Notice2024-08578
Applications for New Awards; Comprehensive Literacy State Development
Primary source
Metadata and text below are from the Federal Register, a public-domain U.S. government work. Always verify the official published version before relying on it for any legal matter.
Published
April 23, 2024
Issuing agencies
Education Department
Abstract
The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2024 for the Comprehensive Literacy State Development (CLSD) program, Assistance Listing Number 84.371C. This notice relates to the approved information collection under OMB control number 1894-0006.
Full Text
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[Federal Register Volume 89, Number 79 (Tuesday, April 23, 2024)]
[Notices]
[Pages 30338-30348]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2024-08578]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Comprehensive Literacy State
Development
AGENCY: Office of Elementary and Secondary Education, Department of
Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2024 for the
Comprehensive Literacy State Development (CLSD) program, Assistance
Listing Number 84.371C. This notice relates to the approved information
collection under OMB control number 1894-0006.
DATES:
Applications Available: April 23, 2024.
Deadline for Notice of Intent to Apply: May 13, 2024.
Deadline for Transmittal of Applications: June 24, 2024.
Deadline for Intergovernmental Review: August 21, 2024.
Pre-Application Webinar Information: The Department will hold a
pre-application meeting via webinar for prospective applicants. For
information about the pre-application webinar, visit the CLSD website
at: <a href="https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/well-rounded-education-programs/striving-readers-comprehensive-literacy-srcl-formula-grants-84-371a-for-state-literacy-teams/">https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/well-rounded-education-programs/striving-readers-comprehensive-literacy-srcl-formula-grants-84-371a-for-state-literacy-teams/</a>.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on December 7, 2022 (87 FR 75045), and available at
<a href="https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs">https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs</a>.
FOR FURTHER INFORMATION CONTACT: Michael Berry, U.S. Department of
Education, 400 Maryland Avenue SW, Room 4C128, Washington, DC 20202-
6450. Telephone: (202) 453-7088. Email: <a href="/cdn-cgi/l/email-protection#721f1b111a13171e5c101700000b3217165c151d04"><span class="__cf_email__" data-cfemail="86ebefe5eee7e3eaa8e4e3f4f4ffc6e3e2a8e1e9f0">[email protected]</span></a>.
If you are deaf, hard of hearing, or have a speech disability and
wish to access telecommunications relay services, please dial 7-1-1.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The CLSD program awards competitive grants to
advance literacy skills through the use of evidence-based (as defined
in this notice) practices, activities, and interventions, including
pre-literacy skills, reading, and writing, for children from birth
through grade 12, with an emphasis on disadvantaged children, including
children living in poverty, English learners (as defined in this
notice), and children with disabilities (as defined in this notice).
Background: The Department's ``Raise the Bar: Lead the World''
initiative is a call to action to transform preschool through grade 12
education and beyond, and to unite education leaders at all levels
around evidence-based strategies that advance educational equity and
excellence for all students.\1\ Raising the bar in education focuses on
building the skills that all students need to thrive inside and outside
of school, and supporting students to excel in the classroom, in their
careers, and in their communities.
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\1\ <a href="https://www.ed.gov/raisethebar/">https://www.ed.gov/raisethebar/</a>.
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Specifically, the Department is focused on improving student
achievement, including in math and reading, as highlighted across
Administration and Department efforts for the past several years.
Building on the Administration's previous efforts, in January 2024, the
Administration announced its Improving Student Achievement Agenda,\2\
which aims to drive proven strategies that will support academic
success for every child in school. The strategies and evidence
discussed in the Improving Student Achievement Agenda focus on (1)
increasing student attendance; (2) providing high-dosage tutoring; and
(3) increasing summer learning and extended or afterschool learning
time. These strategies and the broader Improving Student Achievement
Agenda, including a focus on core academic instruction, are well
aligned with the CLSD program purpose of improving literacy outcomes,
and the new funding to be released through the FY 2024 CLSD competition
will help accelerate and scale up sustainable adoption of evidence-
based strategies that we expect will improve student literacy outcomes
in the school years ahead.
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\2\ <a href="https://www.whitehouse.gov/briefing-room/statements-releases/2024/01/17/fact-sheet-biden-harris-administration-announces-improving-student-achievement-agenda-in-2024/">https://www.whitehouse.gov/briefing-room/statements-releases/2024/01/17/fact-sheet-biden-harris-administration-announces-improving-student-achievement-agenda-in-2024/</a>.
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Through the FY 2024 CLSD competition, the Department encourages
State educational agencies (SEAs) to focus on evidence-based activities
that provide explicit intervention and support in reading and writing
for children from birth to grade 12, including activities that have
been implemented in response to identified literacy gaps and that have
positive outcome data. SEAs should take into consideration the
resources of the What Works Clearinghouse,\3\ including the literacy-
focused Practice Guides and Intervention Reports on the most effective
strategies for supporting student literacy and that are appropriate for
the grade, age, and developmental level of the student. Highly
effective, evidence-based literacy strategies covered in the Practice
Guides, for example, include developing awareness of the segments of
sounds in speech and how they link to letters; teaching students to
decode words, analyze word parts, and write and recognize words;
building students' comprehension and decoding skills so they can read
complex multisyllabic words; and providing purposeful fluency-building
activities to help students read effortlessly. The What Works
Clearinghouse Intervention Reports provide a summary of the highest
quality research to help SEA and school district personnel identify the
literacy interventions with the strongest evidence bases. The
Department encourages SEAs to consult these Intervention Reports to
inform their proposals and the technical assistance they provide to
school districts. Another resource the Department encourages SEAs to
use is the Comprehensive Literacy State Development (CLSD) National
Literacy Center,\4\ which has a
[[Page 30339]]
website that offers information and resources to support States in
creating or revising State literacy plans and to identify opportunities
and strategies for providing evidence-based literacy coaching for
teachers.
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\3\ The Department provides several resources related to
evidence-based practices and interventions in literacy. For example,
the Institute of Education Sciences' What Works Clearinghouse
(<a href="https://whatworks.ed.gov">https://whatworks.ed.gov</a>) has ten practice guides that offer
evidence-based recommendations on literacy and/or writing that are
applicable to preschool, elementary, and secondary school settings.
Additionally, WWC Intervention Reports review the strength of
evidence for branded interventions supporting literacy (and other)
outcomes. Other Department resources, including those related to the
Best Practices Clearinghouse (<a href="https://bestpraacticesclearinghouse.gov">https://bestpraacticesclearinghouse.gov</a>) and Raise the Bar (<a href="https://ed.gov/raisethebar/academic-success">https://ed.gov/raisethebar/academic-success</a>), may also be of interest to some
applicants.
\4\ <a href="https://literacycenter.ed.gov/">https://literacycenter.ed.gov/</a>.
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This competition includes four competitive preference priorities
that highlight key policies on which States may focus their proposed
projects. First, the Department gives competitive preference to
projects that incorporate SEA partnerships with institutions of higher
education (IHEs). Strong partnerships with IHEs strengthen educator (as
defined in this notice) preparation programs and high-quality
professional development (as defined in this notice) for educators,
resulting in more effective comprehensive State literacy programs.
Second, the Department gives competitive preference to applications
that propose projects that are designed to address the impacts of the
COVID-19 pandemic using evidence-based instructional approaches and
supports to successfully meet challenging academic content standards
without contributing to tracking or remedial courses.
Third, the Department gives competitive preference to applications
that propose projects designed to promote education equity and adequacy
in resources and opportunity for underserved students (as defined in
this notice). In responding to this priority, SEAs are encouraged to
consider how projects can assess the literacy needs of underserved
students, including multilingual learners, to support the screening and
identification of reading disabilities (e.g., dyslexia), and evidence-
based instructional approaches tailored to students' specific needs.
Fourth, the Department gives competitive preference to applications
that propose projects that support students and their families at key
transitional stages in their education by ensuring coordinated, high-
quality professional development for educators in these transitional
stages. The Department is interested in projects that include high-
quality, evidence-based professional development focused on alignment
between early childhood and elementary settings as well as older
students who are reading significantly below grade level. Effective
comprehensive literacy programs include strong collaboration between
early childhood, elementary, and secondary school educators.
Through an invitational priority, the Department encourages
projects that support effective transition practices, continuity of
services and supports, and aligned instruction for students as they
transition from preschool and other early childhood settings into
kindergarten and from kindergarten into the early grades, which
includes supporting efforts that promote strong foundational literacy
skills that undergird early literacy and early math success. The
Department also encourages projects that support acceleration
strategies for improving literacy for secondary school students who are
reading at least 1-2 years below grade level. Additionally, the
Department would like to highlight practices that have yielded positive
results so that they may be shared with the wider literacy field.
Priorities: This notice contains four competitive preference
priorities and one invitational priority. Competitive Preference
Priority 1 is from section 2222(f)(2) of the ESEA. Competitive
Preference Priorities 2, 3, and 4 are from the Secretary's Supplemental
Priorities and Definitions for Discretionary Grant Programs, published
in the Federal Register on December 10, 2021 (86 FR 70612)
(Supplemental Priorities).
Competitive Preference Priorities: For FY 2024 and any subsequent
year in which we make awards from the list of unfunded applications
from this competition, these priorities are competitive preference
priorities. Under 34 CFR 75.105(c)(2)(i), we award an additional 2
points to an application that meets subpart (a) of Competitive
Preference Priority 1 and an additional 2 points to an application that
meets subpart (b) of Competitive Preference Priority 1; we award up to
an additional 2 points to an application, depending on how well the
application addresses Competitive Preference Priority 2; we award up to
an additional 2 points to an application, depending on how well the
application addresses Competitive Preference Priority 3; and we award
up to an additional 2 points to an application, depending on how well
the application addresses Competitive Preference Priority 4. An
application may receive a total of up to 10 additional points under
these competitive preference priorities.
These priorities are:
Competitive Preference Priority 1--Coordination with Institutions
of Higher Education. (0, 2, or 4 points)
Under this priority, an applicant must demonstrate how it will use
the State-level reservation under section 2222(f)(2) of the ESEA to
carry out one or more of the following activities:
(a) Coordinate with IHEs in the State to provide recommendations to
strengthen and enhance pre-service courses for students preparing to
teach children from birth through grade 12 in explicit, systematic, and
intensive instruction in evidence-based literacy methods. (2 points)
(b) Review and update, in collaboration with teachers and IHEs,
State licensure or certification standards in the area of literacy
instruction in early education through grade 12. (2 points)
Competitive Preference Priority 2--Addressing the Impact of COVID-
19 on Students, Educators, and Faculty. (0 to 2 points).
Projects that are designed to address the impacts of the COVID-19
pandemic, including impacts that extend beyond the duration of the
pandemic itself, on the students most impacted by the pandemic, with a
focus on underserved students and the educators who serve them, through
using evidence-based instructional approaches and supports, such as
professional development, coaching, ongoing support for educators,
high-quality tutoring, expanded access to rigorous coursework and
content across K-12, and expanded learning time to accelerate learning
for students in ways that ensure all students have the opportunity to
successfully meet challenging academic content standards without
contributing to tracking or remedial courses.
Competitive Preference Priority 3--Promoting Equity in Student
Access to Educational Resources and Opportunities. (0 to 2 points)
Projects that are designed to promote educational equity and
adequacy in resources and opportunity for underserved students--
(1) In one or more of the following educational settings:
(i) Early learning programs.
(ii) Elementary school.
(iii) Middle school.
(iv) High school.
(v) Out-of-school-time settings.
(vi) Alternative schools and programs.
(vii) Juvenile justice system or correctional facilities.
(viii) Adult learning.\5\
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\5\ CLSD grantees must subgrant 95 percent of their funds to
serve the following age/grade bands: 15 percent for birth through
kindergarten entry; 40 percent for kindergarten through grade 5; and
40 percent for grades 6 through 12. CLSD funds may be used for adult
learning in settings where the adult learners are earning their high
school diplomas.
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(2) That examines the sources of inequity and inadequacy and
implement responses, and that may include one or more of the following:
(i) Establishing, expanding, or improving learning environments for
multilingual learners, and increasing public awareness about the
benefits of fluency in more than one language and
[[Page 30340]]
how the coordination of language development in the school and the home
improves student outcomes for multilingual learners.
(ii) Expanding access to high-quality early learning, including in
school-based and community-based settings, by removing barriers through
implementation of programs that are inclusive with regard to race,
ethnicity, culture, language, and disability status.
Competitive Preference Priority 4--Supporting a Diverse Educator
Workforce and Professional Growth To Strengthen Student Learning. (0 to
2 points)
Projects that are designed to increase the proportion of well-
prepared, diverse, and effective educators serving students, with a
focus on underserved students, through supporting effective instruction
and building educator capacity by providing high-quality job-embedded
professional development opportunities focused on supporting students
and their families at key transitional stages in their education as
they enter into one or more of the following:
(a) Early learning programs.
(b) Elementary school.
(c) Middle school.
(d) High school.
Invitational Priority: For FY 2024 and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, this priority is an invitational priority. Under 34 CFR
75.105(c)(1) we do not give an application that meets this invitational
priority a competitive or absolute preference over other applications.
This priority is:
Supporting Effective Transition Practices, Continuity of Services
and Supports, and Aligned Instruction, Including for Students from
Preschool and Other Early Childhood Settings into Kindergarten; from
Kindergarten into the Early Grades; and in Elementary and Secondary
Education.
Projects that--
(a) Include developmentally appropriate practices that support
cross-sector collaboration and family engagement across early learning
and early elementary grades to support continuity of relationships and
services from preschool through grade three, including practices that
promote strong foundational literacy skills that undergird early
literacy and early math success;
(b) Increase and improve educational opportunities for students and
promote academic recovery through aligning the instruction between
preschool and grade three and supporting educators and school leaders;
and
(c) Increase and improve educational opportunities and outcomes for
secondary school students who are reading below or significantly below
grade level and promote their increased literacy through
developmentally appropriate practices, including practices that support
accelerated growth in literacy skills.
Application Requirements: For FY 2024 and any subsequent year in
which we make awards from the list of unfunded applications from this
competition, applicants must submit an application that meets the
following application requirements from section 2222 of the ESEA (20
U.S.C. 6642):
(a) State Needs Assessment.
An SEA must include a needs assessment that analyzes literacy needs
across the State and in high-need schools (as defined in this notice)
and LEAs that serve high-need schools, including identifying the most
significant gaps in literacy proficiency and inequities in student
access to effective teachers of literacy, considering each of the
subgroups of students, as defined in section 1111(c)(2) of the ESEA.
(b) State Comprehensive Literacy Plan.
An SEA must include a description of how, in collaboration with its
State literacy team, if applicable, it will develop a State
comprehensive literacy instruction (as defined in this notice) plan or
will revise and update an already existing State comprehensive literacy
instruction plan.
(c) State Implementation Plan.
An SEA must include an implementation plan that includes a
description of how it will carry out the State activities described in
section 2222(f) of the ESEA.
(d) State Agency Early Childhood Program Collaboration.
An SEA must collaborate with the State agency responsible for
administering early childhood education programs and the State agency
responsible for administering child-care programs in the State in
writing and implementing the early childhood education portion of the
grant application submitted for the CLSD program.
(e) Assurances.
An SEA must include in its application the following assurances:
(1) State Funding Allocations.
(a) An SEA must assure that it will subgrant not less than 95
percent of grant funds to eligible entities (as defined in this
notice), based on their needs assessment and a competitive application
process, for comprehensive literacy instruction programs according to
the funding allocations in Program Requirement (a).
(b) An SEA must assure it will use grant funds described in section
2222(f)(1) for comprehensive literacy instruction programs as follows:
(i) Not less than 15 percent of such grant funds must be used for
State and local programs and activities pertaining to children from
birth through kindergarten entry.
(ii) Not less than 40 percent of such grant funds must be used for
State and local programs and activities, allocated equitably among the
grades of kindergarten through grade 5.
(iii) Not less than 40 percent of such grant funds must be used for
State and local programs and activities, allocated equitably among
grades 6 through 12.
(2) Serving Low-Income and High-Need Students.
An SEA must assure that it will give priority in awarding subgrants
to eligible entities that--
(i) Serve children from birth through age 5 who are from families
with income levels at or below 200 percent of the Federal poverty line
(as defined in this notice); or
(ii) Are LEAs serving a high number or percentage of high-need
schools.
(3) Geographic Diversity.
An SEA must assure that it will provide subgrants to eligible
entities serving a diversity of geographic areas, giving priority to
entities serving greater numbers or percentages of children from low-
income families.
Program Requirements: For FY 2024 and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, the following program requirements apply. These program
requirements are from sections 2222-2225 and 2301 of the ESEA.
(a) State Funding Allocations.
(1) Grantees must use not less than 95 percent of grant funds to
award subgrants to eligible entities, based on their needs assessment
and a competitive application process;
(2) Grantees must subgrant funds as follows:
(i) Not less than 15 percent of the funds awarded to subgrantees
must be used for State and local programs and activities pertaining to
children from birth through kindergarten entry;
(ii) Not less than 40 percent of the funds awarded to subgrantees
must be used for State and local programs and activities, allocated
equitably among the grades of kindergarten through grade 5; and
(iii) Not less than 40 percent of the funds awarded to subgrantees
must be
[[Page 30341]]
used for State and local programs and activities, allocated equitably
among grades 6 through 12.
(b) State-Level Activities.
(1) A grantee may reserve not more than 5 percent of the CLSD funds
it receives for activities identified through the needs assessment and
comprehensive literacy plan, including, at a minimum, the following
activities:
(i) Providing technical assistance, or engaging qualified providers
to provide technical assistance, to eligible entities to enable the
eligible entities to design and implement literacy programs.
(ii) Coordinating with IHEs in the State to provide recommendations
to strengthen and enhance pre-service courses for students preparing to
teach children from birth through grade 12 in explicit, systematic, and
intensive instruction in evidence-based literacy methods.
(iii) Reviewing and updating, in collaboration with teachers and
IHEs, State licensure or certification standards in the area of
literacy instruction in early education through grade 12.
(iv) Making publicly available, including on the SEA's website,
information on promising instructional practices to improve child
literacy achievement.
(v) Administering and monitoring the implementation of subgrants by
eligible entities.
(2) After making awards to subgrantees and carrying out the State-
level activities described in this notice, an SEA may use any remaining
amount to carry out one or more of the following activities:
(i) Developing literacy coach training programs and training
literacy coaches.
(ii) Administration and evaluation of CLSD activities.
(3) Collaboration requirement.
A grantee must collaborate with the State agency responsible for
administering early childhood education programs, the State agency
responsible for administering child care programs, and, if applicable,
the State Advisory Council on Early Childhood Education and Care
designated or established pursuant to section 642(b(1)(A)(i) of the
Head Start Act, in making and implementing subgrants under the early
childhood education portion of the CLSD program, described in section
2222(d)(2)(D)(i).
Note: Section 2222(d)(1) of the ESEA specifically references
childcare and early childhood programs within a State. Since the CLSD
service population encompasses children from birth and includes pre-
literacy services, applicants may collaborate with the State agencies
administering the Part C program for infants and toddlers under the
Individuals with Disabilities Education Act (IDEA) in their program
planning, as some children being served under Part C would likely
benefit from CLSD services.
(c) Requirements That Apply to Subgrants to Eligible Entities in
Support of Birth through Kindergarten Entry Literacy.
(1) Subgrantee application requirements.
An eligible entity desiring to receive a subgrant under CLSD must
submit an application to the SEA, at such time, in such manner, and
containing such information as the SEA may require. Such application
must include a description of--
(i) How the CLSD funds will be used to enhance the language and
literacy development and school readiness of children, from birth
through kindergarten entry, in early childhood education programs,
which must include an analysis of data that support the proposed use of
CLSD funds;
(ii) How the CLSD funds will be used to prepare and provide ongoing
assistance to staff in the programs, including through high-quality
professional development;
(iii) How the activities assisted with the CLSD funds will be
coordinated with comprehensive literacy instruction at the kindergarten
through grade 12 levels; and
(iv) How the CLSD funds will be used to evaluate the success of the
activities assisted under the subgrant in enhancing the early language
and literacy development of children from birth through kindergarten
entry.
(2) Priority.
In awarding subgrants to eligible entities in support of birth
through kindergarten entry, sections 2222(d)(2)(E) and 2223(c) of the
ESEA require that an SEA must provide an assurance that it will--
(i) Give priority to an eligible entity that will use CLSD funds to
implement evidence-based activities;
(ii) Give priority to an eligible entity that will use CLSD funds
to serve children from birth through age 5 who are from families with
income levels at or below 200 percent of the Federal poverty line or is
a local educational agency (LEA) serving a high number or percentage of
high-need schools.
(3) Duration.
The term of a subgrant must be determined by the grantee and must
not exceed five years.
(4) Sufficient size and scope.
Each subgrant must be of sufficient size and scope to allow the
eligible entity to carry out high-quality early literacy initiatives
for children from birth through kindergarten entry.
(5) Local uses of funds.
An eligible entity that receives a subgrant from the SEA must use
the CLSD funds, consistent with the entity's approved application, to--
(i) Carry out high-quality professional development opportunities
for early childhood educators, teachers, principals, other school
leaders (as defined in this notice), paraprofessionals, specialized
instructional support personnel, and instructional leaders;
(ii) Train providers and personnel to develop and administer
evidence-based early childhood education literacy initiatives; and
(iii) Coordinate the involvement of families, early childhood
education program staff, principals, other school leaders, specialized
instructional support personnel (as appropriate), and teachers in
literacy development of children served under CLSD.
(d) Requirements That Apply to Subgrants to Eligible Entities in
Support of Kindergarten through Grade 12 Literacy.
(1) Subgrantee application requirements.
An eligible entity desiring to receive a subgrant from the SEA
under the CLSD program must submit an application to the SEA at such
time, in such manner, and containing such information as the SEA may
require. Such application must include, for each school that the
eligible entity identifies as participating in a CLSD program, the
following information:
(i) A description of the eligible entity's needs assessment
conducted to identify how CLSD funds will be used to inform and improve
comprehensive literacy instruction at the school.
(ii) How the school, the LEA, or a provider of high-quality
professional development will provide ongoing high-quality professional
development to all teachers, principals, other school leaders,
specialized instructional support personnel (as appropriate), and other
instructional leaders served by the school.
(iii) How the school will identify children in need of literacy
interventions or other support services.
(iv) An explanation of how the school will integrate comprehensive
literacy instruction into a well-rounded education (as defined in this
notice).
(v) A description of how the school will coordinate comprehensive
literacy instruction with early childhood education programs and
activities and after-school programs and activities in the area served
by the LEA.
[[Page 30342]]
(2) Priority.
In awarding subgrants to eligible entities, sections 2222(d)(2)(E)
and 2223(c) of the ESEA require that an SEA must provide an assurance
that it will--
(i) Give priority to an LEA that will use CLSD funds to implement
evidence-based activities; and
(ii) Give priority to an LEA serving a high number or percentage of
high-need schools.
(3) Duration.
The term of a subgrant must be determined by the grantee and must
not exceed five years.
(4) Sufficient size and scope.
Each subgrant must be of sufficient size and scope to allow the
eligible entity to carry out high-quality comprehensive literacy
instruction in each grade level for which the CLSD funds are provided.
(5) Local uses of funds for kindergarten through grade 5.
An eligible entity that receives a subgrant from the SEA under the
CLSD program must use the CLSD funds to carry out the following
activities pertaining to children in kindergarten through grade 5:
(i) Developing and implementing a comprehensive literacy
instruction plan across content areas for such children that--
(A) Serves the needs of all children, including children with
disabilities and English learners, especially children who are reading
or writing below grade level;
(B) Provides intensive, supplemental, accelerated, and explicit
intervention and support in reading and writing for children whose
literacy skills are below grade level; and
(C) Supports activities that are provided primarily during the
regular school day but that may be augmented by after-school and out-
of-school time instruction.
(ii) Providing high-quality professional development opportunities
for teachers, literacy coaches, literacy specialists, English as a
second language specialists (as appropriate), principals, other school
leaders, specialized instructional support personnel, school
librarians, paraprofessionals, and other program staff.
(iii) Training principals, specialized instructional support
personnel, and other LEA personnel to support, develop, administer, and
evaluate high-quality kindergarten through grade 5 literacy
initiatives.
(iv) Coordinating the involvement of early childhood education
program staff, principals, other instructional leaders, teachers,
teacher literacy teams, English as a second language specialists (as
appropriate), special educators, school personnel, and specialized
instructional support personnel (as appropriate) in the literacy
development of children served.
(v) Engaging families and encouraging family literacy experiences
and practices to support literacy development.
(6) Local uses of funds for grades 6 through 12.
An eligible entity that receives a subgrant from the SEA under CLSD
must use CLSD funds to carry out the following activities pertaining to
children in grades 6 through 12:
(i) Developing and implementing a comprehensive literacy
instruction plan across content areas for such children that--
(A) Serves the needs of all children, including children with
disabilities and English learners, especially children who are reading
or writing below grade level;
(B) Provides intensive, supplemental, accelerated, and explicit
intervention and support in reading and writing for children whose
literacy skills are below grade level; and
(C) Supports activities that are provided primarily during the
regular school day but that may be augmented by after-school and out-
of-school time instruction.
(ii) Training principals, specialized instructional support
personnel, school librarians, and other LEA personnel to support,
develop, administer, and evaluate high-quality comprehensive literacy
instruction initiatives for grades 6 through 12.
(iii) Assessing the quality of adolescent comprehensive literacy
instruction as part of a well-rounded education.
(iv) Providing time for teachers to meet to plan evidence-based
adolescent comprehensive literacy instruction to be delivered as part
of a well-rounded education.
(v) Coordinating the involvement of principals, other instructional
leaders, teachers, teacher literacy teams, English as a second language
specialists (as appropriate), paraprofessionals, special educators,
specialized instructional support personnel (as appropriate), and
school personnel in the literacy development of children served.
(7) Additional local allowable uses of funds for kindergarten
through grade 12.
An eligible entity that receives a subgrant from an SEA under CLSD
may, in addition to carrying out the activities described in paragraphs
5 and 6 of this requirement, use subgrant funds to carry out the
following activities pertaining to children in kindergarten through
grade 12:
(i) Recruiting, placing, training, and compensating literacy
coaches.
(ii) Connecting out-of-school learning opportunities to in-school
learning in order to improve children's literacy achievement.
(iii) Training families and caregivers to support the improvement
of adolescent literacy.
(iv) Providing for a multi-tier system of supports (as defined in
this notice) for literacy services.
(v) Forming a school literacy leadership team to help implement,
assess, and identify necessary changes to the literacy initiatives in 1
or more schools to ensure success.
(vi) Providing time for teachers (and other literacy staff, as
appropriate, such as school librarians or specialized instructional
support personnel) to meet to plan comprehensive literacy instruction.
(e) Supplement not Supplant.
Grantees must use CLSD funds to supplement, and not supplant, non-
Federal funds that would otherwise be used for activities authorized
under the CLSD program.
(f) Cooperation with National Evaluation.
Grantees must cooperate with a national evaluation of the CLSD
program (34 CFR 75.591). The evaluation will include high-quality
research that applies rigorous and systematic procedures to obtain
valid knowledge relevant to the implementation and effect of the CLSD
program. The evaluation will directly coordinate with individual State
evaluations of the CLSD program implementation.
Definitions: The definitions of ``comprehensive literacy
instruction,'' ``eligible entity,'' and ``high-need school'' are from
section 2221 of the ESEA. Except as otherwise specified, the
definitions of ``child with a disability,'' ``English learner,''
``evidence-based,'' ``multi-tier system of supports,'' ``poverty
line,'' ``professional development,'' ``school leader,'' and ``well-
rounded education'' are from section 8101 of the ESEA. The definitions
of ``disconnected youth,'' ``early learning,'' ``educator,''
``military- or veteran-connected student,'' and ``underserved student''
are from, and apply to, the Supplemental Priorities.
Child with a disability has the meaning given to the term in
section 602 of the Individuals with Disabilities Education Act.
Comprehensive literacy instruction means instruction that--
[[Page 30343]]
(a) Includes developmentally appropriate, contextually explicit,
and systematic instruction, and frequent practice, in reading and
writing across content areas;
(b) Includes age-appropriate, explicit, systematic, and intentional
instruction in phonological awareness, phonic decoding, vocabulary,
language structure, reading fluency, and reading comprehension;
(c) Includes age-appropriate, explicit instruction in writing,
including opportunities for children to write with clear purposes, with
critical reasoning appropriate to the topic and purpose, and with
specific instruction and feedback from instructional staff;
(d) Makes available and uses diverse, high-quality print materials
that reflect the reading and development levels, and interests, of
children;
(e) Uses differentiated instructional approaches, including
individual and small group instruction and discussion;
(f) Provides opportunities for children to use language with peers
and adults in order to develop language skills, including developing
vocabulary;
(g) Includes frequent practice of reading and writing strategies;
(h) Uses age-appropriate, valid, and reliable screening
assessments, diagnostic assessments, formative assessment processes,
and summative assessments to identify a child's learning needs, to
inform instruction, and to monitor the child's progress and the effects
of instruction;
(i) Uses strategies to enhance children's motivation to read and
write and children's engagement in self-directed learning;
(j) Incorporates the principles of universal design for learning;
(k) Depends on teachers' collaboration in planning, instruction,
and assessing a child's progress and on continuous professional
learning; and
(l) Links literacy instruction to the challenging State academic
standards, including the ability to navigate, understand, and write
about complex print and digital subject matter.
Disconnected youth means an individual, between the ages 14 and
24,\6\ who may be from a low-income background, experiences
homelessness, is in foster care, is involved in the justice system, or
is not working or not enrolled in (or at risk of dropping out of) an
educational institution.
---------------------------------------------------------------------------
\6\ CLSD serves youth from birth to grade 12. To the extent that
State laws include youth up to age 24 in grade 12, those students
may be served.
---------------------------------------------------------------------------
Early learning means any (a) State-licensed or State-regulated
program or provider, regardless of setting or funding source, that
provides early care and education for children from birth to
kindergarten entry, including, but not limited to, any program operated
by a child care center or in a family child care home; (b) program
funded by the Federal Government or State or local educational agencies
(including any IDEA-funded program); (c) Early Head Start and Head
Start program; (d) non-relative child care provider who is not
otherwise regulated by the State and who regularly cares for two or
more unrelated children for a fee in a provider setting; and (e) other
program that may deliver early learning and development services in a
child's home, such as the Maternal, Infant, and Early Childhood Home
Visiting Program; Early Head Start; and Part C of IDEA.
Educator means an individual who is an early learning educator,
teacher, principal or other school leader, specialized instructional
support personnel (e.g., school psychologist, counselor, school social
worker, early intervention service personnel), paraprofessional, or
faculty.
Eligible entity means an entity that consists of--
(a) One or more LEAs that serve a high percentage of high-need
schools and--
(1) Have the highest number or proportion of children who are
counted under section 1124(c) of the ESEA, in comparison to other LEAs
in the State;
(2) Are among the LEAs in the State with the highest number or
percentages of children reading or writing below grade level, based on
the most currently available State academic assessment data under
section 1111(b)(2) of the ESEA; or
(3) Serve a significant number or percentage of schools that are
implementing comprehensive support and improvement activities and
targeted support and improvement activities under section 1111(d) of
the ESEA;
(b) One or more early childhood education programs serving low-
income or otherwise disadvantaged children, which may include home-
based literacy programs for pre-school-aged children, that have a
demonstrated record of providing comprehensive literacy instruction for
the age group such program proposes to serve; or
(c) An LEA, described in paragraph (a), or consortium of such LEAs,
or an early childhood education program, which may include home-based
literacy programs for preschool-aged children, acting in partnership
with one or more public or private nonprofit organizations or agencies
(which may include early childhood education programs) that have a
demonstrated record of effectiveness in--
(1) Improving literacy achievement of children, consistent with the
purposes of participation under the CLSD program, from birth through
grade 12; and
(2) Providing professional development in comprehensive literacy
instruction.
English learner means an individual--
(a) Who is aged 3 through 21;
(b) Who is enrolled or preparing to enroll in an elementary school
or secondary school;
(c)(i) Who was not born in the United States or whose native
language is a language other than English;
(ii)(I) Who is a Native American or Alaska Native, or a native
resident of the outlying areas; and (II) Who comes from an environment
where a language other than English has had a significant impact on the
individual's level of English language proficiency; or
(iii) Who is migratory, whose native language is a language other
than English, and who comes from an environment where a language other
than English is dominant; and
(d) Whose difficulties in speaking, reading, writing, or
understanding the English language may be sufficient to deny the
individual--
(i) The ability to meet the challenging State academic standards;
(ii) The ability to successfully achieve in classrooms where the
language of instruction is English; or
(iii) The opportunity to participate fully in society.
Evidence-based, when used with respect to a State, LEA, or school
activity, means an activity, strategy, or intervention that
demonstrates a statistically significant effect on improving student
outcomes or other relevant outcomes based on--
(a) Strong evidence from at least one-well designed and well-
implemented experimental study;
(b) Moderate evidence from at least one well-designed and well-
implemented quasi-experimental study; or
(c) Promising evidence from at least one well-designed and well-
implemented correlational study with statistical controls for selection
bias.
High-need school means--
(a)(i) An elementary school or middle school in which not less than
50 percent of the enrolled students are children from low-income
families; or
(ii) A high school in which not less than 40 percent of the
enrolled students are children from low-income families, which may be
calculated using comparable data from the schools that feed into the
high school.
[[Page 30344]]
(b) For the purposes of paragraph (a) of this definition, the term
``low-income family'' means a family--
(i) In which the children are eligible for a free or reduced-price
lunch under the Richard B. Russell National School Lunch Act (42 U.S.C.
1751 et seq.);
(ii) Receiving assistance under the program of block grants to
States for temporary assistance for needy families established under
part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.);
or
(iii) In which the children are eligible to receive medical
assistance under the Medicaid program under title XIX of the Social
Security Act (42 U.S.C. 1396 et seq.).
Military- or veteran-connected student means one or more of the
following:
(a) A child participating in an early learning program, a student
enrolled in preschool through grade 12, or a student enrolled in career
and technical education or postsecondary education who has a parent or
guardian who is a member of the uniformed services (as defined by 37
U.S.C. 101), in the Army, Navy, Air Force, Marine Corps, Coast Guard,
Space Force, National Guard, Reserves, National Oceanic and Atmospheric
Administration, or Public Health Service or is a veteran of the
uniformed services with an honorable discharge (as defined by 38 U.S.C.
3311).
(b) A student who is a member of the uniformed services, a veteran
of the uniformed services, or the spouse of a service member or
veteran.
(c) A child participating in an early learning program, a student
enrolled in preschool through grade 12, or a student enrolled in career
and technical education or postsecondary education who has a parent or
guardian who is a veteran of the uniformed services (as defined by 37
U.S.C. 101).
Multi-tier system of supports means a comprehensive continuum of
evidence-based, systemic practices to support a rapid response to
students' needs, with regular observation to facilitate data-based
instructional decisionmaking.
Poverty line means the poverty line (as defined by the Office of
Management and Budget and revised annually in accordance with section
673(2) of the Community Services Block Grant Act) applicable to a
family of the size involved.
Professional development means activities that--
(a) Are an integral part of school and LEA strategies for providing
educators (including teachers, principals, other school leaders,
specialized instructional support personnel, paraprofessionals, and as
applicable, early childhood educators) with the knowledge and skills
necessary to enable students to succeed in a well-rounded education and
to meet the challenging State academic standards; and
(b) Are sustained (not stand-alone, one-day, or short-term
workshops), intensive, collaborative, job-embedded, data-driven, and
classroom-focused, and may include activities that--
(1) Improve and increase teachers'--
(i) Knowledge of the academic subjects the teachers teach;
(ii) Understanding of how students learn; and
(iii) Ability to analyze student work and achievement from multiple
sources, including how to adjust instructional strategies, assessments,
and materials based on such analysis;
(2) Are an integral part of broad schoolwide and districtwide
educational improvement plans;
(3) Allow personalized plans for each educator to address the
educator's specific needs identified in observation or other feedback;
(4) Improve classroom management skills;
(5) Support the recruitment, hiring, and training of effective
teachers, including teachers who became certified through State and
local alternative routes to certification;
(6) Advance teacher understanding of--
(i) Effective instructional strategies that are evidence-based; and
(ii) Strategies for improving student academic achievement or
substantially increasing the knowledge and teaching skills of teachers;
(7) Are aligned with, and directly related to, academic goals of
the school or LEA;
(8) Are developed with extensive participation of teachers,
principals, other school leaders, parents, representatives of Indian
tribes (as applicable), and administrators of schools to be served
under this program;
(9) Are designed to give teachers of English learners, and other
teachers and instructional staff, the knowledge and skills to provide
instruction and appropriate language and academic support services to
those children, including the appropriate use of curricula and
assessments;
(10) To the extent appropriate, provide training for teachers,
principals, and other school and community-based early childhood
program leaders in the use of technology (including education about the
harms of copyright piracy), so that technology and technology
applications are effectively used in the classroom to improve teaching
and learning in the curricula and academic subjects in which the
teachers teach;
(11) As a whole, are regularly evaluated for their impact on
teacher effectiveness and student academic achievement, with the
findings of the evaluations used to improve the quality of professional
development;
(12) Are designed to give teachers of children with disabilities or
children with developmental delays, and other teachers and
instructional staff, the knowledge and skills to provide instruction
and academic support services to those children, including positive
behavioral interventions and supports, multi-tier system of supports,
and use of accommodations;
(13) Include instruction in the use of data and assessments to
inform classroom practice;
(14) Include instruction in ways that teachers, principals, other
school leaders, specialized instructional support personnel, and school
administrators may work more effectively with parents and families;
(15) Involve the forming of partnerships with institutions of
higher education, including, as applicable, Tribal Colleges and
Universities as defined in section 316(b) of the Higher Education Act
of 1965, as amended (HEA) (20 U.S.C. 1059c(b)), to establish school-
based teacher, principal, and other school leader training programs
that provide prospective teachers, novice teachers, principals, and
other school leaders with an opportunity to work under the guidance of
experienced teachers, principals, other school leaders, and faculty of
such institutions;
(16) Create programs to enable paraprofessionals (assisting
teachers employed by an LEA receiving assistance under part A of title
I of the ESEA) to obtain the education necessary for those
paraprofessionals to become certified and licensed teachers;
(17) Provide follow-up training to teachers who have participated
in activities described in this paragraph that are designed to ensure
that the knowledge and skills learned by the teachers are implemented
in the classroom; and
(18) Where practicable, provide jointly for school staff and other
early childhood education program providers, to address the transition
to elementary school, including issues related to school readiness.
School leader means a principal, assistant principal, or other
individual who is--
(a) An employee or officer of an elementary school or secondary
school, LEA, or other entity operating an elementary school or
secondary school; and
[[Page 30345]]
(b) Responsible for the daily instructional leadership and
managerial operations in the elementary school or secondary school
building.
Underserved student means a student (which may include children in
early learning environments and students in K-12 programs, as
appropriate) in one or more of the following subgroups:
(a) A student who is living in poverty or is served by schools with
high concentrations of students living in poverty.
(b) A student of color.
(c) A student who is a member of a federally recognized Indian
Tribe.
(d) An English learner.
(e) A child or student with a disability.
(f) A disconnected youth.
(g) A migrant student.
(h) A student experiencing homelessness or housing insecurity.
(i) A student who is in foster care.
(j) A student without documentation of immigration status.
(k) A pregnant, parenting, or caregiving student.
(l) A student impacted by the justice system, including a formerly
incarcerated student.
(m) A student performing significantly below grade level.
(n) A military- or veteran- connected student. For the purpose of
this definition only--
Children or students with disabilities means children with
disabilities as defined in section 602(3) of the Individuals with
Disabilities Education Act (IDEA) (20 U.S.C. 1401(3)) and 34 CFR 300.8,
or students with disabilities, as defined in the Rehabilitation Act of
1973 (29 U.S.C. 705(37), 705(202)(B)).
English learner means an individual who is an English learner as
defined in section 8101(20) of the Elementary and Secondary Education
Act of 1965, as amended, or an individual who is an English language
learner as defined in section 203(7) of the Workforce Innovation and
Opportunity Act.
Well-rounded education means courses, activities, and programming
in subjects such as English, reading or language arts, writing,
science, technology, engineering, mathematics, foreign languages,
civics and government, economics, arts, history, geography, computer
science, music, career and technical education, health, physical
education, and any other subject, as determined by the State or LEA,
with the purpose of providing all students access to an enriched
curriculum and educational experience.
Program Authority: Sections 2221-2225 and 2301 of the ESEA.
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in the
Federal civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474. (d) The Supplemental Priorities.
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: $185,000,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2025 from the list of
unfunded applications from this competition.
Estimated Range of Awards (Annual): $9,500,000-$12,000,000.
Estimated Average Size of Awards (Annual): $11,000,000.
Estimated Number of Awards: 15-20.
Note: The Department is not bound by any estimates in this notice.
Project Period: 60 months. The Secretary may renew a grant for an
additional two-year period upon the termination of the initial grant
period if the grant recipient demonstrates to the satisfaction of the
Secretary that (1) the State has made adequate progress; and (2)
renewing the grant for an additional two-year period is necessary to
carry out the objectives of the grant detailed in section 2222(d) of
the ESEA.
III. Eligibility Information
1. Eligible Applicants: SEAs of the 50 States, the District of
Columbia, and Puerto Rico (also referred to in this notice as States).
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Supplement-Not-Supplant: This competition involves supplement-
not-supplant funding requirements. Section 2301 of the ESEA provides
that funds made available under this program must be used to
supplement, and not supplant, non-Federal funds that would otherwise be
used for CLSD program activities by grantees and subgrantees.
c. Indirect Cost Rate Information: This program uses a restricted
indirect cost rate. For more information regarding indirect costs, or
to obtain a negotiated indirect cost rate, please see <a href="http://www2.ed.gov/about/offices/list/ocfo/intro.html">www2.ed.gov/about/offices/list/ocfo/intro.html</a>.
d. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: Under 34 CFR 75.708(b) and (c), a grantee under
this competition may award subgrants--to directly carry out project
activities described in its application--to eligible entities.
The grantee must award subgrants to entities it selects through a
competition under procedures established by the grantee and consistent
with sections 2222-2224 of the ESEA.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 7, 2022 (87 FR 75045) and available at <a href="https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs">https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs</a>, which contain requirements and information on how to
submit an application.
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for the CLSD program,
your application may include business information that you consider
proprietary. In 34 CFR 5.11 we define ``business information'' and
describe the process we use in determining whether any of that
information is proprietary and, thus, protected from disclosure under
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as
amended).
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 believe is exempt from disclosure
under Exemption 4. In the appropriate Appendix section of your
application,
[[Page 30346]]
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. Intergovernmental Review: This program 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.
4. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
5. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 50 pages and (2) use the
following standards:
<bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
<bullet> 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.
<bullet> Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
<bullet> Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the one-page abstract, resumes,
bibliography, logic model, or letters of support. However, the
recommended page limit does apply to all of the application narrative.
6. Notice of Intent to Apply: The Department will be able to review
grant applications more efficiently if we know the approximate number
of applicants that intend to apply. Therefore, we strongly encourage
each potential applicant to notify us of their intent to submit an
application. To do so, please email the program contact person listed
under FOR FURTHER INFORMATION CONTACT with the subject line ``Intent to
Apply,'' and include the applicant's name and a contact person's name
and email address. Applicants that do not submit a notice of intent to
apply may still apply for funding; applicants that do submit a notice
of intent to apply are not bound to apply or bound by the information
provided.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210. The maximum possible score for addressing all
criteria is 100 points. The maximum possible score for addressing each
criterion is indicated in parentheses. The selection criteria for this
competition are as follows:
(a) Need for project (0 to 5 points).
The Secretary considers the need for the proposed project. In
determining the need for the proposed project, the Secretary considers
the extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses.
(b) Quality of the project design (0 to 30 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:
(1) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(10 points)
(2) The extent to which the design of the proposed project includes
a thorough, high-quality review of the relevant literature, a high-
quality plan for project implementation, and the use of appropriate
methodological tools to ensure successful achievement of project
objectives. (10 points).
(3) The extent to which the proposed project is supported by
promising evidence (as defined in 34 CFR 77.1(c)). (10 points).
(c) Quality of management plan (0 to 40 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:
(1) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks. (10 points).
(2) The adequacy of procedures for ensuring feedback and continuous
improvement in the operation of the proposed project. (10 points).
(3) 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. (10 points).
(4) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project. Note: Applicants may consider
subrecipient monitoring as an example of a mechanism in addressing this
sub-criterion. (10 points).
(d) Quality of project services (0 to 15 points).
The Secretary considers the quality of the project services to be
provided by the proposed project. In determining the quality of project
services to be provided by the proposed project, the Secretary
considers 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. In addition, the
Secretary considers:
(1) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services; (5
points) and
(2) The extent to which the training or professional development
services to 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).
(3) The extent to which the services to be provided by the proposed
project reflect up-to-date knowledge from research and effective
practice. (5 points).
(e) Quality of project evaluation (0 to 10 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:
(1) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project. (5 points).
(2) 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.
[[Page 30347]]
In addition, in making a competitive grant award, the Secretary
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
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this program the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions and, under 2 CFR
3474.10, in appropriate circumstances, high-risk 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 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
4. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
5. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
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 also may notify you
informally.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. 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 multiyear 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 <a href="http://www.ed.gov/fund/grant/apply/appforms/appforms.html">www.ed.gov/fund/grant/apply/appforms/appforms.html</a>.
5. Performance Measures: For purposes of Department reporting under
34 CFR 75.110, the Department has established the following performance
measures for the CLSD program:
(1) The percentage of participating four-year-old children who
achieve significant gains in oral language skills, as determined by a
State-approved measure.
(2) The percentage of participating fifth-grade students who meet
or exceed proficiency on State reading/language arts assessments under
section 1111(b)(2)(B)(v)(I) of the ESEA.
(3) The percentage of participating eighth-grade students who meet
or exceed proficiency on State reading/language arts assessments under
section 1111(b)(2)(B)(v)(I) of the ESEA.
(4) The percentage of participating high school students who meet
or exceed proficiency on State reading/language arts assessments under
section 1111(b)(2)(B)(v)(I) 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. Performance targets
will be established by each grantee and must be made for each year of
the performance period, not to exceed five years.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: whether a grantee
has made substantial progress in achieving the goals and objectives of
the project;
[[Page 30348]]
whether the grantee has expended funds in a manner that is consistent
with its approved application and budget; and, if the Secretary has
established performance measurement requirements, whether the grantee
has made substantial progress in achieving the performance targets in
the grantee's approved application.
In making a continuation award, 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 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).
7. Annual Project Directors' Meetings: Applicants approved for
funding under this competition must attend a meeting for project
directors at a location to be determined in the continental United
States during each year of the project. Applicants may include, if
applicable, the cost of attending this meeting in their proposed
budgets as allowable administrative costs.
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3 file, braille, large print,
audiotape, or compact disc, or other accessible format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at <a href="http://www.govinfo.gov">www.govinfo.gov</a>. 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 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
<a href="http://www.federalregister.gov">www.federalregister.gov</a>. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Adam Schott,
Principal Deputy Assistant Secretary, Delegated the Authority to
Perform the Functions and Duties of the Assistant Secretary, Office of
Elementary and Secondary Education.
[FR Doc. 2024-08578 Filed 4-22-24; 8:45 am]
BILLING CODE 4000-01-P
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This is legal information, not legal advice. Laws vary by jurisdiction and change frequently. Always verify current law with official sources and consult a licensed attorney in your jurisdiction for advice on your specific situation.