[Federal Register Volume 74, Number 111 (Thursday, June 11, 2009)]
[Notices]
[Pages 27897-27902]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: E9-13755]


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DEPARTMENT OF EDUCATION


Office of Elementary and Secondary Education; Overview 
Information; Striving Readers; Notice Inviting Applications for New 
Awards for Fiscal Year (FY) 2009

AGENCY: Department of Education.

ACTION: Notice.

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Catalog of Federal Domestic Assistance (CFDA) Number: 84.371A.

    Dates:
    Applications Available: June 11, 2009.
    Deadline for Notice of Intent To Apply: July 1, 2009.
    Date of Pre-Application Meeting: The application package on the 
Striving Readers Web site at http://www.ed.gov/programs/strivingreaders/index.html includes specific dates and times for 
technical assistance workshops that will instruct applicants in 
completing the application package.
    Deadline for Transmittal of Applications: August 10, 2009.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of the Striving Readers program 
are to raise the literacy levels of adolescent students in schools that 
are eligible for assistance under Title I, Part A of the Elementary and 
Secondary Education Act of 1965, as amended (ESEA), and that enroll 
significant numbers of students reading below grade level and to build 
a strong, scientific research base for identifying and replicating 
strategies that improve adolescent literacy instruction.
    Priorities: These priorities are from the notice of final 
priorities, requirements, definitions, and selection criteria for this 
program, published elsewhere in this issue of the Federal Register.
    Absolute Priorities: For FY 2009 and any subsequent year in which 
we make awards from the list of unfunded applicants from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3) we consider only applications that meet these priorities.
    These priorities are:

Absolute Priority 1--Supplemental Literacy Intervention for Struggling 
Readers in Middle and High School Grades

    To be eligible for consideration under this priority, an applicant 
must propose to implement a supplemental literacy intervention during 
the second, third, and fourth years of the project period that--
    (a) Will be provided to struggling readers (as defined elsewhere in 
this notice) in any of grades 6 through 12 in no fewer than 5 eligible 
schools;
    (b) Supplements the regular English language arts instruction 
students receive;
    (c) Provides instruction exclusively or primarily during the 
regular school day, but that may be augmented by after-school 
instruction;
    (d) Is at least one full school year in duration;
    (e) Includes the use of a nationally normed, reliable, and valid 
screening reading assessment (as defined elsewhere in this notice) to 
identify struggling readers;
    (f) Includes the use of a nationally normed, reliable, and valid 
diagnostic reading assessment (as defined elsewhere in this notice) to 
pinpoint students' instructional needs;
    (g) Uses a research-based literacy model that is flexible enough to 
meet the varied needs of struggling readers, is intense enough to 
accelerate the development of literacy skills, and includes, at a 
minimum, the following practices:
    (1) Explicit vocabulary instruction.
    (2) Direct and explicit comprehension strategy instruction.

[[Page 27898]]

    (3) Opportunities for extended discussion of text meaning and 
interpretation.
    (4) Instruction in reading foundational skills, such as decoding 
and fluency (for students who need to be taught these skills).
    (5) Course content intended to improve student motivation and 
engagement in literacy learning.
    (6) Instruction in writing; and
    (h) Has been implemented in at least one school in the United 
States during the preceding five years.

Absolute Priority 2--Rigorous and Independent Evaluation

    To be eligible for consideration under this priority, an applicant 
must propose to support a rigorous experimental evaluation of the 
effectiveness of the supplemental literacy intervention it implements 
under Priority 1 (Supplemental Literacy Intervention for Struggling 
Readers in Middle and High School Grades) during the second, third, and 
fourth years of the project that will--
    (a) Be carried out by an independent evaluator whose role in the 
project is limited solely to conducting the evaluation;
    (b) Use a random lottery to assign eligible struggling readers in 
each school in the project either to the supplemental literacy 
intervention or to other activities in which they would otherwise 
participate, such as a study hall, electives, or another activity that 
does not involve supplemental literacy instruction;
    (c) Include rigorous and appropriate procedures to monitor the 
integrity of the random assignment of students, minimize crossover and 
contamination between the treatment and control groups, and monitor, 
document, and, where possible, minimize student attrition from the 
sample;
    (d) Measure outcomes of the supplemental literacy intervention 
using, at a minimum:
    (1) The reading language arts assessment used by the State to 
determine whether a school has made adequate yearly progress under part 
A of title I of the ESEA.
    (2) A nationally normed, reliable, and valid outcome reading 
assessment (as defined elsewhere in this notice) that is closely 
aligned with the literacy skills targeted by the supplemental literacy 
intervention;
    (e) Use rigorous statistical models to analyze the impact of the 
supplemental literacy intervention on student achievement, including 
the use of students' prior-year test scores as a covariate in the model 
to improve statistical precision and also including appropriate 
statistical techniques for taking into account the clustering of 
students within schools;
    (f) Include an analysis of the fidelity of implementation of the 
critical features of the supplemental literacy intervention based on 
data collected by the evaluator;
    (g) Include measures designed to ensure that the evaluator obtains 
high response rates to all data collections;
    (h) Include no fewer than 750 struggling readers per year in all of 
the schools and grades served by the supplemental literacy 
intervention. To meet the eligibility requirements, an applicant with 5 
schools would need an average of 150 struggling readers in all grades 
served by the intervention per school. An applicant with 10 schools 
would also meet the eligibility requirements if each school had 75 
struggling readers in all grades served by the intervention; and
    (i) Be designed to detect not less than a 0.10 standard deviation 
impact of the supplemental literacy intervention on student 
achievement, which represents approximately 3 to 5 months of growth in 
reading achievement on standardized assessments for the typical student 
in grades 6 through 12.
    Application Requirements: To be considered for an award under this 
competition, an applicant must include in its application the following 
evidence with respect to the supplemental literacy intervention it 
proposes to implement and evaluate:
    (a) Evidence that the supplemental literacy intervention has been 
implemented in at least one school in the United States during the 
preceding five years.
    (b) A one-page logic model that shows a clear, logical pathway 
leading from the project inputs and activities, through classroom 
instruction, to the expected impacts on students.
    (c) The nationally normed, reliable, and valid screening, 
diagnostic, and outcome reading assessments (as these reading 
assessments are defined elsewhere in this notice) of student literacy 
skills that the applicant would use to inform the identification of 
struggling readers and the content of their instruction, and to 
evaluate the effectiveness of the supplemental literacy intervention.
    Program Definitions: The following definitions apply to this 
program:
    Diagnostic reading assessment means an assessment that is--
    (a) Valid, reliable, and based on scientifically based reading 
research; and
    (b) Used for the purpose of--
    (1) Identifying a child's specific areas of strength and weakness;
    (2) Determining any difficulties that a child may have in learning 
to read and the potential cause of such difficulties; and
    (3) Helping to determine possible reading intervention strategies 
and related special needs.
    Eligible school means a school that--
    (a) Is eligible to receive funds under part A of title I of the 
ESEA, pursuant to section 1113 of the ESEA;
    (b) Serves students in any of grades 6 through 12; and
    (c) Enrolled not fewer than 75 students in the grades that will be 
served by the supplemental literacy intervention during the 2007-08 and 
2008-09 school years (or in the two most recent years for which data 
are available) whose reading skills were two or more years below grade 
level.
    Outcome reading assessment means an assessment that is--
    (a) Valid, reliable, and nationally normed;
    (b) Closely aligned with the literacy skills targeted by the 
supplemental literacy intervention; and
    (c) Used for the purpose of--
    (1) Measuring student reading achievement; and
    (2) Evaluating the effectiveness of the supplemental literacy 
intervention.
    Screening reading assessment means an assessment that is--
    (a) Valid, reliable, and based on scientifically based reading 
research; and
    (b) A brief procedure designed as a first step in identifying 
children who may be at high risk for delayed development or academic 
failure and in need of further diagnosis of their need for special 
services or additional literacy instruction.
    Struggling readers means readers who--
    (a) Have only partial mastery of the prerequisite knowledge and 
skills that are fundamental for reading at grade level; and
    (b) Are reading two or more grades below grade level when measured 
on an initial screening reading assessment.

    Program Authority: 20 U.S.C. 6492.

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 84, 85, 86, 97, 98, and 99. (b) The notice of final priorities, 
requirements, definitions, and selection criteria, published elsewhere 
in this issue of the Federal Register.

    Note: The regulations for this program in 34 CFR part 79 apply 
to all applicants except Federally recognized Indian Tribes.


[[Page 27899]]



II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $7.2 million.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2010 from the list of 
unfunded applicants from this competition.
    Estimated Range of Awards: $750,000-$1.3 million.
    Estimated Average Size of Awards: $1 million.
    Estimated Number of Awards: 7.

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

    Project Period: Up to 48 months. During the first several months of 
the project period, the Department will provide technical assistance 
for evaluators and project directors in planning for implementation and 
evaluation of the supplemental literacy intervention. Evaluators and 
project directors will cooperate with the Department and the technical 
assistance provider in preparing for full implementation in school year 
2010-11 by completing a series of plans for randomizing students, 
tracking students, screening students for placement, collecting data, 
providing professional development, and planning for other crucial 
processes identified by the technical assistance provider.

III. Eligibility Information

    1. Eligible Applicant: A State educational agency (SEA) that 
applies on behalf of itself and one or more LEAs, including charter 
schools considered to be LEAs in accordance with State law, that have 
governing authority over the eligible schools (as defined elsewhere in 
this notice) that the applicant proposes to include in the project.
    To be considered for an award under this competition, an eligible 
applicant must include in the application the following with respect to 
each school it proposes to include in the project:
    (a) The school's name, location, and enrollment disaggregated by 
grade level for the 2008-09 school year.
    (b) State or other assessment data that demonstrate that, during 
each of the 2007-08 and 2008-09 school years (or the most recent two 
years for which data are available), a minimum of 75 students in the 
grades to be served by the supplemental literacy intervention were 
struggling readers (as defined elsewhere in this notice).
    (c) Evidence that the school is eligible to receive funds under 
part A of title I of the ESEA, pursuant to section 1113 of the ESEA.
    (d) A letter from the superintendent of the LEA that has governing 
authority over the school and the principal of the school that they--
    (1) Agree to implement the proposed supplemental literacy 
intervention during the 2010-11, 2011-12, and 2012-13 school years, 
adhering strictly to the design of the intervention;
    (2) Agree to allow eligible struggling readers to be randomly 
assigned (by lottery) to either the supplemental literacy intervention 
curriculum or to other activities in which they would otherwise 
participate, such as a study hall, electives, or other activity that 
does not involve supplemental reading instruction; and
    (3) Agree to participate in the evaluation, including in the 
evaluator's collection of data on student outcomes and program 
implementation.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.

IV. Application and Submission Information

1. Address To Request Application Package

    You can obtain an application package via the Internet or from the 
Education Publications Center (ED Pubs). To obtain a copy via the 
Internet, use the following address: http://www.ed.gov/programs/strivingreaders/index.html. To obtain a copy from ED Pubs, write, fax, 
or call the following: Education Publications Center, P.O. Box 1398, 
Jessup, MD 20794-1398. Telephone, toll free: 1-877-433-7827. Fax: (301) 
470-1244. If you use a telecommunications device for the deaf (TDD), 
call, toll free: 1-877-576-7734.
    You can contact ED Pubs at its Web site, also: http://www.ed.gov/pubs/edpubs.html or at its e-mail address: <a href="/cdn-cgi/l/email-protection#c4a1a0b4b1a6b784adaaa1b0eaa1a0eaa3abb2"><span class="__cf_email__" data-cfemail="294c4d595c4b5a6940474c5d074c4d074e465f">[email protected]</span></a>.
    If you request an application from ED Pubs, be sure to identify 
this program or competition as follows: CFDA 84.731A.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or computer diskette) by contacting the program contact person listed 
in this section.

2. Content and Form of Application Submission

    Requirements concerning the content of an application, together 
with the forms you must submit, are in the application package for this 
competition.
    Page Limit: The application narrative (Part III) is where you, the 
applicant, address the selection criteria that reviewers use to 
evaluate your application. You must limit the application narrative 
(Part III) to no more than 40 pages, using the following standards:
    <bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
    <bullet> Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
    <bullet> Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
    <bullet> Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial. An application submitted in any other font 
(including Times Roman or Arial Narrow) will not be accepted.
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including the narrative budget justification; Part 
IV, the assurances and certifications; or the one-page abstract, the 
resumes, the bibliography, or the letters of support. However, the page 
limit does apply to all of the application narrative section (Part 
III). We further encourage applicants to limit resumes to no more than 
three pages and all other attachments or appendices to no more than 20 
pages.
    Our reviewers will not read any pages of your application that 
exceed the page limit.

3. Submission Dates and Times

    Applications Available: June 11, 2009.
    Deadline for Notice of Intent To Apply: We will be able to develop 
a more efficient process for reviewing grant applications if we have a 
better understanding of the number of applications we will receive. 
Therefore, we strongly encourage each potential applicant to send an e-
mail notice of its intent to apply for funding by July 1, 2009. The 
notice of intent to apply is optional; you may still submit an 
application if you have not notified us of your intention to apply. 
Send the e-mail to: <a href="/cdn-cgi/l/email-protection#653611170c130c0b02370004010017162500014b020a13"><span class="__cf_email__" data-cfemail="1b486f69726d72757c497e7a7f7e69685b7e7f357c746d">[email protected]</span></a>.
    Date of Pre-Application Meeting: The application package on the 
Striving Readers Web site at http://www.ed.gov/programs/strivingreaders/index.html includes specific dates and times for 
technical assistance workshops that will instruct applicants in 
completing the application package. Instructions in the form of a 
PowerPoint and Frequently Asked Questions will also be available on the 
Striving Readers Web site.

[[Page 27900]]

    Deadline for Transmittal of Applications: August 10, 2009.
    Applications for grants under this competition may be submitted 
electronically using the Electronic Grant Application System (e-
Application), accessible through the Department's e-Grants site or in 
paper format by mail or hand delivery. For information (including dates 
and times) about how to submit your application electronically, or in 
paper format by mail or hand delivery, please refer to section IV. 6. 
Other Submission Requirements of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.

4. Intergovernmental Review

    This program is subject to Executive Order 12372 and the 
regulations in 34 CFR part 79. Information about Intergovernmental 
Review of Federal Programs under Executive Order 12372 is in the 
application package for this competition.

5. Funding Restrictions

    We reference regulations outlining funding restrictions in the 
Applicable Regulations section of this notice.

6. Other Submission Requirements

    Applications for grants under this competition may be submitted 
electronically or in paper format by mail or hand delivery.
a. Electronic Submission of Applications
    If you choose to submit your application to us electronically, you 
must use e-Application, accessible through the Department's e-Grants 
Web site at: http://e-grants.ed.gov.
    While completing your electronic application, you will be entering 
data online that will be saved into a database. You may not e-mail an 
electronic copy of a grant application to us.
    Please note the following:
    <bullet> Your participation in e-Application is voluntary.
    <bullet> You must complete the electronic submission of your grant 
application by 4:30:00 p.m., Washington, DC time, on the application 
deadline date. E-Application will not accept an application for this 
competition after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. Therefore, we strongly recommend that you do not wait 
until the application deadline date to begin the application process.
    <bullet> The hours of operation of the e-Grants Web site are 6:00 
a.m. Monday until 7:00 p.m. Wednesday; and 6:00 a.m. Thursday until 
8:00 p.m. Sunday, Washington, DC time. Please note that, because of 
maintenance, the system is unavailable between 8:00 p.m. on Sundays and 
6:00 a.m. on Mondays, and between 7:00 p.m. on Wednesdays and 6:00 a.m. 
on Thursdays, Washington, DC time. Any modifications to these hours are 
posted on the e-Grants Web site.
    <bullet> You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you submit your application in paper format.
    <bullet> You must submit all documents electronically, including 
all information you typically provide on the following forms: The 
Application for Federal Assistance (SF 424), the Department of 
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and 
certifications. You must attach any narrative sections of your 
application as files in a .DOC (document), .RTF (rich text), or .PDF 
(Portable Document) format. If you upload a file type other than the 
three file types specified in this paragraph or submit a password 
protected file, we will not review that material.
    <bullet> Your electronic application must comply with any page 
limit requirements described in this notice.
    <bullet> Prior to submitting your electronic application, you may 
wish to print a copy of it for your records.
    <bullet> After you electronically submit your application, you will 
receive an automatic acknowledgment that will include a PR/Award number 
(an identifying number unique to your application).
    <bullet> Within three working days after submitting your electronic 
application, fax a signed copy of the SF 424 to the Application Control 
Center after following these steps:
    (1) Print SF 424 from e-Application.
    (2) The applicant's Authorizing Representative must sign this form.
    (3) Place the PR/Award number in the upper right hand corner of the 
hard-copy signature page of the SF 424.
    (4) Fax the signed SF 424 to the Application Control Center at 
(202) 245-6272.
    <bullet> We may request that you provide us original signatures on 
other forms at a later date.
    Application Deadline Date Extension in Case of System 
Unavailability: If you are prevented from electronically submitting 
your application on the application deadline date because e-Application 
is unavailable, we will grant you an extension of one business day to 
enable you to transmit your application electronically, by mail, or by 
hand delivery. We will grant this extension if--
    (1) You are a registered user of e-Application and you have 
initiated an electronic application for this competition; and
    (2) (a) E-Application is unavailable for 60 minutes or more between 
the hours of 8:30 a.m. and 3:30 p.m., Washington, DC time, on the 
application deadline date; or
    (b) E-Application is unavailable for any period of time between 
3:30 p.m. and 4:30:00 p.m., Washington, DC time, on the application 
deadline date.
    We must acknowledge and confirm these periods of unavailability 
before granting you an extension. To request this extension or to 
confirm our acknowledgment of any system unavailability, you may 
contact either (1) the person listed elsewhere in this notice under FOR 
FURTHER INFORMATION CONTACT (see VII. Agency Contact) or (2) the e-
Grants help desk at 1-888-336-8930. If e-Application is unavailable due 
to technical problems with the system and, therefore, the application 
deadline is extended, an e-mail will be sent to all registered users 
who have initiated an e-Application.
    Extensions referred to in this section apply only to the 
unavailability of e-Application. If e-Application is available, and, 
for any reason, you are unable to submit your application 
electronically or you do not receive an automatic acknowledgement of 
you submission, you may submit your application in paper format by mail 
or hand delivery in accordance with the instructions in this notice.
b. Submission of Paper Applications by Mail
    If you submit your application in paper format by mail (through the 
U.S. Postal Service or a commercial carrier), you must mail the 
original and two copies of your application, on or before the 
application deadline date, to the

[[Page 27901]]

Department at the following address: U.S. Department of Education, 
Application Control Center, Attention: (CFDA Number 84.371A), LBJ 
Basement Level 1, 400 Maryland Avenue, SW., Washington, DC 20202-4260.
    You must show proof of mailing consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.
    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.
    If your application is postmarked after the application deadline 
date, we will not consider your application.

    Note: The U.S. Postal Service does not uniformly provide a dated 
postmark. Before relying on this method, you should check with your 
local post office.

c. Submission of Paper Applications by Hand Delivery
    If you submit your application in paper format by hand delivery, 
you (or a courier service) must deliver the original and two copies of 
your application by hand, on or before the application deadline date, 
to the Department at the following address: U.S. Department of 
Education, Application Control Center, Attention: (CFDA Number 
84.371A), 550 12th Street, SW., Room 7041, Potomac Center Plaza, 
Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays.

    Note for Mail or Hand Delivery of Paper Applications: If you 
mail or hand deliver your application to the Department--
    (1) You must indicate on the envelope and--if not provided by 
the Department--in Item 11 of the SF 424 the CFDA number, including 
suffix letter, if any, of the competition under which you are 
submitting your application; and
    (2) The Application Control Center will mail to you a 
notification of receipt of your grant application. If you do not 
receive this grant notification within 15 business days from the 
application deadline date, you should call the U.S. Department of 
Education Application Control Center at (202) 245-6288.

V. Application Review Information

    Selection Criteria: The selection criteria for this competition are 
from the notice of final priorities, requirements, definitions, and 
selection criteria, published elsewhere in this issue of the Federal 
Register, and are as follows:
    (a) Significance. (10 points)
    (1) The potential contribution of the project to the development 
and advancement of theory, research, and practices in the field of 
adolescent literacy, including--
    (i) In the case of a supplemental literacy intervention that has 
not been evaluated through a large-scale experimental evaluation, the 
extent to which other empirical evidence (such as smaller-scale 
experimental or quasi-experimental studies of the effects of the 
intervention on student achievement) demonstrates that the intervention 
is likely to be effective in improving the reading skills of struggling 
readers; or
    (ii) In the case of a supplemental literacy intervention that has 
been evaluated by one or more large-scale experimental evaluations, the 
extent to which those evaluations provide evidence that demonstrates 
that the intervention is likely to be effective in improving the 
reading skills of struggling readers and that the proposed evaluation 
would increase substantially knowledge in the field of adolescent 
literacy, such as by studying the effectiveness of the intervention 
among a different population than studied in previous experimental 
evaluations or by using an improved evaluation design (such as one that 
has a marked increase in statistical power).
    (2) The extent to which the proposed supplemental literacy 
intervention can be replicated in a variety of settings without 
significant modifications.
    (b) Project Design. (50 points)
    (1) The extent to which the supplemental literacy intervention uses 
a research-based literacy model that is flexible enough to meet the 
varied needs of struggling readers, is intense enough to accelerate the 
development of literacy skills, and includes, at a minimum, the 
following practices (20 points):
    (i) Explicit vocabulary instruction;
    (ii) Direct and explicit comprehension strategy instruction;
    (iii) Opportunities for extended discussion of text meaning and 
interpretation;
    (iv) Instruction in reading foundational skills, such as decoding 
and fluency (for students who need to be taught these skills);
    (v) Course content designed to improve student motivation and 
engagement in literacy learning; and
    (vi) Instruction in writing.
    (2) The extent to which the professional development model proposed 
for the project has sufficient intensity (in terms of the number of 
hours or days) (10 points).
    (3) The extent to which the provider of the professional 
development identified in the application has the appropriate 
experience and knowledge to provide high-quality professional 
development (10 points).
    (4) The extent to which the proposed project uses nationally 
normed, valid, and reliable screening reading assessments for screening 
struggling readers, diagnostic reading assessments for identifying 
individual student needs, and outcome assessments for evaluating the 
effectiveness of the supplemental literacy intervention. (10 points)
    (c) Project Evaluation. (40 points)
    (1) The extent to which the evaluation plan includes data from the 
reading/English language arts assessment used by the State to measure 
adequate yearly progress under part A of title I of the ESEA and from a 
second, evaluator-administered, nationally normed, reliable, and valid 
measure of student reading achievement that is closely aligned with the 
goals of the intervention (8 points).
    (2) The extent to which the evaluation plan describes an objective 
and appropriate method for the independent evaluator to conduct random 
assignment of students to treatment and control conditions; rigorous 
and appropriate methods for monitoring the integrity of random 
assignment and for minimizing crossover and contamination between the 
treatment and control groups; and rigorous and appropriate methods for 
monitoring, documenting, and, where possible, minimizing, student 
attrition from the sample (8 points).
    (3) The extent to which the evaluation plan includes a clear, well-
documented, and rigorous method for measuring the fidelity of 
implementation of the critical features of the intervention (8 points).
    (4) The extent to which the evaluation plan describes rigorous 
statistical procedures for the analysis of the data that will be 
collected, including (4 points):
    (i) A clear discussion of the relationship between hypotheses, 
measures, and independent and dependent variables.
    (ii) Appropriate statistical techniques for taking into account the 
clustering of students within schools.
    (iii) The use of data on students' achievement in prior years as a 
covariate to improve statistical precision.

[[Page 27902]]

    (iv) In the case of qualitative data analyses, the use of 
appropriate and rigorous methods to index, summarize, and interpret 
data.
    (5) The extent to which the independent evaluator identified in the 
application has experience in conducting scientifically based reading 
research and in designing and conducting experimental evaluations (8 
points).
    (6) The extent to which the proposed budget allocates sufficient 
funds to carry out a high-quality evaluation of the proposed project (4 
points).

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN). We may notify you informally, also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Reporting: At the end of your project period, you must submit a 
final performance report, including financial information, as directed 
by the Secretary. If you receive a multi-year award, you must submit an 
annual performance report that provides the most current performance 
and financial expenditure information as directed by the Secretary 
under 34 CFR 75.118. The Secretary may also require more frequent 
performance reports under 34 CFR 75.720(c). For specific requirements 
on reporting, please go to http://www.ed.gov/fund/grant/apply/appforms/appforms.html.
    4. Performance Measures: Under the Government Performance and 
Results Act of 1993 (GPRA), the Secretary has established the following 
two measures for evaluating the overall effectiveness of the Striving 
Readers program: (1) The percentage of adolescent students reading 
significantly below grade level who demonstrate a gain in their reading 
achievement, at a minimum of one grade level or its equivalent, after 
participating in an intensive intervention over an academic year; and 
(2) the percentage of students in schools participating in the Striving 
Readers program who score at or above proficient on the State's 
assessment in reading/language arts.

VII. Agency Contact

    For Further Information Contact: Marcia J. Kingman, U.S. Department 
of Education, 400 Maryland Avenue, SW., Room 3E106, Washington, DC 
20202-6400. Telephone: (202) 401-0003 or by e-mail: 
<a href="/cdn-cgi/l/email-protection#f2bf9380919b93dcb99b9c959f939cb29796dc959d84"><span class="__cf_email__" data-cfemail="c489a5b6a7ada5ea8fadaaa3a9a5aa84a1a0eaa3abb2">[email protected]</span></a>.
    If you use a TDD, call the Federal Relay Service, toll free, at 1-
800-877-8339.

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or computer diskette) on 
request to the program contact person listed under FOR FURTHER 
INFORMATION CONTACT in section VII of this notice.
    Electronic Access to this Document: You can view this document, as 
well as all other documents of this Department published in the Federal 
Register, in text or Adobe Portable Document Format (PDF) on the 
Internet at the following site: http://www.ed.gov/news/fedregister.
    To use PDF you must have Adobe Acrobat Reader, which is available 
free at this site. If you have questions about using PDF, call the U.S. 
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in 
the Washington, DC, area at (202) 512-1530.

    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.gpoaccess.gov/nara/index.html.

    Delegation of Authority: The Secretary of Education has delegated 
authority to Joseph C. Conaty, Director, Academic Improvement and 
Teacher Quality Programs for the Office of Elementary and Secondary 
Education, to perform the functions of the Assistant Secretary for 
Elementary and Secondary Education.

    Dated: June 5, 2009.
Joseph C. Conaty,
Director, Academic Improvement and Teacher Quality Programs.
[FR Doc. E9-13755 Filed 6-10-09; 8:45 am]
BILLING CODE 4000-01-P


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