80 FR 40040 - Applications for New Awards; Improved Reentry Education

DEPARTMENT OF EDUCATION

Federal Register Volume 80, Issue 133 (July 13, 2015)

Page Range		40040-40048
FR Document		2015-17046

Federal Register, Volume 80 Issue 133 (Monday, July 13, 2015)

[Federal Register Volume 80, Number 133 (Monday, July 13, 2015)]
[Notices]
[Pages 40040-40048]
From the Federal Register Online [www.thefederalregister.org]
[FR Doc No: 2015-17046]

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DEPARTMENT OF EDUCATION

Applications for New Awards; Improved Reentry Education

AGENCY: Office of Career, Technical, and Adult Education, Department of
Education.

ACTION: Notice.

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Overview Information

Improved Reentry Education (IRE).
Notice inviting applications for new awards for fiscal year (FY)
2015.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.191D.

DATES:
Applications Available: July 13, 2015.
Date of Pre-Application Meeting: July 20, 2015.
Deadline for Transmittal of Applications: August 12, 2015.
Deadline for Intergovernmental Review: September 11, 2015.

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program: The purpose of the IRE program is to support
demonstration projects in prisoner reentry education that develop
evidence of reentry education's effectiveness. IRE seeks to demonstrate
that high-quality, appropriately designed, integrated, and well-
implemented educational and related services provided in institutional
and community settings are critical in supporting educational
attainment and reentry success for individuals who have been
incarcerated.
Background: The economic and civic importance of the programs
authorized by the Workforce Innovation and Opportunity Act, 29 U.S.C.
3101 et. seq. (WIOA),\1\ including the Adult Education and Family
Literacy Act (Title II of WIOA) (AEFLA), is amplified by three recent
policy documents that highlight the challenges faced by low-skilled
adults: (1) ``Time for the U.S. to Reskill? What the Survey of Adult
Skills Says'',\2\ released by the Organisation for Economic Co-
operation and Development (OECD); (2) ``Ready to Work: Job-Driven
Training and American Opportunity'',\3\ published by the Office of the
Vice President; and (3) ``Making Skills Everyone's Business'',\4\
published by the Department.
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\1\ See www.thefederalregister.org/fdsys/pkg/PLAW-113publ128/pdf/PLAW-113publ128.pdf.
\2\ OECD (2013), Time for the U.S. to Reskill?: What the Survey
of Adult Skills Says, OECD Skills Studies, OECD Publishing. Accessed
February 11, 2015, from www.oecd-ilibrary.org/education/time-for-the-u-s-to-reskill_9789264204904-en.
\3\ Vice President's Office (2014), Ready to Work: Job-driven
Training and American Opportunity, Washington, DC: Author. Accessed
February 11, 2015, from www.whitehouse.gov/sites/default/files/docs/skills_report.pdf.
\4\ U.S. Department of Education, (2015, February). Making
Skills Everyone's Business: A Call to Transform Adult Learning in
the United States. Washington, DC: Author. Accessed February 11,
2015, from www2.ed.gov/about/offices/list/ovae/pi/AdultEd/making-skills.pdf
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These reports focus on the large numbers of low-skilled adults in
the U.S. and underscore the urgent need to improve services and
learning outcomes for adults in federally-funded programs by
implementing innovative approaches to teaching and learning.
More than 700,000 incarcerated individuals leave Federal and State
prisons each year.\5\ Too many of these individuals do not reintegrate
successfully into society; within 3 years of release, 4 out of 10
prisoners will be reincarcerated.\6\
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\5\ Guerino, Paul, Paige M. Harrison, and William J. Sabol.
2011. Prisoners in 2010. NCJ 236096. Washington, DC: U.S. Department
of Justice, Bureau of Justice Statistics. Accessed January 15, 2015,
from bjs.ojp.usdoj.gov/content/pub/pdf/p10.pdf.
\6\ The Pew Center on the States. 2011. State of Recidivism: The
Revolving Door of America's Prisons. Washington, DC: The Pew
Charitable Trusts. Accessed March 11, 2015, from www.michigan.gov/documents/corrections/Pew_Report_State_of_Recidivism_350337_7.pdf.
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This cycle of recidivism contributes significantly to the overall
expenditures for corrections, which costs States more than $50 billion
annually.\7\ Moreover, the number of individuals cycling in and out of
our Nation's prisons jeopardizes public safety and negatively affects
those individuals' families and their communities. Approximately 2.7
million children have an incarcerated parent, and these children are
more likely to be expelled or suspended from school than children
without an incarcerated parent.\8\
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\7\ National Association of State Budget Officers. 2011. State
Expenditure Report: Examining Fiscal 2009-2011 State Spending.
Washington, DC: Author. Accessed January 15, 2015, from
www.nasbo.org/sites/default/files/2010%20State%20Expenditure%20Report.pdf.
\8\ Phillips, Susan D., Alaattin Erkanli, Gordon P. Keeler, E.
Jane Costello, & Adrian Angold. 2006. ``Disentangling the Risks:
Parent Criminal Justice Involvement and Children's Exposure to
Family Risks.'' Criminology and Public Policy 5(4): 677-702.
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Among the male U.S. population aged 20 to 34 years without a high
school credential, 1 in 3 black men, 1 in 8 white men, and 1 in 14
Hispanic men are incarcerated.\9\ Formerly incarcerated men earn
significantly less per year than those who have never been
incarcerated.\10\ Unfortunately, many offenders are ill-equipped to
break this cycle of reincarceration because they lack the education and
workforce skills they need to succeed in the labor market and the
cognitive skills (e.g., the ability to solve problems) that are
essential to successfully addressing the challenges of reentry.\11\
Approximately 41 percent of Federal and State prisoners lack a high
school credential, compared to 18 percent of the general population.
Fewer than 15 percent have attained a postsecondary credential.\12\
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\9\ The Pew Charitable Trusts. 2010. Collateral Costs:
Incarceration's Effect on Economic Mobility. Washington, DC: Author.
Accessed March 11, 2015, from www.pewtrusts.org/~/media/legacy/
uploadedfiles/pcs_assets/2010/CollateralCosts1pdf.pdf.
\10\ Gould, Eric D., Bruce A. Weinberg, and David B. Mustard.
2002. ``Crime Rates and Local Labor Market Opportunities in the
United States: 1979-1997.'' Review of Economics and Statistics 84
(1): 45-61. Accessed March 11, 2015, from www.terry.uga.edu/
~mustard/labor.pdf.
\11\ MacKenzie, Doris Layton. 2012. ``The Effectiveness of
Corrections-Based Work and Academic and Vocational Education
Programs.'' In The Oxford Handbook of Sentencing and Corrections,
edited by Joan Petersilia and Kevin R. Reitz, 492-520. New York:
Oxford University Press.
\12\ Harlow, Caroline Wolf. 2003. Education and Correctional
Populations. NCJ 195670. Washington, DC: U.S. Department of Justice,
Bureau of Justice Statistics. Accessed March 11, 2015, from
www.bjs.gov/content/pub/pdf/ecp.pdf.
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Although most State and Federal prisons offer adult education and
career and technical education programs, and some offer postsecondary
education, participation in these programs has not kept pace with the
growing prison population.\13\ Similarly, those under community
supervision (parole or probation) often do not participate in education
and training programs.\14\ Possible reasons for these low participation
rates include lack of, or limited access to, programs, limited
awareness of program opportunities, reductions in services because of
State budget constraints, insufficient personal motivation, and
competing demands (e.g., employment) that may take precedence over
pursuing education.\15\

[[Page 40041]]

It is not surprising, therefore, that formerly incarcerated individuals
cited education, job training, and employment as vital needs not
generally met during incarceration or after release.\16\
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\13\ Western, Bruce, Vincent Schiraldi, and Jason Ziedenberg.
2003. Education & Incarceration. Washington, DC: Justice Policy
Institute. Accessed March 11, 2015, from www.justicepolicy.org/images/upload/03-08_REP_EducationIncarceration_AC-BB.pdf.
\14\ Phillips, Susan D., Alaattin Erkanli, Gordon P. Keeler, E.
Jane Costello, & Adrian Angold. 2006. ``Disentangling the Risks:
Parent Criminal Justice Involvement and Children's Exposure to
Family Risks.'' Criminology and Public Policy 5(4): 677-702.
\15\ Crayton, Anna, and Suzanne Rebecca Neusteter. 2008. The
Current State of Correctional Education. Paper prepared for the
Reentry Roundtable on Education. New York: John Jay College of
Criminal Justice, Prisoner Reentry Institute. Accessed May 20, 2015,
from www.prisonlegalnews.org/news/publications/pri-crayton-state-of-correctional-education/.
\16\ Visher, Christy A., and Pamela K. Lattimore. 2007. ``Major
Study Examines Prisoners and Their Reentry Needs.'' NIJ Journal 258:
30-33. Accessed March 11, 2015, from www.ncjrs.gov/pdffiles1/nij/219603g.pdf.
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Low-skilled individuals who move in and out of prison may not be
able to access well-integrated and sequenced educational programs.
Coordination and communication among educational programs and their
partner-related service providers, both inside and outside of
correctional institutions, are essential to facilitating educational
participation and progress. A lack of coordination and communication
can result in barriers such as differing standardized assessments and
curricula and lack of articulation agreements, making student transfers
from one program to another difficult. Other barriers to accessing
well-integrated related services and educational programs in
institutional and community settings include:
Misinterpretation of Federal and State privacy laws and
insufficient links among data systems, making it difficult for programs
to get a comprehensive picture of their students' backgrounds, avoid
duplication of effort, and track outcomes.
A perception among correctional officials (e.g., wardens,
parole and probation officers, and court officials) and policymakers
that individuals in correctional institutions should not receive
educational services; this, in turn, can make it difficult to begin or
expand student participation and establish supportive education and
reentry policies.
Inadequate staff training, resulting in ineffective
educational services.
Limited funds, leading to long waiting lists for programs.
Programs based in jails present additional challenges. Because
individuals in jails are typically serving a sentence of a year or
less, they may not have time to complete a program while incarcerated.
The connection between the jail and community-based programs,
therefore, is particularly important. On the other hand, individuals
incarcerated in prisons may not be released to a nearby community. This
can create challenges for prisons trying to develop an education
continuum for students because they may need to develop partnerships
with community-based providers across the State.\17\
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\17\ ``Reentry Education Model Implementation Study, Promoting
Reentry Success Through Continuity of Educational Opportunities,''
U.S. Department of Education, 2015.
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The Department previously recognized the need for the development
of a correctional education reentry model illustrating an education
continuum to bridge the gap between prison and community-based
education and training programs (Reentry Education Model).\18\ Through
a grant competition in 2012, Promoting Reentry Success Through
Continuity of Educational Opportunities (PRSCEO), the Department funded
three grant projects specifically to assess the Reentry Education Model
in existing correctional and reentry education settings. Recognizing
the need for other models to address the reentry education challenge,
the Secretary will, through this new competition, support the
establishment and operation of projects through partnerships that will
implement models for correctional and reentry education based on strong
theory (as defined in this notice). Eligible applicants will apply on
behalf of a partnership that includes required and optional partners as
described in the Eligible Applicants section of this notice.
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\18\ ``A Reentry Education Model, Supporting Education and
Career Advancement for Low Skill Individuals in Corrections,'' U.S.
Department of Education, 2012.

Note: Applicants are not required to include the Reentry
Education Model in their applications and will not receive any
competitive preference as a result of incorporating the Reentry
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Education Model in their applications.

Priorities: This competition contains two absolute priorities.
Absolute Priority 1 is from the notice of the Secretary's Final
Supplemental Priorities and Definitions for Discretionary Grant
Programs published in the Federal Register on December 10, 2014, (79 FR
73426) (Secretary's priorities). We are establishing Absolute Priority
2 for this grant competition only and any subsequent year in which we
make awards from the list of unfunded applicants from this competition,
in accordance with section 437(d)(1) of the General Education
Provisions Act (GEPA), 20 U.S.C. 1232(d)(1).
Absolute Priorities: For the FY 2015 grant competition and any
subsequent year in which we make awards from the list of unfunded
applications from this competition, these priorities are absolute
priorities. Under 34 CFR 75.105(c)(3), we consider only applications
that meet both of these absolute priorities.

Absolute Priority 1--Supporting High-Need Students.\19\
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\19\ See http://www.thefederalregister.org/fdsys/pkg/FR-2014-12-10/pdf/2014-28911.pdf, 79 FR 73426, Priority 4. Also see the Definition section
of this notice inviting applications for the definitions of ``high-
need students'' and ``low-skilled adults.''
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To meet this priority, an applicant must propose a project designed
to improve academic outcomes or learning environments for low-skilled
adults (as defined in this notice).

Absolute Priority 2--Improving Supports and Correctional Education.

To meet this priority, an applicant must propose a project that:
(1) Improves the quality of education programs in adult
correctional facilities and community settings, and
(2) Links correctional education students to education or job
training programs post-release.

Requirements

Application Requirements
The project plan submitted within the application must include:
(a) An approach that demonstrates strong theory (as defined in this
notice), which includes a logic model (as defined in this notice) and
supporting practice.
(b) A description of how the applicant will implement, or already
has implemented, specified and described elements of a system designed
to coordinate education and related services provided in a correctional
facility or facilities and in community settings. This description must
include the following:
(1) The elements of the proposed project, including:
(i) A correctional institution student intake protocol that
includes assessment, individual educational plan development, and the
recording of information in a centralized, electronic data system;
(ii) The process the applicant will use for developing individual
education plans that address individual student needs;
(iii) Educational services with appropriate alignment and content,
including basic educational services for low-skilled adults, within
correctional facilities and within community-based educational programs
for reentering formerly incarcerated persons or other justice-involved
individuals such as probationers;
(iv) Strategies based on strong theory (as defined in this notice)
for:

[[Page 40042]]

(A) Improving student outcomes in the attainment of established
measures for the AEFLA program,
(B) Increasing the number of students completing their educational
programs, and
(C) Increasing the number of students attaining their educational
goals;
(v) Pre-release procedures and protocols to support the transition
of students, including low-skilled adults, from correctional
institution educational programs to community-based educational
programs; and
(vi) Intake processes and procedures for the community-based
educational services that include--
(A) Connecting incarcerated individuals with community-based
services by supporting orientation to, and pre-enrollment in, those
services prior to release from the correctional institution,
(B) Timely transfer of student data and educational plans, which
are updated as necessary and appropriate, and
(C) A process of communication among all project partners and with
the individual students, including a point person for tracking
individual progress to the extent practicable and for tracking students
transferring to other adult basic education or adult secondary
education programs, postsecondary education, training programs, or
occupational training programs.
(2) Fundamental program elements, which must include:
(i) A description of the non-Federal funds and in-kind
contributions that would be used in the project, if applicable;
(ii) A description of the partnership that will implement the
proposed project, including required and optional partners as described
under Eligible Applicants;
(iii) Electronic data system;
(iv) Staff training;
(v) Reentry policies; and
(vi) Evaluation processes.
(3) Implementation components, including--
(i) The methodology that the applicant used to select the
partner(s);
(ii) For each proposed partner, descriptions of--
(A) The populations served by the partner; and
(B) The expected contributions of the partner to the proposed
project and the extent to which each partner has committed to the
implementation and sustainability of the project.
(iii) Strategies for identifying and allocating human resources
among the partners as needed to implement the proposed project;
(iv) The applicant's approach to initial and ongoing personnel
development or training for personnel involved in implementing the
proposed project; and
(4) Sustainability components, including a plan for:
(i) Assessing the responsibilities for project maintenance and
support among the partners at the participating project sites by the
end of the project period in order to continue services after the
project period ends; and
(ii) Continuing personnel training among the partners in order to
build capacity to implement reentry education during the grant project
period and to ensure that the project is sustained after the grant
project period ends.
(c) A detailed timeline for implementing the proposed project.
(d) A plan for collecting data that will be submitted to the
Department, which, at a minimum, must include:
(1) The numbers of individuals who maintain educational
participation while transitioning from and among correctional
institutions, including to community correctional settings and other
community-based educational programs; and
(2) The numbers of adults who acquire basic skills (including
English language acquisition), complete secondary education, and
transition to further education, training, or to work as indicated by
attainment of educational functioning levels, attainment of high school
credentials, enrollment in postsecondary education or training
programs, and attainment of employment.
(e) A description of the project's strong theory (as defined in
this notice), including the logic model and supporting practice and a
plan to collect data on the following system outputs:
(1) Changes to policies, procedures, or data collection systems,
and
(2) Changes related to student information or record sharing,
referrals for services, educational services, assessments, and
transition planning.
(f) A proposed budget that includes estimates of the costs of:
(1) Implementing the proposed project, including but not limited
to--
(i) Personnel, and
(ii) The various components of the proposed project; and
(2) Attendance of up to two attendees at a required one-and-one-
half-day meeting in Washington, DC.
(g) A description of the applicant's formative evaluation plan,
consistent with the proposed project's strong theory (as defined in
this notice), that:
(1) Includes information on how the data described in paragraph (d)
of these Application Requirements will be reviewed by the project staff
prior to finalizing data collection plans and again prior to submitting
those data to the Department (consistent with the timeline in paragraph
(c) of these Application Requirements) and how they will be used during
the course of the project to adjust the project or its implementation
in order to enhance the project's outcomes, generalizability, and
potential for sustainability; and
(2) Includes, as appropriate, periodic collection of student and
system data in addition to other data relating to fidelity of
implementation, stakeholder acceptability, and the types of facilities
in which the services are provided (e.g., correctional institution,
community center, library).
General Requirements
To meet the general requirements of this competition, each
applicant must propose to conduct the following activities:
(a) Participate in program activities and collaborative efforts
among grantees, Department staff, and the Department-identified
technical assistance provider, if applicable, to disseminate
information to entities such as adult education providers, correctional
institutions, community-based organizations, community colleges,
professional organizations, and other entities identified by the
Department.
(b) Communicate and collaborate on an ongoing basis with
Department-funded or other Department-designated projects in order to
share information on successful strategies and challenges for
implementing reentry education across correctional and community
settings.
(c) Maintain ongoing telephone and email communication with the
Department project officer and the administrators of other projects
funded under this competition.
(d) Submit data, when and as specified by the Department, in order
to evaluate the applicant's success in implementing the project's
objectives with reference to the reentry education challenge.
Definitions
The definition of ``Adult education and literacy activities'' is
from section 203(2) of the Workforce Innovation and Opportunity Act of
2014, 29 U.S.C. 3272(2) (WIOA). The definitions of ``high-minority
school,'' ``high need students,'' and ``low-skilled adult'' are from
the notice of the Secretary's Final Supplemental Priorities and
Definitions for Discretionary Grant Programs published in the Federal
Register on

[[Page 40043]]

December 10, 2014, (79 FR 73426). The definitions of ``logic model'',
``relevant outcome'', and ``strong theory'' are from the Education
Department General Administrative Regulations at 34 CFR 77.1(c).
Adult education and literacy activities means programs, activities,
and services that include adult education, literacy, workplace adult
education and literacy activities, family literacy activities, English
language acquisition activities, integrated English literacy and civics
education, workforce preparation activities, or integrated education
and training.

Note: The programs, activities, and services listed in the
definition of ``adult education and literacy activities'' are each
defined in section 203 of WIOA, 29 U.S.C. 3272.

High-minority school means a school as that term is defined by a
local educational agency (LEA), which must define the term in a manner
consistent with its State's Teacher Equity Plan, as required by section
1111(b)(8)(C) of the Elementary and Secondary Education Act of 1965, as
amended (ESEA). The applicant must provide the definition(s) of High-
minority schools used in its application.
High-need students means students who are at risk of educational
failure or otherwise in need of special assistance and support, such as
students who are living in poverty, who attend high-minority schools
(as defined in this notice), who are far below grade level, who have
left school before receiving a regular high school diploma, who are at
risk of not graduating with a diploma on time, who are homeless, who
are in foster care, who have been incarcerated, who have disabilities,
or who are English learners.
Logic model (also referred to as theory of action) means a well-
specified conceptual framework that identifies key components of the
proposed process, product, strategy, or practice (i.e., the active
``ingredients'' that are hypothesized to be critical to achieving the
relevant outcomes) and describes the relationships among the key
components and outcomes, theoretically and operationally.
Low-skilled adult means an adult with low literacy and numeracy
skills.
Relevant outcome means the student outcome(s) (or the ultimate
outcome if not related to students) the proposed process, product,
strategy, or practice is designed to improve; consistent with the
specific goals of a program.
Strong theory means a rationale for the proposed process, product,
strategy, or practice that includes a logic model.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (5 U.S.C. 553), the Department generally offers interested parties
the opportunity to comment on proposed priorities and other
requirements. Section 437(d)(1) of the General Education Provisions Act
(GEPA), however, allows the Secretary to exempt from rulemaking
requirements regulations governing the first grant competition under a
new or substantially revised program authority. This is the first grant
competition for this program under AEFLA, Title II of WIOA, section
242, National Leadership Activities, 29 U.S.C. 3332, and therefore
qualifies for this exemption. In order to ensure timely grant awards,
the Secretary has decided to forgo public comment on the priorities and
other requirements under section 437(d)(1) of GEPA. These priorities
and other requirements will apply to the FY 2015 grant competition and
any subsequent year in which we make awards from the list of unfunded
applicants from this competition.
Program Authority: 29 U.S.C. 3332.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 81, 82,
84, 86, 97, 98, and 99. (b) The OMB Guidelines to Agencies on
Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part
180, as adopted and amended as regulations of the Department in 2 CFR
part 3485, and the Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended in 2 CFR part 3474.

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

Note: The regulations in 34 CFR part 86 apply only to
institutions of higher education.

II. Award Information

Type of Award: Discretionary grants.
Estimated Available Funds: $2,700,000 for the first 12 months of
this project period. Funding for program years two and three is subject
to the availability of funds and to a grantee meeting the requirements
of 34 CFR 75.253. Contingent upon the availability of funds and the
quality of applications, we may make additional awards in FY 2016 and
future years from the list of unfunded applications from this
competition.
Estimated Range of Awards: $200,000-$350,000.
Estimated Average Size of Award: $300,000.
Estimated Number of Awards: 9.

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

Project Period: Up to 36 months. Applicants under this competition
are required to provide detailed budget information for each of the
three years of this project and for the total grant.

III. Eligibility Information

1. Eligible Applicants:
(a) An application must be submitted by an eligible applicant, as
described in paragraph (b) of this section, on behalf of a partnership
that involves the required partners in subparagraph (c)(i) of this
section, and any optional partners in subparagraph (c)(ii) of this
section.
(b) Eligible applicant means one of the following organizations
that currently provide adult education and literacy activities:
(i) correctional institutions;
(ii) community correction facilities or organizations;
(iii) intermediary prisoner reentry service providers;
(iv) community-based educational service providers;
(v) other community-based or faith-based organizations;
(vi) volunteer literacy organizations;
(vii) institutions of higher education, including community college
or technical colleges;
(viii) public or private nonprofit agencies;
(ix) libraries;
(x) occupational training providers;
(xi) public housing authorities; or
(xii) nonprofit institutions not described above that provide adult
education and literacy activities in correctional institutions or
community settings.
(c) The partnership on whose behalf the application is submitted--
(i) Must include--
(A) The eligible applicant submitting the application, and
(B) One or more correctional institutions, as identified in the
list of eligible applicants in paragraph (b)(i) of this section, at
least one of which must currently offer adult basic education services
or English literacy programs; and
(ii) May also include one or more of the other eligible applicants
identified above in paragraph (b) of this section.
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

[[Page 40044]]

Education Publications Center (ED Pubs), or from the program office.
To obtain a copy via the Internet, use the following address:
www.ed.gov/fund/grant/apply/grantapps/index.html. To obtain a copy from
ED Pubs, write, fax, or call the following: ED Pubs, U.S. Department of
Education, P.O. Box 22207, Alexandria, VA 22304. Telephone, toll free:
1-877-433-7827. FAX: (703) 605-6794. If you use a telecommunications
device for the deaf (TDD) or a text telephone (TTY), call, toll free:
1-877-576-7734.
You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at
its email address: [email protected].
If you request an application package from ED Pubs, be sure to
identify this program or competition as follows: CFDA number 84.191D
To obtain a copy from the program office, contact the persons
listed under For Further Information Contact in section VII of this
notice.
Individuals with disabilities can obtain a copy of the application
package in an accessible format (e.g., braille, large print, audiotape,
or compact disc) by contacting the person or team listed under
Accessible Format in section VIII of this notice.
2. a. Content and Form of Application Submission: Requirements
concerning the content of an application, together with the forms you
must submit, are in the application package for this competition.
Page Limit: The application narrative (Part III of the application)
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 30 pages, using the
following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial. An application submitted in any other font
(including Times Roman or Arial Narrow) will 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].
Our reviewers will not read any pages of your application that
exceed the page limit.
2. b. Content and Form of Application Submission:
Given the types of projects that may be proposed in applications
for the IRE program, your application may include business information
that the applicant considers proprietary. The Department's regulations
define ``business information'' in 34 CFR 5.11.
Because we plan to make successful applications available to the
public upon request, you may wish to request confidentiality of
business information. Consistent with Executive Order 12600, please
designate in your application any information that you feel is exempt
from disclosure under Exemption 4 of the Freedom of Information Act. In
the appropriate Appendix section of your application, under ``Other
Attachments Form,'' please list the page number or numbers on which we
can find this information. For additional information please see 34 CFR
5.11(c).
3. Submission Dates and Times:
Applications Available: July 13, 2015.
Deadline for Transmittal of Applications: August 12, 2015.
Applications for grants under this competition must be submitted
electronically using the Grants.gov Apply site. For information
(including dates and times) about how to submit your application
electronically, or in paper format by mail or hand delivery if you
qualify for an exception to the electronic submission requirement,
please refer to section IV.7. Other Submission Requirements of this
notice.
We do not consider an application that does not comply with the
deadline requirements.
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under FOR FURTHER INFORMATION CONTACT in section VII
of this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice.
Deadline for Intergovernmental Review: September 11, 2015.
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 program.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
6. Data Universal Numbering System Number, Taxpayer Identification
Number, and System for Award Management: To do business with the
Department of Education, you must--
a. Have a Data Universal Numbering System (DUNS) number and a
Taxpayer Identification Number (TIN);
b. Register both your DUNS number and TIN with the System for Award
Management (SAM) (formerly the Central Contractor Registry (CCR)), the
Government's primary registrant database;
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active SAM registration with current information
while your application is under review by the Department and, if you
are awarded a grant, during the project period.
You can obtain a DUNS number from Dun and Bradstreet. A DUNS number
can be created within one-to-two business days.
If you are a corporate entity, agency, institution, or
organization, you can obtain a TIN from the Internal Revenue Service.
If you are an individual, you can obtain a TIN from the Internal
Revenue Service or the Social Security Administration. If you need a
new TIN, please allow 2-5 weeks for your TIN to become active.
The SAM registration process can take approximately seven business
days, but may take upwards of several weeks, depending on the
completeness and accuracy of the data entered into the SAM database by
an entity. Thus, if you think you might want to apply for Federal
financial assistance under a program administered by the Department,
please allow sufficient time to obtain and register your DUNS number
and TIN. We strongly recommend that you register early.

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

If you are currently registered with SAM, you may not need to make
any changes. However, please make certain that the TIN associated with
your DUNS number is correct. Also note that you will need to update
your registration

[[Page 40045]]

annually. This may take three or more business days.
Information about SAM is available at www.SAM.gov. To further
assist you with obtaining and registering your DUNS number and TIN in
SAM or updating your existing SAM account, we have prepared a SAM.gov
Tip Sheet, which you can find at: www2.ed.gov/fund/grant/apply/sam-faqs.html.
In addition, if you are submitting your application via Grants.gov,
you must (1) be designated by your organization as an Authorized
Organization Representative (AOR); and (2) register yourself with
Grants.gov as an AOR. Details on these steps are outlined at the
following Grants.gov Web page: www.grants.gov/web/grants/register.html.
7. Other Submission Requirements: Applications for grants under
this program must be submitted electronically unless you qualify for an
exception to this requirement in accordance with the instructions in
this section.
a. Electronic Submission of Applications
Applications for grants under this competition must be submitted
electronically using the Governmentwide Grants.gov Apply site at
www.Grants.gov. Through this site, you will be able to download a copy
of the application package, complete it offline, and then upload and
submit your application. You may not email an electronic copy of a
grant application to us.
We will reject your application if you submit it in paper format
unless, as described elsewhere in this section, you qualify for one of
the exceptions to the electronic submission requirement and submit, no
later than two weeks before the application deadline date, a written
statement to the Department that you qualify for one of these
exceptions. Further information regarding calculation of the date that
is two weeks before the application deadline date is provided later in
this section under Exception to Electronic Submission Requirement.
You may access the electronic grant application for IRE at
www.Grants.gov. You must search for the downloadable application
package for this program by the CFDA number. Do not include the CFDA
number's alpha suffix in your search (e.g., search for 84.191, not
84.191D).
Please note the following:
When you enter the Grants.gov site, you will find
information about submitting an application electronically through the
site, as well as the hours of operation.
Applications received by Grants.gov are date and time
stamped. Your application must be fully uploaded and submitted and must
be date and time stamped by the Grants.gov system no later than 4:30:00
p.m., Washington, DC time, on the application deadline date.
Except as otherwise noted in this section, we will not accept your
application if it is received--that is, date and time stamped by the
Grants.gov system--after 4:30:00 p.m., Washington, DC time, on the
application deadline date. We do not consider an application that does
not comply with the deadline requirements. When we retrieve your
application from Grants.gov, we will notify you if we are rejecting
your application because it was date and time stamped by the Grants.gov
system after 4:30:00 p.m., Washington, DC time, on the application
deadline date.
The amount of time it can take to upload an application
will vary depending on a variety of factors, including the size of the
application and the speed of your Internet connection. Therefore, we
strongly recommend that you do not wait until the application deadline
date to begin the submission process through Grants.gov.
You should review and follow the Education Submission
Procedures for submitting an application through Grants.gov that are
included in the application package for this competition to ensure that
you submit your application in a timely manner to the Grants.gov
system. You can also find the Education Submission Procedures
pertaining to Grants.gov under News and Events on the Department's G5
system home page at www.G5.gov.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you qualify for an exception to the electronic submission
requirement, as described elsewhere in this section, and submit your
application in paper format.
You must submit all documents electronically, including
all information you typically provide on the following forms: The
Application for Federal Assistance (SF 424), the Department of
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and
certifications.
You must upload any narrative sections and all other
attachments to your application as files in a PDF (Portable Document)
read-only, non-modifiable format. Do not upload an interactive or
fillable PDF file. If you upload a file type other than a read-only,
non-modifiable PDF or submit a password-protected file, we will not
review that material.
Your electronic application must comply with any page-
limit requirements described in this notice.
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. (This notification indicates
receipt by Grants.gov only, not receipt by the Department.) The
Department then will retrieve your application from Grants.gov and send
a second notification to you by email. This second notification
indicates that the Department has received your application and has
assigned your application a PR/Award number (an ED specified
identifying number unique to your application).
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of Technical Issues
with the Grants.gov System: If you are experiencing problems submitting
your application through Grants.gov, please contact the Grants.gov
Support Desk, toll free, at 1-800-518-4726. You must obtain a
Grants.gov Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30:00 p.m., Washington, DC time, the following business day to
enable you to transmit your application electronically or by hand
delivery. You also may mail your application by following the mailing
instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC
time, on the application deadline date, please contact the person
listed under For Further Information Contact in section VII of this
notice and provide an explanation of the technical problem you
experienced with Grants.gov, along with the Grants.gov Support Desk
Case Number. We will accept your application if we can confirm that a
technical problem occurred with the Grants.gov system and that that
problem affected your ability to submit your application by 4:30:00
p.m., Washington, DC time, on the application deadline date. The
Department will contact you after a determination is made on whether
your application will be accepted.

Note: The extensions to which we refer in this section apply
only to the unavailability

[[Page 40046]]

of, or technical problems with, the Grants.gov system. We will not
grant you an extension if you failed to fully register to submit
your application to Grants.gov before the application deadline date
and time or if the technical problem you experienced is unrelated to
the Grants.gov system.

Exception to Electronic Submission Requirement: You qualify for an
exception to the electronic submission requirement, and may submit your
application in paper format, if you are unable to submit an application
through the Grants.gov system because--
You do not have access to the Internet; or
You do not have the capacity to upload large documents to
the Grants.gov system; and
No later than two weeks before the application deadline
date (14 calendar days or, if the fourteenth calendar day before the
application deadline date falls on a Federal holiday, the next business
day following the Federal holiday), you mail or fax a written statement
to the Department, explaining which of the two grounds for an exception
prevent you from using the Internet to submit your application.
If you mail your written statement to the Department, it must be
postmarked no later than two weeks before the application deadline
date. If you fax your written statement to the Department, we must
receive the faxed statement no later than two weeks before the
application deadline date. Address and mail or fax your statement to:
Tammi Fergusson, U.S. Department of Education, 400 Maryland Avenue SW.,
Room 11009, PCP, Washington, DC 20202-7240. FAX: (202) 245-7839.
Your paper application must be submitted in accordance with the
mail or hand delivery instructions described in this notice.
b. Submission of Paper Applications by Mail
If you qualify for an exception to the electronic submission
requirement, you may mail (through the U.S. Postal Service or a
commercial carrier) your application to the Department. You must mail
the original and two copies of your application, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.191D), LBJ Basement Level 1, 400 Maryland Avenue SW.,
Washington, DC 20202-4260.
You must show proof of mailing consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service. If
your application is postmarked after the application deadline date, we
will not consider your application.

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

c. Submission of Paper Applications by Hand Delivery
If you qualify for an exception to the electronic submission
requirement, you (or a courier service) may deliver your paper
application to the Department by hand. You must deliver the original
and two copies of your application by hand, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.191D), 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 notification within 15 business days from the
application deadline date, you should call the U.S. Department of
Education Application Control Center at (202) 245-6288.

V. Application Review Information

1. Selection Criteria: The selection criteria for this program are
from 34 CFR 75.210 of EDGAR and are listed in the following paragraphs.
The maximum score for all the selection criteria is 100 points.
In addressing each criterion, applicants are encouraged to make
explicit connections to relevant aspects of responses to other
selection criteria. The selection criteria are as follows:
(1) Need for project (up to 10 points).
(a) The Secretary considers the need for the proposed project.
(b) In determining the need for the proposed project, the Secretary
considers one or more of the following factors:
(i) The magnitude of the need for the services to be provided or
the activities to be carried out by the proposed project; and
(ii) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses.
(2) Significance (up to 20 points).
(a) The Secretary considers the significance of the proposed
project.
(b) In determining the significance of the proposed project, the
Secretary considers--
(i) The extent to which the proposed project is likely to build
local capacity to provide, improve, or expand services that address the
needs of the target population; and
(ii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project.
(3) Quality of the project design (up to 30 points).
(a) The Secretary considers the quality of the design of the
proposed project.
(b) In determining the quality of the design of the proposed
project, the Secretary considers--
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable;
(ii) The extent to which there is a conceptual framework underlying
the proposed research or demonstration activities and the quality of
that framework;
(iii) The extent to which the proposed project is designed to build
capacity and yield results that will extend beyond the period of
Federal financial assistance;
(iv) The extent to which the proposed project will integrate with
or build on similar or related efforts to improve relevant outcomes (as
defined in 34 CFR 77.1(c)), using existing funding streams from other
programs or policies supported by community, State, and Federal
resources; and
(v) The extent to which the proposed project is supported by strong
theory (as defined in 34 CFR 77.1(c)).
(4) Adequacy of resources (up to 15 points).

[[Page 40047]]

(a) The Secretary considers the adequacy of resources for the
proposed project.
(b) In determining the adequacy of resources for the proposed
project, the Secretary considers--
(i) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project;
(ii) The extent to which the costs are reasonable in relation to
the objectives, design, and potential significance of the proposed
project; and
(iii) The potential for continued support of the project after
Federal funding ends, including, as appropriate, the demonstrated
commitment of appropriate entities to such support.
(5) Quality of the management plan (up to 10 points).
(a) The Secretary considers the quality of the management plan for
the proposed project.
(b) In determining the quality of the management plan for the
proposed project, the Secretary considers--
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks;
(ii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(6) Quality of the project evaluation (up to 15 points).
(a) The Secretary considers the quality of the evaluation to be
conducted of the proposed project.
(b) In determining the quality of the evaluation, the Secretary
considers--
(i) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible; and
(ii) The extent to which the methods of evaluation will, if well-
implemented, produce strong evidence (as defined in 34 CFR 77.1(c)).
(ii) The extent to which the methods of evaluation will provide
valid and reliable performance data on relevant outcomes (as defined in
this notice).
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
also requires various assurances including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Special Conditions: Under 2 CFR 3474.10, the Secretary may
impose special conditions and, in appropriate circumstances, high-risk
conditions on a grant if the applicant or grantee is not financially
stable; has a history of unsatisfactory performance; has a financial or
other management system that does not meet the standards in 2 CFR part
200, subpart D, as applicable; has not fulfilled the conditions of a
prior grant; or is otherwise not responsible.

VI. Award Administration Information

1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also. If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multi-year award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
4. Performance Measures: Under the Government Performance and
Results Act, the Department has established goals and measures for the
Adult Education and Family Literacy Act program.
One of the established goals of AEFLA is to support adult education
systems that result in increased adult achievement in order to prepare
adults, including individuals in correctional settings, for family,
work, citizenship, and future learning. The AEFLA program provides
adults with opportunities to acquire basic foundation skills (including
English language acquisition), complete secondary education, and
transition to further education and training and to work. There are
four established measures for the AEFLA program that are applicable for
adults in the IRE program. These measures are--
(1) The percentage of adults enrolled in English literacy programs
served by the program who acquire the level of English language skills
needed to complete the levels of instruction in which they enrolled.
(2) The percentage of adults enrolled in adult basic education
programs served by the program who acquire the level of basic skills
needed to complete the level of instruction in which they enrolled.
(3) The percentage of all enrolled adults in the applicable
population served by the program who obtain certification of attaining
passing scores on a State-recognized high school equivalency test or
obtain a diploma or State-recognized equivalent, documenting
satisfactory completion of secondary studies (high school or adult high
school)\20\
---------------------------------------------------------------------------

\20\ The applicable population consists of all enrolled learners
who take all GED tests, are enrolled in adult high school at the
high ASE level, or are enrolled in the assessment phase of the
External Diploma Program who exit during the program years.
---------------------------------------------------------------------------

(4) The percentage of adults in the applicable population served by
the

[[Page 40048]]

program that enter postsecondary education or a training program.\21\
---------------------------------------------------------------------------

\21\ The applicable population consists of all adults who passed
the state approved high school equivalency test or earned a
secondary credential while enrolled in adult education, have a
secondary credential at entry, or are enrolled in a class
specifically designed for transitioning to postsecondary education
who exit during the program year. Entry into postsecondary education
or training can occur any time from the time of exit through the end
of the following program year. A transition class is a class that
has a specific purpose to prepare students for entry into
postsecondary education, training, or an apprenticeship program.
---------------------------------------------------------------------------

Under the Government Performance and Results Act, the Department
has established goals and measures for the recidivism of individuals
who have been in correctional institutions. The measure related to
recidivism is--
(5) The percentage of adults served by the program who, within one
year of release, have criminal justice system involvement (arrest, re-
conviction, violation of parole conditions, or return to
incarceration).
Grantees will be responsible for providing data to support
evaluation of these objectives.
5. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, the
performance targets in the grantee's approved application. In making a
continuation grant, the Secretary also considers whether the grantee is
operating in compliance with the assurances in its approved
application, including those applicable to Federal civil rights laws
that prohibit discrimination in programs or activities receiving
Federal financial assistance from the Department (34 CFR 100.4, 104.5,
106.4, 108.8, and 110.23).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: Tammi Fergusson, U.S. Department
of Education, 400 Maryland Avenue SW., Room 11009, Potomac Center Plaza
(PCP), Washington, DC 20202. Telephone: (202) 245-7706 or by email:
[email protected].
If you use a TDD or TTY, call the FRS, toll free, at 1-800-877-
8339.

VIII. Other Information

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

Dated: July 7, 2015.
Johan E. Uvin,
Acting Assistant Secretary for Career, Technical, and Adult Education.
[FR Doc. 2015-17046 Filed 7-10-15; 8:45 am]
BILLING CODE 4000-01-P

40040 Federal Register / Vol. 80, No. 133 / Monday, July 13, 2015 / Notices

Dated: July 7, 2015. Economic Co-operation and are incarcerated.9 Formerly incarcerated
Tomakie Washington, Development (OECD); (2) ‘‘Ready to men earn significantly less per year than
Acting Director, Information Collection Work: Job-Driven Training and those who have never been
Clearance Division, Office of the Chief Privacy American Opportunity’’,3 published by incarcerated.10 Unfortunately, many
Officer, Office of Management. the Office of the Vice President; and (3) offenders are ill-equipped to break this
[FR Doc. 2015–16962 Filed 7–10–15; 8:45 am] ‘‘Making Skills Everyone’s Business’’,4 cycle of reincarceration because they
BILLING CODE 4000–01–P published by the Department. lack the education and workforce skills
These reports focus on the large they need to succeed in the labor market
numbers of low-skilled adults in the and the cognitive skills (e.g., the ability
DEPARTMENT OF EDUCATION U.S. and underscore the urgent need to to solve problems) that are essential to
improve services and learning outcomes successfully addressing the challenges
Applications for New Awards; for adults in federally-funded programs of reentry.11 Approximately 41 percent
Improved Reentry Education by implementing innovative approaches of Federal and State prisoners lack a
AGENCY: Office of Career, Technical, and to teaching and learning. high school credential, compared to 18
More than 700,000 incarcerated percent of the general population. Fewer
Adult Education, Department of
individuals leave Federal and State than 15 percent have attained a
Education.
prisons each year.5 Too many of these postsecondary credential.12
ACTION: Notice. Although most State and Federal
individuals do not reintegrate
successfully into society; within 3 years prisons offer adult education and career
Overview Information and technical education programs, and
of release, 4 out of 10 prisoners will be
Improved Reentry Education (IRE). reincarcerated.6 some offer postsecondary education,
Notice inviting applications for new This cycle of recidivism contributes participation in these programs has not
awards for fiscal year (FY) 2015. significantly to the overall expenditures kept pace with the growing prison
Catalog of Federal Domestic population.13 Similarly, those under
for corrections, which costs States more
Assistance (CFDA) Number: 84.191D. community supervision (parole or
than $50 billion annually.7 Moreover,
DATES:
probation) often do not participate in
the number of individuals cycling in
Applications Available: July 13, 2015. education and training programs.14
and out of our Nation’s prisons
Date of Pre-Application Meeting: July Possible reasons for these low
jeopardizes public safety and negatively
20, 2015. participation rates include lack of, or
affects those individuals’ families and
Deadline for Transmittal of limited access to, programs, limited
their communities. Approximately 2.7
Applications: August 12, 2015. awareness of program opportunities,
million children have an incarcerated
Deadline for Intergovernmental reductions in services because of State
parent, and these children are more
Review: September 11, 2015. budget constraints, insufficient personal
likely to be expelled or suspended from
motivation, and competing demands
Full Text of Announcement school than children without an (e.g., employment) that may take
incarcerated parent.8 precedence over pursuing education.15
I. Funding Opportunity Description Among the male U.S. population aged
Purpose of Program: The purpose of 20 to 34 years without a high school 9 The Pew Charitable Trusts. 2010. Collateral

the IRE program is to support credential, 1 in 3 black men, 1 in 8 Costs: Incarceration’s Effect on Economic Mobility.
demonstration projects in prisoner white men, and 1 in 14 Hispanic men Washington, DC: Author. Accessed March 11, 2015,
from www.pewtrusts.org/∼/media/legacy/
reentry education that develop evidence uploadedfiles/pcs_assets/2010/
of reentry education’s effectiveness. IRE 3 Vice President’s Office (2014), Ready to Work:
CollateralCosts1pdf.pdf.
seeks to demonstrate that high-quality, Job-driven Training and American Opportunity, 10 Gould, Eric D., Bruce A. Weinberg, and David
Washington, DC: Author. Accessed February 11, B. Mustard. 2002. ‘‘Crime Rates and Local Labor
appropriately designed, integrated, and 2015, from www.whitehouse.gov/sites/default/files/ Market Opportunities in the United States: 1979–
well-implemented educational and docs/skills_report.pdf. 1997.’’ Review of Economics and Statistics 84 (1):
related services provided in 4 U.S. Department of Education, (2015, February).
45–61. Accessed March 11, 2015, from
institutional and community settings are Making Skills Everyone’s Business: A Call to www.terry.uga.edu/∼mustard/labor.pdf.
Transform Adult Learning in the United States.
critical in supporting educational Washington, DC: Author. Accessed February 11,
11 MacKenzie, Doris Layton. 2012. ‘‘The

Effectiveness of Corrections-Based Work and
attainment and reentry success for 2015, from www2.ed.gov/about/offices/list/ovae/pi/ Academic and Vocational Education Programs.’’ In
individuals who have been incarcerated. AdultEd/making-skills.pdf The Oxford Handbook of Sentencing and
Background: The economic and civic 5 Guerino, Paul, Paige M. Harrison, and William
Corrections, edited by Joan Petersilia and Kevin R.
importance of the programs authorized J. Sabol. 2011. Prisoners in 2010. NCJ 236096. Reitz, 492–520. New York: Oxford University Press.
Washington, DC: U.S. Department of Justice, Bureau 12 Harlow, Caroline Wolf. 2003. Education and
by the Workforce Innovation and of Justice Statistics. Accessed January 15, 2015, Correctional Populations. NCJ 195670. Washington,
Opportunity Act, 29 U.S.C. 3101 et. seq. from bjs.ojp.usdoj.gov/content/pub/pdf/p10.pdf. DC: U.S. Department of Justice, Bureau of Justice
(WIOA),1 including the Adult Education 6 The Pew Center on the States. 2011. State of Statistics. Accessed March 11, 2015, from
and Family Literacy Act (Title II of Recidivism: The Revolving Door of America’s www.bjs.gov/content/pub/pdf/ecp.pdf.
Prisons. Washington, DC: The Pew Charitable 13 Western, Bruce, Vincent Schiraldi, and Jason
WIOA) (AEFLA), is amplified by three Trusts. Accessed March 11, 2015, from Ziedenberg. 2003. Education & Incarceration.
recent policy documents that highlight www.michigan.gov/documents/corrections/Pew_ Washington, DC: Justice Policy Institute. Accessed
the challenges faced by low-skilled Report_State_of_Recidivism_350337_7.pdf. March 11, 2015, from www.justicepolicy.org/
adults: (1) ‘‘Time for the U.S. to Reskill? 7 National Association of State Budget Officers. images/upload/03-08_REP_
2011. State Expenditure Report: Examining Fiscal EducationIncarceration_AC-BB.pdf.
asabaliauskas on DSK5VPTVN1PROD with NOTICES

What the Survey of Adult Skills Says’’,2
2009–2011 State Spending. Washington, DC: 14 Phillips, Susan D., Alaattin Erkanli, Gordon P.
released by the Organisation for Author. Accessed January 15, 2015, from Keeler, E. Jane Costello, & Adrian Angold. 2006.
www.nasbo.org/sites/default/files/ ‘‘Disentangling the Risks: Parent Criminal Justice
1 See www.gpo.gov/fdsys/pkg/PLAW-113publ128/ 2010%20State%20Expenditure%20Report.pdf. Involvement and Children’s Exposure to Family
pdf/PLAW-113publ128.pdf. 8 Phillips, Susan D., Alaattin Erkanli, Gordon P. Risks.’’ Criminology and Public Policy 5(4): 677–
2 OECD (2013), Time for the U.S. to Reskill?: Keeler, E. Jane Costello, & Adrian Angold. 2006. 702.
What the Survey of Adult Skills Says, OECD Skills ‘‘Disentangling the Risks: Parent Criminal Justice 15 Crayton, Anna, and Suzanne Rebecca

Studies, OECD Publishing. Accessed February 11, Involvement and Children’s Exposure to Family Neusteter. 2008. The Current State of Correctional
2015, from www.oecd-ilibrary.org/education/time- Risks.’’ Criminology and Public Policy 5(4): 677– Education. Paper prepared for the Reentry
for-the-u-s-to-reskill_9789264204904-en. 702. Roundtable on Education. New York: John Jay

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Federal Register / Vol. 80, No. 133 / Monday, July 13, 2015 / Notices 40043

December 10, 2014, (79 FR 73426). The (5 U.S.C. 553), the Department generally Note: The Department is not bound by any
definitions of ‘‘logic model’’, ‘‘relevant offers interested parties the opportunity estimates in this notice.
outcome’’, and ‘‘strong theory’’ are from to comment on proposed priorities and Project Period: Up to 36 months.
the Education Department General other requirements. Section 437(d)(1) of Applicants under this competition are
Administrative Regulations at 34 CFR the General Education Provisions Act required to provide detailed budget
77.1(c). (GEPA), however, allows the Secretary information for each of the three years
Adult education and literacy activities to exempt from rulemaking of this project and for the total grant.
means programs, activities, and services requirements regulations governing the
that include adult education, literacy, first grant competition under a new or III. Eligibility Information
workplace adult education and literacy substantially revised program authority. 1. Eligible Applicants:
activities, family literacy activities, This is the first grant competition for (a) An application must be submitted
English language acquisition activities, this program under AEFLA, Title II of by an eligible applicant, as described in
integrated English literacy and civics WIOA, section 242, National Leadership paragraph (b) of this section, on behalf
education, workforce preparation Activities, 29 U.S.C. 3332, and therefore of a partnership that involves the
activities, or integrated education and qualifies for this exemption. In order to required partners in subparagraph (c)(i)
training. ensure timely grant awards, the of this section, and any optional
Note: The programs, activities, and services Secretary has decided to forgo public partners in subparagraph (c)(ii) of this
listed in the definition of ‘‘adult education comment on the priorities and other section.
and literacy activities’’ are each defined in requirements under section 437(d)(1) of (b) Eligible applicant means one of the
section 203 of WIOA, 29 U.S.C. 3272. GEPA. These priorities and other following organizations that currently
High-minority school means a school requirements will apply to the FY 2015 provide adult education and literacy
as that term is defined by a local grant competition and any subsequent activities:
educational agency (LEA), which must year in which we make awards from the (i) correctional institutions;
define the term in a manner consistent list of unfunded applicants from this (ii) community correction facilities or
with its State’s Teacher Equity Plan, as competition. organizations;
required by section 1111(b)(8)(C) of the Program Authority: 29 U.S.C. 3332. (iii) intermediary prisoner reentry
Elementary and Secondary Education Applicable Regulations: (a) The service providers;
Act of 1965, as amended (ESEA). The Education Department General (iv) community-based educational
applicant must provide the definition(s) Administrative Regulations (EDGAR) in service providers;
of High-minority schools used in its 34 CFR parts 75, 77, 79, 81, 82, 84, 86, (v) other community-based or faith-
application. 97, 98, and 99. (b) The OMB Guidelines based organizations;
High-need students means students to Agencies on Governmentwide (vi) volunteer literacy organizations;
who are at risk of educational failure or Debarment and Suspension (vii) institutions of higher education,
otherwise in need of special assistance (Nonprocurement) in 2 CFR part 180, as including community college or
and support, such as students who are adopted and amended as regulations of technical colleges;
living in poverty, who attend high- (viii) public or private nonprofit
the Department in 2 CFR part 3485, and
minority schools (as defined in this agencies;
the Uniform Administrative
notice), who are far below grade level, (ix) libraries;
Requirements, Cost Principles, and
who have left school before receiving a (x) occupational training providers;
Audit Requirements for Federal Awards (xi) public housing authorities; or
regular high school diploma, who are at in 2 CFR part 200, as adopted and
risk of not graduating with a diploma on (xii) nonprofit institutions not
amended in 2 CFR part 3474. described above that provide adult
time, who are homeless, who are in
foster care, who have been incarcerated, Note: The regulations in 34 CFR part 79 education and literacy activities in
apply to all applicants except federally- correctional institutions or community
who have disabilities, or who are
recognized Indian tribes. settings.
English learners.
Logic model (also referred to as theory Note: The regulations in 34 CFR part 86
(c) The partnership on whose behalf
of action) means a well-specified apply only to institutions of higher the application is submitted—
conceptual framework that identifies education. (i) Must include—
key components of the proposed (A) The eligible applicant submitting
process, product, strategy, or practice II. Award Information the application, and
(i.e., the active ‘‘ingredients’’ that are (B) One or more correctional
Type of Award: Discretionary grants. institutions, as identified in the list of
hypothesized to be critical to achieving
Estimated Available Funds: eligible applicants in paragraph (b)(i) of
the relevant outcomes) and describes
$2,700,000 for the first 12 months of this this section, at least one of which must
the relationships among the key
project period. Funding for program currently offer adult basic education
components and outcomes, theoretically
and operationally. years two and three is subject to the services or English literacy programs;
Low-skilled adult means an adult with availability of funds and to a grantee and
low literacy and numeracy skills. meeting the requirements of 34 CFR (ii) May also include one or more of
Relevant outcome means the student 75.253. Contingent upon the availability the other eligible applicants identified
outcome(s) (or the ultimate outcome if of funds and the quality of applications, above in paragraph (b) of this section.
we may make additional awards in FY
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not related to students) the proposed 2. Cost Sharing or Matching: This
process, product, strategy, or practice is 2016 and future years from the list of program does not require cost sharing or
designed to improve; consistent with unfunded applications from this matching.
the specific goals of a program. competition.
Strong theory means a rationale for Estimated Range of Awards: IV. Application and Submission
the proposed process, product, strategy, $200,000–$350,000. Information
or practice that includes a logic model. Estimated Average Size of Award: 1. Address to Request Application
Waiver of Proposed Rulemaking: $300,000. Package: You can obtain an application
Under the Administrative Procedure Act Estimated Number of Awards: 9. package via the Internet or from the

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Federal Register / Vol. 80, No. 133 / Monday, July 13, 2015 / Notices 40047

(a) The Secretary considers the award, such as the applicant’s use of as directed by the Secretary. If you
adequacy of resources for the proposed funds, achievement of project receive a multi-year award, you must
project. objectives, and compliance with grant submit an annual performance report
(b) In determining the adequacy of conditions. The Secretary may also that provides the most current
resources for the proposed project, the consider whether the applicant failed to performance and financial expenditure
Secretary considers— submit a timely performance report or information as directed by the Secretary
(i) The relevance and demonstrated submitted a report of unacceptable under 34 CFR 75.118. The Secretary
commitment of each partner in the quality. may also require more frequent
proposed project to the implementation In addition, in making a competitive performance reports under 34 CFR
and success of the project; grant award, the Secretary also requires 75.720(c). For specific requirements on
(ii) The extent to which the costs are various assurances including those reporting, please go to www.ed.gov/
reasonable in relation to the objectives, applicable to Federal civil rights laws fund/grant/apply/appforms/
design, and potential significance of the that prohibit discrimination in programs appforms.html.
proposed project; and or activities receiving Federal financial
(iii) The potential for continued assistance from the Department of 4. Performance Measures: Under the
support of the project after Federal Education (34 CFR 100.4, 104.5, 106.4, Government Performance and Results
funding ends, including, as appropriate, 108.8, and 110.23). Act, the Department has established
the demonstrated commitment of 3. Special Conditions: Under 2 CFR goals and measures for the Adult
appropriate entities to such support. 3474.10, the Secretary may impose Education and Family Literacy Act
(5) Quality of the management plan special conditions and, in appropriate program.
(up to 10 points). circumstances, high-risk conditions on a One of the established goals of AEFLA
(a) The Secretary considers the quality grant if the applicant or grantee is not is to support adult education systems
of the management plan for the financially stable; has a history of that result in increased adult
proposed project. unsatisfactory performance; has a achievement in order to prepare adults,
(b) In determining the quality of the financial or other management system including individuals in correctional
management plan for the proposed that does not meet the standards in 2 settings, for family, work, citizenship,
project, the Secretary considers— CFR part 200, subpart D, as applicable; and future learning. The AEFLA
(i) The adequacy of the management has not fulfilled the conditions of a program provides adults with
plan to achieve the objectives of the prior grant; or is otherwise not opportunities to acquire basic
proposed project on time and within responsible. foundation skills (including English
budget, including clearly defined language acquisition), complete
responsibilities, timelines, and VI. Award Administration Information
secondary education, and transition to
milestones for accomplishing project 1. Award Notices: If your application further education and training and to
tasks; is successful, we notify your U.S. work. There are four established
(ii) The extent to which the time Representative and U.S. Senators and measures for the AEFLA program that
commitments of the project director and send you a Grant Award Notification are applicable for adults in the IRE
principal investigator and other key (GAN); or we may send you an email program. These measures are—
project personnel are appropriate and containing a link to access an electronic
adequate to meet the objectives of the version of your GAN. We may notify (1) The percentage of adults enrolled
proposed project. you informally, also. If your application in English literacy programs served by
(6) Quality of the project evaluation is not evaluated or not selected for the program who acquire the level of
(up to 15 points). funding, we notify you. English language skills needed to
(a) The Secretary considers the quality 2. Administrative and National Policy complete the levels of instruction in
of the evaluation to be conducted of the Requirements: We identify which they enrolled.
proposed project. administrative and national policy (2) The percentage of adults enrolled
(b) In determining the quality of the requirements in the application package in adult basic education programs
evaluation, the Secretary considers— and reference these and other served by the program who acquire the
(i) The extent to which the methods requirements in the Applicable level of basic skills needed to complete
of evaluation include the use of Regulations section of this notice. the level of instruction in which they
objective performance measures that are We reference the regulations outlining enrolled.
clearly related to the intended outcomes the terms and conditions of an award in (3) The percentage of all enrolled
of the project and will produce the Applicable Regulations section of adults in the applicable population
quantitative and qualitative data to the this notice and include these and other served by the program who obtain
extent possible; and specific conditions in the GAN. The certification of attaining passing scores
(ii) The extent to which the methods GAN also incorporates your approved on a State-recognized high school
of evaluation will, if well-implemented, application as part of your binding equivalency test or obtain a diploma or
produce strong evidence (as defined in commitments under the grant. State-recognized equivalent,
34 CFR 77.1(c)). 3. Reporting: (a) If you apply for a
documenting satisfactory completion of
(ii) The extent to which the methods grant under this competition, you must
secondary studies (high school or adult
of evaluation will provide valid and ensure that you have in place the
high school)20
reliable performance data on relevant necessary processes and systems to
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outcomes (as defined in this notice). comply with the reporting requirements (4) The percentage of adults in the
2. Review and Selection Process: We in 2 CFR part 170 should you receive applicable population served by the
remind potential applicants that in funding under the competition. This
reviewing applications in any does not apply if you have an exception 20 The applicable population consists of all

discretionary grant competition, the under 2 CFR 170.110(b). enrolled learners who take all GED tests, are
enrolled in adult high school at the high ASE level,
Secretary may consider, under 34 CFR (b) At the end of your project period, or are enrolled in the assessment phase of the
75.217(d)(3), the past performance of the you must submit a final performance External Diploma Program who exit during the
applicant in carrying out a previous report, including financial information, program years.

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Document Created: 2018-02-23 09:17:33
Document Modified: 2018-02-23 09:17:33

Category		Regulatory Information
Collection		Federal Register
sudoc Class		AE 2.7: GS 4.107: AE 2.106:
Publisher		Office of the Federal Register, National Archives and Records Administration
Section		Notices
Action		Notice.
Dates		Applications Available: July 13, 2015.
Contact		Tammi Fergusson, U.S. Department of Education, 400 Maryland Avenue SW., Room 11009, Potomac Center Plaza (PCP), Washington, DC 20202. Telephone: (202) 245-7706 or by email: [email protected]
FR Citation		80 FR 40040