[Federal Register Volume 65, Number 75 (Tuesday, April 18, 2000)]
[Notices]
[Pages 20882-20884]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 00-9641]



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Part IV





Department of Education





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Reading Excellence Program; Notices

  Federal Register / Vol. 65, No. 75 / Tuesday, April 18, 2000 / 
Notices  

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DEPARTMENT OF EDUCATION


Reading Excellence Program

AGENCY: Office of Elementary and Secondary Education, Department of 
Education.

ACTION: Notice of final priorities, application requirements, and 
selection criteria.

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SUMMARY: The Assistant Secretary for the Office of Elementary and 
Secondary Education announces final priorities, application 
requirements, and selection criteria under the Reading Excellence 
Program. The Assistant Secretary is using these priorities, application 
requirements, and selection criteria for competitions in fiscal year 
2000 and may use them for future competitions. Grants are made to State 
educational agencies (SEA) that will, in turn, award subgrants to local 
educational agencies (LEAs) for two types of activities: Local Reading 
Improvement subgrants (LRI) and Tutorial Assistance (TAG) subgrants.

EFFECTIVE DATE: These priorities, application requirements and 
selection criteria are effective May 18, 2000.

FOR FURTHER INFORMATION CONTACT: Nancy Rhett, Reading Excellence 
Program, U. S. Department of Education, 400 Maryland Avenue, SW, Room 
5C141, Washington, DC 20202-6200. Telephone: (202) 260-8228. Fax: (202) 
260-8969. Internet:
http://[email protected]
If you use a telecommunications device for the deaf (TDD), you may call 
the Federal Information Relay Service (FIRS) at 1-800-877-8339.
    Individuals with disabilities may obtain this document in an 
alternate format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the contact person in the preceding paragraph.

SUPPLEMENTARY INFORMATION: The Reading Excellence Program is designed 
to improve reading for children in high poverty schools and in schools 
needing improvement by supporting research-based reading instruction 
and tutoring. The Reading Excellence Act was authorized to carry out 
the following purposes:
     Teach every child to read by the end of third grade.
     Provide children in early childhood with the readiness 
skills and support they need to learn to read once they enter school.
     Expand the number of high quality family literacy 
programs.
     Provide early intervention to children who are at risk of 
being identified for special education inappropriately.
     Base instruction, including tutoring, on scientifically-
based reading research.

Public Comment

    In response to the Assistant Secretary's invitation in the notice 
of proposed priorities, two parties submitted comments on the proposed 
priorities and selection criteria. An analysis of the comments and of 
the changes in the priorities since publication of the notice of 
proposed priorities follows.
    We discuss substantive issues under the priority or criterion to 
which they pertain. Generally, we do not address technical and other 
minor changes and suggested changes the law does not authorize the 
Assistant Secretary to make under the applicable statutory authority.

Analysis of Comments and Changes

General

    Comment: A commenter disagreed with the emphasis the notice places 
on State leadership because there will not be adequate funds to carry 
out State-level activities including extensive professional 
development.
    Discussion: Although we understand the State's concerns about 
insufficient funds for State-level activities, the amount available to 
the State for administrative costs at the State level is set by 
statute.
    Changes: None.
    Comment: A commenter suggested that the notice should be amended to 
focus on children who, in spite of excellent classroom instruction, 
will need individualized instruction to supplement the classroom 
reading program in order to successfully learn to read and write by the 
end of third grade.
    Discussion: We are in full agreement that, in spite of research-
based instruction, some students will need additional instructional 
support. However, strategies to address this need (extended learning 
such as tutoring, summer programs and kindergarten transition) are 
already required by the Reading Excellence Act. Schools must implement 
them in addition to strategies for changing regular classroom 
instruction.
    Changes: None.

Priorities

    Comment: A commenter proposed that the priorities be expanded to 
include students who are most likely to be unsuccessful in their 
classroom programs.
    Discussion: The Reading Excellence Act already requires schools to 
address the needs of children at risk of failing in their classroom 
programs. The primary focus of the REA program is to help disadvantaged 
schools throughout the nation improve reading achievement, with early 
intervention strategies being a key element of instructional support.
    Changes: None.

Absolute Priority

    Comment: A commenter suggested that tutorial activities be defined 
to include tutorial activities that take place in the school by 
certified teachers using research-based instruction, which is 
documented as being effective over many replications of 
implementations.
    Discussion: The Reading Excellence Act legislation requires that 
additional support for children experiencing reading difficulties be 
provided by supervised individuals, including tutors, who have been 
appropriately trained using scientifically-based reading research. 
There is no requirement for using certified teachers to provide this 
additional support.
    Changes: None.

Application Requirements

    Comment: A commenter suggested that the required list of eligible 
districts and schools is burdensome and unnecessary because the 
Department has made it very clear that it is not the intent of the 
Reading Excellence Program to fund every eligible school and district.
    Discussion: Although we do not wish to impose additional burden, 
the submission of this information will enable the panelists to 
determine the likelihood that the requested funding amount will 
sufficiently fund the number of proposed subgrants for two years and at 
a level that will make a substantive improvement in reading instruction 
and student outcomes.
    Changes: None.

Selection Criterion--Understanding and Commitment to Effective Reading 
Instruction Based on Scientifically Based Reading Research

    Comment: A commenter suggested that we add an additional item under 
this criterion that the literature review and application of the 
scientifically based reading research include attention to children at 
risk by requiring individualized instruction beyond that given in the 
normal classroom setting.
    Discussion: The Reading Excellence Act requires schools to serve 
all children, including those that need extra support, and schools may 
use a variety of strategies to achieve this. It would be inappropriate 
to emphasize a

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specific approach to meeting the needs of a limited group of children.
    Changes: None.

Selection Criterion--Quality of Local District and School Activities

    Comment: A commenter suggested that item (3)(c) be revised to say 
that the proposed activities to improve reading instruction will also 
attend to children whose level of achievement indicates that they will 
need individualized tutorial support to be proficient readers and 
writers by the end of third grade along with English language learners 
and children with special needs.
    Discussion: We agree with the clarification added to this criterion 
by the commenter, but we do not wish to emphasize a specific approach 
for intervention.
    Changes: The comment is addressed by changing item (3)(c) to 
evaluate the extent to which the proposed activities will improve 
reading instruction for all children, including English language 
learners, children with special needs, and children whose level of 
achievement indicates that they will need additional instructional 
support.

Selection Criterion--Quality of the Plan for State Leadership, 
Oversight, and Evaluation

    Comment: A commenter suggested revising item (4)(e) to include the 
development of comprehensive early literacy programs in every school in 
the coordination between REA and current State and local efforts.
    Discussion: We agree with highlighting coordination with 
comprehensive early literacy programs. However, we do not want to limit 
the coordination to such efforts because of the need for states to 
coordinate with non-school programs such as family literacy.
    Changes: The comment is addressed by changing item (4)(e) under 
selection criterion, Quality of the plan for State leadership, 
oversight and evaluation, to evaluate the extent to which the proposed 
activities coordinate REA with other State initiatives and programs, 
including how the REA grant will add to current State and local efforts 
such as comprehensive early literacy programs.

Collection of Information

    Comment: A commenter recommended emphasizing ``every child'' so 
that applicants will be required to address the children who will, in 
spite of excellent classroom instruction, still need additional 
instructional support to be successful readers by the end of third 
grade.
    Discussion: Applicants are expected to show throughout their 
proposals their ability and intention to serve every child and to 
describe specific interventions that will be used.
    Changes: None

Supplementary Information-Discussion Of Priorities

    Note: This notice does not solicit applications. In any year in 
which the Assistant Secretary chooses to use these priorities, we 
invite applications through a notice in the Federal Register.

Priorities

Absolute Priority
    Under this priority the Assistant Secretary gives an absolute 
preference to SEAs that exclusively fund, at the subgrant level, 
activities to improve kindergarten through grade three reading 
instruction and related early childhood, professional development, 
family literacy, extended learning and tutorial activities.
Competitive Priority
    Section 2253(c)(2)(C) of the Reading Excellence Act requires that 
priority be given to SEAs whose States have modified, are modifying, or 
provide an assurance that they will modify their elementary school 
teacher certification requirements within 18 months after receiving an 
REA grant. The modification must increase the training and the methods 
of teaching reading required for certification as an elementary school 
teacher to reflect scientifically-based reading research. However, 
nothing in the REA may be construed to establish a national system of 
teacher certification.
    The Assistant Secretary will award up to 5 additional points to 
applicants that meet this priority. Two points will be awarded to 
applicants that provide an assurance only. To receive the additional 
three points, the SEA must include detailed plans or have implemented 
changes that describe high quality teacher preparation that reflects 
scientifically-based reading research.

Application Requirements

    The Assistant Secretary announces the following application 
requirements:

A. Eligible LEAS and Schools (Sec. 2255 and Sec. 2256)

    To be considered for funding, an application must include a list of 
all eligible LEAs and the number of eligible schools, and the number of 
children and teachers in the eligible schools at the time the 
application is submitted. Successful applicants must provide a list of 
eligible LEAs and schools at the time that subgrants are awarded.

B. Funding Recommendations (Sec. 2253(c)(2)(C))

    To be considered for funding, an application must receive a 
majority recommendation from the panel of reviewers. Any applications 
not receiving recommendations to be funded from a majority of the 
review panel, regardless of the numerical score, will not be 
considered.

Selection Criteria

    The Assistant Secretary announces that the following selection 
criteria will be used to evaluate applications for new grants under 
this competition. The maximum score for all of these criteria is 100 
points. The maximum score for each criterion is indicated in the 
parentheses. There are no specific point totals for the subcategories 
within each criterion.
    (1) Understanding and commitment to effective reading instruction 
based on scientifically-based reading research. (15 points)
    In determining the State's understanding and commitment to 
effective reading instruction based on scientifically-based reading 
research, the Secretary considers the following factors:
    (a) The extent to which the proposed project incorporates a deep 
understanding of the scientifically-based reading research literature 
and how it applies in their State and local education systems.
    (b) The extent to which the scientific literature on reading is 
implemented in proposed grant activities.
    (2) Demonstration of need. (10 points)
    In determining the need for the proposed project, the following 
factors are included:
    Demographic and social data on the target population for this 
program (children and families) and State efforts and initiatives in 
reading, including current professional development activities related 
to the teaching of reading and family literacy, standards and 
assessments, and other related activities; and their relation, if any, 
to findings from scientifically-based reading research.
    (3) Quality of local district and school activities. (35 points)
    In determining the quality of the services to be provided by local 
activities, the Secretary considers the following factors:
    (a) How the proposed project would change classroom instruction in 
schools under Local Reading Improvement subgrants. In particular, what

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professional development activities would be implemented.
    (b) The extent to which the proposed activities support research-
based classroom reading instruction (including extended learning such 
as tutoring and summer programs, kindergarten transition, and family 
literacy/involvement).
    (c) The extent to which the proposed activities will improve 
reading instruction for all children, including English language 
learners, children with special needs, and children whose level of 
achievement indicates that they will need additional instructional 
support.
    (d) The extent to which the Tutorial Assistance subgrant activities 
of the proposed project reflect up-to-date knowledge of reading 
research and effective practice.
    (4) Quality of the plan for State leadership, oversight and 
evaluation. (25 points)
    In determining the quality of the plan for State leadership, 
oversight and evaluation, the Secretary considers the following 
factors:
    (a) The adequacy of procedures for ensuring success under this 
grant, including how the State will ensure that school activities will 
use practices based on scientifically-based reading research, 
especially professional development activities for K-3 teachers.
    (b) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including:
     Development of the reading and literacy partnership for 
overseeing proposed grant activities;
     Guidance provided to eligible districts and schools for 
developing applications;
     Subgrant processes and criteria; and
     Leadership, technical assistance, and monitoring 
activities for subgrantees that ensure continuous improvement in 
reading.
    (c) The qualifications, including relevant training and experience, 
of the key SEA staff responsible for managing the grant activities 
described above.
    (d) The quality of the State's evaluation design, including student 
outcome measures or indicators for grades K-3, subgrant (Local Reading 
Improvement and Tutorial Assistance) and school implementation measures 
and indicators, a timeline for data collection and reporting, 
provisions for feedback to districts, and identification of a qualified 
evaluator or inclusion of appropriate criteria.
    (e) The extent to which the proposed activities coordinate REA with 
other State initiatives and programs, including how the REA grant will 
add to current State and local efforts such as comprehensive early 
literacy programs.
    (5) Adequacy of resources. (15 points)
    In determining the adequacy of resources, the Secretary considers 
the following factors:
    (a) The extent to which the average and range of amounts proposed, 
including the amounts per school, that will provide sufficient 
resources to accomplish the tasks of Local Reading Improvement and 
Tutorial Assistance subgrants.
    (b) The budget provides sufficient detail and an appropriate level 
of funding to accomplish the purposes of this grant.

Intergovernmental Review

    This program is subject to Executive Order 12372 and the 
regulations in 34 CFR part 79. One of the objectives of the Executive 
order is to foster an intergovernmental partnership and a strengthened 
federalism. The Executive order relies on processes developed by State 
and local governments for coordination and review of proposed Federal 
financial assistance.
    This document provides early notification of our specific plans and 
actions for this program.

Electronic Access to This Document

    You may view this document, as well as all other Department of 
Education documents published in the Federal Register, in text or Adobe 
Portable Document Format (PDF) on the Internet at either of the 
following sites:

http://ocfo.ed.gov/fedreg.htm
http://www.ed.gov/news.html

To use the PDF you must have the Adobe Acrobat Reader Program, which is 
available free at either of the preceding sites. If you have questions 
about using the 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://access.gpo.gov/nara/index.html

(Catalog of Federal Assistance Number: 84.338 Reading Excellence 
Program

    Program Authority:  20 U.S.C. 6661 et seq.


    Dated: April 12, 2000.
Michael Cohen,
Assistant Secretary for Office of Elementary and Secondary Education.
[FR Doc. 00-9641 Filed 4-13-00; 1:32 pm]
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