) Integrates academics (other than remedial courses) with career 
and technical education programs through a coherent sequence of courses 
to help ensure learning in the core academic and career and technical 
subjects;
    (E) Links career and technical education at the secondary level 
with career and technical education at the postsecondary level, and 
facilitates students' pursuit of a baccalaureate degree;
    (F) Expands the scope, depth, and relevance of curriculum, 
especially content that provides students with a comprehensive 
understanding of all aspects of an industry and a variety of hands-on, 
job-specific experiences; or
    (G) Offers--
    (1) Work-related experience, internships, cooperative education, 
school-based enterprises, studies in entrepreneurship, community 
service learning, and job shadowing that are related to career and 
technical education programs;
    (2) Coaching/mentoring, support services, and extra help for 
students after school, on the weekends, or during the summer so they 
can meet higher standards;
    (3) Career guidance and academic counseling for students 
participating in career and technical education programs under NHCTEP;
    (4) Placement services for students who have successfully completed 
career and technical education programs and attained a technical skill 
proficiency that is aligned with industry-recognized standards;
    (5) Professional development programs for teachers, counselors, and 
administrators;
    (6) Strong partnerships among grantees and local educational 
agencies, postsecondary institutions, community leaders, adult 
education providers, and, as appropriate, other entities, such as 
employers, labor organizations, parents, and local partnerships, to 
enable students to achieve State academic standards and attain career 
and technical skills;
    (7) The use of student assessment and evaluation data to improve 
continually instruction and staff development; or
    (8) Research, development, demonstration, dissemination,

[[Page 12342]]

evaluation and assessment, capacity-building, and technical assistance 
related to career and technical education programs.
    (b) Student stipends.
    (1) A portion of an award under this program may be used to provide 
stipends (as defined elsewhere in this notice under the heading 
Definitions) to help students meet the costs of participation in a 
NHCTEP project.
    (2) To be eligible for a stipend a student must--
    (i) Be enrolled in a career and technical education project funded 
under this program;
    (ii) Be in regular attendance in a NHCTEP project and meet the 
training institution's attendance requirement;
    (iii) Maintain satisfactory progress in his or her program of study 
according to the training institution's published standards for 
satisfactory progress; and
    (iv) Have an acute economic need that--
    (A) Prevents participation in a project funded under this program 
without a stipend; and
    (B) Cannot be met through a work-study program.
    (3) The amount of a stipend is the greater of either the minimum 
hourly wage prescribed by State or local law, or the minimum hourly 
wage established under the Fair Labor Standards Act.
    (4) A grantee may award a stipend only if the stipend combined with 
other resources the student receives does not exceed the student's 
financial need. A student's financial need is the difference between 
the student's cost of attendance and the financial aid or other 
resources available to defray the student's cost of attending a NHCTEP 
project.
    (5) To calculate the amount of a student's stipend, a grantee must 
multiply the number of hours a student actually attends career and 
technical education instruction by the amount of the minimum hourly 
wage that is prescribed by State or local law or by the minimum hourly 
wage that is established under the Fair Labor Standards Act. The 
grantee must reduce the amount of a stipend if necessary to ensure that 
it does not exceed the student's financial need.

    Example: If a grantee uses the Fair Labor Standards Act minimum 
hourly wage of $7.25 and a student attends classes for 20 hours a 
week, the student's stipend would be $145 for the week during which 
the student attends classes ($7.25 x 20 = $145). If the program 
lasts 16 weeks and the student's total financial need is $2,000, the 
grantee must reduce the weekly stipend to $125, because the total 
stipend for the course would otherwise exceed the student's 
financial need by $320 (or $20 a week).

    Note: Grantees must maintain records that fully support their 
decisions to award stipends to students, as well as the amounts that 
are paid, such as proof of a student's enrollment in the NHCTEP 
project, stipend applications, timesheets showing the number of 
hours of student attendance that are confirmed in writing by an 
instructor, student financial status information, and evidence that 
a student could not participate in the NHCTEP project without a 
stipend. (See generally 20 U.S.C. 1232f; 34 CFR 75.700-75.702; 
75.730; and 75.731.)

    (6) An eligible student may earn a stipend when taking a course for 
the first time, although a stipend may not be provided to a student for 
a particular course if the student has already taken, completed, and 
had the opportunity to benefit from the course and is merely repeating 
the course.
    (7) An applicant must include, in its application, the procedure it 
intends to use in determining student eligibility for stipends and 
stipend amounts, and its oversight procedures for the awarding and 
payment of stipends.
    (c) Direct Assistance to Students. A grantee may provide direct 
assistance (as defined elsewhere in this notice under the heading 
Definitions) to a student only if the following conditions are met:
    (1) The recipient of the direct assistance is an individual who is 
a member of a special population (as defined in section 3(29) of the 
Act) and who is participating in a NHCTEP project.
    (2) The direct assistance is needed to address barriers to the 
individual's successful participation in a NHCTEP project.
    (3) The direct assistance is part of a broader, more generally 
focused program or activity for addressing the needs of an individual 
who is a member of a special population.

    Note: Direct assistance to individuals who are members of 
special populations is not, by itself, a ``program or activity for 
special populations.''

    (4) The grant funds used for direct assistance must be expended to 
supplement, and not supplant, assistance that is otherwise available 
from non-Federal sources. For example, generally, a community-based 
organization could not use NHCTEP funds to provide child care for 
single parents if non-Federal funds previously were made available for 
this purpose, or if non-Federal funds are used to provide child care 
services for single parents participating in non-career and technical 
education programs and these services otherwise (in the absence of 
NHCTEP funds) would have been available to career and technical 
education students.
    (5) In determining how much of the NHCTEP grant funds it will use 
for direct assistance to an eligible student, a grantee--
    (i) May only provide assistance to the extent that it is needed to 
address barriers to the individual's successful participation in career 
and technical education; and
    (ii) Considers whether the specific services to be provided are a 
reasonable and necessary cost of providing career and technical 
education programs for special populations. However, the Secretary does 
not envision a circumstance in which it would be a reasonable and 
necessary expenditure of NHCTEP project funds for a grantee to utilize 
a majority of a project's budget to pay direct assistance to students, 
in lieu of providing the students served by the project with career and 
technical education.
    (d) Career and Technical Education Agreement. Any applicant that is 
not proposing to provide career and technical education directly to 
Native Hawaiian students and proposes instead to pay one or more 
qualified educational entities to provide such career and technical 
education to Native Hawaiian students must include with its application 
a written career and technical education agreement between the 
applicant and the educational entity. The written agreement must 
describe the commitment between the applicant and the educational 
entity and must include, at a minimum, a statement of the 
responsibilities of the applicant and the entity. The agreement must be 
signed by the appropriate individuals on behalf of each party, such as 
the authorizing official or administrative head of the applicant Native 
Hawaiian community-based organization.
    (e) Supplement-Not-Supplant. Grantees may not use funds under 
NHCTEP to replace otherwise available non-Federal funding for ``direct 
assistance to students'' (as defined elsewhere in this notice under the 
heading Definitions) and family assistance programs. For example, 
NHCTEP funds must not be used to supplant non-Federal funds to pay the 
costs of students' tuition, dependent care, transportation, books, 
supplies, and other costs associated with participation in a career and 
technical education program.
    Further, funds under NHCTEP may not be used to replace Federal 
student financial aid. The Act 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.

[[Page 12343]]

II. Evaluation Requirements

    To help ensure the high quality of NHCTEP projects and the 
achievement of the goals and purposes of section 116(h) of the Act, 
each grantee must budget for and conduct an ongoing evaluation of the 
effectiveness of its project. An independent evaluator must conduct the 
evaluation. The evaluation must--
    (a) Be appropriate for the project and be both formative and 
summative in nature; and
    (b) Include--
    (1) Collection and reporting of the performance measures for NHCTEP 
that are identified in the Performance Measures section of this notice; 
and
    (2) Qualitative and quantitative data with respect to--
    (i) Academic and career and technical competencies demonstrated by 
the participants and the number and kinds of academic and work 
credentials acquired by individuals, including their participation in 
programs providing skill proficiency assessments, industry 
certifications, or training at the associate degree level that is 
articulated with an advanced degree option;
    (ii) Enrollment, completion, and placement of participants by 
gender, for each occupation for which training was provided;
    (iii) Job or work skill attainment or enhancement, including 
participation in apprenticeship and work-based learning programs, and 
student progress in achieving technical skill proficiencies necessary 
to obtain employment in the field for which the student has been 
prepared, including attainment or enhancement of technical skills in 
the industry the student is preparing to enter;
    (iv) Activities, during the formative stages of the project, to 
help guide and improve the project, as well as a summative evaluation 
that includes recommendations for disseminating information on project 
activities and results;
    (v) The number and percentage of students who obtained industry-
recognized credentials, certificates, or degrees;
    (vi) The outcomes of students' technical assessments, by type and 
scores, if available;
    (vii) The rates of attainment of a proficiency credential or 
certificate, in conjunction with a secondary school diploma;
    (viii) The effectiveness of the project, including a comparison 
between the intended and observed results and a demonstration of a 
clear link between the observed results and the specific treatment 
given to project participants;
    (ix) The extent to which information about or resulting from the 
project was disseminated at other sites, such as through the grantee's 
development and use of guides or manuals that provide step-by-step 
directions for practitioners to follow when initiating similar efforts; 
and
    (x) The impact of the project, e.g., follow-up data on students' 
employment, sustained employment, promotions, further and continuing 
education or training, or the impact the project had on Native Hawaiian 
economic development or career and technical education activities.

III. Performance Measures

    The Assistant Secretary establishes the following core factors and 
measures for evaluating the overall effectiveness of the NHCTEP and 
projects supported under this program.
    (a) Number of Secondary, Postsecondary, and Adult Projects. The 
number of secondary, postsecondary, and adult programs that--
    (1) Apply industry-recognized skill standards so that students can 
earn skill certificates in those projects; and
    (2) Offer skill competencies, related assessments, and industry-
recognized skill certificates in an area of study offered by secondary 
and postsecondary institutions.
    (b) Secondary Projects. The percentage of participating secondary 
career and technical education students who--
    (1) Meet or exceed State proficiency standards in reading/language 
arts and mathematics;
    (2) Attain a secondary school diploma or its State-recognized 
equivalent, or a proficiency credential in conjunction with a secondary 
school diploma;
    (3) Attain career and technical education skill proficiencies 
aligned with industry-recognized standards; and
    (4) Are placed in postsecondary education, advanced training, 
military service, or employment in high-skill, high-wage, and high-
demand occupations or in current or emerging occupations.
    (c) Postsecondary Projects. The percentage of participating 
postsecondary students in career and technical education programs who--
    (1) Receive postsecondary degrees, certificates, or credentials;
    (2) Attain career and technical education skill proficiencies 
aligned with industry-recognized standards;
    (3) Receive industry-recognized credentials, certificates, or 
degrees;
    (4) Are retained in postsecondary education or transfer to a 
baccalaureate degree program; and
    (5) Are placed in military service or apprenticeship programs, or 
are placed in employment, receive an employment promotion, or retain 
employment.
    (d) Adult Projects. The percentage of participating adult career 
and technical education students who--
    (1) Enroll in a postsecondary education or training program;
    (2) Attain career and technical education skill proficiencies 
aligned with industry-recognized standards;
    (3) Receive industry-recognized credentials, certificates, or 
degrees; and
    (4) Are placed in employment, receive an employment promotion, or 
retain employment.

    Note: All grantees must submit an annual performance report 
addressing these performance measures, to the extent feasible and to 
the extent that they apply to each grantee's NHCTEP project.

Final Definitions

    The Assistant Secretary establishes the following definitions for 
NHCTEP program terms not defined in the Act. We may apply these 
definitions in any year in which this program is in effect.
    Acute economic need means an income that is at or below the 
national poverty level according to the latest available data from the 
U.S. Department of Commerce or the U.S. Department of Health and Human 
Services Poverty Guidelines.
    Coherent sequence of courses means a series of courses in which 
career and academic education is integrated, and that directly relates 
to, and leads to, both academic and occupational competencies. The term 
includes competency-based education and academic education, and adult 
training or retraining, including sequential units encompassed within a 
single adult retraining course that otherwise meets the requirements of 
this definition.
    Direct assistance to students means tuition, dependent care, 
transportation, books, and supplies that are necessary for a student to 
participate in a project funded under this program.
    Stipend means a subsistence allowance--
    (a) For a student who is enrolled in a career and technical 
education program funded under the NHCTEP;
    (b) For a student who has an acute economic need that cannot be met 
through work-study programs; and
    (c) That is necessary for the student to participate in a project 
funded under this program.

Final Selection Criteria

    The Assistant Secretary establishes the following selection 
criteria for evaluating an application under this

[[Page 12344]]

program. We may apply one or more of these criteria in any year in 
which this program is in effect. In the notice inviting applications or 
the application package, or both, we will announce the maximum possible 
points assigned to each criterion.
    (a) Quality of the Project Design. In determining the quality of 
the design of the proposed project, we consider the following factors:
    (1) The extent to which the design of the proposed project is 
appropriate to and will successfully address the needs of the target 
population or other identified needs (as evidenced by such data as 
local labor market demand, occupational trends, and surveys).
    (2) The extent to which goals, objectives, and outcomes are clearly 
specified and measurable. (For example, we look for clear descriptions 
of proposed student career and technical education activities; 
recruitment and retention strategies; expected student enrollments, 
completions, and placements in jobs, military specialties, and 
continuing education/training opportunities; the number of teachers, 
counselors, and administrators to be trained; and identification of 
requirements for each program of study to be provided under the 
project, including related training areas and a description of 
performance outcomes.)
    (3) The extent to which the proposed project will establish 
linkages with other appropriate agencies (e.g., community, State, and 
other Federal resources) and organizations providing services to the 
target population in order to improve services to students and 
strengthen outcomes for the proposed project.
    (4) The extent to which the services to be provided by the proposed 
project will create and offer activities that focus on enabling 
participants to obtain the skills necessary to gain employment in high-
skill, high-wage, and high-demand occupations in emerging fields or in 
a specific career field.
    (5) The extent to which the services to be provided by the proposed 
project will create opportunities for students to acquire skills 
identified by the State at the secondary level or by industry-
recognized career and technical education programs for licensure, 
degree, certification, or as required by a career or profession.
    (6) The extent to which the proposed project will provide 
opportunities for high-quality training or professional development 
services that--
    (i) Are of sufficient quality, intensity, and duration to lead to 
improvements in practice among instructional personnel;
    (ii) Will improve and increase instructional personnel's knowledge 
and skills to help students meet challenging and rigorous academic and 
career and technical skill proficiencies;
    (iii) Will advance instructional personnel's understanding of 
effective instructional strategies that are supported by scientifically 
based research; and
    (iv) Include professional development plans that clearly address 
ways in which learning gaps will be addressed and how continuous review 
of performance will be conducted to identify training needs.
    (b) Quality of the Management Plan. In determining the quality of 
the management plan for the proposed project, we consider the following 
factors:
    (1) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and the milestones and performance 
standards for accomplishing project tasks.
    (2) The extent to which the time commitments of the project 
director and other key project personnel, including instructors, are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (3) The adequacy of procedures for ensuring feedback and continuous 
improvement in the operation of the proposed project.
    (c) Quality of Data Collection Plan. In determining the quality of 
the data collection plan, we consider the following factors:
    (1) The adequacy of procedures and methods for collecting data.
    (2) The adequacy of the data collection plan in allowing comparison 
with other similar secondary, postsecondary, and adult career and 
technical education programs.
    (d) Quality of Project Personnel. In determining the quality of 
project personnel, we consider the following factors:
    (1) The extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (2) The qualifications, including relevant training, expertise, and 
experience, of the project director.
    (3) The qualifications, including relevant training, expertise, and 
experience, of key project personnel, especially the extent to which 
the project will use instructors who are certified to teach in the 
field in which they will provide instruction.
    (4) The qualifications, including training, expertise, and 
experience, of project consultants.
    (e) Adequacy of Resources. In determining the adequacy of resources 
for the proposed project, we consider the following factors:
    (1) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization(s) and 
the entities to be served, including the evidence and relevance of 
commitments (e.g., articulation agreements, memoranda of understanding, 
letters of support, or commitments to employ project participants) of 
the applicant, local employers, or entities to be served by the 
project.
    (2) The extent to which the budget is adequate and costs are 
reasonable in relation to the objectives and design of the proposed 
project.
    (3) The potential for continued support of the project after 
Federal funding ends.
    (f) Quality of the Project Evaluation. In determining the quality 
of the evaluation, we consider the following factors:
    (1) The extent to which the methods of evaluation proposed by the 
grantee are thorough, feasible, and appropriate to the goals, 
objectives, and outcomes of the proposed project.
    (2) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and the performance measures discussed 
elsewhere in this notice and will produce quantitative and qualitative 
data, to the extent possible.
    (3) The extent to which the methods of evaluation will provide 
performance feedback and continuous improvement toward achieving 
intended outcomes.
    (4) The quality of the proposed evaluation to be conducted by an 
external evaluator with the necessary background and technical 
expertise to carry out the evaluation.
    This notice does not preclude us from proposing additional 
priorities, requirements, definitions, or selection criteria for future 
competitions, subject to meeting applicable rulemaking requirements.

    Note: This notice does not solicit applications. In any year in 
which we choose to use these requirements, definitions, and 
selection criteria, we invite applications through a notice in the 
Federal Register.

    Executive Order 12866: This notice has been reviewed in accordance 
with

[[Page 12345]]

Executive Order 12866. Under the terms of the order, we have assessed 
the potential costs and benefits of this final regulatory action.
    The potential costs associated with this final regulatory action 
are those resulting from statutory requirements and those we have 
determined as necessary for administering this program effectively and 
efficiently.
    In assessing the potential costs and benefits--both quantitative 
and qualitative--of this final regulatory action, we have determined 
that the benefits of the final requirements, definitions, and selection 
criteria justify the costs.
    We have determined, also, that this final regulatory action does 
not unduly interfere with State, local, and Tribal governments in the 
exercise of their governmental functions.
    We fully discussed the costs and benefits of this regulatory action 
in the notice of proposed requirements, definitions and selection 
criteria.
    Accessible Format: Individuals with disabilities can obtain this 
document in an accessible format (e.g., braille, large print, 
audiotape, or computer diskette) on request to the program contact 
person listed under FOR FURTHER INFORMATION CONTACT.
    Electronic Access to this Document: You can view this document, as 
well as all other documents of this Department published in the Federal 
Register, in text or Adobe Portable Document Format (PDF) on the 
Internet at the following site: http://www.ed.gov/news/fedregister.
    To use PDF you must have 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.

    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.gpoaccess.gov/nara/index.html.


    Dated: March 19, 2009.
Dennis L. Berry,
Acting Assistant Secretary for Vocational and Adult Education.
[FR Doc. E9-6441 Filed 3-23-09; 8:45 am]
BILLING CODE 4000-01-P