[Federal Register Volume 77, Number 224 (Tuesday, November 20, 2012)]
[Notices]
[Pages 69604-69613]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2012-28068]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Model Demonstration Projects on
Promoting Reentry Success Through Continuity of Educational
Opportunities
AGENCY: Office of Vocational and Adult Education, Department of
Education.
ACTION: Notice.
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Overview Information
Model Demonstration Projects on Promoting Reentry Success through
Continuity of Educational Opportunities (PRSCEO) Notice inviting
applications for new awards for fiscal year (FY) 2013.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.191C.
DATES: Applications Available: November 20, 2012.
Date of Pre-Application Meeting: December 10, 2012.
Deadline for Transmittal of Applications: December 26, 2012.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of the PRSCEO program is to
demonstrate the benefits of implementing a reentry education model, as
described in the U.S. Department of Education (Department) November
2012 publication entitled ``A Reentry Education Model, Supporting
Education and Career Advancement for Low-Skill Individuals in
Corrections'' (Reentry Education Model).\1\ This Reentry Education
Model is focused on: (1) Supporting individuals, especially low-skilled
adults, in their transition from correctional institutions \2\ into the
community by strengthening and aligning educational services \3\
provided in those settings; (2) establishing a strong program
infrastructure to support and improve education services in
correctional institutions; (3) ensuring that education is well
integrated into correctional institutions by making it a critical
component of the intake and
[[Page 69605]]
pre-release processes, and by aligning it with support and employment
services; and (4) encouraging individuals in correctional institutions
to identify and achieve education and career goals, recognizing that
their education paths are not linear or uniform.
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\1\ See http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/reentry-model.pdf.
\2\ Throughout this notice the term ``correctional institution''
has the meaning as set forth in 20 U.S.C. 9225(d)(2) to include ``a
prison; jail; reformatory; work farm; detention center; or halfway
house, community-based rehabilitation center, or any other similar
institution designed for the confinement or rehabilitation of
criminal offenders.''
\3\ Educational services may include, but are not limited to,
assessment; instruction in reading, writing, and speaking the
English language, numeracy, problem solving, and other literacy
skills; career and technical education instruction; postsecondary
education instruction; development of a student individual
educational plan; and counseling services.
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Background
More than 700,000 incarcerated individuals leave Federal and State
prisons each year.\4\ Too many of these individuals do not reintegrate
successfully into society; within 3 years of release, 4 out of 10
prisoners will have committed new crimes or violated the terms of their
release and will be reincarcerated.\5\
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\4\ 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 September 5,
2012, from http://bjs.ojp.usdoj.gov/content/pub/pdf/p10.pdf.
\5\ The Pew Center on the States. 2011. State of Recidivism: The
Revolving Door of America's Prisons. Washington, DC: The Pew
Charitable Trusts. Accessed September 5, 2012, from
www.pewcenteronthestates.org/uploadedFiles/Pew_State_of_Recidivism.pdf.
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This negative cycle of release and return costs States more than
$50 billion annually.\6\ 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.\7\
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\6\ National Association of State Budget Officers. 2011. State
Expenditure Report: Examining Fiscal 2009-2011 State Spending.
Washington, DC: Author. Accessed September 5, 2012, from
www.nasbo.org/sites/default/files/2010%20State%20Expenditure%20Report.pdf.
\7\ 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 without a high school
credential, 1 in 3 black men, 1 in 8 white men, and 1 in 14 Hispanic
men are incarcerated.\8\ Formerly incarcerated men earn approximately
40 percent less per year than those who have never been
incarcerated.\9\ Unfortunately, many offenders are ill-equipped to
break this cycle of reincarceration because they lack the education and
workforce skills needed to succeed in the labor market and the
cognitive skills (e.g., the ability to solve problems) needed to
address the challenges of reentry.\10\ In fact, approximately 41
percent of Federal and State prisoners lack a high school credential,
compared to 18 percent of the general population. Even fewer have
completed any college coursework.\11\
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\8\ The Pew Charitable Trusts. 2010. Collateral Costs:
Incarceration's Effect on Economic Mobility. Washington, DC: Author.
Accessed September 5, 2012, from www.pewstates.org/uploadedFiles/PCS_Assets/2010/Collateral_Costs%281%29.pdf.
\9\ 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 September 5, 2012, from www.terry.uga.edu/
~mustard/labor.pdf.
\10\ 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.
\11\ Harlow, Caroline Wolf. 2003. Education and Correctional
Populations. NCJ 195670. Washington, DC: U.S. Department of Justice,
Bureau of Justice Statistics. Accessed September 5, 2012, 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.\12\ Similarly, those under community
supervision (parole or probation) often do not participate in education
and training programs.\13\ 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.\14\ 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.\15\
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\12\ Western, Bruce, Vincent Schiraldi, and Jason Ziedenberg.
2003. Education & Incarceration. Washington, DC: Justice Policy
Institute. Accessed September 5, 2012, from www.justicepolicy.org/images/upload/03-08_REP_EducationIncarceration_AC-BB.pdf.
\13\ 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.
\14\ 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 September 5,
2012, from www.jjay.cuny.edu/CraytonNeusteter_FinalPaper.pdf.
\15\ Visher, Christy A., and Pamela K. Lattimore. 2007. ``Major
Study Examines Prisoners and Their Reentry Needs.'' NIJ Journal 258:
30-33. Accessed September 5, 2012, 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 such barriers as differing standardized assessments and
curriculum and lack of articulation agreements, making student
transfers from one program to another difficult. Other barriers to
access to well-integrated and sequenced educational programs 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 the correctional institutions should not receive
educational services; this, in turn, can make it difficult to require
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.
A growing body of evidence \16\ shows that providing offenders with
education and training programs increases their employment
opportunities, decreases their cognitive deficits, and helps reduce the
likelihood of recidivism.\17\ More work is needed, however, to ensure
that low-skilled individuals in correctional institutions have access
to these services and can advance their education and employment
prospects despite their correctional status.
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\16\ Aos, Steve, Marna Miller, and Elizabeth Drake. 2006.
Evidence-Based Adult Corrections Programs: What Works and What Does
Not. Olympia, WA: Washington State Institute for Public Policy.
Accessed September 5, 2012, from www.wsipp.wa.gov/rptfiles/06-01-1201.pdf.
\17\ MacKenzie, Doris Layton. 2006. What Works in Corrections:
Reducing the Criminal Activities of Offenders and Delinquents. New
York: Cambridge University Press.
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For this purpose the Department supported the development of the
Reentry Education Model, which illustrates an education continuum for
bridging the gap between prison- and community-based education and
training programs.\18\ The goal of this
[[Page 69606]]
Reentry Education Model is to ensure that individuals can gain the
knowledge and skills they need to obtain long-term, living-wage
employment and can transition successfully out of correctional
institutions to other adult basic education or adult secondary
education programs, postsecondary education, training programs,
occupational training settings, or employment. It is based on a review
of research studies and feedback from a panel of experts, including
practitioners, administrators, and researchers in the fields of
corrections and education. The Reentry Education Model, in addition to
illustrating how educational service components should connect \19\ and
be sequenced, includes detailed listings and discussions of the
critical components of an educational continuum through the period of
incarceration and reintegration.
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\18\ MPR Associates, Inc. 2011. Community-based Correctional
Education. Washington, DC: U.S. Department of Education, Office of
Vocational & Adult Education. Accessed September 5, 2012, from
http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/cbce-report-2011.pdf.
\19\ See the Reentry Education Model publication, figure 1, page
5.
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Through this competition, which is carried out under part JJ of
title I of the Omnibus Crime Control and Safe Streets Act of 1968, 42
U.S.C. 3797dd(a)(3), the Secretary of Education will support the
establishment and operation of projects that will test and demonstrate
the benefits of using the Reentry Education Model, including
implementation of the Reentry Education Model infrastructure
elements.\20\ Grantees cannot effectively implement the Reentry
Education Model without adequate infrastructure.\21\ Grantees may
appropriately build their program infrastructure as part of the funded
project. Because of the challenges associated with implementing many
infrastructure elements in a short period of time, the Secretary will
award competitive preference, as described in the Priorities section in
this notice, to applicants that have portions of the Reentry Education
Model infrastructure elements already in place for ``strategic
partnerships'' and the ``use of electronic data system.'' This will
increase the likelihood that a grantee will promptly complete all
infrastructure requirements and successfully demonstrate the
effectiveness of the Reentry Education Model within the timeframe of
the grant period.
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\20\ See Reentry Education Model publication, pages 10 through
13 for more information about the infrastructure elements.
\21\ A panel of researchers and practitioners identified
infrastructure elements on which to base the Reentry Education
Model. These elements are derived from evidence that promising or
proven strategies, when adopted by correctional institutions, would
result in improved student outcomes for attaining educational
achievement levels, completing their education programs, and
attaining their educational goals. The combination of these
infrastructure elements in a single model is the result of cross-
disciplinary and creative work that is promising but needs to be
tested and, depending on the results of that testing, modified.
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Adult Education and Family Literacy Act (AEFLA)-funded eligible
agencies,\22\ providers,\23\ or providers of adult education and
literacy services using funds provided by an AEFLA-funded eligible
agency or provider, are eligible for awards through this competition.
AEFLA provides grants to States to provide adult education and literacy
activities, including programs for individuals in correctional
institutions (20 U.S.C. 9222(a)(1) and 20 U.S.C. 9225(b)). The
Department intends to use National Leadership Activities funds under 20
U.S.C. 9253 to provide technical assistance support for PRSCEO program
grantees and for an independent evaluation of the PRSCEO program.
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\22\ As defined in 20 U.S.C. 9202(4), the term ``eligible
agency'' means ``the sole entity or agency in a State or an outlying
area responsible for administering or supervising policy for adult
education and literacy in the State or outlying area, respectively,
consistent with the law of the State or outlying area,
respectively.''
\23\ As defined in 20 U.S.C. 9202(5), the term ``eligible
provider'' means ``(A) a local educational agency; (B) a community-
based organization of demonstrated effectiveness; (C) a volunteer
literacy organization of demonstrated effectiveness; (D) an
institution of higher education; (E) a public or private nonprofit
agency; (F) a library; (G) a public housing authority; (H) a
nonprofit institution that is not described in any of subparagraphs
(A) through (G) and has the ability to provide literacy services to
adults and families; and (I) a consortium of the agencies,
organizations, institutions, libraries, or authorities described in
any of subparagraphs (A) through (H).''
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Priorities: This notice includes two absolute priorities and two
competitive preference priorities. We are establishing these priorities
for the FY 2013 grant competition, 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: Under 34 CFR 75.105(c)(3) we consider only
applications that meet both of the absolute priorities.
Absolute Priority 1 is:
Model Demonstration Projects on Promoting Reentry Success Through
Continuity of Educational Opportunities Based on the Reentry Education
Model
To meet this priority, an applicant must--
(a) Propose a project that:
(1) Implements the Reentry Education Model, including all
infrastructure elements, to promote education engagement and continuity
for individuals during their reentry process spanning correctional
institution settings and community settings; and
(2) Serves correctional institution residents (prisoners) and
community correctional clients (e.g., parolees, probationers, or
inmates in halfway house settings); and
(b) Implement a project plan (which must be included in the
application) that:
(1) Identifies the partner entities described in paragraph
(a)(3)(ii) of the Application Requirements section of this notice;
(2) Describes the process the applicant will use for developing an
individual educational plan that addresses an individual student's
needs; and
(3) Identifies formal tools of transition that the applicant will
implement or has already implemented, including explicit interagency
agreements that can facilitate the transition among educational
programs and across correctional institution and community settings.
Absolute Priority 2 is:
Implementation of a Demonstration Program Based on the Reentry
Education Model Using Adult Education and Family Literacy Act-Funded
Programs
To meet this priority, an applicant must either be an AEFLA-funded
eligible agency,\24\ an AEFLA-funded eligible provider,\25\ or a
provider of adult education and literacy services with funds provided
by an AEFLA-funded eligible agency or provider in the jurisdiction in
which the services will be provided. Each applicant must submit a
letter from the State agency administering AEFLA verifying that the
applicant is an eligible agency or provider, or a provider of adult
education and literacy services, as described in this priority, and has
been an eligible agency or provider for at least one year prior to the
submission of the application.
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\24\ See footnote 22 in the Background section for the
definition of ``eligible agency''.
\25\ See footnote 23 in the Background section for the
definition of ``eligible provider''.
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Competitive Preference Priorities
The Secretary is also establishing two competitive preference
priorities for this competition. Under 34 CFR 75.105(c)(2)(i) the
Department will award up to an additional five points for Competitive
Preference Priority 1 and up to an additional five points for
Competitive Preference Priority 2. The
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maximum amount of points that an applicant can receive under these
competitive preference priorities is 10 points, depending on how well
the application meets these priorities.
Competitive Preference Priority 1 is:
Demonstrated Existence of Program Infrastructure Elements Contained in
the Reentry Education Model: Strategic Partnerships
To meet this priority, an applicant must provide evidence of prior
implementation of the infrastructure element \26\ ``strategic
partnerships'' (at least one year prior to the date of application),
which must include currently functioning agreements among partner
entities as specified in the Reentry Education Model.
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\26\ See Reentry Education Model, pages 10 through 13 for more
information about the infrastructure elements.
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Competitive Preference Priority 2 is:
Demonstrated Existence of Program Infrastructure Elements Contained in
the Reentry Education Model: Electronic Data System
To meet this priority, an applicant must provide evidence of the
prior implementation (at least one year prior to date of application)
of the infrastructure element,\27\ ``electronic data system,'' which
must include the capacity to capture student data, including
educational level, educational goals, educational participation, and
educational attainments. Such evidence may include samples of student
record forms, redacted as appropriate to protect personally
identifiable information or other data necessary to protect student
privacy, procedural guidance, or other documentation demonstrating the
availability of student data for individuals transitioning among
program settings during the release process. In addition, the applicant
must provide an assurance that the data are used to inform program
improvement initiatives within the educational partner entities serving
such students.
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\27\ See Reentry Education Model publication, pages 10 through
13 for more information about the infrastructure elements.
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Requirements
Application Requirements
The project plan submitted within the application must include:
(a) A description of how the applicant will implement or already
has implemented the Reentry Education Model. Specifically the
application must include a description of 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) 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 or otherwise sanctioned
individuals;
(iii) Strategies describing proven successful or promising
practices for:
(A) Improving student outcomes in the attainment of educational
achievement levels,
(B) Increasing the number of students completing their educational
programs, and
(C) Increasing the number of students attaining their educational
goals; \28\
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\28\ See the Performance Measures section of this notice.
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(iv) Pre-release procedures and protocols to support the transition
of students, including low-skilled students, from correctional
institution educational programs to community-based educational
programs; and
(v) Intake processes and procedures for the community-based
educational services that include--
(A) Connecting incarcerated individuals with community-based
services by starting the services in 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 partner entities 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) Reentry Education Model infrastructure elements that the
applicant will implement or already has implemented, which must
include:
(i) Monetary and other resources,
(ii) Strategic partnerships,
(iii) Electronic data system,
(iv) Staff training,
(v) Reentry policies, and
(vi) Evaluation processes.\29\
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\29\ See Reentry Education Model publication, pages 10 through
13 for more information about the infrastructure elements.
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(3) Implementation components, including--
(i) The methodology that the applicant will use for selecting
partner entities; \30\
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\30\ A partner entity may be, but need not be, the applicant or
a member of a consortium application.
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(ii) Identification of the partner entities, which
(A) Must include--
(I) One or more community-based educational service providers, at
least one of which must offer adult basic education services or English
literacy programs, and
(II) One or more correctional institution education program sites,
at least one of which must offer adult basic education services or
English literacy programs; and
(B) May include--
(I) One or more community colleges, or technical colleges,
(II) One or more occupational training providers,
(III) One or more community correction facilities or organizations,
and
(IV) One or more intermediary prisoner reentry service providers,
such as providers of mentoring programs.
(iii) For each partner entity selected in paragraphs (a)(3)(ii)(A)
and (a)(3)(ii)(B), descriptions of--
(A) The populations served by the partner entity; and
(B) The expected contributions of the partner entity to the
proposed project and the extent to which each partner entity has
committed to the implementation and sustainability of the project.
(iv) Strategies for identifying and allocating human resources
among the partner entities as needed to implement the proposed project;
(v) 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 partner entities 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 partner entities in
order to build capacity to implement the Reentry Education Model during
the grant project period and to ensure that the project is sustained
after the grant project period ends.
(b) A detailed timeline for implementing the proposed project.
(c) A plan for collecting data that will be submitted as required
by the Department to the Department's
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technical assistance provider and the Department's independent
evaluator,\31\ in order to monitor the continuous progress of the
applicant's program outcomes based on the Reentry Education Model. Such
data, at a minimum, must include:
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\31\ For the purposes of reporting the data related to the grant
program, the Department will identify the categories of student
records to be submitted to the Department's independent evaluator
for the PRSCEO program grantees. The Department's independent
evaluator will, among other things, review numerical data indicating
success or failure rates in terms of adult student participant
outcomes including persistence, continued involvement in programs
across settings, learning gains, credentials earned, and benefits of
program participation.
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(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.
(d) A description of the project's logic model, consistent with the
Reentry Education Model,\32\ and a plan to collect data on the
following system outputs:
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\32\ See the Reentry Education Model publication, figure 1, page
5.
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(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.
(e) 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.
(f) A description of the applicant's formative evaluation plan,
consistent with the proposed project's logic model, and consistent with
the Reentry Education Model and student data collection plan, that:
(1) Includes information on how these data described in paragraph
(c) 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 this section), 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 proposed competition, each
applicant must propose to conduct the following activities:
(a) Commit to work with the Department's independent evaluator \33\
to--
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\33\ For the purposes of the assessment related to the grant
program, the Department's independent evaluator will develop
assessments and collect and analyze the data to ensure
standardization of measurement across grant programs.
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(1) Measure the fidelity of implementation of the Reentry Education
Model; and
(2) Collect and assess the stakeholders' (e.g., service providers,
teachers, case workers, program administrators, clients) feedback on
the efficacy of the Reentry Education Model components, processes, and
outcomes.
(b) Participate in program activities and collaborative efforts
among grantees, Department staff, and the Department-identified
technical assistance provider to disseminate Reentry Education Model
information to such entities as adult education providers, correctional
institutions, community-based organizations, community colleges,
professional organizations, and other entities identified by the
Department.
(c) 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 of the
Reentry Education Model implementation across correctional and
community settings.
(d) Maintain ongoing telephone and email communication with the
Department project officer and the administrators of other projects
funded under this competition.
(e) Submit data, when and as specified by the Department, to the
independent evaluator designated by the Department in order to evaluate
the Reentry Education 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 requirements and priorities.
Section 437(d)(1) of 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 part JJ of
title I of the Omnibus Crime Control and Safe Streets Act of 1968, 42
U.S.C. 3797dd(a)(3) 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 2013 grant competition and any subsequent year in which we
make awards from the list of unfunded applicants from this competition.
Program Authority: 42 U.S.C. 3797dd(a)(3).
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 84, 86, 97, 98, and 99. (b) The Education Department debarment
and suspension regulations in 2 CFR part 3485.
Note: The regulations in 34 CFR parts 79 apply to all applicants
except federally recognized Indian tribes.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $924,036.
Estimated Range of Awards: $200,000 to $400,000.
Estimated Average Size of Award: $308,012.
Estimated Number of Awards: 2 to 4.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 30 months. Applicants under this competition
are required to provide detailed budget information for each year of
the project and for the total grant.
III. Eligibility Information
1. Eligible Applicants: AEFLA-funded eligible agencies as defined
by 20 U.S.C. 9202(4) and providers as defined by 20 U.S.C. 9202(5) and
providers of adult education and literacy services with funds provided
by an AEFLA-funded eligible agency or provider. Pursuant to 20 U.S.C.
9202(4) and 20 U.S.C. 9202(5), eligible) eligible AEFLA agencies and
providers include the sole entity or
[[Page 69609]]
agency in a State or an outlying area responsible for administering or
supervising policy for adult education and literacy in the State or
outlying area, local educational agencies, community-based
organizations of demonstrated effectiveness, volunteer literacy
organizations of demonstrated effectiveness, institutions of higher
education, public or private non-profit agencies, libraries, public
housing authorities, nonprofit institutions that are not described
above and have the ability to provide literacy services to adults and
families; and consortia. Note that eligible applicants seeking to apply
as a consortium must comply with the regulations in 34 CFR 75.127-
75.129, which address group applications.
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
IV. Application and Submission Information
1. Address to Request Application Package: You can obtain an
application package via the Internet or from the Education Publications
Center (ED Pubs), 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 84.191C.
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 25 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, documentation for meeting priorities, 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.
b. Submission of Proprietary Information:
Given the types of projects that may be proposed in applications
for the PRSCEO 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: November 20, 2012.
Deadline for Transmittal of Applications: December 26, 2012.
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 persons listed under FOR FURTHER INFORMATION CONTACT in section VII
of this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice.
4. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for this 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 Central Contractor Registry: 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 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 CCR 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 business day.
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 CCR
registration
[[Page 69610]]
process may take five or more business days to complete. If you are
currently registered with the CCR, 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 CCR
registration on an annual basis. This may take three or more business
days to complete.
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/applicants/get_registered.jsp.
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 PRSCEO 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
84.191C).
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 persons
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 of, or technical problems with, the
Grants.gov system. We will not grant you an extension
[[Page 69611]]
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: John Linton or Zina
Watkins, U.S. Department of Education, 400 Maryland Avenue SW., Room
11021, Washington, DC 20202. FAX: (202) 245-7837.
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 84.191C), 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 84.191C), 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 competition are from 34 CFR 75.210
and are listed in the following paragraphs. The maximum score for all
the selection criteria is 90 points. The maximum score for each
selection criterion is indicated in parentheses with the criterion. The
selection criteria are as follows:
(1) Significance (up to 15 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 extent to which the proposed project involves the
development or demonstration of promising new strategies that build on,
or are alternatives to, existing strategies.
(2) Quality of the project design (up to 20 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 the proposed development efforts include
adequate quality controls and, as appropriate, repeated testing of
products; and
(iii) The extent to which the proposed project will be coordinated
with similar or related efforts, and with other appropriate community,
State, and Federal resources.
(3) Quality of project personnel (up to 15 points).
(a) The Secretary considers the quality of the project personnel
who will carry out the proposed project.
(b) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability;
(c) In addition, the Secretary considers--
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator; and
(ii) The qualifications, including relevant training and
experience, of key project personnel.
(4) Adequacy of resources (up to 15 points).
(a) The Secretary considers the adequacy of resources for the
proposed project.
[[Page 69612]]
(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 the incorporation of project purposes,
activities, or benefits into the ongoing program of the agency or
organization at the end of Federal funding.
(5) Quality of the management plan (up to 15 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 adequacy of procedures for ensuring feedback and
continuous improvement in the operation of the proposed project; and
(iii) 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 10 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 are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project; and
(ii) 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.
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 34 CFR 74.14 and 80.12, the Secretary
may impose special 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 34 CFR parts 74 or 80, 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. Although the PRSCEO
program is not authorized by AEFLA, the Department has decided that it
would be appropriate to align the AEFLA performance measures for PRSCEO
program. One of the established goals of the AEFLA program 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 PRSCEO
program. These measures are--
(1) The percentage of adults enrolled in English literacy programs
served by the PRSCEO 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 PRSCEO 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 PRSCEO program who pass all General
Equivalency Diploma (GED) tests, or obtain secondary school
diplomas.\34\
---------------------------------------------------------------------------
\34\ The applicable population consists of all enrolled adults
who take all GED tests, or are enrolled in adult high school at the
high adult secondary education level, or are enrolled in the
assessment phase of the External Development Program who exit during
the program year.
---------------------------------------------------------------------------
(4) The percentage of adults in the applicable population served by
the PRSCEO program who enter postsecondary education or a training
program.\35\
---------------------------------------------------------------------------
\35\ The applicable population consists of all adults who passed
the GED tests or earned a secondary credential while enrolled in
adult education, or 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.
---------------------------------------------------------------------------
[[Page 69613]]
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 PRSCEO program who,
within one year of release, have criminal justice system involvement
(arrest, re-conviction, violation of parole conditions, or return to
incarceration) compared with the percentage of similarly situated
individuals not served by the PRSCEO program.
Grantees will be responsible for providing data to support
evaluation of these objectives.
VII. Agency Contact [Contacts]
FOR FURTHER INFORMATION CONTACT: John Linton, U.S. Department of
Education, 400 Maryland Avenue SW., Room 11021, PCP, Washington, DC
20202. Telephone: (202) 245-6592 or by email: [email protected]; or
Zina Watkins, U.S. Department of Education, 400 Maryland Avenue SW.,
Room 11020, PCP, Washington, DC 20202. Telephone: (202) 245-6197 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 in an accessible format (e.g., braille, large print,
audiotape, or compact disc) on request to the contact persons 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.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 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: November 14, 2012.
Daniel J. Miller,
Executive Officer, Delegated Authority to Perform the Functions and
Duties of the Assistant Secretary for Vocational and Adult Education.
[FR Doc. 2012-28068 Filed 11-19-12; 8:45 am]
BILLING CODE 4000-01-P