[Federal Register Volume 82, Number 93 (Tuesday, May 16, 2017)]
[Notices]
[Pages 22523-22531]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2017-09896]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Striving Readers Comprehensive 
Literacy Program

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

ACTION: Notice.

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SUMMARY: The Department of Education is issuing a notice inviting 
applications for new awards for fiscal year (FY) 2017 for Striving 
Readers Comprehensive Literacy Programs, Catalog of Federal Domestic 
Assistance (CFDA) number 84.371C.

DATES: Applications Available: May 16, 2017.
    Deadline for Transmittal of Applications: July 17, 2017.
    Deadline for Intergovernmental Review: September 13, 2017.

FOR FURTHER INFORMATION CONTACT: Cindy Savage, U.S. Department of 
Education, 400 Maryland Avenue SW., room 3E237, Washington, DC 20202-
6450. Telephone: (202) 453-5998 or by email: [email protected].
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The Striving Readers Comprehensive Literacy 
(SRCL) Program awards competitive grants to advance literacy skills, 
including pre-literacy skills, reading, and writing, for children from 
birth through grade 12, with an emphasis on disadvantaged children, 
including children living in poverty, English learners, and children 
with disabilities.
    Priorities: These priorities are from the notice of final 
priorities, requirements, definitions, and selection criteria for this 
program, published elsewhere in this issue of the Federal Register 
(NFP).
    Absolute Priority: For FY 2017 and any subsequent year in which we 
make awards based on the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3) we consider only applications that meet this priority.
    This priority is:
    Interventions and Practices Supported by Moderate or Strong 
Evidence.
    Under this priority, a State educational agency (SEA) must ensure 
that evidence plays a central role in the SRCL subgrants. Specifically, 
in its high-quality plan, an SEA must assure that (1) it will use an 
independent peer review process to prioritize awards to eligible 
subgrantees that propose high-quality comprehensive literacy 
instruction programs that are supported by moderate evidence or strong 
evidence, where evidence is applicable and available, and (2) the 
comprehensive literacy instruction program proposed by eligible 
subgrantees will align with the State's comprehensive literacy plan as 
well as local needs.
    Competitive Preference Priorities: For FY 2017 and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, these priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i) we award up to an additional 
five points to an application for each competitive preference priority, 
depending on how well the application meets one or more of these 
priorities.
    These priorities are:
    Competitive Preference Priority 1--Serving Disadvantaged Children.
    Under this priority, an SEA must describe in its application a 
high-quality plan to award subgrants that will serve the greatest 
numbers or percentages of disadvantaged children, including children 
living in poverty, English learners, and children with disabilities.
    Competitive Preference Priority 2--Alignment within a Birth through 
Fifth Grade Continuum.
    Under this priority, an SEA must describe in its application a 
high-quality plan to align, through a progression of approaches 
appropriate for each age group, early language and literacy projects 
supported by this grant that serve children from birth to age five with 
programs and systems that serve students in kindergarten through grade 
five to improve school readiness and transitions for children across 
this continuum.
    Requirements: The State Funding Allocations requirement is from 
Title III of Division H of the Consolidated Appropriations Act, 2016 
(Pub. L. 114-113). The rest of these requirements are from the NFP.
    State Funding Allocations.
    Grantees must--
    (1) Subgrant no less than 95 percent of funds received under this 
competition to eligible subgrantees;
    (2) Ensure that at least--
    (a) 15 percent of the subgranted funds serve children from birth 
through age five;

[[Page 22524]]

    (b) 40 percent of the subgranted funds serve students in 
kindergarten through grade five; and
    (c) 40 percent of the subgranted funds serve students in middle and 
high school, including an equitable distribution of funds between 
middle and high schools.
    State Comprehensive Literacy Plan.
    To be considered for an award under this program, an SEA must 
submit a new or revised State comprehensive literacy plan that is 
informed by a recent (conducted in the past five years) and 
comprehensive needs assessment developed with the assistance of its 
State literacy team. Additionally, the plan must be reviewed by the 
State literacy team and updated annually if an SEA receives an award 
under this program.
    Local Literacy Plan.
    Grantees must ensure that they will only fund subgrantees that 
submit a local literacy plan that: (1) is informed by a comprehensive 
needs assessment and that is aligned with the State comprehensive 
literacy plan; (2) provides for professional development; (3) includes 
interventions and practices that are supported by moderate evidence or 
strong evidence, where evidence is applicable and available; and (4) 
includes a plan to track children's outcomes consistent with all 
applicable privacy requirements.
    Prioritization of Subgrants.
    In selecting among eligible subgrantees, an SEA must give priority 
to eligible subgrantees serving greater numbers or percentages of 
disadvantaged children.
    Continuous Program Improvement.
    Grantees must use data, including the results of monitoring and 
evaluations and other administrative data, to inform the program's 
continuous improvement and decisionmaking, to improve program 
participant outcomes, and to ensure that disadvantaged children are 
served. Additionally, grantees must ensure that subgrantees, educators, 
families, and other key stakeholders receive the results of the 
evaluations conducted on the effectiveness of the program in a timely 
fashion, consistent with all applicable Federal, State, and other 
privacy requirements.
    Supplement not Supplant.
    Grantees must use funds under this program to supplement, and not 
supplant, any non-Federal funds that would be used to advance literacy 
skills for children from birth through grade 12.
    Cooperation with National Evaluation.
    Applicants must assure they will only fund subgrantees that provide 
a written assurance to cooperate with a national evaluation of the SRCL 
program. This may include adhering to the results of a random 
assignment process (e.g., lottery) to select schools or early learning 
providers that will receive SRCL funds as well as agreeing to implement 
the literacy interventions proposed to be funded under SRCL only in 
schools or early learning providers that will receive SRCL funds.
    Definitions: The definition of ``child with a disability'' is from 
the Elementary and Secondary Education Act of 1965 (ESEA), as amended 
by the No Child Left Behind Act (NCLB). The rest of these definitions 
are from the NFP.
    Child with a disability has the same meaning given that term in 
section 602 of the Individuals with Disabilities Education Act.\1\
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    \1\ Child with a disability has the same meaning in the ESEA, as 
amended by NCLB, and in the ESEA, as amended by the Every Student 
Succeeds Act (ESSA).
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    Comprehensive literacy instruction means instruction that--
    (a) Includes developmentally appropriate, contextually explicit, 
and systematic instruction, and frequent practice, in reading and 
writing across content areas;
    (b) Includes age-appropriate, explicit, systematic, and intentional 
instruction in phonological awareness, phonic decoding, vocabulary, 
language structure, reading fluency, and reading comprehension;
    (c) Includes age-appropriate, explicit instruction in writing, 
including opportunities for children to write with clear purposes, with 
critical reasoning appropriate to the topic and purpose, and with 
specific instruction and feedback from instructional staff;
    (d) Makes available and uses diverse, high-quality print materials 
that reflect the reading and development levels, and interests, of 
children;
    (e) Uses differentiated instructional approaches, including 
individual and small group instruction and discussion;
    (f) Provides opportunities for children to use language with peers 
and adults in order to develop language skills, including developing 
vocabulary;
    (g) Includes frequent practice of reading and writing strategies;
    (h) Uses age-appropriate, valid, and reliable screening 
assessments, diagnostic assessments, formative assessment processes, 
and summative assessments to identify a child's learning needs, to 
inform instruction, and to monitor the child's progress and the effects 
of instruction;
    (i) Uses strategies to enhance children's motivation to read and 
write and children's engagement in self-directed learning;
    (j) Incorporates the principles of universal design for learning;
    (k) Depends on teachers' collaboration in planning, instruction, 
and assessing a child's progress and on continuous professional 
learning; and
    (l) Links literacy instruction to the State's challenging academic 
standards, including standards relating to the ability to navigate, 
understand, and write about complex subject matters in print and 
digital formats.
    Disadvantaged child means a child from birth to grade 12 who is at 
risk of educational failure or otherwise in need of special assistance 
and support, including a child living in poverty, a child with a 
disability, or a child who is an English learner. This term also 
includes infants and toddlers with developmental delays or a child who 
is far below grade level, who has left school before receiving a 
regular high school diploma, who is at risk of not graduating with a 
diploma on time, who is homeless, who is in foster care, or who has 
been incarcerated.
    Eligible subgrantee means one or more LEAs or, in the case of early 
literacy, one or more LEAs or nonprofit providers of early childhood 
education, with a demonstrated record of effectiveness in improving 
language and early literacy development of children from birth through 
age five and in providing professional development in language and 
early literacy development.
    English learner means an individual--
    (a) Who is aged 3 through 21;
    (b) Who is enrolled or preparing to enroll in an elementary school 
or secondary school;
    (c)(i) Who was not born in the United States or whose native 
language is a language other than English;
    (ii)(I) Who is a Native American or Alaska Native, or a native 
resident of the outlying areas; and
    (II) Who comes from an environment where a language other than 
English has had a significant impact on the individual's level of 
English language proficiency; or
    (iii) Who is migratory, whose native language is a language other 
than English, and who comes from an environment where a language other 
than English is dominant; and
    (d) Whose difficulties in speaking, reading, writing, or 
understanding the English language may be sufficient to deny the 
individual--
    (i) The ability to meet the challenging State academic standards;

[[Page 22525]]

    (ii) The ability to successfully achieve in classrooms where the 
language of instruction is English; or
    (iii) The opportunity to participate fully in society.
    Evidence-based, when used with respect to a State, local 
educational agency, or school activity, means an activity, strategy, or 
intervention that--
    (a) Demonstrates a statistically significant effect on improving 
student outcomes or other relevant outcomes based on--
    (i) Strong evidence from at least one well-designed and well-
implemented experimental study;
    (ii) Moderate evidence from at least one well-designed and well-
implemented quasi-experimental study; or
    (iii) Promising evidence from at least one well-designed and well-
implemented correlational study with statistical controls for selection 
bias; or
    (b)(i) Demonstrates a rationale based on high-quality research 
findings or positive evaluation that such activity, strategy, or 
intervention is likely to improve student outcomes or other relevant 
outcomes; and
    (ii) Includes ongoing efforts to examine the effects of such 
activity, strategy or intervention.
    High-quality plan means any plan developed by the SEA that is 
feasible and has a high probability of successful implementation and, 
at a minimum, includes--
    (a) The key goals of the plan;
    (b) The key activities to be undertaken and the rationale for how 
the activities support the key goals;
    (c) A realistic timeline, including key milestones, for 
implementing each key activity;
    (d) The party or parties responsible for implementing each activity 
and other key personnel assigned to each activity;
    (e) A strong theory, including a rationale for the plan and a 
corresponding logic model as defined in 34 CFR 77.1;
    (f) Performance measures at the State and local levels; and
    (g) Appropriate financial resources to support successful 
implementation of the plan.
    Independent peer review means a high-quality, transparent review 
process informed by outside individuals with expertise in literacy 
development and education for children from birth through grade 12.
    Moderate evidence means a statistically significant effect on 
improving student outcomes or other relevant outcomes based on at least 
one well-designed and well-implemented quasi-experimental study.
    Professional development means activities that--
    (a) Are an integral part of school and LEA strategies for providing 
educators (including teachers, principals, other school leaders, 
specialized instructional support personnel, paraprofessionals, and, as 
applicable, early childhood educators) with the knowledge and skills 
necessary to enable students to succeed in a well-rounded education and 
to meet the State's challenging academic standards;
    (b) Are sustained (not stand-alone, one-day, or short term 
workshops), intensive, collaborative, job-embedded, data-driven, and 
classroom-focused; and
    (c) May include activities that--
    (1) Improve and increase teachers'--
    (i) Knowledge of the academic subjects the teachers teach;
    (ii) Understanding of how students learn; or
    (iii) Ability to analyze student work and achievement from multiple 
sources, including how to adjust instructional strategies, assessments, 
and materials based on such analysis;
    (2) Are an integral part of broad schoolwide and districtwide 
educational improvement plans;
    (3) Allow personalized plans for each educator to address the 
educator's specific needs identified in observation or other feedback;
    (4) Improve classroom management skills;
    (5) Support the recruitment, hiring, and training of effective 
teachers, including teachers who became certified through State and 
local alternative routes to certification;
    (6) Advance teacher understanding of--
    (i) Effective instructional strategies that are evidence-based; or
    (ii) Strategies for improving student academic achievement or 
substantially increasing the knowledge and teaching skills of teachers;
    (7) Are aligned with, and directly related to, academic goals of 
the school or LEA;
    (8) Are developed with extensive participation of teachers, 
principals, other school leaders, parents, representatives of Indian 
Tribes (as applicable), and administrators of schools to be served 
under this program;
    (9) Are designed to give teachers of English learners, and other 
teachers and instructional staff, the knowledge and skills to provide 
instruction and appropriate language and academic support services to 
those children, including the appropriate use of curricula and 
assessments;
    (10) To the extent appropriate, provide training for teachers, 
principals, and other school and community-based early childhood 
program leaders in the use of technology (including education about the 
harms of copyright piracy), so that technology and technology 
applications are effectively used in the classroom to improve teaching 
and learning in the curricula and academic subjects in which the 
teachers teach;
    (11) As a whole, are regularly evaluated for their impact on 
teacher effectiveness and student academic achievement, with the 
findings of the evaluations used to improve the quality of professional 
development;
    (12) Are designed to give teachers of children with disabilities or 
children with developmental delays, and other teachers and 
instructional staff, the knowledge and skills to provide instruction 
and academic support services to those children, including positive 
behavioral interventions and supports, multi-tier system of supports, 
and use of accommodations;
    (13) Provide instruction in the use of data and assessments to 
inform classroom practice;
    (14) Provide instruction in ways that teachers, principals, other 
school leaders, specialized instructional support personnel, and school 
administrators may work more effectively with parents and families;
    (15) Involve the forming of partnerships with institutions of 
higher education, including, as applicable, Tribal Colleges and 
Universities as defined in section 316(b) of the Higher Education Act 
of 1965, as amended (20 U.S.C. 1059c(b)), to establish school-based 
teacher, principal, and other school leader training programs that 
provide prospective teachers, novice teachers, principals, and other 
school leaders with an opportunity to work under the guidance of 
experienced teachers, principals, other school leaders, and faculty of 
such institutions;
    (16) Create programs to enable paraprofessionals (assisting 
teachers employed by an LEA receiving assistance under part A of title 
I) to obtain the education necessary for those paraprofessionals to 
become certified and licensed teachers;
    (17) Provide follow-up training to teachers who have participated 
in activities described in this paragraph (c) that are designed to 
ensure that the knowledge and skills learned by the teachers are 
implemented in the classroom; or
    (18) Where practicable, provide for school staff and other early 
childhood education program providers to address jointly the transition 
to elementary school, including issues related to school readiness.

[[Page 22526]]

    State comprehensive literacy plan means a plan that addresses the 
pre-literacy and literacy needs of children from birth through grade 
12, with special emphasis on disadvantaged children. A State 
comprehensive literacy plan is informed by a recent (conducted in the 
past five years) comprehensive needs assessment; aligns policies, 
resources, and practices; contains clear instructional goals; sets high 
expectations for all children and subgroups of children; and provides 
for professional development for all teachers in effective literacy 
instruction.
    State literacy team means a team comprised of individuals with 
expertise in literacy development and education for children from birth 
through grade 12. The State literacy team must include individuals with 
expertise in the following areas:
    (a) Implementing literacy development practices and instruction for 
children in the following age/grade levels: Birth through age five, 
kindergarten through grade 5, grades 6 through 8, and grades 9 through 
12;
    (b) Managing and implementing literacy programs that are supported 
by strong evidence or moderate evidence;
    (c) Evaluating comprehensive literacy instruction programs;
    (d) Planning for and implementing effective literacy interventions 
and practices, particularly for disadvantaged children, children living 
in poverty, struggling readers, English learners, and children with 
disabilities;
    (e) Implementing assessments in the areas of phonological 
awareness, word recognition, phonics, vocabulary, comprehension, 
fluency, and writing; and
    (f) Implementing professional development on literacy development 
and instruction.
    A literacy team member may have expertise in more than one area. 
Team members may also include, but are not limited to: Library/media 
specialists; parents; literacy coaches; instructors of adult education; 
representatives of community-based organizations providing educational 
services to disadvantaged children and families; family literacy 
service providers; representatives from local or State school boards; 
and representatives from related child services agencies.
    Strong evidence means a statistically significant effect on 
improving student outcomes or other relevant outcomes based on at least 
one well-designed and well-implemented experimental study.
    Universal design for learning, as defined under section 103 of the 
Higher Education Act of 1965, as amended, means a scientifically valid 
framework for guiding educational practice that--
    (a) Provides flexibility in the ways information is presented, in 
the ways students respond or demonstrate knowledge and skills, and in 
the ways students are engaged; and
    (b) Reduces barriers in instruction, provides appropriate 
accommodations, supports, and challenges, and maintains high 
achievement expectations for all students, including students with 
disabilities and students who are limited English proficient.\2\
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    \2\ English learner and limited English proficient have the same 
meaning.

    Program Authority:  Section 1502 of the ESEA, as amended by the 
NCLB, and Title III of Division H of the Consolidated Appropriations 
Act, 2016 (Pub. L. 114-113).\3\
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    \3\ Title III of Division H of the Consolidated Appropriations 
Act, 2016 (Pub L. 114-113) appropriated funds for the SRCL program 
under section 1502 of the ESEA, as amended by the NCLB. As such, the 
upcoming SRCL competition will be conducted under that authority. 
The Department notes that the ESEA, as amended in December 2015 by 
the ESSA, authorizes the Comprehensive Literacy State Development 
(CLSD) program, a program that is substantively similar to SRCL. See 
sections 2221-2224 of the ESEA, as amended by the ESSA. To provide 
for the orderly transition to future programs under the ESSA, the 
priorities, requirements, definitions, and selection criteria that 
apply to the SRCL program through this notice align, to the extent 
possible, with certain new statutory requirements that will apply to 
the CLSD program.

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations 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. (c) 
The Uniform Administrative Requirements, Cost Principles, and Audit 
Requirements for Federal Awards in 2 CFR part 200, as adopted and 
amended as regulations of the Department in 2 CFR part 3474. (d) The 
NFP.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $190,000,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in subsequent years from 
the list of unfunded applications from this competition.
    Estimated Range of Awards: $3,000,000--$80,000,000.
    Estimated Average Size of Awards: $18,000,000.
    Estimated Number of Awards: 5--10. The Department may make awards 
under this competition for the complete three-year (36-month) project 
period using FY 2016 and FY 2017 funds.

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

    Project Period: 36 months.

III. Eligibility Information

    1. Eligible Applicants: SEAs of the 50 States, the District of 
Columbia, and Puerto Rico (referred to in this notice as State).
    2. a. Cost Sharing or Matching: This program does not require cost 
sharing or
    matching.
    b. Supplement-Not-Supplant: As specified under Requirements, this 
program involves supplement-not-supplant funding requirements.
    3. Eligible Subgrantees: (a) Under 34 CFR 75.708(b) and (c) a 
grantee may award subgrants--to directly carry out project activities 
described in its application--to the following types of entities: One 
or more LEAs or, in the case of early literacy, one or more LEAs or 
nonprofit providers of early childhood education, with a demonstrated 
record of effectiveness in improving language and early literacy 
development of children from birth through age five and in providing 
professional development in language and early literacy development.
    (b) The grantee may award subgrants to entities it selects through 
a competition under procedures established by the grantee.

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the internet, from the Education Publications 
Center (ED Pubs), or from the program office.
    To obtain a copy via the internet, use the following address:
    ww.ed.gov/fund/grant/apply/grantapps/index.html.
    To obtain a copy from ED Pubs, write, fax, or call: 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 as follows: CFDA number 84.371C.
    To obtain a copy from the program office, contact: Cindy Savage, 
U.S.

[[Page 22527]]

Department of Education, 400 Maryland Avenue SW., room 3E237, 
Washington, DC 20202. Telephone: (202) 453-5998 or by email: 
[email protected]. If you use a TDD or TTY, call the FRS, toll free, at 
1-800-877-8339.
    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 listed under FOR FURTHER 
INFORMATION CONTACT.
    2. Content and Form of Application Submission:
    Page Limit: The application narrative is where you, the applicant, 
address the selection criteria that reviewers use to evaluate your 
application. We recommend that you: (1) Limit the application narrative 
to no more than 50 pages, and (2) use 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.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the one-page abstract, the resumes, 
the bibliography, or the letters of support. However, the recommended 
page limit does apply to all of the application narrative, which 
includes responses to the priorities and selection criteria.
    Requirements concerning the content and form of an application, 
together with the forms you must submit, are in the application package 
for this competition.
    3. Submission Dates and Times:
    Applications Available: May 16, 2017.
    Deadline for Transmittal of Applications: July 17, 2017.
    Applications for grants under this competition must be submitted 
electronically using the Grants.gov Apply site (Grants.gov). 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 Other Submission Requirements in section 
IV 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 
either person listed under FOR FURTHER INFORMATION CONTACT. 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 13, 2017.
    4. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for this competition.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and System for Award Management: To do business with the 
Department of Education (Department), 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), 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 at the 
following Web site: http://fedgov.dnb.com/webform. 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 two to five 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 you enter into the SAM database. 
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, it may be 24 to 48 
hours before you can access the information in, and 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 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: http://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 competition 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 the SRCL program, CFDA 84.371C, 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

[[Page 22528]]

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 the SRCL 
program at www.Grants.gov. You must search for the downloadable 
application package for this competition by the CFDA number. Do not 
include the CFDA number's alpha suffix in your search (e.g., search for 
84.371, not 84.371C).
    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. In addition, for specific guidance and 
procedures for submitting an application through Grants.gov, please 
refer to the Grants.gov Web site at: www.grants.gov/web/grants/applicants/apply-for-grants.html.
     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 read-only, flattened 
Portable Document Format (PDF), meaning any fillable PDF documents must 
be saved as flattened non-fillable files. Therefore, do not upload an 
interactive or fillable PDF file. If you upload a file type other than 
a read-only, flattened PDF (e.g., Word, Excel, WordPerfect, etc.) or 
submit a password-protected file, we will not review that material. 
Please note that this could result in your application not being 
considered for funding because the material in question--for example, 
the application narrative--is critical to a meaningful review of your 
proposal. For that reason, it is important to allow yourself adequate 
time to upload all material as PDF files. The Department will not 
convert material from other formats to PDF. There is no need to 
password protect a file in order to meet the requirement to submit a 
read-only flattened PDF. And, as noted above, the Department will not 
review password-protected files. Additional, detailed information on 
how to attach files is in the application instructions.
     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. Grants.gov 
will also notify you automatically by email if your application met all 
the Grants.gov validation requirements or if there were any errors 
(such as submission of your application by someone other than a 
registered Authorized Organization Representative, or inclusion of an 
attachment with a file name that contains special characters). You will 
be given an opportunity to correct any errors and resubmit, but you 
must still meet the deadline for submission of applications.
    Once your application is successfully validated by Grants.gov, the 
Department will retrieve your application from Grants.gov and send you 
an email with a unique PR/Award number for your application.
    These emails do not mean that your application is without any 
disqualifying errors. While your application may have been successfully 
validated by Grants.gov, it must also meet the Department's application 
requirements as specified in this notice and in the application 
instructions. Disqualifying errors could include, for instance, failure 
to upload attachments in a read-only, flattened PDF; failure to submit 
a required part of the application; or failure to meet applicant 
eligibility requirements. It is your responsibility to ensure that your 
submitted application has met all of the Department's requirements.
     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 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 the problem affected your ability to 
submit your application by 4:30:00 p.m., Washington, DC time, on the 
application deadline date. We will contact you after we determine 
whether your application will be accepted.


[[Page 22529]]


    Note: The extensions to which we refer in this section apply 
only to the unavailability 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 
prevents 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: Cindy Savage, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 3E237, 
Washington, DC 20202. FAX: (202) 260-8969.
    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 84.371C, 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.

    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.

    We will not consider applications postmarked after the application 
deadline date.
    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 84.371C, 550 12th Street SW., Room 7039, 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 competition 
are from the NFP and 34 CFR 75.210, and are as follows:
    (a) State-level activities (30 points).
    To determine the quality of the applicant's State-level activities, 
the Secretary considers--
    (1) The extent to which the SEA will support and provide technical 
assistance to its SRCL program subgrantees to ensure they implement a 
high-quality comprehensive literacy instruction program that will 
improve student achievement, including technical assistance on 
identifying and implementing with fidelity interventions and practices 
that are supported by moderate evidence or strong evidence and align 
with local needs; and
    (2) The extent to which the SEA will collect data and other 
information to inform the continuous improvement, and evaluate the 
effectiveness and impact, of local projects.
    (b) SEA plan for subgrants (20 points).
    To determine the quality of the applicant's SEA plan for subgrants, 
the Secretary considers the extent to which the SEA has a high-quality 
plan to use an independent peer review process to award subgrants that 
propose a high-quality comprehensive literacy instruction program, 
including--
    (1) A plan to prioritize projects that will use interventions and 
practices that are supported by moderate evidence or strong evidence; 
and
    (2) A process to determine--
    (i) The extent to which the intervention or practice is supported 
by moderate evidence or strong evidence;
    (ii) The alignment of the local project to the State's 
comprehensive literacy plan and the local literacy plan;
    (iii) The extent to which the interventions and practices are 
differentiated and are appropriate for children from birth through age 
five and children in kindergarten through grade 5; and
    (iv) The relevance of cited studies to the project proposed and 
identified needs.
    (c) SEA monitoring plan (30 points).
    To determine the quality of the applicant's SEA monitoring plan, 
the Secretary considers the extent to which the SEA describes a high-
quality plan for monitoring local projects, including how it will 
ensure that--
    (1) The interventions and practices that are part of the 
comprehensive literacy instruction program are aligned with the SEA's 
State comprehensive literacy plan;
    (2) The interventions and practices that subgrantees implement are 
supported by moderate evidence or strong evidence, to the extent 
appropriate and available;
    (3) The interventions and practices are differentiated and are 
appropriate for children from birth through age five and children in 
kindergarten through grade 5; and

[[Page 22530]]

    (4) The interventions and practices are implemented with fidelity 
and aligned with the SEA's State comprehensive literacy plan and local 
literacy plan.
    (d) Alignment of resources (10 points).
    To determine the quality of the applicant's alignment of resources, 
the Secretary considers the extent to which the SEA will:
    (1) Target subgrants supporting projects that will improve 
instruction for the greatest numbers or percentages of disadvantaged 
children; and
    (2) Award subgrants of sufficient size to fully and effectively 
implement the local plan while also ensuring that at least--
    (a) 15 percent of the subgranted funds serve children from birth 
through age five;
    (b) 40 percent of the subgranted funds serve students in 
kindergarten through grade five; and
    (c) 40 percent of the subgranted funds serve students in middle and 
high school, through grade 12, including an equitable distribution of 
funds between middle and high schools.
    (e) Adequacy of resources (25 points).
    The Secretary considers the adequacy of resources for the proposed 
project. In determining the adequacy of resources for the proposed 
project, the Secretary considers the following factors:
    (1) The extent to which the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project; 
and
    (2) The extent to which the costs are reasonable in relation to the 
number of persons to be served and to the anticipated results and 
benefits.
    (f) Quality of the project design (5 points).
    The Secretary considers the quality of the project design. In 
determining the quality of the design of the proposed project, the 
Secretary considers 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.
    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 
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. Risk Assessment and Special Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this program the Department 
conducts a review of the risks posed by applicants. 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; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    4. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$150,000), under 2 CFR 200.205(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through SAM. You may review and comment on any 
information about yourself that a Federal agency previously entered and 
that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.

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 multiyear 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.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    4. Performance Measures: The Department has established the 
following Government Performance and Results Act of 1993 performance 
measures for the SRCL program:
    (1) The percentage of participating four-year-old children who 
achieve significant gains in oral language skills.
    (2) The percentage of participating fifth-grade students who meet 
or exceed proficiency on State reading/language arts assessments under 
section 1111(b)(2)(B)(v)(I) of the ESEA, as amended by the ESSA.
    (3) The percentage of participating eighth-grade students who meet 
or exceed proficiency on State reading/language arts assessments under 
section 1111(b)(2)(B)(v)(I) of the ESEA, as amended by the ESSA.

[[Page 22531]]

    (4) The percentage of participating high school students who meet 
or exceed proficiency on State reading/language arts assessments under 
section 1111(b)(2)(B)(v)(I) of the ESEA, as amended by the ESSA.
    These measures constitute the Department's indicator of success for 
this program. Consequently, we advise an applicant for a grant under 
this program to give careful consideration to these measures in 
conceptualizing the approach and evaluation for its proposed project. 
Each grantee will be required to provide, in its annual performance and 
final reports, data about its progress in meeting these measures.
    5. Continuation Awards: Grants awarded under this competition may 
be for a project period of up to three years. The Department will 
either award grantees their entire three-year award at the time of the 
initial award, or will award grantees only the first-year portion of 
their award. If the Department awards grantees only the first-year 
portion of their award, depending on the availability of funds, the 
Department will make continuation awards for years two and three in 
accordance with 34 CFR 75.253. 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 award, 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. 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 
either program contact person listed under FOR FURTHER INFORMATION 
CONTACT.
    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.gpo.gov/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 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: May 11, 2017.
Jason Botel,
Acting Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 2017-09896 Filed 5-15-17; 8:45 am]
 BILLING CODE 4000-01-P