[Federal Register Volume 61, Number 125 (Thursday, June 27, 1996)]
[Notices]
[Pages 33542-33548]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 96-16494]


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NATIONAL INSTITUTE FOR LITERACY


Agency Information Collection Activities Under OMB Review

AGENCY: National Institute for Literacy.

ACTION: Notice.

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SUMMARY: In compliance with the Paperwork Reduction Act (44 U.S.C. 3501 
et seq) this notice announces an Information Collection Request (ICR) 
by the National Institute for Literacy (NIFL). The ICR includes the 
full text of the ICR in order to facilitate respondents evaluating the 
nature of the information collection and its expected cost and burden. 
This is not a solicitation for applicants; it is an early notification 
of the types of information that the NIFL intends to collect. The ICR 
document is currently under review at OMB, and may be modified in 
response to that review.

DATES: Comments must be submitted July 29, 1996.

FOR FURTHER INFORMATION CONTACT: Sondra Stein at (202) 632-1508 or e-
mail: <a href="/cdn-cgi/l/email-protection#b1c2c2c5d4d8dff1dfd8d7dd9fd6dec7"><span class="__cf_email__" data-cfemail="91e2e2e5f4f8ffd1fff8f7fdbff6fee7">[email protected]</span></a>

SUPPLEMENTARY INFORMATION:
    Title: Applicantion for Adult Learning System Reform and 
Improvement Grant: Stage II Collaborative Development of Equipped for 
the Future (EFF) Adult Literacy Standards cooperative agreements.
    Abstract: The National Literacy Act of 1991 established the 
National Institute for Literacy and required that the Institute conduct 
basic and applied research and demonstrations on literacy, collect and 
disseminate information of Federal, State and local entities with 
respect to literacy; and improve and expand the system for delivery of 
literacy services. This form will be used by individual public and 
private nonprofit organizations and agencies that represent key 
literacy consumer, practitioner, provider, administrator, and funded 
constituencies; and consortia of such organizations and agencies 
operating at a state, regional (multi-state), or national level. These 
individuals and organizations may apply for funding to continue 
development of the framework for voluntary adult literacy standards 
currently being developed by the NIFL Equipped for the Future grantees. 
Evaluations to determine successful applications will be made using the 
published criteria. The Institute will use this information to make a 
maximum of three cooperative agreement awards for a period of up to 3 
years.
    Burden Statement: The burden for this collection of information is 
estimated at 80 hours per response. This estimate includes the time 
needed to review instructions, complete the form, and review the 
collection of information.
    Respondents: Individual public and private non-profit organizations 
and agencies that represent key literacy consumer, practitioner, 
provider, administrator, and funded constituencies; and consortia of 
such organizations and agencies operating at a state, regional (multi-
state), or national level.
    Estimated number of Respondents: 10.
    Estimated Number of Responses Per Respondent: 1.
    Estimated Total Annual Burden on Respondents: 800.
    Frequency of Collection: One time. Send comments regarding the 
burden estimate or any other aspect of the information collection, 
including suggestions for reducing the burden to: Sondra Stein, 
National Institute for Literacy, 800 Connecticut Avenue, NW, Suite 200, 
Washington, DC 20006, and the Office of Information and Regulatory 
Affairs, Office of Management and Budget, Attn: Docket Library, Room 
10102, 726 17th Street, NW, Washington, DC 20503.

Draft Solicitation of Grant Applications

    Title: Applicantion for Adult Literacy System Reform and 
Improvement Grant: Collaborative Development of Equipped for the Future 
Adult Literacy Standards.
    Agency: The National Institute for Literacy.
    Action: Notice.
    Summary: The National Institute for Literacy invites applications 
for grants to support standards development and consensus-building. 
These grants are the third phase of a four-phased initiative whose 
ultimate goal is to reform and improve America's adult learning systems 
in order to enhance progress toward National Education Goal 6. This 
goal will be achieved through the development of voluntary content 
standards that communicate a new vision for what adults need to know 
and be able to do in their roles as citizens, worker, and parent/family 
member and the building of consensus about these standards among key 
constituencies at the grassroots, state, and national levels.
    Date: Applicantions must be received by 4:30 p.m., September 6, 
1996.

    Note to Applicants: This notice is a complete application 
package. Together with the NIFL Equipped for the Future Orientation 
Package, and the statute authorizing the program and applicable 
regulations governing the program, including the Education 
Department General Administrative Regulations (EDGAR), this notice 
contains all the information, application forms, regulations and 
instructions needed to apply for a grant under this competition.

    For Further Information Contact: Sandra Stein, National Institute 
for Literacy, 800 Connecticut Avenue, NW, Suite 200, Washington, DC 
20006 TEL: 202-632-1508; Fax 202-632-1512.

Supplementary Information

    Definitions: For purposes of this notice, the following definitions 
apply:
    ``Literacy'' is 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).
    ``Adult Literacy System'' means all individuals, programs, and 
organizations that are involved, directly and indirectly, in the 
delivery of literacy and basic skills services to adults. This 
includes, but is not limited to, people and groups involved in literacy 
policymaking, research and development, technical assistance, and 
service delivery.
    ``Adult Roles'' mean the following three major arenas of adult life 
and the obligations that pertain to each:
    <bullet> Parent/family member.
    <bullet> Citizen.
    <bullet> Worker.
    ``Constituencies'' are national, state or local organizations (in 
the public, nonprofit, and private sectors) that have a stake in 
developing standards for the relevant role because the quality of role 
performance impacts their organization's achievement of its goals/
mission.
    ``Consensus-building'' includes the development of a convincing 
public argument for the use of ``Equipped for the Future'' standards by 
key constituencies and the conscious, ongoing effort to expand the 
number of individuals from key constituencies involved in standards 
development use, marketing and dissemination and to leverage key 
segments of the workforce development system to use the standards at 
the national, state and local levels.

[[Page 33543]]

    ``Content Standards'' are specific descriptions of what adults need 
to know and be able to do to perform the key activities identified in 
the standards framework.
    ``Generative skills'' are skills or knowledge that are core to the 
performance of a wide range of tasks found in multiple roles and that 
are durable over time in face of changes in technology, work processes, 
and occupational demand.
    ``National Policy Group'' is the body of nationally-recognized 
leaders in literacy and workforce development that provide policy 
guidance and consensus-building support to the EFF initiative.
    ``Performance Indicators'' are descriptions of how achievement of 
the content standards will be demonstrated. They reflect the consensus 
of key stakeholders identified for the role being addressed.
    ``Planning Grant Recipients'' are the eight projects that were 
funded to complete Phase 2 of the ``Equipped for the Future'' 
initiative. These grants end September 30, 1996.
    ``Purposes for Literacy,'' based on NIFL's survey of adult 
learners, mean the following four general purposes that literacy serves 
in helping adults fulfill their roles:
    <bullet> Providing access to information so adults can orient 
themselves in the world.
    <bullet> Enabling adults to give voice to their ideas and have an 
impact on the world around them.
    <bullet> Enabling adults to make decisions and act independently, 
without needing to rely on others.
    <bullet> Building a bridge to the future by laying a foundation for 
continued learning, so adults can keep up with the world as it changes.
    The EFF ``Standards Framework'' identifies, for each of the three 
adult roles, the broad areas of responsibility and key activities 
related to the four purposes for literacy for which standards will be 
developed. The standards framework is:
    (1) Based on a coherent theory of adult learning; (2) communicates 
what customers, investors, and partners can expect from the adult 
literacy system; and (3) is explicitly linked to other standards 
development and implementation efforts.
    ``Validation'' demonstrates the degree to which the standards are 
representative of the important aspects of role performance.
    ``Workforce Development System'' is the sum of the myriad of public 
and private programs that are linked by their focus on building the 
skills and knowledge of youth and adults including: adult literacy 
programs, welfare-to-work programs, vocational education and training 
programs, school-to-work programs, industry-based skill standards 
programs, K-12 education programs, postsecondary education, Job 
Training Partnership Act programs, community college/postsecondary 
education programs, employer-sponsored training programs, 
apprenticeship programs, one-step career centers, dislocated worker 
programs and related programs in the public, private, and nonprofit 
sectors.

Background

    The National Institute for Literacy (NIFL), was created by the 
National Literacy Act of 1991 to provide a national focal point for 
literacy activities and to facilitate the pooling of ideas and 
expertise across a fragmented field. NIFL is authorized to carry out a 
wide range of activities that will improve and expand the system for 
delivery of adult literacy services nationwide.
    In the first phase of this initiative, the NIFL developed a common 
framework of four fundamental purposes for literacy that emerge from 
the writing of 1,500 adults in literacy programs nationwide. As 
detailed in the NIFL report, Equipped for the Future: A Customer Driven 
Vision for Adult Literacy and Lifelong Learning, these four purposes 
are to--
    <bullet> gain access to information so adults can orient themselves 
in the world;
    <bullet> give voice to ideas, so that they will be heard and can 
have an impact on the world around them;
    <bullet> make decisions and act independently;
    <bullet> build a bridge to the future, by learning how to learn in 
order to keep up with the world as it changes.
    In October, 1995 the NIFL awarded eight one-year planning grants as 
the second phase of this multi-year initiative to assure that adults 
are ``equipped for the future.'' These planning grants resulted in a 
draft definition of a standards framework that defines what adults need 
to know and be able to do to be effective in their roles as parent/
family member, worker, and citizen. The grantees, working with NIFL and 
its National Policy Group, also developed a common definition of the 
system reform to be achieved through the Equipped for the Future 
initiative.
    This solicitation of grant applications addresses the third project 
phase: standards development and consensus-building. This phase of the 
Equipped for the Future initiative will serve as a strong foundation 
for national reform of the adult education services and the basis for 
an effective national system of workforce development. To achieve this 
end, this phase of the Equipped for the Future initiative will be 
developed in partnership with the following Federal agencies: the U.S. 
Department of Labor, Employment and Training Administration, for the 
role of worker; the U.S. Department of Education, Office of Elementary 
and Secondary Education, for the role of parent/family member.
    Eligible Applicants: Applications will be accepted from--
    Consortia of public and private for-profit and not-for-profit 
organizations and agencies that meet the following criteria: (a) 
operate at a state, regional (multi-state) or national level; (b) 
include literacy consumer, practitioner, provider, administrator, and 
funder constituencies; and (c) include technical experts in standards 
development and assessment. While such consortia may include for-profit 
organizations, no grant will be made to a for-profit organization.
    Deadline for Transmittal of Applications: September 6, 1996.
    Available Funds: $600,000.
    Estimated Number of Awards: Three; one award for each of the three 
roles (citizen, parent/family member, worker).
    Estimated Amount of Each Award: up to $200,000.
    Project Period: One year, with an option to renew for up to two 
additional project years. Funds awarded are for the first year only.
    Description of Program: Consortia receiving a grant under this 
program shall launch a standards development and consensus-building 
initiative to provide a solid foundation for comprehensive, 
collaborative system reform and improvement. This program represents 
the third phase of a four-phase initiative.
    <bullet> Phase 1: Survey of 1,500 adult learners to identify what 
they need to know and be able to do to be equipped for the future.
    <bullet> Phase 2: Planning grants to eight organizations and 
consortia of organizations to build a consensus vision of the four 
purposes as they relate to the adult roles of parent/family member, 
citizen, and worker. The result of this phase will be a common 
framework of what an adult needs to know and be able to do in each of 
the key roles, and a common vision of system reform.
    <bullet> Phase 3: Further development and refinement of the 
Equipped for the Future standards framework, resulting in:

--Development and validation of content standards for each adult role

[[Page 33544]]

--Development and validation of performance indicators for each 
standard
--Pilot implementation of the standards in adult education delivery 
systems
--Building the support of key constituencies for the standards and 
their use

    <bullet> Phase 4: Implement system reform initiatives that are 
based on the Equipped for the Future Standards.
    The overall purposes of the Equipped for the Future initiative are 
to:
    <bullet> Develop a new customer-driven definition of adult literacy 
that demystifies the route to success in our society for adult learners 
and clarifies the contributions of the field of adult literacy.
    <bullet> Engage broad-based support among key constituencies for a 
system of workforce development that effectively links literacy with 
industry skill standards and K-12 academic standards as well as 
provides a common framework for skills development across myriad and 
diverse programs.
    <bullet> Develop a set of voluntary national standards that show 
the portability of skills across the three adult roles and make clear 
the knowledge and skills adults need to be ``equipped for the future.''
    The specific objectives for grantees funded for Phase 3 of the EFF 
initiative are to: (1) Build consensus at the national, state, and 
local levels for the EFF vision, standards framework, and the standards 
relevant to the role addressed in the grantee's application; (2) 
Develop and validate the content standards and performance indicators 
for the role addressed by the grantee, working in collaboration with 
the National Institute for Literacy, its Federal partners in this 
initiative, and the other grantees; (3) Collaborate with the National 
Institute for Literacy, its Federal partners, and the other grantees to 
create a national framework for reform of the adult education and 
training delivery systems.
    During the grant period--October 1, 1996 to September 30, 1997, 
grantees will engage in the following activities:
    1. Establish a national project advisory group that is 
representative of the key constituencies for the role addressed by the 
grant applicant and that also includes technical expert(s) in standards 
development and assessment. The project advisory group shall meet no 
less than three times per year and be comprised of individuals who 
legitimately represent a key constituency whose buy-in is critical to 
achieving widespread acceptance of the standards. The project advisory 
group members shall represent national, state, and grassroots 
constituencies (both organizations and individuals) and be charged with 
ensuring buy-in and formal approval of the draft standards by the 
constituency they represent. While project advisory group membership 
will vary from role to role (see #3 below), all groups shall include 
representatives of adult learners and practitioners.
    2. Work in collaboration with the other two grantees, and NIFL, its 
Federal partners, and the Equipped for the Future National Policy 
Group, to refine the common standards framework for Equipped for the 
Future using the framework developed in the second phase of the EFF 
initiative. The framework will ensure that the standards for each role 
share a common format and structure, and that skills common to more 
than one role are clearly identified. The standards framework and the 
resulting standards shall build upon a thorough familiarity with 
related standards development efforts including: the SCANS/NJAS (the 
Secretary's Commission on Achieving Necessary Skills/the National Job 
Analysis Study) and O*NET initiatives, U.S. Department of Labor; the 
work of the National Skill Standards Board and other national skill 
standard initiatives; The New Standards Project and related academic 
content standards; and other efforts to identify appropriate 
performance results from learning, such as the NIFL Performance 
Measurement Reporting Improvement Systems (PMRIS) initiative and the 
work of the National Association of State Directors of Adult Education 
to identify performance outcomes for adult education. This work will 
result in a common EFF standards framework by January 1997.
    3. Develop content standards with related performance indicators of 
what adults need to know and be able to do for one of the three adult 
roles: parent/family member, citizen or worker. The content standards 
and performance indicators shall be based on the standards framework 
developed in the second phase of the Equipped for the Future initiative 
and shall be consistent with the four purposes identified in the first 
phase. The content standards will show for each role: the broad areas 
of responsibility for the role, the key activities within those areas 
of responsibility, and what adults need to know and be able to do to 
perform the key activities. The content standards for each role will 
build on key documents and major initiatives supported by NIFL's 
Federal partner for that role, including: for the role of worker, the 
U.S. Department of Labor; for the roles for parent/family member and 
citizen, the U.S. Department of Education.
    These standards will be developed within the common framework 
jointly developed by the three grantees and NIFL with the guidance of 
NIFL's Federal partners and its National Policy Group through ongoing 
collaboration with key constituencies (including adult learners and 
teachers) so they are grounded in the needs of these constituencies. 
The content standards and performance indicators development process 
must demonstrate that key constituencies have participated and 
contributed to the standards development and that the grantee's 
advisory group has approved the standards developed as a basis for 
national validation.
    The standards development process must incorporate significant 
collaboration with the key constituencies to assure that the standards 
are customer-driven (e.g., through group processes for standards 
refinement with key constituencies and other methods for constituency 
involvement and feedback throughout the developmental process). Group 
processes for standards refinement must include mechanisms for assuring 
on-going piloting of content standards in adult education and training 
classrooms in multiple locations across the country. Content standards 
with the performance indicators will be identified by March 31, 1997.
    4. Actively engage key constituencies in the standards development 
process in order to build ownership and support of the standards and to 
assure they are truly ``customer-driven.'' Key constituencies/end users 
who are critical to assuring widespread use of the standards must be 
identified in the grant application. The key constituencies/end users 
identified should include but not be limited to teachers, learners, 
employers, parents, civic organizations, and other standards-setting 
initiatives related to the role being addressed by the grantee.
    For the role of worker, these constituencies should include such 
groups as: employers and employer associations, unions, the National 
Skill Standards Board, State Human Resource Investment Councils, State 
skill standards initiatives, local private industry councils and job 
training administrative organizations, apprenticeship or other training 
sponsored by organized labor, school-to-work, workplace literacy, and 
providers of other related programs.
    For the role of parents, these constituencies should include such

[[Page 33545]]

groups as the National Coalition for Parental Involvement in Education, 
the National Head Start Association, the National Coalition for Family 
Resources, the National Association of Child Care Resource and Referral 
Agencies, Even Start State Coordinators, The Center for Law and 
Education, the National Education Association, the American Federation 
of Teachers, Parent-Teacher Associations, and Even Start, Head Start 
and other family literacy providers.
    For the role of citizens, these constituencies should include such 
groups as the Center for Civic Education, developers of the National 
Standards for Civics and Government (K-12 education), Kettering 
Foundation/National Issues Forum, American Bar Association, League of 
Women Voters, National League of Cities, VERA, The Center for Civic 
Literacy, the National Urban League, and other grassroots, state and 
national organizations and associations that focus on civil rights, 
neighborhood action, etc.
    5. By July 31, 1997, nationally validate the content standards and 
the related performance indicators. Validation strategies may include 
national surveys, constituency group review and analysis of the 
standards or similar validation strategies. The elements and criteria 
for the validation process will be developed jointly with NIFL, its 
Federal partners, the National Policy Group and the other grantees.
    6. In cooperation with NIFL, its Federal partners, the National 
Policy Group and the other grantees, develop draft criteria for 
assessment of the standards and identify the key elements of assessment 
guidelines that address the use of the performance indicators in 
classrooms and programs, and the process and tools for assessing their 
achievement. This activity is to be completed by August 31, 1997.
    7. By September 30, 1997, develop a plan for nationwide 
implementation of the standards in adult education and job training 
delivery systems, in cooperation with NIFL, its Federal partners, the 
National Policy Group and the other grantees. These plans should 
reflect the use of the EFF standards in building linkages with other 
key components of the nation's workforce development system.
    8. Cooperate with a third-party evaluation of the standards 
development and constituency-building process, lessons learned and 
outcomes, providing project reports and other project documentation to 
the evaluation team, participating in interviews, and assisting in 
collecting evaluation data, and in other ways cooperating with the 
project evaluation.
    9. Identify technical assistance needed to assure the success of 
the EFF initiative. Technical assistance requirements are expected to 
include the unique needs of the applicant as well as needs that are 
common to all grantees. The NIFL will engage technical assistance 
services to support the work of the EFF projects under this grant.
    10. Participate in three, two-day project meetings in November 
1996, March 1997, and July 1997 in Washington, DC.
    11. Participate in monthly project conference calls of two hours 
duration.
    12. Maintain regular e-mail and other contact with other grantees 
throughout the grant period, in order to maximize sharing of 
information and assure the development of standards within a common 
framework.

Project Narrative

    The applicant's project narrative must be organized and contain the 
information as described in the following sections.
    (1) Approach to Standards Development for System Reform details the 
applicant's vision of standards and criteria for effective standards, 
its philosophy of standards development and consensus-building, and an 
overview of the key features of its approach for supporting the 
purposes of the EFF initiative and achieving the project objectives 
described above. In particular, the applicant should describe its 
approach to effectively building on the work accomplished in Phases 1 
and 2 of the Equipped for the Future Initiative and related work 
appropriate to each role. This work is particularly substantial for the 
role of worker, including the U.S. Department of Labor's work on SCANS, 
the National Job Analysis Study which builds on SCANS to identify the 
work activities that are critical in the most competitive business 
environments, the O*NET to replace the DOT with a relational database 
that contains comprehensive information about worker requirements and 
characteristics, experience requirements and occupational requirements 
and characteristics useful to students, educators, employers and 
workers (see further information in EFF Orientation Packet).
    The applicant should demonstrate its technical approach to 
standards development, including the specific standards development 
issues to be addressed in moving to a common standards framework that 
embraces all three adult roles, by providing a brief evaluation of the 
strengths and weaknesses of the draft standards provided in the EFF 
Orientation Packet.
    (2) Plan of Operation includes the project goal and objectives, 
work plan and timeline and project management plan. The applicant's 
plan of operation should include:
    (a) What techniques the applicant will use for refining the 
standards framework and the content standards, identifying performance 
indicators, and validating the standards and performance indicators on 
a national basis;
    (b) How the applicant will involve key constituencies in project 
decisionmaking and standards development, implementation, marketing/
dissemination, and validation tasks;
    (c) How the applicant will work with the two other grantees to 
assure that the standards share a common format, structure, and 
language and that this initiative results in a unified standards 
framework and consistency in the standards across the three grantees; 
and
    (d) How the applicant will document and monitor project processes 
and results.
    (3) Organizational Capability demonstrates the ability and 
experience of the applicant and the members of its consortium to 
perform the tasks required in this project and its skills, technical 
expertise and knowledge in standards development, adult literacy 
instruction, and consensus-building among diverse constituencies at the 
national, state, and local levels.
    (4) Qualifications of Key Personnel describes the qualifications of 
each staff person for the project position to which they have been 
assigned, identifies his/her employing organization, and provides an 
overview of his/her experience, knowledge, and capability to perform 
the work described as demonstrated by the conduct of similar work in 
related settings.
    (5) Demonstrated Commitment of Partners and Key Constituencies 
provides evidence (e.g., letter of commitment) that show that (a) 
project advisory board members and other partners in the consortia 
understand their roles and are prepared to fulfill them at the level 
described in the proposal; and (b) key constituencies significant to 
the relevant role are supportive of the applicant's grant application.
    Selection Criteria: In evaluating applications for a grant under 
this competition, the Director uses the following selection criteria:
    (1) Approach to Standards Development (30 points): the Director 
reviews each application to determine the extent to which the 
applicant's

[[Page 33546]]

approach to standards development and consensus-building is appropriate 
to achieving the goals of Equipped for the Future, including:
    (a) the extent to which the applicant's proposed approach to 
standards development:
    (i) demonstrates knowledge and understanding of the Equipped for 
the Future Initiative and the EFF standards framework;
    (ii) demonstrates knowledge of and understanding of key documents 
and initiatives related to the role it proposes to develop standards 
for;
    (iii) builds on the first two project phases and these other 
initiatives rather than ``reinventing'' that work;
    (iv) demonstrates a philosophy of collaborative standards 
development that is consistent with the EFF approach and philosophy;
    (b) the extent to which the applicant's proposed approach leverages 
standards development tasks to build consensus among key constituencies 
and effect system reform;
    (c) the quality of the technical approach demonstrated in the 
applicant's evaluation of the draft standards in the EFF Orientation 
Packet, including the identification of specific issues and challenges 
to be addressed in moving to a common standards framework that embraces 
all three adult roles.
    (2) Plan of Operation (30 points): The Director reviews each 
application to determine the quality of the plan for developing 
standards and building consensus among key constituencies, including:
    (a) the extent to which the applicant states clear and measurable 
goals and objectives for the project;
    (b) the extent to which the applicant provides a fully detailed 
plan and timeline for achieving these goals which:
    (i) includes specific strategies and techniques for refining the 
standards framework and the content standards, identifying performance 
indicators, and validating the standards and performance indicators on 
a national basis;
    (ii) identifies specific mechanisms for involving adult learners 
and practitioners as well as other key constituencies in these 
activities; and
    (iii) addresses the 12 key project activities and dates described 
in the Description of Program above;
    (c) the quality of the applicant's plan for working with the two 
other grantees to assure that the standards share a common format, 
structure, and language, including strategies recommended to assure 
this initiative results in a unified standards framework and 
consistency in the standards across the three grantees;
    (d) the quality of the applicant's plan to involve key 
constituencies in project decisionmaking and standards development, 
implementation, marketing/dissemination, and validation tasks;
    (e) the soundness of the plan for documenting and monitoring the 
project processes and results.
    (3) Organizational Capability and Qualifications of Key Personnel 
(25 points): The Director reviews each application to determine the 
capability of the applicant to achieve the goals of the project 
including:
    (a) the extent to which the applicant provides a full description 
of each of the organizations that make up the consortium, including how 
that organization contributes to the consortium's experience and 
capability to:
    (i) lead a broad-based collaborative national process for adult 
learning systems reform and improvement that is standards-driven;
    (ii) develop technically defensible customer-driven content 
standards of what adults need to know and be able to do, related 
performance indicators and validate them on a national basis; and
    (iii) leverage the commitment and involvement of key constituencies 
at the national, state, and local levels;
    (b) the soundness of the staffing and organization plan for the 
consortium, including
    (i) how roles and responsibilities will be assigned among the 
organizations within the consortium to assure clear lines of 
decisionmaking and effective use of each organization's strengths;
    (ii) a statement of clear performance objectives for key staff;
    (iii) the scope and nature of their responsibilities;
    (iv) the level of effort they will devote to this project; and
    (v) the inclusion of a project organization chart;
    (c) the extent of which staff assigned to key positions include 
appropriate qualifications, in terms of knowledge, experience and 
proven capability to perform the work described;
    (d) the inclusion among the staff of individuals with specific 
expertise, including
    (i) individuals with demonstrated experience in related standards 
development efforts;
    (ii) individuals with direct experience in adult literacy 
instruction and/or curriculum development; and
    (iii) individuals with a broad understanding of the workforce 
development system and the ability to leverage the involvement of 
influential representatives from other program areas that constitute 
this system.
    (4) Commitment of Partners and Key Constituencies (15 points): The 
Director reviews each application to determine the quality of the plan 
for engaging partners and key constituencies, including:
    (a) the extent to which the applicant has
    (i) assembled a national advisory group that represents key 
constituencies for their role; and
    (ii) secured written documentation or each member's ability to 
represent that constituency on the advisory group;
    (b) the extent to which the applicant has identified other 
appropriate constituencies to participate in the project;
    (c) the quality of the applicant's plan for assuring that each 
constituency has the opportunity for appropriate and meaningful 
involvement in project activities;
    (d) the explicit and documented commitment of each constituency to 
participate in the project.
    (5) Budget and Cost Effectiveness (5 points): The Director reviews 
each application to determine the extent to which:
    (a) The budget is adequate to support grant activities;
    (b) The costs are reasonable in relation to the objectives of the 
project;
    (c) The budget for any subcontractors are detailed and appropriate; 
and
    (d) The budget details any resources, cash or in-kind, that the 
applicant will provide or seek in order to supplement grant funds.

Other Application Requirements

    The application shall include the following:
    Project Summary: The proposal must contain a brief summary of the 
proposed project suitable for publication. It should not be an abstract 
of the application, but rather a self-contained description of the 
project's goals, approach and the activities proposed. The summary must 
include the following information:
    a. Name of applicant organization
    b. Description of the consortium proposing the project and the key 
constituencies represented.
    c. Adult role to be addressed in the plan: parent/family member, 
citizen or worker.

Project Description

    This description should not exceed twenty (20) single-spaced pages, 
or forty (40) double-spaced pages. The

[[Page 33547]]

description may be amplified by material in attachments and appendices, 
but the body should stand alone to give a complete picture of the 
project. Applications which exceed 20 single-spaced pages or 40 double-
spaced pages will not be reviewed.

Summary Proposal Budget

    The proposal must contain a budget for support requested. The 
budget format may be reproduced as needed. Facsimiles may be used, but 
do not make substitutions in prescribed budget categories. Additional 
pages for budget explanation and amplification should be attached and 
must be consistent with the data and categories on the form. All budget 
requests must be documented and justified.
    The Institute is reviewing the possibility of restricting indirect 
costs to 8% for this grant.

Budget Proposal

    The budget proposal should be A SEPARATE DOCUMENT. Personnel items 
should include the names (or position titles) of key staff, number of 
hours, and applicable hourly rates. Discussion of equipment, supplies, 
and travel should include both the cost and the purpose and 
justification. Budgets should include all applicant's costs and should 
identify contributed costs, and support from other sources, if any. 
Sources of support should be clearly identified in all instances. The 
financial aspects of any cost sharing and joint or cooperative funding 
by members of a consortium formed for purposes of the applications 
should be shown in a detailed budget for each party. These budgets 
should reflect the arrangements among the parties, and should show 
exactly what cost-sharing is proposed for each budget item.

Disclosure of Prior Institute Support

    If any subcontractor, partner, consortium member, or organization 
has received Institute funding in the past two years, the following 
information on the prior awards is required:
    <bullet> Institute 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 application.

Current and Pending Support

    All current project support from whatever source (such as Federal, 
State, or local government agencies, private foundations, commercial 
organizations) must be listed. The list must include the proposed 
project and all other projects requiring a portion of time of the 
Project Director and other project personnel, even if they receive no 
salary support from the project(s). The number of person-months or 
percentage of effort to be devoted to the projects must be stated, 
regardless of source of support. Similar information must be provided 
for all proposals that are being considered by or will be submitted 
soon to other sponsors.
    If the project now being submitted has been funded previously by 
another source, the information requested in the paragraph above should 
be furnished for the immediately preceding funding period. If the 
proposal is being submitted to other possible sponsors, all of them 
must be listed. Concurrent submission of a proposal to other 
organizations will not prejudice its review by the Institute.
    Any fee proposed to be paid to a collaborating or ``partner'' for-
profit entity should be indicated. (Fees will be negotiated by the 
Grants Officer.) Any copyright, patent or royalty agreements (proposed 
or in effect) must be described in detail, so that the rights and 
responsibilities of each party are made clear. If any part of the 
project is to be subcontracted, a budget and work plan prepared and 
duly signed by the subcontractor must be submitted as part of the 
overall application and addressed in the narrative.

Instructions for Transmittal of Applications

    (1) To apply for a grant (a) The original and ten (10) copies of 
the application must be received by 4:30 PM, Eastern Daylight Time on 
September 6, 1996 at the offices of the National Institute for 
Literacy, 800 Connecticut Avenue, N.W., Suite 200, Washington, D.C. 
20006, Attention: X257M.
    (2) The National Institute for Literacy 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 National 
Institute of Literacy at (202) 632-1500.
    (3) The applicant must indicate on the envelope and in Item 10 of 
the application for Federal Assistance (Standard Form 424) the X257M 
number of the competition under which the application is being 
submitted.

Application Forms

    The appendix to this announcement 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. The parts and additional materials are as follows:
    Part I: Application for Federal Assistance (Standard Form 424, Rev. 
4-88) and instructions.
    Part II: Budget Information--Non-Construction Programs (Standard 
Form 424A) and instructions.
    Part III: Application Narrative.
    Additional Materials:
    Estimated Public Reporting Burden.
    Assurances--Non-Construction Programs (Standard Form 424B).
    Certification Regarding Lobbying; Debasement, Suspension, and other 
Responsibility Matters; and Drug-Free Workplace Requirements (ED 90-
0013).
    Certification Regarding Debarment, Suspension, Ineligibility and 
Voluntary Exclusion:
    Lower Tier Covered Transactions (ED 80-0014, 9/90) and 
instructions.
    Disclosure of Lobbying Activities (Standard Form LLL) (if 
applicable) and instructions;

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

    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 original certifications and must each have an original 
signature. No award can be made unless a completed application has been 
received.

Grant Administration

    The administration of the grant is governed by the conditions of 
the award letter. The Education Department General Administrative 
Regulations, (EDGAR) 34 CFR Parts 4, 75, 77, 79, 80, 81, 82, 85 and 86 
(July 1, 1993), set forth administrative and other requirements. This 
document is available through your public library and the National 
Institute for Literacy. It is recommended that appropriate 
administrative officials become familiar with the policies and 
procedures in the EDGAR which are applicable to this award. If a 
proposal is recommended for an award, the Grants Officer will request 
certain

[[Page 33548]]

organizational, management, and financial information.
    The following information on grant administration dealing with 
questions such as General Requirements, Prior Approval Requirements, 
Transfer of Project Director, and Suspension or termination of Award 
should be referred to the Grants Officer.

Reporting

    In addition to working closely with the Institute, the applicant 
will be required to submit a quarterly report of activities, and other 
products as described in the DESCRIPTION OF PROGRAMS above and in the 
cooperative agreement between the applicant and the NIFL.

Acknowledgment of Support and Disclaimer

    An acknowledgement of Institute support and a disclaimer must 
appear in publications of any material, whether copyrighted or not, 
based on or developed under NIFL-supported projects.
    ``This material is based upon work supported by the National 
Institute for Literacy under Grant No. (Grantee should enter NIFL grant 
number)''.
    Except for articles of papers published in professional journals, 
the following disclaimer should be included:
    ``Any opinion, findings, and conclusions or recommendations 
expressed in this material are those of the authors) and do not 
necessarily reflect the views of the National Institute for Literacy.''

Instructions for Estimated Public Reporting Burden

    Under terms of the Paperwork Reduction Act of 1980, as amended, and 
the regulations implementing the Act, the National Institute for 
Literacy invites comment on the public reporting burden in this 
collection of information. Public reporting burden for this collection 
of information is estimated to average 80 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. You may send comments 
regarding this burden estimate or any other aspect of this collection 
of information, including suggestions for reducing this burden to the 
National Institute for Literacy, and the Office Management and Budget, 
Paperwork Reduction Project, Washington, DC 20503.
Carolyn Staley,
Deputy Director, National Institute for Literacy.
[FR Doc. 96-16494 Filed 6-26-96; 8:45 am]
BILLING CODE 6055-01-M


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