Bureau of Educational and Cultural Affairs (ECA) Request for Grant Proposals: National Security Language Initiative-Youth Program (NSLI-Y), 19565-19574 [E8-7630]

Agencies

• DEPARTMENT OF STATE

[Federal Register Volume 73, Number 70 (Thursday, April 10, 2008)]
[Notices]
[Pages 19565-19574]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: E8-7630]


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DEPARTMENT OF STATE

[Public Notice 6173]


Bureau of Educational and Cultural Affairs (ECA) Request for 
Grant Proposals: National Security Language Initiative--Youth Program 
(NSLI-Y)

    Announcement Type: New Cooperative Agreement.
    Funding Opportunity Number: ECA/PE/C/PY-08-39.
    Catalog of Federal Domestic Assistance Number: 00.000.
    Key Dates:
    Application Deadline: June 5, 2008.
    Executive Summary: The Office of Citizen Exchange Programs of the 
Bureau of Educational and Cultural Affairs announces an open 
competition for projects in support of the National Security Language 
Initiative (NSLI) to provide short, medium, and/or long-term foreign 
language instruction and cultural immersion programs overseas for 
American high school students and those who have just graduated. Public 
and private non-profit organizations, or consortia of such 
organizations meeting the provisions described in Internal Revenue Code 
section 26 U.S.C. 501(c)(3), may submit proposals to implement these 
programs in countries where the following target languages are widely 
spoken: Arabic, Chinese, Korean, Russian, Turkish, Indic, and Farsi. 
Programs will be designed for U.S. citizens aged 15 to 18 at the start 
of the program who are either currently enrolled in high school or have 
just graduated. These programs should offer at least 550 U.S. high 
school students structured classroom instruction and less formal 
interactive learning opportunities through a comprehensive exchange 
experience that primarily emphasizes language learning. The program is 
designed to develop additional language study opportunities for U.S. 
students. Proposals from applicant organizations should clearly 
indicate the building of new, additional institutional language-
teaching capacity overseas for these programs. ECA plans to award a 
single grant for the recruitment and administration of all NSLI-Y 
programs in all world regions.
    The Bureau expects that most students will be placed in host 
families, but will consider alternative housing arrangements, such as 
dormitories. Alternative arrangements must include adult resident daily 
supervision and be combined with brief home stays. In either case, the 
student must be ensured his or her own bed. The exchange programs will 
take place between January 2009 and December 2010, and we anticipate 
that recruitment and planning will begin during the summer/early fall 
of 2008. The program builds on two years of short (summer-only) 
intensive language programs in Arabic and Chinese conducted in 2006 and 
2007. Information on these programs is available at the NSLI Youth Web 
site: https://www.exchanges.state.gov/education/citizens/students/
programs/nsli.htm.

 I. Funding Opportunity Description

Authority

    Overall grant making authority for this program is contained in the 
Mutual Educational and Cultural Exchange Act of 1961, as amended, 
Public Law 87-256, also known as the Fulbright-Hays Act. The purpose of 
the Act is ``to enable the Government of the United States to increase 
mutual understanding between the people of the United States and the 
people of other countries * * *; to strengthen the ties which unite us 
with other nations by demonstrating the educational and cultural 
interests, developments, and achievements of the people of the United 
States and other nations * * * and thus to assist in the development of 
friendly, sympathetic, and peaceful relations between the United States 
and the other countries of the world.'' The funding authority for the 
program above is provided through legislation.

Purpose

    The Bureau of Educational and Cultural Affairs (ECA) is supporting 
the participation of American high school students in intensive, 
substantive foreign language study to further strengthen national 
security and prosperity in the 21st century as part of the National 
Security Language Initiative (NSLI), launched by President Bush in 
January 2006.
    Foreign language skills are essential to engaging foreign 
governments and peoples, especially in critical world regions, to 
promote understanding and convey respect for other cultures. Americans 
will use these skills to support the nation's foreign affairs 
priorities, its economic competitiveness, and its educational 
institutions as they

[[Page 19566]]

prepare future citizens for full engagement in the global environment. 
The broad NSLI initiative focuses resources on improving language 
learning for U.S. citizens across the educational spectrum and 
emphasizes the need to achieve mastery of critical languages. NSLI-Y 
programs support the participation of American high school students and 
those who have just graduated in intensive, substantive educational 
exchange programs that will promote language learning, as well as 
engage the successor generation in a dialogue for greater 
understanding.
    The goals of the NSLI-Y program are:
     To improve the ability of Americans to engage with the 
people of Arabic, Turkish, Indic, Farsi, Russian, Korean, and Chinese-
speaking countries through shared language;
     To develop a cadre of Americans with advanced linguistic 
skills and related cultural understanding who are able to advance 
international dialogue, promote the security of the United States, 
compete effectively in the global economy; and
     To provide a tangible incentive for the learning and use 
of foreign languages by developing additional overseas language study 
opportunities for U.S. high school students; and
     To spark a lifetime interest in foreign cultures among 
American youth.
    In order to achieve these goals, the Bureau supports programs for 
American high school students to gain and improve language proficiency 
in Arabic, Chinese, Korean, Russian, Indic, Farsi, and Turkish. ECA 
plans to award a single cooperative agreement for the recruitment and 
administration of all NSLI-Y programs in all world regions. 
Organizations with expertise in one or more of the indicated languages 
are encouraged to seek partners in the other languages to submit a 
single proposal. Consortia must designate a lead institution to receive 
the grant award. Applicant organizations may submit grant proposals 
requesting funds not exceeding $7,400,000 to implement these exchanges 
between January 2009 and December 2010. The applicant must also propose 
to organize a sub-grant competition so that individual institutions or 
consortia such as schools, school districts, non-profits, etc. may 
compete to organize their own independent language study abroad 
programs.
    Through these institutes, U.S. high school students and those who 
have just graduated from high school will participate in short, medium, 
or academic year programs abroad beginning January 2009. Since there is 
an emphasis on substantial progress in foreign language advancement, 
applicant organizations should concentrate most efforts on language 
instruction and explain clearly the utility and advantages of proposing 
each type of program. The programs will provide intensive language 
instruction in a classroom setting, and should also provide language-
learning opportunities through immersion in the cultural, social, and 
educational life of the partner country. Language study must be the 
primary focus of the program, and must offer a range of proficiencies: 
beginning, intermediate and advanced. The exchange program should also 
expand the participants' knowledge of the host country's history, 
culture, and political system as these support language learning.
    Indicators of a successful program:
     Participants will demonstrate a measurable improvement in 
language skills verified through testing that includes a baseline 
(entry) assessment, a mid-term (in semester and year-long programs 
especially) assessment, and a final assessment. Assessment must measure 
both colloquial and formal language acquisition.
     Participants will demonstrate--for example, through 
surveys, essays, focus groups, or presentations--a deeper understanding 
of the host country's culture, society, and institutions.
     Alumni will continue their foreign language study and/or 
participate in other exchanges to countries where the target languages 
are spoken.
     Students and families from the host country who engage 
with the U.S. participants will demonstrate an interest in learning 
more about the United States.

Capacity of Administering Organization

    U.S. applicant organizations or consortia must have the necessary 
capacity in the partner country or countries to implement the program 
through either their own offices or partner institutions. Organizations 
may demonstrate their organization's direct expertise, or they may 
partner with other organizations to best respond to the requirements 
outlined in the RFGP. Organizations that opt to work in sub-grant 
arrangements should clearly outline all duties and responsibilities of 
the partner organizations, ideally in the form of sub-grant agreements 
and accompanying budgets. The lead institution may not host more than 
one-third of total exchange participants.
    Organizations or consortia applying for this cooperative agreement 
must demonstrate their (or their partners') capacity for conducting 
projects of this nature, focusing on five areas of competency: (1) 
Provision of program support to American high school students; (2) 
quality of language instruction programs for the target audience; and 
(3) age-appropriate cultural programming; and (4) alumni tracking and 
follow-upon language acquisition; and (5) experience working with 
individuals from the proposed host countries. Applicant organizations 
must clearly address the building of new and increased institutional 
language study capacity overseas, especially for high school students.

Programs Models and Information

    Proposals must include each of the three following program models: 
Short language institutes, semester, and academic year study programs.
    Intensive language institutes: Each six- to eight-week program will 
focus on language study and cultural immersion, and will include four 
to six hours per day of formal language instruction, plus excursions, 
briefings and discussions on key cultural issues. Institutes may be 
offered in June/July 2009 and 2010; organizations may propose other 
timeframes with a justification. Language institutes should also 
include follow-on programs in a range of successive proficiencies for 
returning participants or those who have language experience.
    Semester programs: High school juniors and seniors and those who 
have just graduated. Semester (three to five months) programs will 
focus on language study and cultural immersion and will include 
significant formal language instruction, plus excursions, briefings, 
and discussions on key cultural issues. Programs may take place in 
spring and fall semesters 2009, and spring and fall semesters 2010. 
Applicants are encouraged to explore options for providing academic 
coursework outside of the target language so that high school students 
are not disadvantaged when they return to their U.S. school.
    Academic year programs: These programs will be limited to juniors 
and seniors (and recent high school graduates who begin the program 
activities before their 19th birthday). Academic year programs will 
focus on language study and cultural immersion and will include 
significant daily formal language instruction, plus excursions, 
briefings, and discussions on key cultural issues. Applicants are 
encouraged to explore options for providing academic coursework outside 
of the target language so that high school students are not 
disadvantaged when they return to their U.S. school.

[[Page 19567]]

For All Program Models

    While teaching conversational vocabulary will be necessary to help 
students cope with their immersion setting, classes will also provide 
formal instruction in grammar, vocabulary, and pronunciation, and will 
cover speaking, listening, reading, and writing.
    All programs should also include a secondary cultural immersion 
component designed to reinforce language learning with planned 
excursions that give the students the opportunity to participate in 
activities designed to teach them about the society, culture and 
history of the host country. The program activities will introduce the 
students to the community as feasible and appropriate and will include 
educational excursions that serve to enhance the visitors' 
understanding of contemporary society, culture, media, political 
institutions, ethnic diversity, history, and environment of the region.
    Cooperating organizations should make every effort to identify 
American students at all levels of language competency--beginning, 
intermediate, and advanced--for each language, including heritage 
speakers. To the fullest extent possible, grantees should strive to 
place students of different levels in each program model (summer, 
semester and academic year).
    Staff should be physically present and available to support the 
participants throughout the course of all programs.

Country and Language Information

    The Bureau reserves the right to make changes in eligible countries 
for programming based on safety and security concerns.

For Arabic Programs

    Applicant organizations should present plans for approximately 75 
participants in the language institutes, 30 participants for the 
semester program, and 15 participants for the academic year program. 
Arabic language instruction should be available for three levels of 
students at the beginning, intermediate, and advanced level. 
Approximately 1/3 of participants should be at the intermediate and 
advanced level; every effort should be made to achieve a balance of 
programs at the different instruction levels. The program should 
describe a plan to test all students prior to placement to determine 
the appropriate level of instruction. The proposed program should make 
explicit accommodation for learners of varying skill levels.
    Classroom instruction should emphasize Modern Standard Arabic with 
class time devoted also to colloquial Arabic, so that students may 
interact with host families and peers in Arabic.
    Applicant organizations should plan to send students to a country 
in North Africa, the Middle East, or the Gulf region, with the 
exception of Algeria, Iraq, Israel, Libya, Lebanon, Saudi Arabia, and 
West Bank/Gaza. Any proposal to place students in Syria is limited to 
short-term study in Damascus only, with a maximum of nine participants. 
Applicant organizations should include venues in Egypt, Morocco, and 
Jordan.

For Chinese Programs

    Applicant organizations should present plans for approximately 75 
participants in the language institutes, 30 participants for the 
semester program, and 15 participants for the academic year program. 
Chinese language instruction should be available for three levels of 
students: beginner, intermediate and advanced. Approximately 1/3 of the 
participants should be at the intermediate and advanced level. The 
program should describe a plan to test all students prior to placement 
to determine the appropriate level of instruction. The proposed program 
should make explicit accommodation for learners of varying skill 
levels.
    Students should study Mandarin in class and through informal study 
and interaction with their host community. Teaching materials used in 
the program should be available in both simplified and traditional 
character versions. The Hanyu pinyin romanization system should be 
used.
    Applicant organizations should plan to send students to the 
People's Republic of China (mainland China) or Taiwan for study.

For Farsi Programs

    Applicant organizations should present plans for approximately 15 
participants in an intensive language institute only (NOT for semester 
or academic year programs). Farsi language instruction should be 
available for three levels of students: beginning, intermediate, and 
advanced. Approximately \1/3\ of participants should be at the 
intermediate and advanced level. The program should devise a plan to 
test all students prior to placement to determine the appropriate level 
of instruction. The proposed program should make explicit accommodation 
for learners of varying skill levels.
    Formal instruction in written and spoken Farsi must be offered. 
Students should learn Farsi in class and through informal study and 
interaction with their host community.
    For Farsi, applicants may not plan to send students to Iran, 
Afghanistan, or Uzbekistan. Organizations may propose sending students 
to any other country with a significant Farsi-speaking population, 
subject to approval by ECA and the Mission in that country. Programs in 
Tajikistan and the United Arab Emirates will be given favorable 
consideration under the review criterion: institutional capacity.

For Indic Programs

    Applicant organizations may submit a proposal for up to ten 
participants for intensive language institutes only (NOT for semester 
or academic-year programs). Instruction in Indic languages should 
include Hindi, and may also include Bengali, Punjabi, and Urdu, subject 
to Embassy approval. The program should devise a plan to test all 
students prior to placement to determine the appropriate level of 
instruction. The proposed program should make explicit accommodation 
for learners of varying skill levels, including intermediate and 
advanced if students place at those levels.
    Students should learn the target language in class and through 
informal study and interaction with their host community.
    Applicant organizations should plan to send students to New Delhi, 
India, or to cities close to a U.S. mission, and should consult with 
that mission.

For Korean Programs

    Applicant organizations should present plans for approximately 50 
participants in the language institutes, 10 participants for the 
semester program, and 10 participants for the academic year program. 
Korean language instruction should be available for three levels of 
students: elementary, intermediate, and advanced. Approximately \1/2\ 
of participants should be at the intermediate and advanced level. The 
program should devise a plan to test all students prior to placement to 
determine the appropriate level of instruction. The proposed program 
should make explicit accommodation for learners of varying skill 
levels.
    Students should learn Korean in class and through informal study 
and interaction with their host community. The Hangeul alphabet system 
should be used. Students should also be introduced to NAKL.
    Applicant organizations should plan to send students to South 
Korea.

[[Page 19568]]

For Russian Programs

    Applicant organizations should present plans for approximately 75 
participants in the language institutes, 25 participants for the 
semester program, and ten participants for the academic year program. 
Russian language instruction should be available for three levels of 
students: beginning, intermediate, and advanced. Approximately \1/2\ of 
participants should be at the intermediate and advanced level. The 
program should devise a plan to test all students prior to placement to 
determine the appropriate level of instruction. The proposed program 
should make explicit accommodation for learners of varying skill 
levels.
    Students should learn Russian in class and through informal study 
and interaction with their host community.
    Applicant organizations should plan to send students to Russia. 
Applicants are encouraged to propose programs outside of Moscow and St. 
Petersburg, in order to maximize opportunities for language learning.

For Turkish Programs

    Applicant organizations should present plans for approximately 50 
participants in the intensive language institute, 22 participants for 
the semester program, and 5 participants for the academic year program. 
Turkish language instruction should be available for three levels of 
students: beginning, intermediate, and advanced. Approximately \1/3\ of 
participants should be at the intermediate and advanced level. The 
program should devise a plan to test all students prior to placement to 
determine the appropriate level of instruction. The proposed program 
should make explicit accommodation for learners of varying skill 
levels.
    Students should learn Turkish in class and through informal study 
and interaction with their host community.
    Applicant organizations should plan to send students to Turkey. If 
applicants propose programs in Ankara and Istanbul, they are encouraged 
to provide excursions to other parts of the country. Other cities close 
to a U.S. consulate may be considered following consultations with the 
mission.
    The participant numbers outlined above are approximate and intended 
as suggestions only. The Bureau reserves the right to amend or modify 
the list of eligible countries and the target numbers of participants 
should conditions change in the host country.

Statement of Work

Participant Recruitment and Selection

    The cooperating agency will recruit, screen, and select US high 
school and just-graduated students ages 15-18 at the beginning of the 
program. Selected participants should show strong evidence of ability 
to succeed academically in an intensive, demanding language study 
program and to adjust socially in an overseas environment. Participants 
should represent the diversity of the United States. Diversity 
addresses differences of religion, ethnicity, socio-economic status, 
and physical abilities. Selected students should also represent 
diversity of geography, type of school, and a balance between genders. 
Selected students should demonstrate a strong intention of continuing 
their language study beyond the scholarship period and applying their 
critical language skills later in their academic careers.
    The Bureau should be consulted regarding the selection of 
candidates, and will approve the selection of finalists and alternates 
for the program.
    Information about the program, along with all accompanying 
application materials, should be posted online. Applicant organizations 
should propose under Tab E a comprehensive outreach plan to publicize 
and recruit for the program at high schools and elsewhere nationwide.
    The Bureau requests that interested students apply to the program 
through an online application system. An alternate paper-based 
application should also be provided for those candidates unable to 
apply online. These paper-based applications, however, must be entered 
into the online system by cooperating organization program staff. All 
application materials should be available in a sortable, searchable, 
electronically accessible database format that can be easily shared 
with the Bureau upon request.

Orientations/Pre-Departure Preparations

    The administering organization will facilitate medical screening 
and clearance to ensure that students are healthy and have 
immunizations necessary for safe travel to the host country. It will 
also develop a parental/participant release form to be signed before 
departure.
    The administering organization will organize a substantive, in-
person, pre-departure orientation for all students. Working in 
consultation with ECA, the organization should include in the 
orientation a security briefing on the host country. The cooperating 
organization may also need to work in consultation with ECA and the 
U.S. Embassy in the host country to arrange an in-country security 
briefing to be held by the Embassy's Regional Security Officer. The 
orientations will take place in Washington, DC. The applicant 
organization will provide a compelling justification if they propose to 
host these orientations in any other location. Comprehensive 
information packets will be provided to all orientation participants. A 
sample of the contents of these packets will be provided under Tab E.
    At the end of the exchange, the cooperating agency will organize 
closing workshops for the students prior to departure from their host 
countries, which will focus on summarizing the experience, completing 
an evaluation, language testing, developing plans for activities at 
home, and preparing for re-entry.

Project Activities for All Program Models

    Describe in sufficient detail the major components of the program, 
including project planning; publicity and recruitment, including 
responding to and management of a significant volume of queries and 
applications; the host venues; selection; orientations (U.S. and 
overseas); assessment and testing; language instruction; educational 
enrichment activities; cultural activities; participant monitoring, 
particularly host families and living situations; reporting to ECA of 
issues; and logistics.
    The administering organization will provide instruction in a target 
language for U.S high school students who may be beginning and/or 
intermediate/advanced students of the language. While teaching 
conversational language skills will be necessary to help students cope 
with their immersion setting, classes should also provide formal 
instruction in grammar, vocabulary, and pronunciation, and will cover 
reading, speaking, listening, and writing. Instruction should provide a 
solid foundation for future study of the language.
    During the exchange, the students will also have the opportunity to 
participate in activities designed to teach them about community life, 
citizen participation, and the culture and history of the host country. 
Activities will engage host country peers as much as possible. The 
program activities will introduce the students to the community--its 
leaders and institutions, the ways citizens participate in local 
government and the resolution of societal problems--and

[[Page 19569]]

will include educational excursions that serve to enhance the 
participants' understanding of contemporary life through study of the 
community's history, culture, media, political institutions, ethnic 
diversity, and environment. Embassy and Consular personnel may pose 
limits or guidelines on all aspects of the community and outreach 
portions of the exchange.
    Students will have opportunities for volunteerism and community 
service, and these activities should involve interacting with host 
country peers. Cooperating agencies will encourage students to share 
their culture, lifestyle, and traditions with local citizens throughout 
their stay and especially during International Education Week (November 
17-21). Enhancement activities will increase and enhance students' 
appreciation of the importance of tolerance and respect for the views, 
beliefs, and practices of people from other cultures. Enhancement 
activities may include, but are not limited to, integrated projects 
with host country nationals, including foreign alumni of ECA programs. 
The applicant will work with ECA to develop strategies to identify and 
work with these alumni.

Living Arrangements

    Applicants should describe a plan to provide students with 
qualified, screened, and well-motivated host families. With 
justification, proposals may include reasonable living allowances for 
the host families to cover costs associated with hosting a student. 
Living allowances will be reviewed and approved on a case-by-case 
basis. Applicants must propose a standardized screening process in the 
selection of host families, and for consulting about their proposed 
placement locations (neighborhoods, regions) with the Public Affairs 
Sections (PAS) of the U.S. Embassy and with the Bureau of Education and 
Cultural Affairs. Since the purpose of the programs is to provide an 
immersion experience for the language learners and increase their 
language skills, ECA strongly recommends home stays with local families 
for as much time during the program as possible, balancing this with 
time spent in a dormitory setting where the participants may be more 
inclined to speak English.
    While full-time host family placements are preferred, students may 
be placed in a dormitory setting that includes daily adult resident 
supervision to ensure the security of participants and that affords the 
opportunity for visits with designated and screened host families who 
can offer brief home stays throughout the course of the exchange. In 
either case, the student must be ensured his or her own bed.
    Programs should provide three meals a day. While participants may 
receive meal stipends for some meals, program organizers should ensure 
that a majority of meals are provided through homestays, pre-paid board 
plans, group meals, etc., to ensure that students are eating properly.
    With justification, applicants may provide students with monthly 
stipends adequate to cover necessary expenses. Proposals may include a 
reasonable living allowance to host families. The amounts of any 
stipends or allowances should be justified based on the host country's 
local economy.
    Applicants must provide students with a local representative on 
whom the student may call for resolution of any cultural, academic, or 
adjustment issue. The person must be an English speaker that is either 
American or a host country national with significant experience living 
in the United States. Students should also be provided with an English 
speaking emergency contact available at any time, and with the means to 
communicate with this person. In some cases--and with proper 
justification--cell phones may be issued to the students for health and 
safety reasons.
    Each program should have an adult accompany the students on the 
international flight, and an adult, English speaking staff member must 
be available in country to support the participants during the course 
of the program.

Assessment and Testing

    Standardized pre- and post-institute testing should be done to 
determine participants' language proficiency and progress.
    Pre- and post-testing should measure the student's advancement in 
language learning. Applicants should describe plans and instruments to 
measure students' increased language proficiency due to participation 
in this program. The data need to be analyzed and reported by the 
cooperating agency to ECA for the program, disaggregated by institute.

Alumni Tracking and Follow-On Activities

    Alumni activities and tracking are important parts of ECA exchange 
programs. The applicant must provide a plan of follow-up with alumni by 
e-mail, through a website or weblog, newsletter, listservs, and/or in 
person, and should assist alumni in maintaining connections with 
organizations and individuals in the host country. The cooperating 
organization will be expected to develop a plan to track the activities 
of alumni and their continued interest in studying the language.
    The cooperating organization will be strongly encouraged to 
coordinate with ECA's Global Connections and Exchange Program (GCE) to 
facilitate school connectivity between the schools where the U.S. 
participants study, and schools in the host countries. This type of 
follow-on activity will increase the competitiveness of proposal 
submissions under the criterion: Follow-on activities. Information 
about the countries and specific programs can be found at: https://
exchanges.state.gov/education/citizens/students/programs/connections/.
    As an element of follow-on activities, cooperating organizations 
will be expected to provide opportunities for maintaining participants' 
involvement and interest in intercultural communication. The 
cooperating agency is strongly urged to outline how it will creatively 
organize and financially support alumni activities at a minimal cost to 
ECA.

Publicity

    The proposal must describe how these programs will be publicized to 
media outlets, including print, online, and broadcast to reach the 
widest possible audience of qualified students. The cooperating agency 
will also work closely with ECA to publicize the successes of the 
students involved in these institutes, as well as the National Security 
Language Initiative as a whole. Under Tab E, the applicant organization 
should provide information on successful media outreach campaigns it 
has conducted in the past.

Institutional Grant Program

    The applicant must also propose to organize a sub-grant competition 
so that individual institutions or consortia such as colleges, schools, 
school districts, non-profit organizations, etc. may compete to 
organize their own independent short-term (six to eight week) language 
study abroad programs for 10-20 high school students in a critical 
language listed above. Recipients of small grants would be expected to 
conduct their own recruitment, selection, orientation, language study, 
and participant monitoring and evaluations. Individual student 
participants of these programs should still use the EGOALS evaluation 
system, should complete a common online application, and should be 
included in NSLI-Y alumni tracking and other alumni programming. The 
purpose of the small grants is to

[[Page 19570]]

encourage the development of new or beginning exchange programs and 
build institutional language instruction capacity and cultural 
understanding in institutions in the United States and overseas. All 
elements of this competition will be developed in collaboration with 
ECA/PE/C/Y and with Embassies overseas. No less than $1,500,000 should 
be set aside for this purpose. ECA envisions 10-12 grants to be awarded 
and at least 150 students to travel through these small grant programs.

Cooperative Agreement

    In a cooperative agreement, ECA/PE/C/PY is substantially involved 
in program activities above and beyond routine grant monitoring. ECA/
PE/C/PY activities and responsibilities for this program are as 
follows:
    (1) Review all print and online materials (including, but not 
limited to, those for recruitment and orientation) regarding the 
institutes before publication and dissemination. Review does not 
include instructional materials, though the Bureau does reserve the 
right to request these materials as needed.
    (2) Work with the cooperating agency on a recruitment strategy.
    (3) Work with the cooperating agency to publicize the program, and 
the National Security Language Initiative (NSLI) as a whole, through 
various media outlets.
    (4) Review and approve application forms.
    (5) Participate in selection committees.
    (6) Confirm final selection of principal and alternate candidates.
    (7) Work with cooperating agency to implement participant 
orientations.
    (8) Review project activity schedules for all programs.
    (9) Be kept informed by the cooperating agency of its progress at 
each stage of the project's implementation through timely updates. In 
addition to these updates, ECA should be informed immediately of any 
serious participant issues, including, but not limited to health, 
safety, and security issues.
    (10) Provide Bureau-approved evaluation surveys for completion by 
participants after completion of program.
    (11) Provide substantive input on alumni activities and follow-up 
events.
    (12) Work with cooperating agency on the recruitment, selection of 
grantees, and the implementation of institutional grants.

    Note: All materials, publicity, and correspondence related to 
the program must acknowledge this as a program of the Bureau of 
Educational and Cultural Affairs of the U.S. Department of State. 
The Bureau will retain copyright use of and distribute materials 
related to this program as it sees fit.

Funding

    Grant funding will support costs including for recruitment and 
selection of participants, testing, orientation, travel, tuition and 
maintenance costs, educational enhancements, cultural and social 
activities, alumni activities, institutional grants, and administrative 
costs. The cooperating agency should budget for travel to Washington, 
DC to review program parameters with ECA.

State Department Evaluation

    Independently of the cooperating organization, the Bureau's Office 
of Policy and Evaluation will also conduct evaluations of the NSLI-Y 
program through E-GOALS, its online system for surveying program 
participants and collecting data about program performance.
    E-GOALS system evaluations assist ECA and its program grantees in 
meeting the requirements of the Government Performance Results Act 
(GPRA) of 1993. This Act requires federal agencies to measure the 
results of their programs in meeting pre-determined performance goals 
and objectives.
    All NSLI-Y program participants will take three online surveys:
     Standardized pre-program surveys, at the beginning of the 
program;
     Standardized post-program surveys, at the end of the 
program; and
     Standardized follow-up surveys, approximately six months 
to a year after the conclusion of the program.
    Further details on specific program responsibilities can be found 
in the Project Objectives, Goals, and Implementation document. 
Interested organizations should read the entire Federal Register 
announcement prior to preparing proposals. Please refer to the Proposal 
Submission Instructions for further information.

II. Award Information

    Type of Award: Cooperative agreement.
    Fiscal Year Funds: 2008.
    Approximate Total Funding: $7.4 million.
    Approximate Number of Awards: 1.
    Anticipated Award Date: August 30, 2008.
    Anticipated Project Completion Date: December 30, 2010.
    Additional Information: Pending successful implementation of this 
program and the availability of funds in subsequent fiscal years, ECA 
reserves the right to renew the cooperative agreement for two 
additional fiscal years.

III. Eligibility Information

    III.1. Eligible applicants: Applications may be submitted by public 
and private non-profit organizations meeting the provisions described 
in Internal Revenue Code section 26 U.S.C. 501(c)(3).
    III.2. Cost Sharing or Matching Funds: There is no minimum or 
maximum percentage required for this competition. However, the Bureau 
encourages applicants to provide maximum levels of cost sharing and 
funding in support of its programs.
    When cost sharing is offered, it is understood and agreed that the 
applicant must provide the amount of cost sharing as stipulated in its 
proposal and later included in an approved grant agreement. Cost 
sharing may be in the form of allowable direct or indirect costs. For 
accountability, you must maintain written records to support all costs 
which are claimed as your contribution, as well as costs to be paid by 
the Federal government. Such records are subject to audit. The basis 
for determining the value of cash and in-kind contributions must be in 
accordance with OMB Circular A-110, (Revised), Subpart C.23--Cost 
Sharing and Matching. In the event you do not provide the minimum 
amount of cost sharing as stipulated in the approved budget, ECA's 
contribution will be reduced in like proportion.

III.3. Other Eligibility Requirements

    Bureau grant guidelines require that organizations with less than 
four years experience in conducting international exchanges be limited 
to $60,000 in Bureau funding. ECA anticipates awarding a grant (or 
grants) in an amount over $60,000 to support program and administrative 
costs required to implement this exchange program. Therefore, 
organizations with less than four years experience in conducting 
international exchanges are ineligible to apply under this competition. 
The Bureau encourages applicants to provide maximum levels of cost 
sharing and funding in support of its programs.

IV. Application and Submission Information

    Note: Please read the complete Federal Register announcement 
before sending inquiries or submitting proposals. Once the RFGP 
deadline has passed, Bureau staff may not discuss this competition 
with applicants until the proposal review process has been 
completed.


[[Page 19571]]



IV.1 Contact Information To Request an Application Package

    Please contact the Youth Programs Division, Office of Citizen 
Exchanges (ECA/PE/C/PY), room 568, U.S. Department of State, SA-44, 301 
4th Street, SW., Washington, DC 20547, Telephone (202) 203-7502, Fax 
(202) 203-7529, or E-mail NowlinJR@state.gov to request a Solicitation 
Package. Please refer to the Funding Opportunity Number (ECA/PE/C/PY-
08-39) when making your request.
    The Solicitation Package contains the Proposal Submission 
Instruction (PSI) document which consists of required application 
forms, and standard guidelines for proposal preparation.
    Please specify Bureau Program Officer Dan Neher or Catharine 
Cashner and refer to the Funding Opportunity Number (ECA/PE/C/PY-08-39) 
located at the top of this announcement on all other inquiries and 
correspondence.

IV.2. To Download a Solicitation Package Via Internet

    The entire Solicitation Package may be downloaded from the Bureau's 
Web site at https://exchanges.state.gov/education/rfgps/menu.htm or from 
the grants.gov Web site at https://www.grants.gov. Please read all 
information before downloading.

IV.3. Content and Form of Submission

    Applicants must follow all instructions in the Solicitation 
Package. The original and eight copies of the application should be 
sent per the instructions under IV.3f. ``Submission Dates and Times 
section'' below.
    IV.3a. You are required to have a Dun and Bradstreet Data Universal 
Numbering System (DUNS) number to apply for a grant or cooperative 
agreement from the U.S. Government. This number is a nine-digit 
identification number, which uniquely identifies business entities. 
Obtaining a DUNS number is easy and there is no charge. To obtain a 
DUNS number, access https://www.dunandbradstreet.com or call 1-866-705-
5711. Please ensure that your DUNS number is included in the 
appropriate box of the SF-424 which is part of the formal application 
package.
    IV.3b. All proposals must contain an executive summary, proposal 
narrative and budget.
    Please Refer to the Solicitation Package. It contains the mandatory 
PSI document for additional formatting and technical requirements.
    IV.3c. You must have nonprofit status with the IRS at the time of 
application.

    Please note: Effective March 14, 2008, all applicants for ECA 
federal assistance awards must include with their application, a 
copy of page 5, Part V-A, ``Current Officers, Directors, Trustees, 
and Key Employees'' of their most recent Internal Revenue Service 
(IRS) Form 990, ``Return of Organization Exempt From Income Tax.'' 
If your organization is a private nonprofit which has not received a 
grant or cooperative agreement from ECA in the past three years, or 
if your organization received nonprofit status from the IRS within 
the past four years, you must submit the necessary documentation to 
verify nonprofit status as directed in the PSI document. Failure to 
do so will cause your proposal to be declared technically 
ineligible.

    IV.3d. Please take into consideration the following information 
when preparing your proposal narrative:
IV.3d.1. Adherence to All Regulations Governing the J Visa
    While the students will not travel on J-1 visas, which are for 
foreign exchange visitors to the United States, the Bureau of 
Educational and Cultural Affairs places critically important emphasis 
on the security and proper administration of the Exchange Visitor (J 
visa) Programs and recipients and sponsors responsibilities to all 
regulations governing the J visa. Therefore, proposals should 
demonstrate the applicant's plan to meet all similar requirements as 
those governing the administration of Exchange Visitor Programs for 
students coming to the U.S. as set forth in 22 CFR part 62, for 
American participants traveling abroad, including screening and 
selection of program participants and host families, provision of pre-
arrival information and orientation to participants, monitoring of 
participants, proper maintenance and security of forms, record-keeping, 
reporting and other requirements.
    Please refer to Solicitation Package for further information. A 
copy of the complete regulations governing the administration of 
Exchange Visitor (J) programs is available at https://
exchanges.state.gov or from: United States Department of State, Office 
of Exchange Coordination and Designation, ECA/EC/ECD--SA-44, 301 4th 
Street, SW., Room 734, Washington, DC 20547, Telephone: (202) 203-5029, 
FAX: (202) 453-8640.
IV.3d.2. Diversity, Freedom and Democracy Guidelines
    Pursuant to the Bureau's authorizing legislation, programs must 
maintain a non-political character and should be balanced and 
representative of the diversity of American political, social, and 
cultural life. ``Diversity'' should be interpreted in the broadest 
sense and encompass differences including, but not limited to 
ethnicity, race, gender, religion, geographic location, socio-economic 
status, and disabilities. Applicants are strongly encouraged to adhere 
to the advancement of this principle both in program administration and 
in program content. Please refer to the review criteria under the 
`Support for Diversity' section for specific suggestions on 
incorporating diversity into your proposal. Public Law 104-319 provides 
that ``in carrying out programs of educational and cultural exchange in 
countries whose people do not fully enjoy freedom and democracy,'' the 
Bureau ``shall take appropriate steps to provide opportunities for 
participation in such programs to human rights and democracy leaders of 
such countries.'' Public Law 106--113 requires that the governments of 
the countries described above do not have inappropriate influence in 
the selection process. Proposals should reflect advancement of these 
goals in their program contents, to the full extent deemed feasible.
IV.3d.3. Program Monitoring and Evaluation
    Proposals must include a plan to monitor and evaluate the project's 
success, both as the activities unfold and at the end of the program. 
The Bureau recommends that your proposal include a draft survey 
questionnaire or other technique plus a description of a methodology to 
use to link outcomes to original project objectives. The Bureau expects 
that the cooperating organization will track participants or partners 
and be able to respond to key evaluation questions, including 
satisfaction with the program, learning as a result of the program, 
changes in behavior as a result of the program, and effects of the 
program on institutions (institutions in which participants work or 
partner institutions). The evaluation plan should include indicators 
that measure gains in mutual understanding as well as substantive 
knowledge.
    Successful monitoring and evaluation depend heavily on setting 
clear goals and outcomes at the outset of a program. Your evaluation 
plan should include a description of your project's objectives, your 
anticipated project outcomes, and how and when you intend to measure 
these outcomes (performance indicators). The more that outcomes are 
``smart'' (specific, measurable, attainable, results-oriented, and 
placed in a reasonable time frame), the easier it will be to conduct 
the evaluation. You should also show how your project objectives link 
to the goals of the program described in this RFGP.
    Your monitoring and evaluation plan should clearly distinguish 
between

[[Page 19572]]

program outputs and outcomes. Outputs are products and services 
delivered, often stated as an amount. Output information is important 
to show the scope or size of project activities, but it cannot 
substitute for information about progress towards outcomes or the 
results achieved. Examples of outputs include the number of people 
trained or the number of seminars conducted. Outcomes, in contrast, 
represent specific results a project is intended to achieve and is 
usually measured as an extent of change. Findings on outputs and 
outcomes should both be reported, but the focus should be on outcomes.
    We encourage you to assess the following four levels of outcomes, 
as they relate to the program goals set out in the RFGP (listed here in 
increasing order of importance):
    1. Participant satisfaction with the program and exchange 
experience.
    2. Participant learning, such as increased knowledge, aptitude, 
skills, and changed understanding and attitude. Learning includes both 
substantive (subject-specific) learning and mutual understanding.
    3. Participant behavior, concrete actions to apply knowledge in 
work or community; greater participation and responsibility in civic 
organizations; interpretation and explanation of experiences and new 
knowledge gained; continued contacts between participants, community 
members, and others.
    4. Institutional changes, such as increased collaboration and 
partnerships, policy reforms, new programming, and organizational 
improvements.

    Please note: Consideration should be given to the appropriate 
timing of data collection for each level of outcome. For example, 
satisfaction is usually captured as a short-term outcome, whereas 
behavior and institutional changes are normally considered longer-
term outcomes.

    Overall, the quality of your monitoring and evaluation plan will be 
judged on how well it (1) Specifies intended outcomes; (2) gives clear 
descriptions of how each outcome will be measured; (3) identifies when 
particular outcomes will be measured; and (4) provides a clear 
description of the data collection strategies for each outcome (i.e., 
surveys, interviews, or focus groups). (Please note that evaluation 
plans that deal only with the first level of outcomes [satisfaction] 
will be deemed less competitive under the present evaluation criteria.)
    Cooperating organizations will be required to provide reports 
analyzing their evaluation findings to the Bureau in their regular 
program reports. All data collected, including survey responses and 
contact information, must be maintained for a minimum of three years 
and provided to the Bureau upon request.
    IV.3e. Please take the following information into consideration 
when preparing your budget:
    IV.3e.1. Applicants must submit a comprehensive budget for the 
entire program. The anticipated per person cost for a six-to-eight-week 
program is $8,000 to $10,000. For the semester-long program, 
anticipated cost is $20,000. For the academic year program, cost is 
estimated at $30,000. There must be a summary budget as well as 
breakdowns reflecting both administrative and program budgets. 
Applicants may provide separate sub-budgets for each program component, 
phase, location, or activity to provide clarification. Applicants 
should also provide copies of any sub-grant agreements that would be 
implemented under terms of this award.
    IV.3e.2. Allowable costs for the program include the following:
    (1) Recruitment/selection;
    (2) Preparation/orientation;
    (3) Visas and associated costs;
    (4) Travel;
    (5) Institute costs, including language instruction, program 
activities, and monitoring;
    (6) Room and board, as necessary;
    (7) Reasonable living allowance for host families;
    (8) Follow-on activities, including costs for school connectivity 
and alumni tracking;
    (9) Evaluation/Administration.
    Maximum limits on grant funding are as follows: Conference room 
rental costs-$250 per day per room; Consultant fees and honoraria-$250/
day; Evaluation costs-2% to 5% of the grant.
    Please refer to the Solicitation Package for complete budget 
guidelines and formatting instructions.

IV.3f. Application Deadline and Methods of Submission

    Application Deadline Date: June 5, 2008.
    Reference Number: ECA/PE/C/PY-08-39.
    Methods of Submission: Applications may be submitted in one of two 
ways:
    (1) In hard-copy, via a nationally recognized overnight delivery 
service (i.e., DHL, Federal Express, UPS, Airborne Express, or U.S. 
Postal Service Express Overnight Mail, etc.), or
    (2) Electronically through https://www.grants.gov.
    Along with the Project Title, all applicants must enter the above 
Reference Number in Box 11 on the SF-424 contained in the mandatory PSI 
of the solicitation document.
IV.3f.1 Submitting Printed Applications
    Applications must be shipped no later than the above deadline. 
Delivery services used by applicants must have in-place, centralized 
shipping identification and tracking systems that may be accessed via 
the Internet and delivery people who are identifiable by commonly 
recognized uniforms and delivery vehicles. Proposals shipped on or 
before the above deadline but received at ECA more than seven days 
after the deadline will be ineligible for further consideration under 
this competition. Proposals shipped after the established deadlines are 
ineligible for consideration under this competition. ECA will not 
notify you upon receipt of application. It is each applicant's 
responsibility to ensure that each package is marked with a legible 
tracking number and to monitor/confirm delivery to ECA via the 
Internet. Delivery of proposal packages may not be made via local 
courier service or in person for this competition. Faxed documents will 
not be accepted at any time. Only proposals submitted as stated above 
will be considered.

    Important note: When preparing your submission please make sure 
to include one extra copy of the completed SF-424 form and place it 
in an envelope addressed to ``ECA/EX/PM''.

    The original and eight copies of the application should be sent to: 
U.S. Department of State, SA-44, Bureau of Educational and Cultural 
Affairs, Ref.: ECA/PE/C/PY-08-39, Program Management, ECA/EX/PM, Room 
534, 301 4th Street, SW., Washington, DC 20547.
    Applicants submitting hard-copy applications must also submit the 
``Executive Summary'' and ``Proposal Narrative'' sections of the 
proposal in text (.txt) or Microsoft Word format on a PC-formatted 
disk. The Bureau will provide these files electronically to the 
appropriate Public Affairs Section(s) at the U.S. embassies for their 
review.
IV.3f.2. Submitting Electronic Applications
    Applicants have the option of submitting proposals electronically 
through Grants.gov (https://www.grants.gov). Complete solicitation 
packages are available at Grants.gov in the ``Find'' portion of the 
system. Please follow the instructions available in the 'Get Started' 
portion of the site (https://www.grants.gov/GetStarted).
    Several of the steps in the Grants.gov registration process could 
take several weeks. Therefore, applicants should

[[Page 19573]]

check with appropriate staff within their organizations immediately 
after reviewing this RFGP to confirm or determine their registration 
status with Grants.gov. Once registered, the amount of time it can take 
to upload an application will vary depending on a variety of factors 
including the size of the application and the speed of your Internet 
connection. Therefore, we strongly recommend that you not wait until 
the application deadline to begin the submission process through 
Grants.gov.
    Direct all questions regarding Grants.gov registration and 
submission to: Grants.gov Customer Support, Contact Center Phone: 800-
518-4726, Business Hours: Monday-Friday, 7 a.m.-9 p.m. Eastern Time, E-
mail: support@grants.gov.
    Applicants have until midnight (12 a.m.), Washington, DC time of 
the closing date to ensure that their entire application has been 
uploaded to the Grants.gov site. There are no exceptions to the above 
deadline. Applications uploaded to the site after midnight of the 
application deadline date will be automatically rejected by the 
Grants.gov system, and will be technically ineligible.
    Applicants will receive a confirmation e-mail from Grants.gov upon 
the successful submission of an application. ECA will not notify you 
upon receipt of electronic applications.
    It is the responsibility of all applicants submitting proposals via 
the Grants.gov Web portal to ensure that proposals have been received 
by Grants.gov in their entirety, and ECA bears no responsibility for 
data errors resulting from transmission or conversion processes.

IV.3g. Intergovernmental Review of Applications

    Executive Order 12372 does not apply to this program.

V. Application Review Information

V.1. Review Process

    The Bureau will review all proposals for technical eligibility. 
Proposals will be deemed ineligible if they do not fully adhere to the 
guidelines stated herein and in the Solicitation Package. All eligible 
proposals will be reviewed by the program office, as well as the Public 
Diplomacy section overseas, where appropriate. Eligible proposals will 
be subject to compliance with Federal and Bureau regulations and 
guidelines and forwarded to Bureau grant panels for advisory review. 
Proposals may also be reviewed by the Office of the Legal Adviser or by 
other Department elements. Final funding decisions are at the 
discretion of the Department of State's Assistant Secretary for 
Educational and Cultural Affairs. Final technical authority for 
assistance awards grants resides with the Bureau's Grants Officer.
Review Criteria
    Technically eligible applications will be competitively reviewed 
according to the criteria stated below. These criteria are not rank 
ordered and all carry equal weight in the proposal evaluation:
    1. Quality of the program idea: Proposals should exhibit 
originality, substance, precision, and relevance to the Bureau's 
mission and the purposes outlined in this solicitation. Proposals 
should demonstrate how students would be recruited, selected, 
monitored, instructed in the target language, and supported as alumni. 
The level of creativity, resources, and effectiveness will be primary 
factors for review. Proposals should be clearly and accurately written, 
with sufficient relevant detail. Proposed programs should deliver high 
quality language instruction and strengthen long-term mutual 
understanding, including maximum sharing of information and 
establishment of long-term institutional and individual linkages. 
Proposals should include creative ways to involve students in their 
host communities.
    2. Program planning: Proposals should clearly demonstrate an 
understanding of the program's objectives and how the organization will 
achieve them. The Narrative should address all of the items in the 
Statement of Work and Guidelines described above. A detailed agenda and 
relevant work plan should demonstrate organizational competency and 
logistical capacity. Agenda and plan should adhere to the program 
overview, timetable and guidelines described in this solicitation.
    3. Support of Diversity: Proposals should demonstrate substantive 
support of the Bureau's policy on diversity in all program aspects 
including all participants (exchange students and hosts), sending and 
hosting communities, orientation, and program activities. Proposals 
should articulate a diversity plan, not just a statement of compliance.
    4. Follow-on activities: Proposals should provide a plan for 
continued contact with returnees to ensure that they are tracked over 
time, utilized and/or organized as alumni, and provided opportunities 
to reinforce the knowledge and skills they acquired on the exchange and 
share them with others. Proposals should articulate mechanisms to be 
used to foster ongoing interaction through mechanisms like ECA's Global 
Connections program.
    5. Institutional Record/Capacity: Applicants must demonstrate a 
well-established infrastructure in the country or countries with which 
they plan to send high school students. Proposals for a consortium must 
have clearly defined roles for each partner organization and a plan for 
monitoring the work of each partner. Proposed personnel and 
institutional resources should be adequate and appropriate to achieve 
the program's goals. Proposals should demonstrate the capacity of in-
country organizations to fully support and ensure the safety and well-
being of participants throughout the duration of their program. 
Submissions should also demonstrate an understanding of the 
complexities of the exchange environment.
    6. Program Evaluation: Successful applicants will demonstrate clear 
program goals and objectives as well as strategies for monitoring 
student and alumni progress. Proposals should include a plan to 
evaluate the activity's success, both as the activities unfold and at 
the end of the program. Submission of a sample program-specific draft 
survey questionnaire, or other technique, plus description of a 
methodology to use to link outcomes to original project objectives are 
highly recommended. Applicants may describe any experience conducting 
results-oriented evaluations. Proposals should indicate a language 
acquisition assessment plan that includes a baseline (entry) 
assessment, a mid-term (for semester and year-long programs) 
assessment, and a final assessment. The cooperating organization will 
be expected to submit quarterly reports that include student and alumni 
activities and progress. The final project evaluation should provide 
qualitative and quantitative data about the project's influence on the 
participants, including their language gain and continuing study of the 
target language, as well as their surrounding communities.
    7. Cost-effectiveness/Cost-Sharing: The overhead and administrative 
components of the proposal, including salaries and honoraria, should be 
kept as low as possible. All other items should be necessary and 
appropriate. Proposals should maximize cost-sharing through 
institutional direct funding contributions, as well as other private 
sector support. Preference will be given to organizations whose 
proposals demonstrate a quality, cost-effective program.

[[Page 19574]]

VI. Award Administration Information

VI.1a. Award Notices

    Final awards cannot be made until funds have been appropriated by 
Congress, allocated and committed through internal Bureau procedures. 
Successful applicants will receive an Assistance Award Document (AAD) 
from the Bureau's Grants Office. The AAD and the original grant 
proposal with subsequent modifications (if applicable) shall be the 
only binding authorizing document between the recipient and the U.S. 
Government. The AAD will be signed by an authorized Grants Officer, and 
mailed to the recipient's responsible officer identified in the 
application.
    Unsuccessful applicants will receive notification of the results of 
the application review from the ECA program office coordinating this 
competition.

VI.2. Administrative and National Policy Requirements

    Terms and Conditions for the Administration of ECA agreements 
include the following:
    Office of Management and Budget Circular A-122, ``Cost Principles 
for Nonprofit Organizations.''
    Office of Management and Budget Circular A-21, ``Cost Principles 
for Educational Institutions.''
    OMB Circular A-87, ``Cost Principles for State, Local and Indian 
Governments''.
    OMB Circular No. A-110 (Revised), Uniform Administrative 
Requirements for Grants and Agreements with Institutions of Higher 
Education, Hospitals, and other Nonprofit Organizations.
    OMB Circular No. A-102, Uniform Administrative Requirements for 
Grants-in-Aid to State and Local Governments.
    OMB Circular No. A-133, Audits of States, Local Government, and 
Non-profit Organizations.

    Please reference the following Web sites for additional 
information:

https://www.whitehouse.gov/omb/grants.
https://exchanges.state.gov/education/grantsdiv/terms.htm#articleI.

VI.3. Reporting Requirements

    You must provide ECA with a hard copy original plus two copies of 
the following reports:
    (1.) A final program and financial report no more than 90 days 
after the expiration of the award;
    (2.) A conc