Applications for New Awards; Innovative Approaches to Literacy Program, 34509-34517 [2014-14050]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 79, Number 116 (Tuesday, June 17, 2014)]
[Notices]
[Pages 34509-34517]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2014-14050]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Innovative Approaches to Literacy 
Program

AGENCY: Office of Elementary and Secondary Education, Department of 
Education.

ACTION: Notice.

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Overview Information

    Innovative Approaches to Literacy (IAL) Program Notice inviting 
applications for new awards for fiscal year (FY) 2014.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.215G.

    Dates:
    Applications Available: June 17, 2014.
    Deadline for Transmittal of Applications: July 17, 2014.
    Deadline for Intergovernmental Review: September 15, 2014.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The IAL program supports high-quality programs 
designed to develop and improve literacy skills for children and 
students from birth through 12th grade in high-need local educational 
agencies (high-need LEAs, as defined in this notice)

[[Page 34510]]

and schools. The U.S. Department of Education (Department) intends to 
support innovative programs that promote early literacy for young 
children, motivate older children to read, and increase student 
achievement by using school libraries as partners to improve literacy, 
distributing free books to children and their families, and offering 
high-quality literacy activities.
    Many schools and districts across the Nation do not have school 
libraries that deliver high-quality literacy programming to children 
and their families. Additionally, many schools do not have qualified 
library media specialists and library facilities. Where facilities do 
exist, they often lack adequate books and other materials and 
resources. In many communities, high-need children have limited access 
to appropriate age- and grade-level reading material in their homes.
    The IAL program supports the implementation of high-quality plans 
for childhood literacy activities and book distribution efforts that 
are supported by evidence of strong theory (as defined in this notice).
    Proposed projects under the IAL program, based on those plans, may 
include, among other things, activities that--
    (a) Increase access to a wide range of literacy resources (either 
print or electronic) that prepare young children to read, and provide 
learning opportunities to all participating students;
    (b) Provide high-quality childhood literacy activities with 
meaningful opportunities for parental engagement, including encouraging 
parents to read books often with their children in their early years of 
life and school, and teaching parents how to use literacy resources 
effectively;
    (c) Strengthen literacy development across academic content areas 
by providing a wide range of literacy resources spanning a range of 
both complexity and content (including both literature and 
informational text) to effectively support reading and writing;
    (d) Offer appropriate educational interventions for all readers 
with support from school libraries or national not-for-profit 
organizations;
    (e) Foster collaboration and joint professional development 
opportunities for teachers, school leaders, and school library 
personnel with a focus on using literacy resources effectively to 
support reading and writing and academic achievement. For example, an 
approach to professional development within the IAL program might be 
collaboration between library and school personnel to plan subject-
specific pedagogy that is differentiated based on each student's 
developmental level and is supported by universal design for learning 
(as defined in this notice), technology, and other educational 
strategies; and
    (f) Provide resources to support literacy-rich academic and 
enrichment activities and services aligned with State college- and 
career-ready standards (as defined in this notice) and the 
comprehensive statewide literacy plan (as defined in this notice).
    The IAL program is carried out under the legislative authority of 
the Fund for Improvement of Education (FIE), Title V, part D, subpart 
1, sections 5411 through 5413 of the Elementary and Secondary Education 
Act of 1965, as amended (ESEA) (20 U.S.C. 7243-7243b). FIE supports 
nationally significant programs to improve the quality of elementary 
and secondary education at the State and local levels and to help all 
children meet challenging State academic content and student academic 
achievement standards.
    In accordance with the Senate report that accompanied the 
Consolidated Appropriations Act, 2014 (S. Rep. No. 113-71, at 173 
(2013)), and subject to the submission of sufficient applications that 
meet the requirements of this notice, the Department will award no less 
than 50 percent of FY 2014 funds to applications from LEAs (on behalf 
of school libraries) for high-quality school library projects that 
increase access to a wide range of literacy resources (either print or 
electronic) and provide learning opportunities to all students.

Priorities

    This competition includes one absolute priority and four 
competitive preference priorities. The Absolute Priority and 
Competitive Preference Priority 4 are from the notice of final 
priorities, requirement, and definitions published elsewhere in this 
issue of the Federal Register. Competitive Preference Priorities 1, 2, 
and 3 are from the notice of final supplemental priorities and 
definitions for discretionary grant programs, published in the Federal 
Register on December 15, 2010 (75 FR 78486), and corrected on May 12, 
2011 (76 FR 27637).
    Absolute Priority: For FY 2014 and any subsequent year in which we 
make awards from the list of unfunded applicants from this competition, 
this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we 
consider only applications that meet this priority.
    This priority is:

High-Quality Plan for Innovative Approaches to Literacy That Include 
Book Distribution, Childhood Literacy Activities, or Both, and That Is 
Supported, at a Minimum, by Evidence of Strong Theory (as Defined in 34 
CFR 77.1(c))

    To meet this priority, applicants must submit a plan that is 
supported by evidence of strong theory, including a rationale for the 
proposed process, product, strategy, or practice and a corresponding 
logic model (as defined in 34 CFR 77.1(c)).
    The applicant must submit a plan with the following information:
    (a) a description of the proposed book distribution, childhood 
literacy activities, or both, that are designed to improve the literacy 
skills of children and students by one or more of the following--
    (1) Promoting early literacy and preparing young children to read;
    (2) developing and improving students' reading ability;
    (3) motivating older children to read; and
    (4) teaching children and students to read.
    (b) the age or grade spans of children and students from birth 
through 12th grade to be served;
    (c) a detailed description of the key goals, the activities to be 
undertaken, the rationale for those activities, the timeline, the 
parties responsible for implementing the activities, and the 
credibility of the plan (as judged, in part, by the information 
submitted as evidence of strong theory); and
    (d) (i) a description of how the proposed project is supported by 
strong theory; and
    (ii) the corresponding logic model (as defined in 34 CFR 77.1(c)).
    Competitive Preference Priorities: For FY 2014 and any subsequent 
year in which we make awards from the list of unfunded applicants from 
this competition, these priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i), we will award an additional 5 
points to an application that meets either Competitive Preference 
Priority 1 or 4. We will award an additional 5 points to an application 
that meets Competitive Preference Priority 2 and an additional 5 points 
to an application that meets Competitive Preference Priority 3. The 
maximum number of competitive preference points an application can 
receive for this competition is 15.
    These priorities are:

[[Page 34511]]

Competitive Preference Priority 1--Turning Around Persistently Lowest-
Achieving Schools (5 Points)

    Under this priority, we give competitive preference to projects 
that are designed to address one or more of the following priority 
areas:
    (a) Improving student achievement (as defined in this notice) in 
persistently lowest-achieving schools (as defined in this notice).
    (b) Increasing graduation rates (as defined in this notice) and 
college enrollment rates for students in persistently lowest-achieving 
schools (as defined in this notice).
    (c) Providing services to students enrolled in persistently lowest-
achieving schools (as defined in this notice).

    Note: For the purposes of this priority, the Department 
considers a school to be a ``persistently lowest-achieving school'' 
if it: (1) Meets the definition of a Tier I or Tier II school under 
the School Improvement Grants (SIG) program (see 75 FR 66363), or 
(2) for States that have received approval of their ESEA Flexibility 
requests, is a priority school identified by a State educational 
agency (SEA) in the SEA's most recent State SIG application for a 
new awards competition. The State SIG applications and a list of 
these schools can be found on the Department's Web site at https://www2.ed.gov/programs/sif/.

Competitive Preference Priority 2--Technology (5 Points)

    Under this priority, we give competitive preference to projects 
that are designed to improve student achievement (as defined in this 
notice) or teacher effectiveness through the use of high-quality 
digital tools or materials, which may include preparing teachers to use 
the technology to improve instruction, as well as developing, 
implementing, or evaluating digital tools or materials.

Competitive Preference Priority 3--Improving Early Learning Outcomes (5 
Points)

    Under this priority, we give competitive preference to projects 
that are designed to improve school readiness and success for high-need 
children (as defined in this notice) from birth through 3rd grade (or 
for any age group of high-need children within this range) through a 
focus on language and literacy development.

Competitive Preference Priority 4--Serving Rural LEAs (5 Points)

    To meet this priority, an applicant must propose a project designed 
to provide high-quality literacy programming, or distribute books, or 
both, to students served by a rural LEA (as defined in this notice).
    Definitions: Some of the definitions in this notice are from the 
notice of final supplemental priorities and definitions for 
discretionary grant programs, published in the Federal Register on 
December 15, 2010 (75 FR 78486) and corrected on May 12, 2011 (76 FR 
27637); those are identified at the end of the definition. The 
definitions of evidence of promise, logic model, preschool, and strong 
theory are from 34 CFR 77.1. Definitions without a citation are from 
the notice of final priorities, requirement, and definitions published 
elsewhere in this issue of the Federal Register.
    College- and career-ready standards means content standards for 
kindergarten through 12th grade that build towards college and career 
readiness by the time of high school graduation. A State's college- and 
career-ready standards must be either (1) standards that are common to 
a significant number of States; or (2) standards that are approved by a 
State network of institutions of higher education, which must certify 
that students who meet the standards will not need remedial course work 
at the postsecondary level.
    Comprehensive statewide literacy plan means a plan (which may be a 
component or modification of the plan submitted under the Striving 
Readers Comprehensive Literacy formula grant program, CFDA 84.371B) 
that addresses the literacy and language needs of children from birth 
through 12th grade, including English learners and students with 
disabilities; aligns literacy policies, resources, and practices; 
contains clear instructional goals; and sets high expectations for all 
students and student subgroups.
    Evidence of promise means there is empirical evidence to support 
the theoretical linkage(s) between at least one critical component and 
at least one relevant outcome presented in the logic model for the 
proposed process, product, strategy, or practice. Specifically, 
evidence of promise means the conditions in paragraphs (i) and (ii) of 
this section are met:
    (i) There is at least one study that is a--
    (A) Correlational study with statistical controls for selection 
bias;
    (B) Quasi-experimental study that meets the What Works 
Clearinghouse Evidence Standards with reservations;\1\ or
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    \1\ What Works Clearinghouse Procedures and Standards Handbook 
(Version 3.0, March 2014), which can currently be found at the 
following link: https://ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19.
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    (C) Randomized controlled trial that meets the What Works 
Clearinghouse Evidence Standards with or without reservations.\2\
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    \2\ What Works Clearinghouse Procedures and Standards Handbook 
(Version 3.0, March 2014), which can currently be found at the 
following link: https://ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19.
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    (ii) The study referenced in paragraph (a) found a statistically 
significant or substantively important (defined as a difference of 0.25 
standard deviations or larger), favorable association between at least 
one critical component and one relevant outcome presented in the logic 
model for the proposed process, product, strategy, or practice. (34 CFR 
77.1(c))
    Graduation rate means a four-year adjusted cohort graduation rate 
consistent with 34 CFR 200.19(b)(1) and may also include an extended-
year adjusted cohort graduation rate consistent with 34 CFR 
200.19(b)(1)(v) if the State in which the proposed project is 
implemented has been approved by the Secretary to use such a rate under 
Title I of the ESEA. (76 FR 27640)
    High-need children and high-need students means children and 
students at risk of educational failure, such as children and students 
who are living in poverty, who are English learners, who are far below 
grade level or who are not on track to becoming college- or career-
ready by graduation, who have left school or college before receiving, 
respectively, a regular high school diploma or a college degree or 
certificate, who are at risk of not graduating with a diploma on time, 
who are homeless, who are in foster care, who are pregnant or parenting 
teenagers, who have been incarcerated, who are new immigrants, who are 
migrant, or who have disabilities. (76 FR 27640)
    High-need local educational agency (High-need LEA) means--
    (i) Except for LEAs referenced in paragraph (ii), an LEA in which 
at least 25 percent of the students aged 5-17 in the school attendance 
area of the LEA are from families with incomes below the poverty line, 
based on data from the U.S. Census Bureau's Small Area Income and 
Poverty Estimates for school districts for the most recent income year 
(Census list).
    (ii) For an LEA that is not included on the Census list, such as a 
charter school LEA, an LEA for which the State educational agency (SEA) 
determines, consistent with the manner described under section 1124(c) 
of the ESEA in which the SEA determines an LEA's

[[Page 34512]]

eligibility for Title I allocations, that 25 percent of the students 
aged 5-17 in the LEA are from families with incomes below the poverty 
line.

    Note:  The Census list is posted on the Department's Web site 
at: https://www2.ed.gov/programs/ial/eligibility.html.

    Logic model (also referred to as theory of action) means a well-
specified conceptual framework that identifies key components of the 
proposed process, product, strategy, or practice (i.e., the active 
``ingredients'' that are hypothesized to be critical to achieving the 
relevant outcomes) and describes the relationships among the key 
components and outcomes, theoretically and operationally. (34 CFR 
77.1(c))
    National not-for-profit (NNP) organization means an agency, 
organization, or institution owned and operated by one or more 
corporations or associations whose net earnings do not benefit, and 
cannot lawfully benefit, any private shareholder or entity. In 
addition, it means, for the purposes of this program, an organization 
of national scope that is supported by staff or affiliates at the State 
and local levels, who may include volunteers, and that has a 
demonstrated history of effectively developing and implementing 
literacy activities.

    Note: A local affiliate of an NNP does not meet the definition 
of NNP. Only a national agency, organization, or institution is 
eligible to apply as an NNP.

    Persistently lowest-achieving schools means, as determined by the 
State: (i) Any Title I school in improvement, corrective action, or 
restructuring that (a) is among the lowest-achieving five percent of 
Title I schools in improvement, corrective action, or restructuring or 
the lowest-achieving five Title I schools in improvement, corrective 
action, or restructuring in the State, whichever number of schools is 
greater; or (b) is a high school that has had a graduation rate as 
defined in 34 CFR 200.19(b) that is less than 60 percent over a number 
of years; and (ii) any secondary school that is eligible for, but does 
not receive, Title I funds that: (a) Is among the lowest-achieving five 
percent of secondary schools or the lowest-achieving five secondary 
schools in the State that are eligible for, but do not receive, Title I 
funds, whichever number of schools is greater; or (b) is a high school 
that has had a graduation rate as defined in 34 CFR 200.19(b) that is 
less than 60 percent over a number of years.
    To identify the persistently lowest-achieving schools, a State must 
take into account both: (i) The academic achievement of the ``all 
students'' group in a school in terms of proficiency on the State's 
assessments under section 1111(b)(3) of the ESEA in reading/language 
arts and mathematics combined; and (ii) the school's lack of progress 
on those assessments over a number of years in the ``all students'' 
group. (76 FR 27640)
    Preschool means the educational level from a child's birth to the 
time at which the State provides elementary education. (34 CFR 77.1)
    Rural local educational agency (Rural LEA) means an LEA that is 
eligible under the Small Rural School Achievement program (SRSA) or the 
Rural and Low-Income School (RLIS) program authorized under Title VI, 
Part B of the ESEA at the time of application.

    Note: Eligible applicants may determine whether a particular LEA 
is eligible for these programs by referring to information on the 
Department's Web site at: https://www2.ed.gov/nclb/freedom/local/reap.html.

    Strong theory means a rationale for the proposed process, product, 
strategy, or practice that includes a logic model. (34 CFR 77.1(c))
    Student achievement means--
    (a) For tested grades and subjects: (1) A student's score on the 
State's assessments under the ESEA; and, as appropriate, (2) other 
measures of student learning, such as those described in paragraph (b) 
of this definition, provided they are rigorous and comparable across 
schools.
    (b) For non-tested grades and subjects: alternative measures of 
student learning and performance, such as student scores on pre-tests 
and end-of-course tests; student performance on English language 
proficiency assessments; and other measures of student achievement that 
are rigorous and comparable across schools. (76 FR 27641)
    Universal design for learning (UDL) means a scientifically valid 
framework for guiding educational practice that (i) provides 
flexibility in the ways information is presented, in the ways students 
respond or demonstrate knowledge and skills, and in the ways students 
are engaged; and (ii) reduces barriers in instruction, provides 
appropriate accommodations, supports, and challenges, and maintains 
high achievement expectations for all students, including students with 
disabilities and students who are English learners.

    Program Authority: 20 U.S.C. 7243-7243b.

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 84, 97, 98, and 99. (b) The Education Department debarment and 
suspension regulations in 2 CFR part 3485. (c) The notice of final 
supplemental priorities and definitions for discretionary grant 
programs, published in the Federal Register on December 15, 2010 (75 FR 
78486), and corrected on May 12, 2011 (76 FR 27637). (d) The notice of 
final priorities, requirement, and definitions published elsewhere in 
this issue of the Federal Register.

    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian tribes.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $24,341,646.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2015 from the list of 
unfunded applicants from this competition.
    Estimated Range of Awards to LEAs and Consortia of LEAs: $150,000 
to $750,000.
    Estimated Average Size of Awards: $500,000.
    Estimated Number of Awards: 30.
    Estimated Range of Awards to NNPs, Consortia of NNPs, and Consortia 
of NNPs and LEAs: $3,000,000 to $14,000,000.
    Estimated Average Size of Awards: $4,500,000.
    Estimated Number of Awards: 1-4.

    Note: The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 24 months.

III. Eligibility Information

    1. Eligible Applicants: To be considered for an award under this 
competition, an applicant must:
    (a) Be one of the following:
    (1) A high-need LEA (as defined in this notice);
    (2) An NNP (as defined in this notice) that serves children and 
students within the attendance boundaries of one or more high-need 
LEAs;
    (3) A consortium of NNPs that serves children and students within 
the attendance boundaries of one or more high-need LEAs;
    (4) A consortium of high-need LEAs; or
    (5) A consortium of one or more high-need LEAs and one or more NNPs 
that serve children and students within the attendance boundaries of 
one or more high-need LEAs.
    (b) Coordinate with school libraries in developing project 
proposals.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.

[[Page 34513]]

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the Internet or by requesting a copy from the 
program office. To obtain a copy via the Internet, use the following 
address: https://www2.ed.gov/programs/innovapproaches-literacy/applicant.html. To obtain a copy from the program office, write, call, 
or send an email to the following person: Melvin Graham, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 3E334, 
Washington, DC 20202-6200. Telephone: (202) 260-8268 or by email: 
melvin.graham@ed.gov.
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or compact disc) by contacting the persons listed under Accessible 
Format in section VIII of this notice.
    2.a. 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 is where you, the applicant, 
address the selection criteria that reviewers use to evaluate your 
application. You must limit the application narrative to no more than 
25 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).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial. An application submitted in any other font 
(including Times Roman or Arial Narrow) will be not accepted.
    The page limit does not apply to the cover sheet; eligibility 
information; the budget section, including the narrative budget 
justification; the assurances and certifications; or the one-page 
abstract, the resumes, the bibliography, the logic model, or the 
letters of support. However, the page limit does apply to all of the 
application narrative section.
    Our reviewers will not read any pages of your application that 
exceed the page limit.

    Note: The applicant should include, as an attachment, the logic 
model used to address paragraph (d)(ii) of the Absolute Priority.

    b. Submission of Proprietary Information:
    Given the types of projects that may be proposed in applications 
for the IAL program, an application may include business information 
that the applicant considers proprietary. The Department's regulations 
define ``business information'' in 34 CFR 5.11.
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you feel is exempt from disclosure 
under Exemption 4 of the Freedom of Information Act. In the appropriate 
Appendix section of your application, under ``Other Attachments Form,'' 
please list the page number or numbers on which we can find this 
information. For additional information please see 34 CFR 5.11(c).
    3. Submission Dates and Times:
    Applications Available: June 17, 2014.
    Deadline for Transmittal of Applications: July 17, 2014.
    Applications for grants under this competition must be submitted 
electronically using the Grants.gov Apply site (Grants.gov). For 
information (including dates and times) about how to submit your 
application electronically, or in paper format by mail or hand delivery 
if you qualify for an exception to the electronic submission 
requirement, please refer to section IV. 7. Other Submission 
Requirements of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    Deadline for Intergovernmental Review: September 15, 2014.
    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. Data Universal Numbering System Number, Taxpayer Identification 
Number, and System for Award Management: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the System for Award 
Management (SAM) (formerly the Central Contractor Registry (CCR)), the 
Government's primary registrant database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active SAM registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet. A DUNS number 
can be created within one to two business days.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow 2-5 weeks for your TIN to become active.
    The SAM registration process can take approximately seven business 
days, but may take upwards of several weeks, depending on the 
completeness and accuracy of the data entered into the SAM database by 
an entity. Thus, if you think you might want to apply for Federal 
financial assistance under a program administered by the Department, 
please allow sufficient time to obtain and register your DUNS number 
and TIN. We strongly recommend that you register early.

    Note: Once your SAM registration is active, you will need to 
allow 24 to 48 hours for the information to be available through 
Grants.gov and before you can submit an application in Grants.gov.

    If you are currently registered with SAM, you may not need to make 
any changes. However, please make certain

[[Page 34514]]

that the TIN associated with your DUNS number is correct. Also note 
that you will need to update your registration annually. This may take 
three or more business days.
    Information about SAM is available at www.SAM.gov. To further 
assist you with obtaining and registering your DUNS number and TIN in 
SAM or updating your existing SAM account, we have prepared a SAM.gov 
Tip Sheet, which you can find at: https://www2.ed.gov/fund/grant/apply/sam-faqs.html.
    In addition, if you are submitting your application via Grants.gov, 
you must (1) be designated by your organization as an Authorized 
Organization Representative (AOR); and (2) register yourself with 
Grants.gov as an AOR. Details on these steps are outlined at the 
following Grants.gov Web page: www.grants.gov/web/grants/register.html.
    7. Other Submission Requirements:
    Applications for grants under this competition must be submitted 
electronically unless you qualify for an exception to this requirement 
in accordance with the instructions in this section.

a. Electronic Submission of Applications

    Applications for grants under the Innovative Approaches to Literacy 
Program, CFDA number 84.215G, must be submitted electronically using 
the Governmentwide Grants.gov Apply site at www.Grants.gov. Through 
this site, you will be able to download a copy of the application 
package, complete it offline, and then upload and submit your 
application. You may not email an electronic copy of a grant 
application to us.
    We will reject your application if you submit it in paper format 
unless, as described elsewhere in this section, you qualify for one of 
the exceptions to the electronic submission requirement and submit, no 
later than two weeks before the application deadline date, a written 
statement to the Department that you qualify for one of these 
exceptions. Further information regarding calculation of the date that 
is two weeks before the application deadline date is provided later in 
this section under Exception to Electronic Submission Requirement.
    You may access the electronic grant application for the IAL program 
at www.Grants.gov. You must search for the downloadable application 
package for this program by the CFDA number. Do not include the CFDA 
number's alpha suffix in your search (e.g., search for 84.215, not 
84.215G).
    Please note the following:
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     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 do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this program to ensure that you 
submit your application in a timely manner to the Grants.gov system. 
You can also find the Education Submission Procedures pertaining to 
Grants.gov under News and Events on the Department's G5 system home 
page at www.G5.gov.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you qualify for an exception to the electronic submission 
requirement, as described elsewhere in this section, and submit your 
application in paper format.
     You must submit all documents electronically, including 
all information you typically provide on the following forms: the 
Application for Federal Assistance (SF 424), the Department of 
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and 
certifications.
     You must upload any narrative sections and all other 
attachments to your application as files in a PDF (Portable Document) 
read-only, non-modifiable format. Do not upload an interactive or 
fillable PDF file. If you upload a file type other than a read-only, 
non-modifiable PDF or submit a password-protected file, we will not 
review that material.
     Your electronic application must comply with any page-
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive from Grants.gov an automatic notification of receipt that 
contains a Grants.gov tracking number. (This notification indicates 
receipt by Grants.gov only, not receipt by the Department.) The 
Department then will retrieve your application from Grants.gov and send 
a second notification to you by email. This second notification 
indicates that the Department has received your application and has 
assigned your application a PR/Award number (an ED-specified 
identifying number unique to your application).
     We may request that you provide us original signatures on 
forms at a later date.
    Application Deadline Date Extension in Case of Technical Issues 
with the Grants.gov System: If you are experiencing problems submitting 
your application through Grants.gov, please contact the Grants.gov 
Support Desk, toll free, at 1-800-518-4726. You must obtain a 
Grants.gov Support Desk Case Number and must keep a record of it.
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30:00 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing 
instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC 
time, on the application deadline date, please contact the person 
listed under FOR FURTHER INFORMATION CONTACT in section VII of this 
notice and provide an explanation of the technical problem you 
experienced with Grants.gov, along with the Grants.gov Support Desk 
Case Number. We will accept your application if we can confirm that a 
technical problem occurred with the Grants.gov system and that that 
problem affected your ability to submit your application by 4:30:00 
p.m., Washington, DC time, on the application deadline date. The 
Department will contact you after a

[[Page 34515]]

determination is made on whether your application will be accepted.

    Note: The extensions to which we refer in this section apply 
only to the unavailability of, or technical problems with, the 
Grants.gov system. We will not grant you an extension if you failed 
to fully register to submit your application to Grants.gov before 
the application deadline date and time or if the technical problem 
you experienced is unrelated to the Grants.gov system.

    Exception to Electronic Submission Requirement: You qualify for an 
exception to the electronic submission requirement, and may submit your 
application in paper format, if you are unable to submit an application 
through the Grants.gov system because--
     You do not have access to the Internet; or
     You do not have the capacity to upload large documents to 
the Grants.gov system;
    and
     No later than two weeks before the application deadline 
date (14 calendar days or, if the fourteenth calendar day before the 
application deadline date falls on a Federal holiday, the next business 
day following the Federal holiday), you mail or fax a written statement 
to the Department, explaining which of the two grounds for an exception 
prevents you from using the Internet to submit your application.
    If you mail your written statement to the Department, it must be 
postmarked no later than two weeks before the application deadline 
date. If you fax your written statement to the Department, we must 
receive the faxed statement no later than two weeks before the 
application deadline date.
    Address and mail or fax your statement to: Melvin Graham, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 3E334, 
Washington, DC 20202-6200. Telephone: (202) 260-8268 or by email: 
melvin.graham@ed.gov.
    Your paper application must be submitted in accordance with the 
mail or hand delivery instructions described in this notice.

b. Submission of Paper Applications by Mail

    If you qualify for an exception to the electronic submission 
requirement, you may mail (through the U.S. Postal Service or a 
commercial carrier) your application to the Department. You must mail 
the original and two copies of your application, 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 84.215G), LBJ Basement Level 1, 400 Maryland Avenue SW., 
Washington, DC 20202-4260.
    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.
    (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.
    (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.

c. Submission of Paper Applications by Hand Delivery

    If you qualify for an exception to the electronic submission 
requirement, you (or a courier service) may deliver your paper 
application to the Department by hand. You 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 84.215G), 550 12th Street SW., Room 7039, Potomac Center 
Plaza, Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 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 11 of the SF 424 the CFDA number, including 
suffix letter, if any, of the competition under which you are 
submitting your application; and
    (2) The Application Control Center will mail to you a 
notification of receipt of your grant application. If you do not 
receive this notification 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

    1. Selection Criteria: The selection criteria for this program are 
from 34 CFR 75.210 and are listed in the following paragraphs. The 
maximum score for all criteria is 100 points. The maximum possible 
score for each criterion is indicated in parentheses.
    (a) Significance (10 points). The Secretary considers the 
significance of the proposed project. In determining the significance 
of the proposed project, the Secretary considers the following factors:
    (i) The extent to which the proposed project is likely to build 
local capacity to provide, improve, or expand services that address the 
needs of the target population. (5 points)
    (ii) The extent to which the proposed project involves the 
development or demonstration of promising new strategies that build on, 
or are alternatives to, existing strategies. (5 points)
    (b) Quality of the project design (20 points). The Secretary 
considers the quality of the design of the proposed project. In 
determining the quality of the design of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable. 
(5 points)
    (ii) The extent to which the proposed project will establish 
linkages with other appropriate agencies and organizations providing 
services to the target population. (5 points)
    (iii) The extent to which the proposed project is part of a 
comprehensive effort to improve teaching and learning and support 
rigorous academic standards for students. (5 points)
    (iv) The extent to which performance feedback and continuous 
improvement are integral to the design of the proposed project. (5 
points)
    (c) Quality of project services (25 points). The Secretary 
considers the quality of the services to be provided by the proposed 
project. In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the following factors:
    (i) The quality and sufficiency of strategies for ensuring equal 
access and treatment for eligible project participants who are members 
of groups that have traditionally been underrepresented based on race, 
color, national origin, gender, age, or disability. (10 points)
    (ii) The extent to which the services to be provided by the 
proposed project are appropriate to the needs of the intended 
recipients or beneficiaries of those services. (10 points)
    (iii) The extent to which the training or professional development 
services to

[[Page 34516]]

be provided by the proposed project are of sufficient quality, 
intensity, and duration to lead to improvements in practice among the 
recipients of those services. (5 points)
    (d) Adequacy of resources (10 points). The Secretary considers the 
adequacy of resources for the proposed project. In determining the 
adequacy of resources for the proposed project, the Secretary considers 
the following factors:
    (i) The extent to which the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project. 
(5 points)
    (ii) The extent to which the costs are reasonable in relation to 
the number of persons to be served and to the anticipated results and 
benefits. (5 points)
    (e) Quality of the management plan (20 points). The Secretary 
considers the quality of the management plan for the proposed project. 
In determining the quality of the management plan for the proposed 
project, the Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks. (10 points)
    (ii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project. (5 points)
    (iii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project. (5 points)
    (f) Quality of the project evaluation (15 points). The Secretary 
considers the quality of the evaluation to be conducted of the proposed 
project. In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation will, if well-
implemented, produce evidence of promise (as defined). (10 points)
    (ii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes. (5 points)
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    The Secretary reserves the right to fund a sufficient number of 
high-quality literacy and book distribution projects to ensure that no 
less than 50 percent of IAL funds go to applications from LEAs (on 
behalf of school libraries).
    3. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary 
may impose special conditions on a grant if the applicant or grantee is 
not financially stable; has a history of unsatisfactory performance; 
has a financial or other management system that does not meet the 
standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled 
the conditions of a prior grant; or is otherwise not responsible.

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); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    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: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multi-year award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    4. Performance Measures: Under the Government Performance and 
Results Act of 1993 (GPRA), the Department has developed the following 
performance measures for measuring the overall effectiveness of the IAL 
program. (1) The percentage of four-year-old children participating in 
the project who achieve significant gains in oral language skills. (2) 
The percentage of participating 3rd-grade students who meet or exceed 
proficiency on State reading or language arts assessments under section 
1111(b)(3) of the ESEA. (3) The percentage of participating 8th-grade 
students who meet or exceed proficiency on State reading or language 
arts assessments under section 1111(b)(3) of the ESEA. (4) The 
percentage of participating high school students who meet or exceed 
proficiency on State reading or language arts assessments under section 
1111(b)(3) of the ESEA.
    All grantees will be expected to submit an annual performance 
report that includes data addressing these performance measures, to the 
extent that they apply to the grantee's project. For example, a grantee 
that proposes to improve the quality of school library services for 
high school students would only be required to report data for measure 
4.
    5. Continuation Awards: In making a continuation award, the 
Secretary may consider, under 34 CFR 75.253, the extent to which a 
grantee has made ``substantial progress toward meeting the objectives 
in its approved application.'' This consideration includes the review 
of a grantee's progress in meeting the targets and projected outcomes 
in its approved application, and whether the grantee has expended funds 
in a manner that is consistent with its approved application and 
budget. In making a continuation grant, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws

[[Page 34517]]

that prohibit discrimination in programs or activities receiving 
Federal financial assistance from the Department (34 CFR 100.4, 104.5, 
106.4, 108.8, and 110.23).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: Melvin Graham, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 3E334, Washington, DC 20202-
6200. Telephone: (202) 260-8268 or by email: melvin.graham@ed.gov.
    If you use a TDD or a TTY, call the FRS, toll free, at 1-800-877-
8339.

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or compact disc) on request to 
the program contact person listed under For Further Information Contact 
in section VII of this notice.
    Electronic Access to This Document: 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 via the Federal Digital System 
at: www.gpo.gov/fdsys. At this site you can view this document, as well 
as all other documents of this Department published in the Federal 
Register, in text or Adobe Portable Document Format (PDF). To use PDF 
you must have Adobe Acrobat Reader, which is available free at the 
site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

    Dated: June 11, 2014.
Deborah S. Delisle,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 2014-14050 Filed 6-16-14; 8:45 am]
BILLING CODE 4000-01-P