Office of Vocational and Adult Education; Overview Information; Smaller Learning Communities-Special Competition for Supplemental Reading Program Research Evaluation; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2004, 16249-16253 [05-6315]
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Dated: March 24, 2005.
Michael J. Petrilli,
Acting Assistant Deputy Secretary for
Innovation and Improvement.
[FR Doc. 05–6265 Filed 3–29–05; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
Office of Vocational and Adult
Education; Overview Information;
Smaller Learning Communities—
Special Competition for Supplemental
Reading Program Research
Evaluation; Notice Inviting
Applications for New Awards for Fiscal
Year (FY) 2004
Catalog of Federal Domestic Assistance
(CFDA) Number: 84.215L.
Applications Available: March
30, 2005.
Deadline for Transmittal of
Applications: May 16, 2005.
Deadline for Intergovernmental
Review: July 13, 2005.
Eligible Applicants: Local educational
agencies (LEAs), including schools
funded by the Bureau of Indian Affairs
(BIA schools) and educational service
agencies that meet the requirements
DATES:
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specified in the Educational Service
Agencies section of the Application
Requirements in the notice of final
priorities, requirements, definitions and
selection criteria for this competition
(NFP), published elsewhere in this issue
of the Federal Register, are eligible to
apply on behalf of two or four large high
schools that agree to all of the
requirements of participation in the
research evaluation. Additional
eligibility requirements aware listed in
the Eligibility section of the Application
Requirements in the NFP, published
elsewhere in this issue of the Federal
Register.
Estimated Available Funds:
$40,000,000.
Estimated Range of Awards:
$1,250,000–$5,000,000. Additional
information regarding awards and
budget determinations is in the Budget
Information for Determination of Award
section in the Application Requirements
in the NFP, published elsewhere in this
issue of the Federal Register.
Estimated Number of Awards: 8–12.
Note: The Department is not bound by any
estimates in this notice.
Project Period: Up to 60 months.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of
the Smaller Learning Communities
(SLC) program is to promote academic
achievement through the planning,
implementation or expansion of small,
safe, and successful learning
environments in large high schools to
help ensure that all students graduate
with the knowledge and skills necessary
to make successful transitions to college
and careers. The purpose of this special
competition is to fund, using a portion
of FY 2004 SLC program funds, a
national research evaluation of
supplemental reading programs in a
special type of SLC structure called
freshman academies, and, in addition,
to support a broader range of activities
to create or expand SLCs in
participating schools.
Priorities: This competition includes
one absolute priority and one
competitive preference priority. Both of
these priorities are from the NFP,
published elsewhere in this issue of the
Federal Register.
Absolute Priority: For this special
competition, Priority 1 is an absolute
priority. Under 34 CFR 75.105(c)(3) we
consider only applications that meet
this priority.
The priority is:
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Priority 1—Participation in a National
Research Evaluation that Assesses the
Effectiveness of Supplemental Reading
Programs in Freshman Academies
To be eligible for consideration under
this priority, an applicant must—
(1) Apply on behalf of two or four
large high schools that are currently
implementing freshman academies;
(2) Provide a detailed description of
literacy classes and/or other activities
implemented within the last two years
that were designed to promote the
reading achievement of striving ninthgrade readers (as defined in the NFP,
published elsewhere in this issue of the
Federal Register) at any of the schools
on behalf of which the LEA has applied;
(3) Provide documentation of the
LEA’s and schools’ willingness to
participate in a large-scale national
evaluation that uses scientifically based
research methods. Each LEA must
include in its application a letter from
its superintendent and the principals of
the high schools named in the
application, agreeing to meet the
requirements of the research design, and
each LEA must include in its
application a letter from its research
office or research board agreeing to meet
the requirements of the research design,
if such approval is needed according to
local policies;
(4) Agree to implement two
designated supplemental reading
programs for striving ninth-grade
readers, one in each eligible high
school, adhering strictly to the design of
the reading program, with the
understanding that the supplemental
reading program will be either the
Strategic Instruction Model or Reading
Apprenticeship Academic Literacy, as
assigned to each school by the
evaluation contractor;
(5) Assign a language arts or social
studies teacher, providing his or her
name, resume, and a signed letter of
interest, in each participating high
school to: (a) Participate in professional
development necessary to implement
the supplemental reading program
(which will include travel to
Washington, DC, or another off-site
location during the first two weeks in
August of 2005); (b) teach the selected
supplemental reading program to
participating students for a minimum of
225 minutes per week for each week of
the 2005–2006 and 2006–2007 school
years; (c) complete two surveys; (d)
assist with the administration of surveys
and student assessments; (e) work with
the LEA, school officials, MDRC, and
AIR to recruit 125 or more students for
the program and the larger research
evaluation; (f) determine students’
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eligibility to participate in the research
evaluation, with the guidance of the
evaluation contractor; and (g) work with
the LEA, school officials, MDRC, and
AIR to obtain parental consent for
students to participate in assessments
and other data collections;
(6) Designate a substitute or
replacement teacher in the event that
the teacher of the supplemental reading
program takes a leave of absence,
resigns, or is otherwise unwilling or
unable to participate; and
(7) Agree to provide, prior to the start
of school years 2005–06 and 2006–07,
for each participating high school, a list
of at least 125 striving ninth-grade
readers who are eligible to participate in
the research evaluation; work with the
contractor to assign by lottery 50 of
those students in each participating
high school to the supplemental reading
program and assign the remaining
students to other activities in which
they would otherwise participate, such
as a study hall, electives, or other
activity that does not involve
supplemental reading instruction;
provide students selected for the
supplemental reading program with a
minimum of 225 minutes per week of
instruction in the supplemental reading
program for each week of the school
year; and allow enough flexibility in the
schedules of all eligible students so that
students who are not initially selected
by lottery to participate in the
supplemental reading program may be
reassigned, at random, to the program if
students who were initially selected for
the program transfer to another school,
drop out, or otherwise discontinue their
participation in supplemental reading
instruction during the school year.
Competitive Preference Priority: For
this special competition, Priority 2 is a
competitive preference priority. Under
34 CFR 75.105(c)(2) we award 25
additional points to applications that
meet this priority. These points are in
addition to any points the application
earns under the selection criteria.
The priority is:
Priority 2—Number of Schools
The Secretary gives priority to
applications from LEAs applying on
behalf of four high schools that are
implementing freshman academies and
that commit to participate in the
research evaluation.
Application Requirements: Additional
requirements for all projects funded
through this competition are in the NFP,
published elsewhere in this issue of the
Federal Register.
These additional requirements are:
Eligibility; School Report Cards;
Consortium Applications and Governing
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Authority; Educational Service
Agencies; Budget Information for
Determination of Award; Student
Placement within the Broader SLC
Project; Performance Indicators for the
Broader SLC Project; Evaluation of
Broader SLC Projects; Participation in
the Research Evaluation; and High-Risk
Status and Other Enforcement
Mechanisms.
Definitions: In addition to the
definitions in the authorizing statute
and 34 CFR 77.1, the definitions in the
NFP, published elsewhere in this issue
of the Federal Register, apply.
Program Authority: 20 U.S.C. 7249.
Applicable Regulations: (a) The
Education Department General
Administrative Regulations (EDGAR) in
34 CFR parts 75, 77, 79, 80, 81, 82, 84,
85, 86, 97, 98, and 99; and (b) the
priorities, requirements, definitions, and
selection criteria contained in the NFP,
published elsewhere in this issue of the
Federal Register.
Note: The regulations in part 79 apply to
all applicants except federally recognized
Indian tribes.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds:
$40,000,000.
Estimated Range of Awards:
$1,250,000–$5,000,000.
Additional information regarding
awards and budget determinations is in
the Budget Information for
Determination of Award section in the
Application Requirements in the NFP,
published elsewhere in this issue of the
Federal Register.
Estimated Number of Awards: 8–12.
Note: The Department is not bound by any
estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: LEAs,
including BIA schools and educational
service agencies that meet the
requirements specified in the
Educational Service Agencies section of
the Application Requirements in the
NFP, published elsewhere in this issue
of the Federal Register, are eligible to
apply on behalf of two or four large high
schools that agree to all of the
requirements of participation in the
research evaluation. Additional
eligibility requirements are listed in the
Eligibility section of the Application
Requirements in the NFP, published
elsewhere in this issue of the Federal
Register.
2. Cost Sharing or Matching: This
competition does not involve cost
sharing or matching.
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IV. Application and Submission
Information
1. Address to Request Application
Package: Matthew Fitzpatrick, U.S.
Department of Education, 400 Maryland
Avenue, SW., room 11120, Potomac
Center Plaza, Washington, DC 20202–
7241. Telephone: (202) 245–7770. Fax:
(202) 245–7170.
If you use a telecommunications
device for the deaf (TDD), you may call
the Federal Relay Service (FRS) at 1–
800–877–8339.
You may also obtain an application
package via Internet from the following
address: https://www.ed.gov/programs/
slcp/applicant.html.
Individuals with disabilities may
obtain a copy of the application package
in an alternative format (e.g., Braille,
large print, audiotape, or computer
diskette) by contacting the program
contact person listed in this section.
2. Content and Form of Application
Submission: Requirements concerning
the content of an application, together
with the forms you must submit, are in
the application package for this
competition.
Page Limit: The application narrative
(Part III of the application) is where you,
the applicant, address the selection
criteria that reviewers use to evaluate
your application. You must limit Part III
to the equivalent of no more than 35
pages, using the following standards:
• A ‘‘page’’ is 8.5″ x 11″, on one side
only, with 1″ margins at the top, bottom,
and both sides.
• Double space (no more than three
lines per vertical inch) all text in the
application narrative, including titles,
headings, footnotes, quotations,
references, and captions, as well as all
text in charts, tables, figures, and
graphs.
• Use a font that is either 12 point or
larger or no smaller than 10 pitch
(characters per inch).
The page limit does not apply to Part
I, the cover sheet; Part II, the budget
section, including the narrative budget
justification; Part IV, the assurances and
certifications; or the one-page abstract,
the resumes, the bibliography, or the
letters of support. However, you must
include all of the application narrative
in Part III.
Our reviewers will not read any pages
of your application that exceed the page
limit if you apply these standards, or
exceed the equivalent of the page limit
if you apply other standards.
3. Submission Dates and Times:
Applications Available: March 30, 2005.
Deadline for Transmittal of
Applications: May 16, 2005.
Applications for grants under this
competition must be submitted by mail
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or hand delivery. For information
(including dates and times) about how
to submit your application by mail or
hand delivery, please refer to section IV.
6. Other Submission Requirements in
this notice.
We do not consider an application
that does not comply with the deadline
requirements.
Deadline for Intergovernmental
Review: July 13, 2005.
4. Intergovernmental Review: This
competition is subject to Executive
Order 12372 and the regulations in 34
CFR part 79. Information about
Intergovernmental Review of Federal
Programs under Executive Order 12372
is in the application package for this
competition.
5. Funding Restrictions: We reference
regulations outlining funding
restrictions in the Applicable
Regulations section of this notice.
6. Other Submission Requirements:
Applications for grants under this
competition must be submitted in paper
format by mail or hand delivery.
a. Submission of Applications by
Mail. If you submit your application by
mail (through the U.S. Postal Service or
a commercial carrier), you must mail the
original and two copies of your
application, on or before the application
deadline date, to the Department at the
applicable following address:
By mail through the U.S. Postal
Service: U.S. Department of Education,
Application Control Center, Attention:
(CFDA Number 84.215L Special
Competition), 400 Maryland Avenue,
SW., Washington, DC 20202–4260; or
By mail through a commercial carrier:
U.S. Department of Education,
Application Control Center—Stop 4260,
Attention: (CFDA Number 84.215L
Special Competition), 7100 Old
Landover Road, Landover, MD 20785–
1506.
Regardless of the address you use, you
must show proof of mailing consisting
of one of the following:
(1) A legibly dated U.S. Postal Service
postmark,
(2) A legible mail receipt with the
date of mailing stamped by the U.S.
Postal Service,
(3) A dated shipping label, invoice, or
receipt from a commercial carrier, or
(4) Any other proof of mailing
acceptable to the Secretary of the U.S.
Department of Education.
If you mail your application through
the U.S. Postal Service, we do not
accept either of the following as proof
of mailing:
(1) A private metered postmark, or
(2) A mail receipt that is not dated by
the U.S. Postal Service.
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If your application is postmarked after
the application deadline date, we will
not consider your application.
Note: The U.S. Postal Service does not
uniformly provide a dated postmark. Before
relying on this method, you should check
with your local post office.
b. Submission of Applications by
Hand Delivery. If you submit your
application by hand delivery, you (or a
courier service) must deliver the
original and two copies of your
application, by hand, on or before the
application deadline date, to the
Department at the following address:
U.S. Department of Education,
Application Control Center, Attention:
(CFDA Number 84.215L Special
Competition), 550 12th Street, SW.,
Room 7041, Potomac Center Plaza,
Washington, DC 20202–4260.
The Application Control Center
accepts hand deliveries daily between 8
a.m. and 4:30 p.m., Washington, DC
time, except Saturdays, Sundays, and
Federal holidays.
Note for Mail or Hand Delivery of
Paper Applications: If you mail or hand
deliver your application to the
Department:
(1) You must indicate on the envelope
and—if not provided by the
Department—in Item 4 of the ED 424 the
CFDA number—and suffix letter, if
any—of the competition under which
you are submitting your application.
(2) The Application Control Center
will mail a grant application receipt
acknowledgment to you. If you do not
receive the grant application receipt
acknowledgment within 15 business
days from the application deadline date,
you should call the U.S. Department of
Education Application Control Center at
(202) 245–6288.
V. Application Review Information
Selection Criteria: The selection
criteria for this special competition are
described in this section. The maximum
score for all selection criteria is 100
points. The maximum score for each
criterion or factor under that criterion is
indicated in parentheses.
Need for Participation in the
Supplemental Reading Program (10
Points)
In determining the need for
participation in the supplemental
reading program, we will consider the
extent to which the applicant will—
(1) Involve schools that have the
greatest need for assistance as indicated
by such factors as: Student achievement
scores in English or language arts;
student achievement scores in other
core curriculum areas; enrollment;
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attendance and dropout rates; incidents
of violence, drug and alcohol use, and
disciplinary actions; percentage of
students who have limited English
proficiency, come from low-income
families, or are otherwise
disadvantaged; or other need factors as
identified by the applicant (7 points);
and
(2) Address the needs it has identified
in accordance with paragraph (1)
through participation in the
supplemental reading program activities
(3 points).
Foundation for Implementation of the
Supplemental Reading Program (50
Points)
In determining the foundation for
implementation of the supplemental
reading program, we will consider the
extent to which—
(1) Administrators, teachers, and
other school staff within each school
support the school’s proposed
involvement in the supplemental
reading program and have been and will
continue to be involved in its planning,
development, and implementation,
including, particularly, those teachers
who will be directly affected by the
proposed project, as evidenced in part
by a letter of interest from the language
arts or social studies teacher who will
teach the supplemental reading program
(15 points);
(2) Parents, students, and other
community stakeholders support the
proposed implementation of the
supplemental reading program and have
been and will continue to be involved
in its planning, development, and
implementation (3 points);
(3) The proposed implementation of
the supplemental reading program is
consistent with, and will advance, State
and local initiatives to increase student
achievement and narrow gaps in
achievement between all students and
students who are economically
disadvantaged, students from major
racial and ethnic groups, students with
disabilities, or students with limited
English proficiency (4 points);
(4) The applicant demonstrates that it
has carried out sufficient planning and
preparatory activities, outreach, and
consultation with teachers,
administrators, and other stakeholders
to enable it to participate effectively in
the supplemental reading program at the
beginning of the 2005–6 school year (5
points);
(5) The applicant articulates a plan for
using information gathered from the
evaluation of the supplemental reading
program to inform decision and
policymaking at the LEA and school
levels (3 points); and
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(6) The applicant, in its description of
literacy classes and/or other activities
(implemented, within the last two years,
at each of the high schools on behalf of
which the LEA is applying in this
competition) that were designed to
promote the reading achievement of
striving ninth-grade readers,
demonstrates that those activities will
not affect the outcomes of the research
evaluation, and that the ninth-grade
teachers in each school have not
previously received professional
development in either the Strategic
Instruction Model, Reading Apprentice
Academic Literacy, or a similar
supplemental reading program (20
points).
Quality of the Project Design for the
Broader SLC Project (15 Points)
In determining the quality of the
project design for the broader SLC
project we will consider the extent to
which—
(1) The applicant demonstrates a
foundation for implementing the
broader SLC project, creating or
expanding SLC structures or strategies
in the school environment, including
demonstrating—
(A) That it has the support and
involvement of administrators, teachers,
and other school staff;
(B) That it has the support of parents,
students, and other community
stakeholders;
(C) The degree to which the proposed
broader SLC project is consistent with,
and will advance, State and local
initiatives to increase student
achievement and narrow gaps in
achievement; and
(D) The degree to which the applicant
has carried out sufficient planning and
preparatory activities to enable it to
implement the proposed broader SLC
project at the beginning of the 2005–6
school year (5 points);
(2) The applicant will implement or
expand strategies, new organizational
structures, or other changes in practice
that are likely to create an environment
in which a core group of teachers and
other adults within the school know the
needs, interests, and aspirations of each
student well, closely monitor each
student’s progress, and provide the
academic and other support each
student needs to succeed (5 points); and
(3) The applicant will provide highquality professional development
throughout the project period that
advances the understanding of teachers,
administrators, and other school staff of
effective, research-based instructional
strategies for improving the academic
achievement of students, including,
particularly, students with academic
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skills that are significantly below grade
level; and provide the knowledge and
skills they need to participate effectively
in the development, expansion, or
implementation of an SLC (5 points).
Quality of the Management Plan (15
Points)
In determining the quality of the
management plan for the proposed
project, we consider the following
factors—
(1) The adequacy of the proposed
management plan to allow the
participating schools to implement
effectively the research evaluation and
broader SLC project on time and within
budget, including clearly defined
responsibilities and detailed timelines
and milestones for accomplishing
project tasks (3 points);
(2) The extent to which time
commitments of the project director and
other key personnel, including the
teachers who will be responsible for
providing instruction in the
supplemental reading program, are
appropriate and adequate to implement
effectively the supplemental reading
program and broader SLC project (2
points);
(3) The qualifications, including
relevant training and experience, of the
project director, program coordinator,
and other key personnel who will be
responsible for implementing the
broader SLC project (3 points);
(4) The qualifications, including
relevant training and years of
experience, of the teachers who will be
responsible for providing instruction in
the supplemental reading program, as
indicated by a resume and signed letter
of interest (4 points); and
(5) The adequacy of resources,
including the extent to which the
budget is adequate, the extent to which
the budget provides sufficient funds for
the implementation of the supplemental
reading program, and the extent to
which costs are directly related to the
objectives and design of the research
evaluation and broader SLC activities (3
points).
Quality of the Broader SLC Project
Evaluation (10 Points)
In determining the quality of the
broader SLC project evaluation to be
conducted on the applicant’s behalf by
an independent, third-party evaluator,
we consider the following factors—
(1) The extent to which the methods
of evaluation are thorough, feasible, and
appropriate to the goals, objectives, and
outcomes of the proposed broader SLC
project (2 points);
(2) The extent to which the evaluation
will collect and annually report
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accurate, valid, and reliable data for
each of the required performance
indicators, including student
achievement data that are disaggregated
for economically disadvantaged
students, students from major racial and
ethnic groups, students with
disabilities, and students with limited
English proficiency (2 points);
(3) The extent to which the evaluation
will collect additional qualitative and
quantitative data that will be useful in
assessing the success and progress of
implementation, including, at a
minimum, accurate, valid, and reliable
data for the additional performance
indicators identified by the applicant in
the application (2 points);
(4) The extent to which the methods
of evaluation will provide timely and
regular feedback to the LEA and the
school on the success and progress of
implementation and will identify areas
for needed improvement (2 points); and
(5) The qualifications and relevant
training and experience of the
independent evaluator (2 points).
VI. Award Administration Information
1. Award Notices: If your application
is successful, we notify your U.S.
Representative and U.S. Senators and
send you a Grant Award Notification
(GAN). We may also notify you
informally.
If your application is not evaluated or
not selected for funding, we notify you.
2. Administrative and National Policy
Requirements: We identify
administrative and national policy
requirements in the application package
and reference these and other
requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining
the terms and conditions of an award in
the Applicable Regulations section of
this notice and include these and other
specific conditions in the GAN. The
GAN also incorporates your approved
application as part of your binding
commitments under the grant.
3. Reporting: At the end of your
project period, you must submit a final
performance report, including financial
information, as directed by the
Secretary. You must submit an annual
performance report that provides the
most current performance and financial
expenditure information as specified by
the Secretary in 34 CFR 75.118.
4. Performance Measures: We identify
the specific performance indicators and
annual performance objectives that
applicants must identify in their
applications and use to measure the
progress of each school in the
Performance Indicators for the Broader
SLC Project section of the Application
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Requirements in the NFP, published
elsewhere in this issue of the Federal
Register.
Upon being awarded, grant recipients
will be required to provide baseline data
responding to each of the specific
performance indicators for the three
years preceding the baseline year. We
will provide grant recipients with
specific instructions regarding this
reporting requirement. We also require
grantees to include in their annual
performance reports and final
performance reports, which are required
under the Reporting section of this
notice, comparable data, if available, for
the preceding three school years so that
trends in performance will be more
apparent.
VII. Agency Contact
FOR FURTHER INFORMATION CONTACT:
Matthew Fitzpatrick, U.S. Department of
Education, 400 Maryland Avenue, SW.,
room 11120, Potomac Center Plaza,
Washington, DC 20202–7241.
Telephone: (202) 245–7809 or by e-mail:
matthew.fitzpatrick@ed.gov.
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
format (e.g., Braille, large print,
audiotape, or computer diskette) on
request to the program contact person
listed in this section.
VIII. Other Information
Electronic Access to This Document:
You may 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: https://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: https://www.gpoaccess.gov/nara/
index.html.
Dated: March 25, 2005.
Susan Sclafani,
Assistant Secretary for Vocational and Adult
Education.
[FR Doc. 05–6315 Filed 3–29–05; 8:45 am]
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DEPARTMENT OF EDUCATION
Smaller Learning Communities
Program
Office of Vocational and Adult
Education, Department of Education.
ACTION: Notice of final priorities,
requirements, definitions, and selection
criteria.
AGENCY:
SUMMARY: The Assistant Secretary for
Vocational and Adult Education
announces final priorities,
requirements, definitions, and selection
criteria for a special competition under
the Smaller Learning Communities
(SLC) program. The Assistant Secretary
may use these priorities, requirements,
definitions, and selection criteria for a
special competition using a portion of
fiscal year (FY) 2004 funds and also in
future years. The priorities,
requirements, definitions, and selection
criteria announced in this notice will
not be used for all FY SLC 2004
competitions. Projects funded using
these priorities, requirements,
definitions, and selection criteria will
create and/or expand SLC activities as
well as participate in a national research
evaluation of supplemental reading
programs. The Department will conduct
another SLC competition later this year,
awarding additional FY 2004 funds, for
projects that will not participate in the
national research evaluation.
Requirements, priorities, definitions,
and selection criteria for that
competition were proposed in a notice
in the Federal Register on February 25,
2005.
We announce these priorities,
requirements, definitions, and selection
criteria to focus Federal financial
assistance on an identified national
need for scientifically based data on
supplemental reading programs for
adolescents.
Effective Date: These final
priorities, requirements, definitions, and
selection criteria are effective April 29,
2005.
FOR FURTHER INFORMATION CONTACT:
Matthew Fitzpatrick, U.S. Department of
Education, 400 Maryland Avenue, SW.,
room 11120, Potomac Center Plaza,
Washington, DC 20202–7120.
Telephone: (202) 245–7809.
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
format (e.g., Braille, large print,
audiotape, or computer diskette) on
request to the contact person listed
DATES:
PO 00000
Frm 00044
Fmt 4703
Sfmt 4703
16253
under FOR FURTHER INFORMATION
CONTACT.
SUPPLEMENTARY INFORMATION:
Background
Improving adolescent literacy is one
of the major challenges facing high
schools today. High school students
must have strong literacy skills in order
to acquire the knowledge and skills in
English/language arts, mathematics,
science, social studies, and other
courses that they need in order to
prepare for further learning, for careers,
and for active participation in our
democracy. Too many young people are
now entering high school without these
essential skills. At a time when they
will soon enter high school, one-quarter
of all eighth-grade students and more
than 40 percent of those in urban
schools scored below the basic level on
the National Assessment of Education
Progress (NAEP) assessment of reading
in 2003. According to one estimate, at
least one-third of entering ninth graders
are at least two years behind grade level
in their reading skills (Balfanz, et al.,
2002). Many of these young people
become discouraged and drop out before
they reach the twelfth grade. Large
numbers of those who do persist
through their senior year leave high
school nearly as unprepared for the
future as when they entered it. Twentyeight percent of twelfth-grade public
school students scored below the basic
level on the NAEP 2002 reading
assessment. These students face a bleak
future in an economy and society that
demand more than ever before, higher
levels of reading, writing, and oral
communication skills.
Recognizing the importance of
improving the literacy skills of
America’s children and youth, President
Bush established, as key priorities, the
implementation of scientifically based
approaches to reading in the early
grades and the development of new
knowledge about how best to help
adolescents read well.
One current initiative, the Adolescent
Literacy Research Network, created by
the Department’s Office of Vocational
and Adult Education (OVAE) and the
Office of Special Education and
Rehabilitative Services (OSERS) in
collaboration with the National Institute
of Child Health and Human
Development (NICHD), supports six
five-year experimental research projects.
These projects are examining cognitive,
perceptual, behavioral, and other
mechanisms that influence the
development of reading and writing
abilities during adolescence, as well as
the extent to which interventions may
E:\FR\FM\30MRN1.SGM
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]]>Agencies
[Federal Register Volume 70, Number 60 (Wednesday, March 30, 2005)]
[Notices]
[Pages 16249-16253]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 05-6315]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Office of Vocational and Adult Education; Overview Information;
Smaller Learning Communities--Special Competition for Supplemental
Reading Program Research Evaluation; Notice Inviting Applications for
New Awards for Fiscal Year (FY) 2004
Catalog of Federal Domestic Assistance (CFDA) Number: 84.215L.
DATES: Applications Available: March 30, 2005.
Deadline for Transmittal of Applications: May 16, 2005.
Deadline for Intergovernmental Review: July 13, 2005.
Eligible Applicants: Local educational agencies (LEAs), including
schools funded by the Bureau of Indian Affairs (BIA schools) and
educational service agencies that meet the requirements specified in
the Educational Service Agencies section of the Application
Requirements in the notice of final priorities, requirements,
definitions and selection criteria for this competition (NFP),
published elsewhere in this issue of the Federal Register, are eligible
to apply on behalf of two or four large high schools that agree to all
of the requirements of participation in the research evaluation.
Additional eligibility requirements aware listed in the Eligibility
section of the Application Requirements in the NFP, published elsewhere
in this issue of the Federal Register.
Estimated Available Funds: $40,000,000.
Estimated Range of Awards: $1,250,000-$5,000,000. Additional
information regarding awards and budget determinations is in the Budget
Information for Determination of Award section in the Application
Requirements in the NFP, published elsewhere in this issue of the
Federal Register.
Estimated Number of Awards: 8-12.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of the Smaller Learning Communities
(SLC) program is to promote academic achievement through the planning,
implementation or expansion of small, safe, and successful learning
environments in large high schools to help ensure that all students
graduate with the knowledge and skills necessary to make successful
transitions to college and careers. The purpose of this special
competition is to fund, using a portion of FY 2004 SLC program funds, a
national research evaluation of supplemental reading programs in a
special type of SLC structure called freshman academies, and, in
addition, to support a broader range of activities to create or expand
SLCs in participating schools.
Priorities: This competition includes one absolute priority and one
competitive preference priority. Both of these priorities are from the
NFP, published elsewhere in this issue of the Federal Register.
Absolute Priority: For this special competition, Priority 1 is an
absolute priority. Under 34 CFR 75.105(c)(3) we consider only
applications that meet this priority.
The priority is:
Priority 1--Participation in a National Research Evaluation that
Assesses the Effectiveness of Supplemental Reading Programs in Freshman
Academies
To be eligible for consideration under this priority, an applicant
must--
(1) Apply on behalf of two or four large high schools that are
currently implementing freshman academies;
(2) Provide a detailed description of literacy classes and/or other
activities implemented within the last two years that were designed to
promote the reading achievement of striving ninth-grade readers (as
defined in the NFP, published elsewhere in this issue of the Federal
Register) at any of the schools on behalf of which the LEA has applied;
(3) Provide documentation of the LEA's and schools' willingness to
participate in a large-scale national evaluation that uses
scientifically based research methods. Each LEA must include in its
application a letter from its superintendent and the principals of the
high schools named in the application, agreeing to meet the
requirements of the research design, and each LEA must include in its
application a letter from its research office or research board
agreeing to meet the requirements of the research design, if such
approval is needed according to local policies;
(4) Agree to implement two designated supplemental reading programs
for striving ninth-grade readers, one in each eligible high school,
adhering strictly to the design of the reading program, with the
understanding that the supplemental reading program will be either the
Strategic Instruction Model or Reading Apprenticeship Academic
Literacy, as assigned to each school by the evaluation contractor;
(5) Assign a language arts or social studies teacher, providing his
or her name, resume, and a signed letter of interest, in each
participating high school to: (a) Participate in professional
development necessary to implement the supplemental reading program
(which will include travel to Washington, DC, or another off-site
location during the first two weeks in August of 2005); (b) teach the
selected supplemental reading program to participating students for a
minimum of 225 minutes per week for each week of the 2005-2006 and
2006-2007 school years; (c) complete two surveys; (d) assist with the
administration of surveys and student assessments; (e) work with the
LEA, school officials, MDRC, and AIR to recruit 125 or more students
for the program and the larger research evaluation; (f) determine
students'
[[Page 16250]]
eligibility to participate in the research evaluation, with the
guidance of the evaluation contractor; and (g) work with the LEA,
school officials, MDRC, and AIR to obtain parental consent for students
to participate in assessments and other data collections;
(6) Designate a substitute or replacement teacher in the event that
the teacher of the supplemental reading program takes a leave of
absence, resigns, or is otherwise unwilling or unable to participate;
and
(7) Agree to provide, prior to the start of school years 2005-06
and 2006-07, for each participating high school, a list of at least 125
striving ninth-grade readers who are eligible to participate in the
research evaluation; work with the contractor to assign by lottery 50
of those students in each participating high school to the supplemental
reading program and assign the remaining students to other activities
in which they would otherwise participate, such as a study hall,
electives, or other activity that does not involve supplemental reading
instruction; provide students selected for the supplemental reading
program with a minimum of 225 minutes per week of instruction in the
supplemental reading program for each week of the school year; and
allow enough flexibility in the schedules of all eligible students so
that students who are not initially selected by lottery to participate
in the supplemental reading program may be reassigned, at random, to
the program if students who were initially selected for the program
transfer to another school, drop out, or otherwise discontinue their
participation in supplemental reading instruction during the school
year.
Competitive Preference Priority: For this special competition,
Priority 2 is a competitive preference priority. Under 34 CFR
75.105(c)(2) we award 25 additional points to applications that meet
this priority. These points are in addition to any points the
application earns under the selection criteria.
The priority is:
Priority 2--Number of Schools
The Secretary gives priority to applications from LEAs applying on
behalf of four high schools that are implementing freshman academies
and that commit to participate in the research evaluation.
Application Requirements: Additional requirements for all projects
funded through this competition are in the NFP, published elsewhere in
this issue of the Federal Register.
These additional requirements are: Eligibility; School Report
Cards; Consortium Applications and Governing Authority; Educational
Service Agencies; Budget Information for Determination of Award;
Student Placement within the Broader SLC Project; Performance
Indicators for the Broader SLC Project; Evaluation of Broader SLC
Projects; Participation in the Research Evaluation; and High-Risk
Status and Other Enforcement Mechanisms.
Definitions: In addition to the definitions in the authorizing
statute and 34 CFR 77.1, the definitions in the NFP, published
elsewhere in this issue of the Federal Register, apply.
Program Authority: 20 U.S.C. 7249.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 80, 81,
82, 84, 85, 86, 97, 98, and 99; and (b) the priorities, requirements,
definitions, and selection criteria contained in the NFP, published
elsewhere in this issue of the Federal Register.
Note: The regulations in part 79 apply to all applicants except
federally recognized Indian tribes.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $40,000,000.
Estimated Range of Awards: $1,250,000-$5,000,000.
Additional information regarding awards and budget determinations
is in the Budget Information for Determination of Award section in the
Application Requirements in the NFP, published elsewhere in this issue
of the Federal Register.
Estimated Number of Awards: 8-12.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: LEAs, including BIA schools and educational
service agencies that meet the requirements specified in the
Educational Service Agencies section of the Application Requirements in
the NFP, published elsewhere in this issue of the Federal Register, are
eligible to apply on behalf of two or four large high schools that
agree to all of the requirements of participation in the research
evaluation. Additional eligibility requirements are listed in the
Eligibility section of the Application Requirements in the NFP,
published elsewhere in this issue of the Federal Register.
2. Cost Sharing or Matching: This competition does not involve cost
sharing or matching.
IV. Application and Submission Information
1. Address to Request Application Package: Matthew Fitzpatrick,
U.S. Department of Education, 400 Maryland Avenue, SW., room 11120,
Potomac Center Plaza, Washington, DC 20202-7241. Telephone: (202) 245-
7770. Fax: (202) 245-7170.
If you use a telecommunications device for the deaf (TDD), you may
call the Federal Relay Service (FRS) at 1-800-877-8339.
You may also obtain an application package via Internet from the
following address: https://www.ed.gov/programs/slcp/applicant.html.
Individuals with disabilities may obtain a copy of the application
package in an alternative format (e.g., Braille, large print,
audiotape, or computer diskette) by contacting the program contact
person listed in this section.
2. Content and Form of Application Submission: Requirements
concerning the content of an application, together with the forms you
must submit, are in the application package for this competition.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria that
reviewers use to evaluate your application. You must limit Part III to
the equivalent of no more than 35 pages, using the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
The page limit does not apply to Part I, the cover sheet; Part II,
the budget section, including the narrative budget justification; Part
IV, the assurances and certifications; or the one-page abstract, the
resumes, the bibliography, or the letters of support. However, you must
include all of the application narrative in Part III.
Our reviewers will not read any pages of your application that
exceed the page limit if you apply these standards, or exceed the
equivalent of the page limit if you apply other standards.
3. Submission Dates and Times: Applications Available: March 30,
2005.
Deadline for Transmittal of Applications: May 16, 2005.
Applications for grants under this competition must be submitted by
mail
[[Page 16251]]
or hand delivery. For information (including dates and times) about how
to submit your application by mail or hand delivery, please refer to
section IV. 6. Other Submission Requirements in this notice.
We do not consider an application that does not comply with the
deadline requirements.
Deadline for Intergovernmental Review: July 13, 2005.
4. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
6. Other Submission Requirements: Applications for grants under
this competition must be submitted in paper format by mail or hand
delivery.
a. Submission of Applications by Mail. If you submit your
application by mail (through the U.S. Postal Service or a commercial
carrier), you must mail the original and two copies of your
application, on or before the application deadline date, to the
Department at the applicable following address:
By mail through the U.S. Postal Service: U.S. Department of
Education, Application Control Center, Attention: (CFDA Number 84.215L
Special Competition), 400 Maryland Avenue, SW., Washington, DC 20202-
4260; or
By mail through a commercial carrier: U.S. Department of Education,
Application Control Center--Stop 4260, Attention: (CFDA Number 84.215L
Special Competition), 7100 Old Landover Road, Landover, MD 20785-1506.
Regardless of the address you use, you must show proof of mailing
consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark,
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service,
(3) A dated shipping label, invoice, or receipt from a commercial
carrier, or
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark, or
(2) A mail receipt that is not dated by the U.S. Postal Service.
If your application is postmarked after the application deadline
date, we will not consider your application.
Note: The U.S. Postal Service does not uniformly provide a dated
postmark. Before relying on this method, you should check with your
local post office.
b. Submission of Applications by Hand Delivery. If you submit your
application by hand delivery, you (or a courier service) must deliver
the original and two copies of your application, by hand, on or before
the application deadline date, to the Department at the following
address: U.S. Department of Education, Application Control Center,
Attention: (CFDA Number 84.215L Special Competition), 550 12th Street,
SW., Room 7041, Potomac Center Plaza, Washington, DC 20202-4260.
The Application Control Center accepts hand deliveries daily
between 8 a.m. and 4:30 p.m., Washington, DC time, except Saturdays,
Sundays, and Federal holidays.
Note for Mail or Hand Delivery of Paper Applications: If you mail
or hand deliver your application to the Department:
(1) You must indicate on the envelope and--if not provided by the
Department--in Item 4 of the ED 424 the CFDA number--and suffix letter,
if any--of the competition under which you are submitting your
application.
(2) The Application Control Center will mail a grant application
receipt acknowledgment to you. If you do not receive the grant
application receipt acknowledgment within 15 business days from the
application deadline date, you should call the U.S. Department of
Education Application Control Center at (202) 245-6288.
V. Application Review Information
Selection Criteria: The selection criteria for this special
competition are described in this section. The maximum score for all
selection criteria is 100 points. The maximum score for each criterion
or factor under that criterion is indicated in parentheses.
Need for Participation in the Supplemental Reading Program (10 Points)
In determining the need for participation in the supplemental
reading program, we will consider the extent to which the applicant
will--
(1) Involve schools that have the greatest need for assistance as
indicated by such factors as: Student achievement scores in English or
language arts; student achievement scores in other core curriculum
areas; enrollment; attendance and dropout rates; incidents of violence,
drug and alcohol use, and disciplinary actions; percentage of students
who have limited English proficiency, come from low-income families, or
are otherwise disadvantaged; or other need factors as identified by the
applicant (7 points); and
(2) Address the needs it has identified in accordance with
paragraph (1) through participation in the supplemental reading program
activities (3 points).
Foundation for Implementation of the Supplemental Reading Program (50
Points)
In determining the foundation for implementation of the
supplemental reading program, we will consider the extent to which--
(1) Administrators, teachers, and other school staff within each
school support the school's proposed involvement in the supplemental
reading program and have been and will continue to be involved in its
planning, development, and implementation, including, particularly,
those teachers who will be directly affected by the proposed project,
as evidenced in part by a letter of interest from the language arts or
social studies teacher who will teach the supplemental reading program
(15 points);
(2) Parents, students, and other community stakeholders support the
proposed implementation of the supplemental reading program and have
been and will continue to be involved in its planning, development, and
implementation (3 points);
(3) The proposed implementation of the supplemental reading program
is consistent with, and will advance, State and local initiatives to
increase student achievement and narrow gaps in achievement between all
students and students who are economically disadvantaged, students from
major racial and ethnic groups, students with disabilities, or students
with limited English proficiency (4 points);
(4) The applicant demonstrates that it has carried out sufficient
planning and preparatory activities, outreach, and consultation with
teachers, administrators, and other stakeholders to enable it to
participate effectively in the supplemental reading program at the
beginning of the 2005-6 school year (5 points);
(5) The applicant articulates a plan for using information gathered
from the evaluation of the supplemental reading program to inform
decision and policymaking at the LEA and school levels (3 points); and
[[Page 16252]]
(6) The applicant, in its description of literacy classes and/or
other activities (implemented, within the last two years, at each of
the high schools on behalf of which the LEA is applying in this
competition) that were designed to promote the reading achievement of
striving ninth-grade readers, demonstrates that those activities will
not affect the outcomes of the research evaluation, and that the ninth-
grade teachers in each school have not previously received professional
development in either the Strategic Instruction Model, Reading
Apprentice Academic Literacy, or a similar supplemental reading program
(20 points).
Quality of the Project Design for the Broader SLC Project (15 Points)
In determining the quality of the project design for the broader
SLC project we will consider the extent to which--
(1) The applicant demonstrates a foundation for implementing the
broader SLC project, creating or expanding SLC structures or strategies
in the school environment, including demonstrating--
(A) That it has the support and involvement of administrators,
teachers, and other school staff;
(B) That it has the support of parents, students, and other
community stakeholders;
(C) The degree to which the proposed broader SLC project is
consistent with, and will advance, State and local initiatives to
increase student achievement and narrow gaps in achievement; and
(D) The degree to which the applicant has carried out sufficient
planning and preparatory activities to enable it to implement the
proposed broader SLC project at the beginning of the 2005-6 school year
(5 points);
(2) The applicant will implement or expand strategies, new
organizational structures, or other changes in practice that are likely
to create an environment in which a core group of teachers and other
adults within the school know the needs, interests, and aspirations of
each student well, closely monitor each student's progress, and provide
the academic and other support each student needs to succeed (5
points); and
(3) The applicant will provide high-quality professional
development throughout the project period that advances the
understanding of teachers, administrators, and other school staff of
effective, research-based instructional strategies for improving the
academic achievement of students, including, particularly, students
with academic skills that are significantly below grade level; and
provide the knowledge and skills they need to participate effectively
in the development, expansion, or implementation of an SLC (5 points).
Quality of the Management Plan (15 Points)
In determining the quality of the management plan for the proposed
project, we consider the following factors--
(1) The adequacy of the proposed management plan to allow the
participating schools to implement effectively the research evaluation
and broader SLC project on time and within budget, including clearly
defined responsibilities and detailed timelines and milestones for
accomplishing project tasks (3 points);
(2) The extent to which time commitments of the project director
and other key personnel, including the teachers who will be responsible
for providing instruction in the supplemental reading program, are
appropriate and adequate to implement effectively the supplemental
reading program and broader SLC project (2 points);
(3) The qualifications, including relevant training and experience,
of the project director, program coordinator, and other key personnel
who will be responsible for implementing the broader SLC project (3
points);
(4) The qualifications, including relevant training and years of
experience, of the teachers who will be responsible for providing
instruction in the supplemental reading program, as indicated by a
resume and signed letter of interest (4 points); and
(5) The adequacy of resources, including the extent to which the
budget is adequate, the extent to which the budget provides sufficient
funds for the implementation of the supplemental reading program, and
the extent to which costs are directly related to the objectives and
design of the research evaluation and broader SLC activities (3
points).
Quality of the Broader SLC Project Evaluation (10 Points)
In determining the quality of the broader SLC project evaluation to
be conducted on the applicant's behalf by an independent, third-party
evaluator, we consider the following factors--
(1) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed broader SLC project (2 points);
(2) The extent to which the evaluation will collect and annually
report accurate, valid, and reliable data for each of the required
performance indicators, including student achievement data that are
disaggregated for economically disadvantaged students, students from
major racial and ethnic groups, students with disabilities, and
students with limited English proficiency (2 points);
(3) The extent to which the evaluation will collect additional
qualitative and quantitative data that will be useful in assessing the
success and progress of implementation, including, at a minimum,
accurate, valid, and reliable data for the additional performance
indicators identified by the applicant in the application (2 points);
(4) The extent to which the methods of evaluation will provide
timely and regular feedback to the LEA and the school on the success
and progress of implementation and will identify areas for needed
improvement (2 points); and
(5) The qualifications and relevant training and experience of the
independent evaluator (2 points).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN). We may also notify you informally.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: At the end of your project period, you must submit a
final performance report, including financial information, as directed
by the Secretary. You must submit an annual performance report that
provides the most current performance and financial expenditure
information as specified by the Secretary in 34 CFR 75.118.
4. Performance Measures: We identify the specific performance
indicators and annual performance objectives that applicants must
identify in their applications and use to measure the progress of each
school in the Performance Indicators for the Broader SLC Project
section of the Application
[[Page 16253]]
Requirements in the NFP, published elsewhere in this issue of the
Federal Register.
Upon being awarded, grant recipients will be required to provide
baseline data responding to each of the specific performance indicators
for the three years preceding the baseline year. We will provide grant
recipients with specific instructions regarding this reporting
requirement. We also require grantees to include in their annual
performance reports and final performance reports, which are required
under the Reporting section of this notice, comparable data, if
available, for the preceding three school years so that trends in
performance will be more apparent.
VII. Agency Contact
FOR FURTHER INFORMATION CONTACT: Matthew Fitzpatrick, U.S. Department
of Education, 400 Maryland Avenue, SW., room 11120, Potomac Center
Plaza, Washington, DC 20202-7241. Telephone: (202) 245-7809 or by e-
mail: matthew.fitzpatrick@ed.gov.
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 format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the program contact person listed in this
section.
VIII. Other Information
Electronic Access to This Document: You may 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: https://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
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Dated: March 25, 2005.
Susan Sclafani,
Assistant Secretary for Vocational and Adult Education.
[FR Doc. 05-6315 Filed 3-29-05; 8:45 am]
BILLING CODE 4000-01-P
