[Federal Register Volume 65, Number 112 (Friday, June 9, 2000)]
[Notices]
[Pages 36733-36740]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 00-14548]


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NATIONAL INSTITUTE FOR LITERACY

[CFDA NO. 84.257T]


NIFL Regional Technology Centers Project; Notice Inviting 
Applications for New Awards for Fiscal Year 2000

AGENCY: The National Institute for Literacy (NIFL).

ACTION: Notice.

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Purpose:

     The purpose of this project is to establish Regional Technology 
Centers that will work with the NIFL to:
    1. Expand the Literacy Information and Communication System (LINCS) 
network to include the broadest possible range of national, state, and 
local partners.
    2. Extend the knowledge and use of LINCS web sites, infrastructure, 
resources, and services throughout the state and local adult education 
and adult and family literacy communities in each region.
    3. Assist the adult education and adult and family literacy 
community in integrating LINCS resources and new technology into 
teaching and staff development.
    4. Enhance the literacy field's electronic knowledge base by 
creating, collecting, and organizing new high quality literacy 
information resources on-line, especially locally developed materials.
    Each regional center will be expected to build on the achievements 
of the region's previous regional hub (where applicable), to work with 
a consortium of partners and affiliates in the region, and, in 
cooperation with them, to:
    1. Build new partnerships at the regional, state and local level 
(expand the number of partners and affiliates).
    2. Implement a comprehensive regional training plan for the use of 
LINCS and related technology. This plan is to result in the effective 
integration of technology in teaching and learning.
    3. Market LINCS resources and services widely to various potential 
LINCS audiences, with a priority on adult education and adult and 
family literacy practitioners.
    4. Implement a regional plan to locate and organize high quality 
resources, particularly for LINCS Special Collections, and facilitate 
the creation of new resources to meet target audience needs.
    5. Connect increasingly larger numbers of literacy stakeholders of 
all kinds--researchers, practitioners, administrators, students, and 
policymakers.
    6. Build evaluation tools and methods, based on the project's 
goals, that will show the impact of LINCS use in improving professional 
development and instruction.
    7. Take advantage of the strengths and unique capabilities of each 
region, the regional training centers will work with each other and the 
NIFL to coordinate their activities, and whenever possible carryout 
joint activities, in order to maximize the total mount of resources 
available to LINCS and allow them to have the greatest impact possible.
    Deadline for Applications: July 15, 2000.

[[Page 36734]]

Eligible Applicants

    Public and private non-profit organizations with knowledge and 
expertise adult basic education, adult literacy, and family literacy, 
or consortia of such organizations.

Available Funds

    This notice envisions a three-year cooperative agreement. In the 
first year, up to $150,000 is available for each of five grantees. 
Funding for years 2 and is subject to program authorization and 
availability of appropriations, and contingent upon satisfactory 
completion of the previous year's plan of action.
    Estimated Number of Awards: 5 (one award in each region).
    Estimated Award Amount: $150,000 for Year 1.

    Note: The National Institute for Literacy is not bound by any 
estimates in this notice.

    Project Period: Three years, with the possibility of renewal for 2 
subsequent years.

Applicable Regulations

    The National Institute for Literacy has adopted the following 
regulations included in the Education Department General Administrative 
Regulations (EDGAR): 34 CFR parts 74, 77, 80, 82, and 85, and 34 CFR 
part 75, Secs. 75.50, 75.51, 75.100-102, 75.104, 75.109-192, 75.200-
201, 75.215-217, 75.231-236, 75.250-251, 75.253, 75.261, 75.525, 
75.531, 75.560-569, 75.591, 75.620-21, 75.700-707; 75.77, 75.79, 75.80-
82, 75.85-86 (36/6/1997 and EDGAR Expanded Authorities, 1/27/98).
    This document is available through your public library and on the 
National Institute for Literacy web site at http://www.nifl.gov/. 
Appropriate administrative officials are advised to become familiar 
with the policies and procedures in the EDGAR that are applicable to 
this award. If a proposal is recommended for an award, the Grants 
Officer will request certain organizational, management, and financial 
information. Grant administration questions regarding General 
Requirements, Prior Approval Requirements, Transfer of Project 
Director, and Suspension or Termination of Award should be referred to 
the Grants Officer.

FOR FURTHER INFORMATION, CONTACT: Jaleh Behroozi Soroui; LINCS 
Director; National Institute for Literacy; 1775 I Street, NW., Suite 
730; Washington, DC 20006; Telephone: 202-233-2039; FAX: 202-233-2050; 
E-mail: <a href="/cdn-cgi/l/email-protection#315b535459435e5e4b58715f58575d1f565e47"><span class="__cf_email__" data-cfemail="adc7cfc8c5dfc2c2d7c4edc3c4cbc183cac2db">[email protected]</span></a>. Information about NIFL's funding 
opportunities, including Application Notices, etc., can be viewed on 
the LINCS WWW server (under What's New and Grants & Funding) at http://www.nifl.gov/LINCS. However, the official application notice for a 
discretionary grant competition is the notice published in the Federal 
Register.

SUPPLEMENTARY INFORMATION:

Definitions

    For purposes of this announcement, the following definitions apply:
    Adult Education and Literacy Community--. The aggregate of 
individuals and groups at all levels nationwide that are actively 
involved with adult education and adult and family literacy 
instruction, including individuals such as researchers, practitioners, 
policymakers, adult learners, and administrators, and groups such as 
state and local departments of education, human services, and labor; 
libraries; community-based organizations; businesses and labor unions; 
and volunteer and civic groups.
    LINCS Affiliates--National, state, or local organizations that 
support LINCS and want to be a part of the expanding LINCS network, but 
are not formal partners. (see details in appendix #1)
    LINCS Network--LINCS national, regional, state, and local partners 
and affiliates.
    LINCS Partners--State and, in some cases, national organizations 
that provide professional development, technical assistance, and other 
technology services to local programs. In the case of states, there may 
be more than one partner, depending on the needs of the state and the 
resources available, and decisions about the selection of the partners 
are made jointly with the state adult education office and other state-
level organizations. Through a formal agreement with the regional LINCS 
Hub, state organizations will receive services and contribute to LINCS. 
(see details in appendix #1)
    LINCS Standards--NIFL's guidelines and standards for organizing 
materials in a uniform format for posting on the Internet. These 
standards are found in NIFL's ``Starting Point'' manual, LINCS 
Selection Criteria, (http://www.nifl.gov/lincs/selection_criteria.html), LINCS Special Collections Guidelines (http://www.nifl.gov/lincs/special-collections.html), the Adult Literacy 
Thesaurus (ALT), the Adult Literacy Thesaurus User's Manual, and other 
documentation.
    LINCS Web Sites--LINCS national, regional, and state home pages and 
Special Collections.
    Literacy--An individual's ability to read, write, and speak in 
English, and compute and solve problems at levels of proficiency 
necessary to function on the job and in society, to achieve one's goals 
and develop one's knowledge and potential (as stated in the National 
Literacy Act of 1991).
    Literacy Resource Centers, State Education Agencies--State or 
regional organizations supported through federal, state, or private 
funds for the purpose of coordinating the delivery and improvement of 
literacy services across agencies and organizations in the state or 
region, enhancing the capability of state and local organizations to 
provide literacy services, building a database of literacy-related 
information, and working closely with the NIFL and other national 
literacy organizations to enhance the national literacy infrastructure.
    Regional Hubs or Regional Technology Centers--The lead site acting 
as the regional focal point for implementing LINCS grant requirements 
and activities, including serving states and local programs in that 
region.
    Regional Library Team--As part of the Regional Technology Center 
work groups, the Regional Library Team include librarians from the 
region who work together in locating, organizing, and evaluating 
quality of resources contributed to the LINCS databases, based on the 
LINCS standards.
    Regional Training Team--As part of the Regional Technology Center 
work groups the Regional training team(s) include trainers from 
partners and affiliates helping to enhance training capacity of the 
region through training trainers, providing technical assistance and 
resources.
    Regions--Region I: Connecticut, Delaware, District of Columbia, 
Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, 
Pennsylvania, Puerto Rico, Rhode Island, Vermont, Virgin Islands. 
Region II: Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, 
Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, 
Texas, Virginia, West Virginia. Region III: Illinois, Indiana, Iowa, 
Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, 
South Dakota, Wisconsin. Region IV: Arizona, California, Colorado, 
Nevada, New Mexico, Federal States of Micronesia, Guam, Marshall 
Islands, Northern Mariana Islands. Hawaii. Region V: Alaska, Idaho, 
Montana, Oregon, Utah, Washington, Wyoming.
    Special Collections--The LINCS Special Collections are one-stop 
electronic gateways to high-quality resources related to specific 
subject areas judged to be of high interest to the Adult Education and 
Literacy

[[Page 36735]]

Community. Resources include Web-based resources and resources in other 
media, including descriptions of research and evaluation results, 
policy-related information, curricula, best practices, fact sheets, and 
directories. LINCS Special Collections are built around specific 
content areas (such as English Second Language), specific settings or 
contexts (such as Workforce Education), and professional development 
topics (such as the use of Technology in Professional Development).

Appendix #1

    LINCS Partners and Affiliates: The success of LINCS as a national 
information and communication system depends on its use by 
practitioners in the field. A leading strategy for increasing its use 
is the LINCS structure. NIFL's national LINCS site is connected to 
regional sites. Each regional site is connected to key contacts in 
state sites. State sites are connected to local contacts and programs. 
In this way, practitioners can begin to use LINCS at a site near to 
them (their own local area or state), while still having access to the 
vast resources on the national system. Similarly, people can enter 
through the national site and find regional, state, and local 
resources. State and local association with LINCS occurs in two ways--
partnership and affiliation.
    1. LINCS partners enter into formal agreements with regional 
technology centers. These agreements spell out what services the 
partner will receive and what services the partner will render.
    a. What LINCS partners receives:
    (1) Direct involvement in LINCS work groups, which participate in 
shaping policies, procedures, and standards for LINCS network.
    (2) Server space (if needed) and technical assistance to house a 
web site.
    (3) Discussion list services and server space for all levels.
    (4) Programming codes and technical assistance in implementing any 
of the LINCS tools (calendar/grant databases, search tools, etc.).
    (5) Assistance in converting an in-house material database to an 
Internet usable database format, where it will be added to the LINCS 
global database.
    (6) A directory for agency-specific materials contributed by the 
partner to the LINCS databases, and search tools that will allow users 
to search agency-specific materials.
    (7) National visibility for the partner's resources through 
postings on the material database, hot sites, and listings of events.
    (8) A web-based template (with major categories and design) for 
organizing resources, with or without pre-populated resources for 
teachers, learners, and administrators, search functions, and many 
other useful features.
    (9) Technical assistance for web site development and cataloging.
    (10) A self-updateable comprehensive directory of local programs.
    (11) Multi-level training (including trainer training) and 
materials to pass on to local programs and practitioners in their 
state.
    (12) Attendance at LINCS events, with a major portion of the 
expense to be paid by the LINCS project.
    (13) The opportunity to leverage membership in LINCS for other 
purposes, such as obtaining grants from other sources.
    (14) Eligibility to receive mini-grants to help promote LINCS and 
the integration of technology into teaching and learning, or to produce 
new web-based resources.
    (15) Involvement in facilitated joint interagency projects with the 
goal of maximizing efficiency and enhancing the capacity of 
participating agencies.
    (16) The opportunity to network with other states in the region to 
exchange ideas, products, and expertise.
    (17) A set of national standards for publishing materials on the 
Web, including the Adult Literacy Thesaurus (ALT). These standards are 
key to the foundation of a national system.
    b. What state level partners are required to do:
    (1) Represent their state and local programs as a part of the LINCS 
national system.
    (2) Have (or be willing to build) the capacity to house and 
maintain a web site, and a commitment to distribute LINCS resources to 
practitioners.
    (3) Adopt the LINCS Web site template, or, if there are state 
restrictions, as much of the LINCS template as possible (at a minimum, 
the major categories, LINCSearch, and LINCS logo).
    (4) Contribute locally produced materials for inclusion in the 
LINCS databases.
    (5) Contribute time to catalog locally produced materials and web 
sites that are on the state LINCS web site so these can be found 
through the LINCS search. (If partners do not have the resources to 
catalog items directly, they can contact their regional LINCS for 
cataloging assistance.)
    (6) Promote LINCS services, resources, and standards by making 
presentations, providing training, establishing projects through mini-
grants to expand the integration of technology in teaching and 
learning, and reporting on these activities quarterly.
    (7) Participate in joint technology projects and activities (i.e., 
regional technology training teams and library teams) with other 
partners in the state or other states.
    (8) Contribute resources to LINCS Special Collections.
    (9) Contribute calendar and news items that would be useful for 
clients outside the agencies' service area.
    2. LINCS Affiliates: In addition to LINCS partners, there are LINCS 
Affiliates. Affiliates are national, state, or local organizations that 
support LINCS and want to be a part of the expanding LINCS network, but 
are not considered partners.
    a. What national, state and local Affiliates receive:
    (1) Recognition on the appropriate LINCS web site (national, 
regional, or state). .
    (2) National visibility for their state and their particular 
organization resources through the LINCS Hot Sites and LINCS multiple 
search programs and also publicizing their events through LINCS 
Calendar of Events.
    (3) A directory (specific to their agency) for materials they 
contribute to the LINCS databases, and search tools that will allow 
users to search these materials.
    (4) Online cataloging training and technical assistance.
    (5) A self-updateable comprehensive directory of local programs.
    (6) Discussion list services and server space.
    (7) Access to online training for use with their constituencies.
    (8) Training materials on the use of LINCS and on integrating 
technology into teaching and learning.
    (9) The opportunity to disseminate information about their program 
or projects through the LINCS network.
    (10) The opportunity to catalog their locally produced, full-text 
documents for identification through the LINCS search engines.
    (11) Invitations to attend LINCS events.
    (12) The opportunity to be part of LINCS workgroups. ]
    (13) The opportunity to network with other LINCS partners and 
affiliates
    b. What national, state, and local Affiliates are encouraged to do:
    (1) Contribute locally produced materials from their Web sites for 
inclusion in the LINCS databases.
    (2) Adopt the LINCS Web site template, or at a minimum, the 
LINCSearch link and LINCS logo.

[[Page 36736]]

    (3) Promote LINCS services and resources in their state by making 
presentations about LINCS.
    (4) Contribute resources to LINCS Special Collections.
    (5) Contribute calendar and news items that would be useful to 
clients outside the agencies' service area.

Background

    The National Institute for Literacy (NIFL), as authorized by Title 
II of the Workforce Investment Act of 1998, has the legislative mandate 
to develop a national literacy database. The intent of this mandate is 
to assure the consolidation and accessibility of scattered and hard-to-
access information resources for literacy. (See http://www.nifl.gov/LINCS/about/about.html#history) Now in its fifth full year of 
operation, LINCS is steadily pursuing its mission of using technology 
to strengthen the adult basic education and literacy community. 
Beginning in mid-1994 with a single national site on the Internet, 
LINCS is now well on its way to fulfilling its goals. For a summary of 
national and regional LINCS achievements, go to http://www.nifl.gov/lincs/millenium/achievements.html.
    Plans for the future: Over the past seven years, the NIFL has 
provided the leadership and tools to prepare the adult literacy 
community for the 21st century through major system-building 
initiatives, including the creation of LINCS and its regional hubs. The 
NIFL intends to sustain the momentum of building systems that help 
professionalize the adult literacy community by continuing its 
initiatives in technology (view the LINCS Vision Statement at http://www.nifl.gov/lincs/millennium/vision.html).

Application Requirements

A. Overview of Regional Technology Centers

    The NIFL will award five grants to public and private 
organizations, or consortia of organizations, for the support of one 
regional technology center in each of the five designated regions. No 
more than one grant will be made in each region.

B. Project Narrative

    The project narrative is critical and must thoroughly reflect the 
capacity of the applicant to lead the regional technology effort, and 
build on the achievements of the previous regional hub and work with 
LINCS partners and affiliates. The narrative must encompass the full 
three years of project activities, with detailed plans for Year 1 and 
milestones for Years 2 and 3. The narrative must clearly describe the 
applicant's plan for attaining measurable goals and outcomes as 
identified in each of the sections listed below and propose specific 
implementation plan. The narrative should not exceed twenty (20) 
single-spaced pages, or forty (40) double-spaced pages. The narrative 
may be amplified by material in attachments and appendices, (not 
exceeding 20 pages) but the body should stand alone to give a complete 
picture of the project. Proposals that exceed 20 single-spaced pages or 
40 double-spaced pages will not be reviewed. The format for the project 
narrative should follow the order and format of the following selection 
criteria.

C. Selection Criteria

    In evaluating applications for a grant under this competition, the 
Director uses the following selection criteria. The maximum score for 
all the criteria in this section is 100 points and the maximum score 
for each criterion is indicated in parentheses with the criterion.
1. Mission and Strategy (5 Points)
    The Director reviews each application to determine the 
appropriateness of the applicant's stated mission and strategy for the 
proposed regional center. The applicant must state goals, objectives, 
and overall expected project achievements for the three year grant 
period, including:
    a. The degree to which the stated mission and strategy for 
operating a regional center reflect an understanding of the purpose for 
this project, and NIFL's vision and strategy for LINCS.
    b. The degree to which the application demonstrates an 
understanding of the previous regional hub's strengths and weaknesses; 
and presents a plan to build on the work of the previous regional hub 
in enhancing the technological capacity of the region's adult education 
and literacy community.
    c. The extent to which the application provides for a seamless and 
uninterrupted transition of services and resources from the previous 
Hub.
    d. The quality and coherence of proposed strategies for providing 
leadership to partners and affiliates at the state and local level in 
strengthening regional collaboration, and expanding the number of key 
agencies collaborating at the state and local levels.
    e. The degree to which the project will serve the entire adult 
education and literacy community, including the full range of public 
and private programs (including libraries, local education agencies, 
community colleges, volunteer and community-based organizations, etc.).
2. Institutional Capabilities (15 Points)
    The Director reviews each application to determine the 
qualifications and capabilities of the organization to sustain a long-
term, high quality, coherent program, and to act as the lead site of a 
region, including consideration of:
    a. The strengths and assets of the applying organization in terms 
of overall capacity to support adult education and literacy services 
its base of financial support and commitment of the overall 
organization to this project.
    b. The applicant's successful leadership track record in 
establishing and implementing a coordinated regional and interstate/
interagency plan.
    c. The applicant's successful experience in implementing the 
policies and requirements of a national project at the regional, state, 
and local level. The applicant must demonstrate how it has built 
collaborative working relationships with states and local programs;
    d. The applicant's experience in training and in applying 
technology to enhance accessibility of information and ease of 
communication;
    e. The strength of the applicant's partnerships (existing or 
previous) with private and public entities, especially those that have 
resulted in leveraging resources and enhancing the applicant's 
institutional capacity.
    f. The capabilities of staff who will oversee project 
implementation;
    g. The applicant's knowledge of current Internet technologies, 
databases, telecommunications practices, equipment configurations, and 
maintenance.
    h. The applicant's capacity to provide resources--including 
hardware, software, and training, and technical assistance--to partners 
and affiliates in state and local programs; and
    i. The applicant's capabilities to leverage other funding and 
resources to sustain the project at the end of the three-year grant 
period.
3. Plan of Operation (30 Points)
    The applicant must develop a three-year plan of operation that 
addresses both the immediate needs and the future vision and direction 
of the project. The plan must clearly identify the measurable outcomes 
that will result from project implementation. The Director reviews each 
application to determine the quality of the plan of

[[Page 36737]]

operation, including consideration of the quality of the applicant's 
plan to use its resources, personnel, and methods to achieve each 
indicated project objective, especially in the following areas:
    a. Building Partnerships and Collaboration:
    (1) The quality of the plan to establish effective working 
relationships with other organizations in the region as required for 
effective development of the project.
    (2) The extent to which the applicant's plan includes sound methods 
for achieving measurable goals for expanding the number of LINCS 
partners and affiliates in each member state--especially those dealing 
with education, labor, and human services--that will further project 
objectives.
    (3) The extent to which the applicant has been able to attract 
formal support or agreement from the previous hub's consortium members. 
The applicant should include any formal agreements or support letters 
as attachments to the application.
    (4) The extent that the plan provides a measurable goal for 
developing local LINCS partnerships and affiliations
    (5) The quality of the plan for leveraging additional resources for 
the project at the regional level and in each state, including a plan 
to develop partnerships with technology-based educational projects, 
especially those in the areas of telecommunications, on-line services, 
networking, and multi-media; and private entities, including 
telecommunication and high tech business and industry.
    b. Facilitating Communication and Community Building: How the 
applicant will enhance communication throughout the region's adult 
education and literacy community, across LINCS partners and affiliates, 
and among practitioners and learners through the use of 
telecommunication tools (such as discussion lists, bulletin boards, 
audio/video conferencing and networking, and virtual workspace 
programs). The applicant should specify--
    (a) The kind of tools to be used.
    (b) The specific content to be offered.
    (c) The degree to which these tools will provide a medium for 
professional development within and among the partners and affiliates 
and targeted local programs.
    c. Enhancing the knowledge base:
    (1) The degree to which the applicant's regional plan for 
collecting resources with partners and affiliates is comprehensive and 
will deepen the literacy field's knowledge base and enhance LINCS 
content. The plan should describe:
    (a) Systems or mechanisms that will be developed by the applicant 
and partners (such as Regional Library Teams) to identify, locate, 
review (for quality of content and quality of presentation) and 
organize useful print and on line resources available within and 
outside the LINCS network and include them in the LINCS databases
    (b) A measurable goal for the number of resources to be contributed 
to the LINCS databases each year by all partners and affiliates, with 
the focus being on high quality instructional and training resources. 
The quality of resources should follow LINCS selection criteria 
standards and guidelines. The applicant should make provisions for 
including non-print materials, such as audio and video materials, in 
their entirety.
    (c) The type of resources that will be provided to partners, 
practitioners, and individuals to develop innovative web-based 
resources.
    (2) The extent to which tools and mechanism will be used to 
identify common strengths and expertise among partners and affiliates 
in creating rich multi-state agency collections, training packages, and 
technical assistance.
    d. Marketing:
    (1) The extent to which the plan for LINCS regional marketing will 
increase awareness and use of LINCS among adult education and literacy 
programs and practitioners.
    (2) The extent to which resources will be made available to 
partners and affiliates for enhancing LINCS awareness and use.
    (3) The extent to which resources will be used to enhance the use 
of LINCS among adult learners.
    e. Management:
    (1) The extent to which the plan of management is effective and 
ensures proper and efficient overall administration of the project and 
also in the following areas:
    (2) Supporting partners and affiliates in enhancing their 
technological capacity, implementing project activities, contributing 
to LINCS, and creating new resources, including their ability to:
    (3) Maintain a strong home page that is seamlessly integrated with 
the LINCS network and that uses LINCS state and local templates.
    (4) Provide technical assistance, training, and high quality, 
updated resources to local adult education and literacy programs.
    (5) Provide for efficient use of regional resources by creating 
project-based multi-partner collaborations and building on the strength 
and expertise of partners and affiliates.
    (6) Implement new requirements or standards developed by NIFL in 
concert with regional technology centers to assure uniformity across 
the LINCS network.
    (7) The quality of the strategy and timeline for implementing a 
formal agreement between the applicant, partners, and affiliates that 
clearly identifies the rights, roles, and responsibilities of each 
partner and affiliate with regard to all project activities.
    (8) How the applicant will provide for expanding the roles of 
partners and affiliates in carrying out project activities (i.e., by 
providing states with resources and funds appropriate to their level of 
need and expertise), as well as in monitoring project implementation.
    (9) The quality of the tools that will be used to maintain 
communication among the partners and affiliates.
    (10) How the applicant will help partners and affiliates leverage 
other sources of financial support, market their achievements, and 
develop active state-level partnerships, especially with state 
education agencies.
4. Training and Technical Assistance (15 Points)
    The applicant should present a regional technology training and 
technical assistant plan. The Director reviews each application to 
determine the quality and design of the plan, including:
    a. The extent to which the applicant demonstrates a commitment to 
provide technical support, training, and equipment to partners and 
affiliates;
    b. The extent to which the goals of the proposed training are 
measurable, with clear plan on how the impact of such training will be 
assessed;
    c. The extent to which the training plan, methods, mechanisms, and 
structures are likely to be effective in achieving stated measurable 
goals;
    d. The extent to which the applicant will use the information and 
expertise of other Regional LINCS in developing training resources and 
approaches; and
    e. The extent to which the proposed training content and plan is 
comprehensive and at appropriate levels, including:
    (1) How the proposed plan addresses the need for raising awareness 
and educating practitioners, through broad-based training, about 
resources available through LINCS, and will build greater knowledge and 
skills in using the LINCS technology for teaching and learning and 
interaction with others.
    (2) How targeted training models, methods, mechanisms, and 
structures will result in integrating technology in

[[Page 36738]]

teaching and learning within the region. The applicant's timeline for a 
formal agreement with partners should include an agreement to provide 
an implementation plan for technology integration in the first quarter 
of the award. At the minimum the formal agreement should cover the 
following issues:
    (a) How the applicant and LINCS partners will assess the existing 
level of integration in each state;
    (b) How the applicant will identify and disseminate information 
about other state and local efforts in integrating technology into 
teaching and learning;
    (c) How the applicant will support partners and/or affiliates in 
developing the technology integration plan;
    (d) The resources that will be recruited for the development of a 
three year plan;
    (e) The kind of partnership that will be developed with other 
regional and state agencies involved in similar efforts;
    (f) How the applicant will evaluate progress in integrating 
technology;
    (g) How the training plan will be incorporated in the overall state 
or partners' staff development plan;
    (h) How the training content, tools, and methods developed will 
train learners in using LINCS;
    (i) How the training plan provides for cross-state collaboration 
(i.e., by establishing regional trainer teams).
    (j) How the methods, mechanisms, structures, and materials provided 
for training--both on-line and off-line--can be used to meet the needs 
of geographically diverse populations and be replicated, maintained, 
easily accessible, and updated during and beyond the life of this 
project.
    (k) What innovative technologies will be used to provide easy and 
efficient methods of delivering training resources to the adult 
education and literacy community, including--
    (i) The extent to which the applicant will provide technical 
assistance, funding, and other resources to partners and affiliates.
    (ii) The extent to which the applicant will provide technical 
assistance to the end users at varying levels of technical 
sophistication.
5. Technical Soundness (5 Points)
    The Director reviews each application to determine the technical 
soundness of the proposed project, including consideration of:
    a. The extent to which the applicant demonstrates knowledge of 
current Internet technologies, databases, telecommunications practices, 
equipment configurations, and maintenance;
    b. The extent to which the applicant demonstrates a thorough 
knowledge of literacy data collections, and dissemination, as well as 
the LINCS web template, selection criteria, and cataloging standards;
    c. The extent to which it will mirror the LINCS information 
structure, system architecture, and design.
    d. The extent to which the applicant demonstrates a commitment to 
provide technical support, training, and equipment to partners and 
affiliates.
    e. The extent to which the applicant will provide for the provision 
of hardware, software, and a networking system that will:
    (1) Address issues of interpretability and scalability,
    (2) Support using audio-video, multi-media, and interactive 
Internet tools, and
    (3) Keep pace with new development in technology.
    f. Assurances that the following will be in place--
    (1) An electronic system that consists of a UNIX-based server 
capable of providing the following services for the regional technology 
training center, its partners, and affiliates.
    (a) World Wide Web (WWW) HTTP services;
    (b) Internet Electronic Mail (SMTP) services;
    (c) File Transfer Protocol (FTP) services;
    (d) List (listproc, majordomo) services;
    (2) A dedicated Internet connection of sufficient capacity (a 
minimum of up to T1) to allow sustained usage of the site, be able to 
transfer an average web page at a rate of 20 kilobytes in three seconds 
to a client web browser at NIFL during peak usage times, and also be 
able to deliver quality audio and video products at useable rates to 
multiple concurrent users;
    (3) Maintain information in both HTML documents and text and pdf 
format.
    (4) Serve as a server to house state and local program web sites, 
any LINCS Special Collections located in the region, Audio and Video 
server; and communication server (for activities such as online chats, 
discussion lists, and incubators).
6. Budget and Cost Effectiveness (10 Points)
    The Director reviews each application to determine the extent to 
which the applicant describes plans for managing the project budget and 
ensuring cost-effectiveness, including--
    a. Provisions for ensuring the most efficient and cost-effective 
use of project funds.
    b. Provisions for identifying and securing additional funds to 
continue and expand the project beyond the end of the grant.
    c. A project time line that consists of a table or diagram listing 
major tasks or milestones and including estimates of funds, time, 
training schedules, formal agreements with partners and affiliates, 
personnel, facilities, and equipment allocated to each program area, as 
well as the timing of progress and other reports, meetings, and other 
similar events.
    Please note that overhead for this project is restricted as per 
EDGAR CPR 75-562.
7. Evaluation Plan (10 Points)
    The Director reviews each application to determine the quality of 
the evaluation plan for the project, including consideration of:
    a. The quality of methods and mechanisms to be used to document and 
evaluate progress in relation to the project's mission and goals, 
including use of on-line methods (such as web tools) to collect and 
analyze data on the effectiveness of the resources presented.
    b. The strength of the applicant's statement of measurable outcomes 
for all project goals; and the quality of methods that will be used to 
document and evaluate the impact of the project on:
    (1) Partners, affiliates, and the broader literacy community.
    (2) Improving professional development and instruction.
    (3) Integrating technology in teaching and learning.
    (4) Raising awareness of LINCS and its use.

[The grantee must commit to working with NIFL to incorporate GPRA 
requirements into the evaluation plan.]
8. Quality of Key Personnel (10 Points)
    The Director reviews each application to determine the quality of 
key personnel for all project activities, including consideration of:
    a. The qualifications of the project director with respect to 
carrying out the purposes of this grant;
    b. The qualifications of other key personnel the applicant,
    c. The experience and training of key personnel in leading a 
consortium of states and working in fields related to project 
objectives; and
    d. The applicant's policy, as part of its nondiscriminatory 
employment practices, to ensure that its personnel are selected for 
employment without

[[Page 36739]]

regard to race, color, national origin, religion, gender, age, or 
disability.

Additional Application Requirements

    The application shall include the following:
    Project Summary: The proposal must contain a 200-word summary of 
the proposed project suitable for publication. It shall not be an 
abstract of the proposal, but rather a self-contained description of 
the activities that would explain the proposal. The summary should be 
free of jargon and technical terminology, and should be understandable 
by a non-specialist reader.
    Budget Proposal: ED Form 524 must be completed and submitted with 
each application. The form consists of Sections A, B, and C. On the 
back of the form are general instructions for completion of the budget. 
All applicants must complete Sections A and C. If Section B is 
completed, include the nature and source of non-federal funds. Attach 
to Section C a detailed explanation and amplification of each budget 
category. Included in the explanation should be complete justification 
of costs in each category. Additional instructions include the 
following:
    <bullet> Prepare an itemized budget narrative for the project as a 
whole.
    <bullet> Personnel items should include names (titles or position) 
of key staff, number of hours proposed, and applicable hourly rates.
    <bullet> Include the cost, purpose, and justification for travel, 
equipment, supplies, contractual and other. Training stipends are not 
authorized under this program.
    <bullet> Clearly identify in all instances contributed costs and 
support from other sources, if any.
    <bullet> Show budget detail for financial aspects of any cost-
sharing or joint or cooperative funding.
    Disclosure of Prior NIFL Support: If any consortium member has 
received NIFL funding in the past 2 years, the following information on 
the prior awards is required.
    <bullet> NIFL award number, amount and period of support;
    <bullet> A summary of the results of the completed work; and
    <bullet> A brief description of available materials and other 
related research products not described elsewhere.
    If the applicant has received a prior award, the reviewers will be 
asked to comment on the quality of the prior work described in this 
section of the proposal.
    Reporting: In addition to working closely with the National 
Institute for Literacy, the applicant will be required to submit 
Quarterly Performance reports, which are to be brief, 3-4 page reports 
of progress; a final annual report of activities replaces the 4th 
quarterly report. Due: Within 30 days at the end of each quarter. 
Detailed specifications for the reports will be provided to the 
consortium within three months after the awards are made.

Instructions for Transmittal of Applications

    To apply for a cooperative agreement grant--
    1. Mail the original and seven (7) copies of the application on or 
before the deadline date of July 15, 2000 to: National Institute for 
Literacy, 1775 I Street, NW., Suite 730, Washington, DC 20006, 
Attention: Jaleh Behroozi Soroui (CFDA NO. 84.257T)
    2. Hand deliver the application by 4:30 p.m. (Washington, DC time) 
on the deadline date to the address above.
    a. An applicant must show one of the following as proof of mailing:
    (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.
    b. If an application is mailed through the U.S. Postal Service, the 
Director does 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.

    Notes: (1) The U.S. Postal Service does not uniformly provide a 
dated postmark. Before relying on this method, an applicant should 
check with the local post office. (2) The NIFL will mail a Grant 
Applicant Receipt Acknowledgment to each applicant. If an applicant 
fails to receive the notification of application receipt within 15 
days from the date of mailing the application, the applicant should 
call the NIFL at (202) 233-2055. (3) The applicant must indicate on 
the envelope and in Item 10 of the application for Federal 
Assistance (Standard Form 424) the CFDA number of the competition 
under which the application is being submitted.

Electronic Access to This Document

    You may view this document, as well as National Institute for 
Literacy and Department of Education documents published in the Federal 
Register, in text or Adobe Portable Document Format (PDF) on the Web at 
or from the following sites:

http://ocfo.ed/gov/fedreg.htm

http://www.nifl.gov/nifl/news_events.html

http://www.nifl.gov/lincs/2000_rfp.html
    To view the PDF version, you must have the Adobe Acrobat Reader 
Program. Note:The official version of this document is the document 
published in the Federal Register. Free Internet access to the official 
edition of the Federal Register and the Code of Federal Regulations is 
available on GPO Access at http://www.access.gpo.gov/nara/index.html

Application Instructions and Forms

    The appendix to this application is divided into three parts plus a 
statement regarding estimated public reporting burden and various 
assurances and certifications. These parts and additional materials are 
organized in the same manner that the submitted application should be 
organized. Additional forms for the completion of this application are 
available on-line at http://octo.ed.gov/grnt/appforms. The parts and 
additional materials are as follows:

Part I: Application for Federal Assistance [Standard Form 424 (Rev. 4-
94)) and instructions].
Part II. Budget Information [Non-Construction Programs (ED Form 524) 
and instructions].
Part III: Application Narrative [Additional Materials: Estimated Public 
Reporting Burden].
    Assurances-Non--Construction Programs (Standard Form 424B).
    Certification Regarding Lobbying; Debarment, Suspension, and Other 
Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-
0013).
    Certification Regarding Debarment, Suspension, Ineligibility and 
Voluntary Exclusion: Lower Tier Covered Transactions (ED 80-0014, 9/90) 
and instructions.


    Note: ED 80-0014 is intended for the use of recipients and 
should not be transmitted to the NIFL.


    Disclosure of Lobbying Activities (Standard Form LLL) (if 
applicable) and instructions. An applicant may submit information on a 
Photostat copy of the application and budget forms, the assurances and 
the certifications. However, the application form, the assurances, and 
certifications must each have an original signature. No award can be 
made unless a complete application has been received.

Instructions for Estimated Public Reporting Burden

    According to the Paperwork Reduction Act of 1995, no persons are 
required to respond to a collection of information unless it displays a 
valid

[[Page 36740]]

OMB control number. The valid OMB control number for this information 
is under OMB control number 3430-0007, Expiration date: 06/30/2003. The 
time required to complete this information collection is 55 hours per 
response, including the time for reviewing instructions, searching 
existing data sources, gathering and disseminating the data needed, and 
completing and reviewing the collection of information. If you have any 
comments concerning the accuracy of the time estimate or suggestions 
for improving this form, please write to: the National Institute for 
Literacy, 1775 I Street, NW., Suite 730, Washington, DC 20006.

    Dated: June 5, 2000.
Andrew J. Hartman,
Director, NIFL.
[FR Doc. 00-14548 Filed 6-8-00; 8:45 am]
BILLING CODE 6055-01-U


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