Promoting Student Resilience FAQ’s can be found here.
Note: This document has been formally rescinded by the Department and remains available on the web for historical purposes only.
Tag Archives: FAQs
Frequently Asked Questions
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- What is the purpose of the STEP Program?
- What do we mean by “SEA-type functions” and what are examples of SEA-level responsibilities that a TEA might assume as part of this grant program?
- For purposes of STEP, what is an LEA, what are LEA-type functions, and what are examples of LEA-level responsibilities that a TEA might assume as part of the STEP project?
- Does the Department have any prohibitions on the SEA-type or LEA-type functions a TEA may adopt?
- Which ESEA formula grant programs could TEAs and SEAs or LEAs include under STEP?
- How can a TEA include the title VII, part A Indian Education formula grant program in a project?
- Can a TEA propose to include in its STEP project only the title VII, part A Indian Education formula grant program?
- What is meant by “capacity-building” as part of the STEP grant program?
- Who must comply with the ISDEAA hiring preference?
- What are the ways in which the parties can share ESEA formula grants funds, or STEP funds?
- Will the Department provide TEAs with State-administered formula grant program funds to distribute to the affected LEAs under the STEP program?
- Will a TEA receiving a STEP grant become the agency responsible to the Department for ensuring compliance with statutory and regulatory requirements?
- If a TEA decides to undertake joint functions with either the SEA or the LEA, such as monitoring or providing technical assistance, would that count as the TEA assuming administrative functions?
- Does the Family Educational Rights and Privacy Act (FERPA) prohibit a TEA from collecting or receiving data on students as part of its agreement with the SEA?
- What does the Department expect to see in a Preliminary Agreement between a TEA, an SEA, and an LEA?
- Which parties must sign the Preliminary and Final Agreements?
- Will an application be reviewed if it is missing required signatures on the Preliminary Agreement?
- What does the Department expect to see in a Final Agreement between a TEA, an SEA, and an LEA?
- Are TEAs required to identify the participating schools in their applications?
- Can a TEA choose to work with only one school? Is a TEA required to make an agreement with two different LEAs?
- Can a TEA apply if one or more selected schools serve students from multiple tribes?
- Can a TEA choose to work with only BIE schools?
- What additional requirements apply to applicants that include BIE-funded schools?
- Can STEP funds be used for BIE schools if BIE-funded schools are included?
- What is the purpose of permitting applicants to include Bureau of Indian Education (BIE)-funded tribally-controlled schools in STEP projects?
- What are the audit requirements for STEP applicants? Is the TEA required to have an audit?
- What are examples of costs that are not allowable under STEP?
- How does the Department review proposed project budgets before an award is made?
- Must a TEA submit a current indirect cost rate (ICR) agreement as part of its application?
1. What is the purpose of the STEP Program?
The purpose of the STEP program is to: (1) promote increased collaboration between Tribal Education Agencies (TEAs) and the State educational agencies (SEAs) and local educational agencies (LEAs) that serve students from affected tribes, and (2) build the capacity of TEAs to conduct certain SEA-type or LEA-type administrative functions under certain Elementary and Secondary Education Act (ESEA) formula grant programs for eligible schools, as determined by the TEA, SEA, and LEA.
2. What do we mean by “SEA-type functions” and what are examples of SEA-level responsibilities that a TEA might assume as part of this grant program?
Depending on the statutory authorization of the particular ESEA formula grant program, SEA-level functions may include developing policy; providing technical assistance to subgrantees; monitoring for compliance; collecting, analyzing, and reporting performance information; and evaluating programs. SEAs also make subgrants (either competitively or by formula) to LEAs and other subgrantees, but a TEA cannot take on an SEA’s subgranting function. A TEA can, however, agree to take on any of the other functions, under agreement with the SEA, consistent with State procurement laws.
For example, SEA-level responsibilities that a TEA might carry out through the STEP grant include:
- Developing a reservation-wide title I-A implementation plan in collaboration with the SEA
- Providing technical assistance to LEAs on various topics related to the implementation of title I, such as technical assistance on school improvement; or
- Working with the SEA on title II-A to develop teacher evaluation systems, provide training and support to teachers and school leaders, or provide technical assistance to LEAs.
3. For purposes of STEP, what is an LEA, what are LEA-type functions, and what are examples of LEA-level responsibilities that a TEA might assume as part of the STEP project?
An LEA is an entity that meets the definition of “local educational agency” in section 9101(26) of the ESEA, (i.e., a school district that is recognized by the State as an LEA). This can include a charter school that is a stand-alone LEA, but not a charter school that is part of a larger LEA. A charter school that is part of a larger LEA can only participate as a school in a STEP project. Similarly, BIE schools can be included as participating schools in a STEP project, but are not considered LEAs for purposes of the STEP program.
Activities that LEAs typically conduct include supervision and direction for educational services to students, grant implementation, and data submissions, as well as school district curriculum development and staff professional development pursuant to State guidelines.
For example, LEA-level responsibilities that a TEA may carry out through the STEP grant include:
- Assisting with development of job descriptions for teachers in schools receiving School Improvement Grant (SIG) funds;
- Running an after-school program under the 21st Century Community Learning Centers program;
- Conducting native language activities, summer programs for either students or teachers, or culturally-responsive curriculum development under title I-A; or
- Providing cultural competence training for staff under title II-A.
4. Does the Department have any prohibitions on the SEA-type or LEA-type functions a TEA may adopt?
A TEA may choose any SEA-level or LEA-level functions, as long as all parties agree to each function in the preliminary and final agreements. However, if a TEA performs both SEA-level and LEA-level functions for a single ESEA program, the parties must ensure there is no conflict between these functions. A TEA cannot perform both LEA-type and SEA-type functions for the same ESEA formula grant program if the result would be that the TEA is monitoring itself. For example, if a TEA includes the title II-A formula grant program in its STEP project, the TEA could not perform both the LEA function of providing professional development to schools and the SEA function of monitoring the delivery of professional development, because then the TEA would be monitoring itself.
5. Which ESEA formula grant programs could TEAs and SEAs or LEAs include under STEP?
ESEA State-administered formula grant programs are programs for which States: receive ESEA formula funding; subgrant funds to LEAs or other entities (in accordance with statutory allocation formulas or other criteria); and oversee the use of those funds by subrecipients.
TEAs may include the following SEA-administered programs in a STEP grant application:
- Improving Academic Achievement of the Disadvantaged (title I, part A);
- School Improvement Grants (Section 1003(g));
- Migrant Education (title I, part C);
- Neglected and Delinquent State Grants (title I, part D);
- Improving Teacher Quality State Grants (title II, part A);
- English Learner Education State Grants (title III, part A); and
- 21st Century Community Learning Centers (title IV, part B).
TEAs may include the following LEA-administered program in a STEP grant application:
- Indian Education Formula Grants (title VII, part A).
Title VII is a direct grant to LEAs; it is not a State-administered grant. Projects that include title VII grants must also include at least one State-administered ESEA formula grant program. (See question 7 below for more information). TEAs can still choose SEA-type or LEA-type functions for the State-administered ESEA formula grant.
Projects cannot include Impact Aid grants. Impact Aid funds are intended to replace local tax revenues and are generally treated by LEAs as part of the general fund budget. There is no required use of Impact Aid funds by LEAs. Thus, unlike the other ESEA formula programs, there are not required LEA functions for Impact Aid that would be relevant to the STEP program.
Additionally, the schools included in the partnership agreement must be recipients of grant funds or services under the particular ESEA formula grant program chosen. It is possible for a project to include one ESEA program for one school (e.g., title VII for a public school), and a different ESEA program for another school (e.g., title I for a BIE-funded school).
6. How can a TEA include the title VII, part A Indian Education formula grant program in a project?
A TEA interested in assuming administrative functions for the title VII, part A Indian Education formula grant program has two options:
- i. A tribe may be eligible, outside of the STEP project, to apply for a title VII grant, but only if the tribe is applying in lieu of the LEA under the provisions of section 7112 of the ESEA. A tribe or TEA may not compete with an LEA for a title VII grant. If the LEA meets the eligibility requirements of the title VII program, but does not apply for or receive title VII funds, the tribe and LEA may agree that the tribe can apply for and administer the title VII program in place of the LEA. In this case, the tribe would be the grantee under title VII, and the parties could also include the title VII program in the STEP project.
- ii. If the LEA, not the TEA, remains the grantee under title VII, the parties can still agree to coordinate administration of the title VII project in participating STEP schools. Through the STEP project, the TEA would coordinate with the applicable LEA and submit a preliminary agreement that explains, in part, how the parties would work collaboratively to administer the title VII program and what functions the TEA would assume.
7. Can a TEA propose to include in its STEP project only the title VII, part A Indian Education formula grant program?
No. If a TEA includes title VII, part A in its STEP project, it must also include at least one State-administered ESEA formula grant. STEP’s dual purpose is to build TEA capacity and to build relationships between the TEA and the relevant LEAs and SEA; if a proposed project only included title VII, part A, there would be no State role in the project. However, for each State-administered program, the TEA can still choose to propose either LEA-type or SEA-type functions.
8. What is meant by “capacity-building” as part of the STEP grant program?
Capacity-building refers to activities that strengthen the knowledge, skills, and abilities of individuals or groups to perform specific activities or functions that lead to strengthening communication, cooperation, coordination and collaboration between and among individuals or groups. Regardless of which ESEA programs or functions are selected, we expect that capacity-building will be a focus of each grant proposal. For example, to build the capacity of the organization, applicants may conduct a needs assessment, develop a technical assistance plan, and implement the technical assistance plan.
We expect that a major component of both the preliminary and final agreements will be descriptions of capacity-building activities to be conducted by and for the TEA, SEA, and LEA. By “capacity-building activities,” we mean activities intended to increase the capacity of the:
- TEA to carry out administrative responsibilities under the affected ESEA programs;
- TEA, SEA, and LEA(s) to work together effectively on meeting the objectives of this program; and
- SEA and LEA to understand the unique cultural and academic needs of the American Indian/Alaskan Native students enrolled in participating schools and how to address them more effectively.
9. Who must comply with the ISDEAA hiring preference?
STEP grants that are primarily for the benefit of members of federally-recognized tribes are subject to the provisions of section 7(b) of the Indian Self-Determination and Education Assistance Act (Pub. L. 93-638). That section requires that, to the greatest extent feasible, a grantee—
- i. Give to Indians preferences and opportunities for training and employment in connection with the administration of the grant; and
- ii. Give to Indian organizations and to Indian-owned economic enterprises, as defined in section 3 of the Indian Financing Act of 1974 (25 U.S.C. 1452(e)), preference in the award of contracts in connection with the administration of the grant.
A TEA from a federally-recognized tribe that receives a STEP grant is subject to the hiring preference. If such a TEA shares STEP funds with an SEA or LEA or any other entity, that entity would be subject to the hiring preference when using STEP funds. However, a TEA from a State-recognized tribe generally would not be subject to this hiring preference.
10. What are the ways in which the parties can share ESEA formula grants funds, or STEP funds?
There are several ways applicants could share funding. The applicant could: (a) share the STEP grant award only; (b) share the STEP grant award and the SEA’s or LEA’s formula grant administration funds; (c) share the SEA’s or LEA’s grant administration funds, but not the STEP grant award; or (d) share no funds. The ultimate goal of the distribution of funds should be to support the objectives of the program.
To enable the TEA to assume certain ESEA administrative functions, SEAs or LEAs can provide a portion of their formula grant administration funds to the TEA, in accordance with applicable State laws. If the TEA and the SEA or LEA agree to share formula grant administrative funds, the TEA must detail the fund distribution in the budget submitted to the Department with the grant application, and the TEA, SEA, or LEA should describe the plans to share these funds in the preliminary and final agreement.
11. Will the Department provide TEAs with State-administered formula grant program funds to distribute to the affected LEAs under the STEP program?
No. The Department will not grant formula funds to TEAs as a part of this grant program. No changes have been made to the ESEA that would permit the Department to change the designated grantee under any ESEA program. STEP grant funds to successful applicants will consist only of discretionary funds appropriated for this competition. However, a TEA, SEA and LEA may distribute funds according to the options listed in question ten.
12. Will a TEA receiving a STEP grant become the agency responsible to the Department for ensuring compliance with statutory and regulatory requirements?
No. SEAs that participate in the STEP program will continue to subgrant ESEA State-administered formula funds to eligible LEAs in the State, including to LEAs with schools involved in the STEP grant program. SEAs will continue to have the responsibility and authority to ensure subrecipient compliance with the applicable laws and regulations governing all ESEA State-administered formula grant programs. The Department will continue to monitor the performance of the SEA as the agent required to comply with the requirements of Federal laws and regulations related to the administration of the ESEA.
13. If a TEA decides to undertake joint functions with either the SEA or the LEA, such as monitoring or providing technical assistance, would that count as the TEA assuming administrative functions?
Yes. A TEA’s assumption of SEA-level or LEA-level responsibilities under an agreement could include carrying out responsibilities jointly with the SEA or LEA. Alternatively, TEAs could take on an activity alone, on behalf of the SEA or LEA. Under either option, SEAs retain legal responsibility to the Department, as discussed above. The types of SEA-level or LEA-level functions that a TEA will perform will depend on the terms of the agreement reached by the TEA and SEA, or TEA and LEA.
14. Does the Family Educational Rights and Privacy Act (FERPA) prohibit a TEA from collecting or receiving data on students as part of its agreement with the SEA?
FERPA does not prohibit data-sharing with TEAs if required steps and safeguards are followed. FERPA generally prohibits the disclosure of personally identifiable information from students’ education records without parental consent; however, an SEA or an LEA could release student information in non-personally identifiable form to a TEA. In addition, an SEA or an LEA may designate an Indian tribe or TEA as its authorized representative to audit or evaluate Federal or State-supported education programs, under the conditions set forth in the Department’s regulations. See 34 CFR 99.3, 99.31(a)(3), 99.35. For further information, see resources from the Department’s Family Policy Compliance Office and Departmental regulations. Also, review the requirements for the preliminary and final agreements, as detailed in the application package.
15. What does the Department expect to see in a Preliminary Agreement between a TEA, an SEA, and an LEA?
A TEA must submit a preliminary agreement between the TEA, SEA, and LEA with its application. The preliminary agreement must document the commitment of the TEA, SEA, and LEA to work together and must include all of the elements required in the application package.
16. Which parties must sign the Preliminary and Final Agreements?
The preliminary and final agreements must be signed by the TEA, the SEA, and at least one LEA. Letters of support will not be accepted as a substitute.
17. Will an application be reviewed if it is missing required signatures on the Preliminary Agreement?
No. The signatures in the preliminary agreement are evidence of a commitment between the TEA, SEA and LEA to fulfill the requirements in the proposed application.
18. What does the Department expect to see in a Final Agreement between a TEA, an SEA, and an LEA?
By March 30, 2016, each TEA grantee must submit to the Department a final agreement that builds on the preliminary agreement and details a feasible, sustainable plan for how the TEA, SEA, and LEA will work together to administer selected ESEA formula grant programs for identified schools. The final agreement must contain all required elements listed in the application package.
19. Are TEAs required to identify the participating schools in their applications?
Yes. Applicant TEAs are required to list the participating schools in the preliminary agreements that they submit with their applications.
20. Can a TEA choose to work with only one school? Is a TEA required to make an agreement with two different LEAs?
A TEA cannot work with only one school; it must work with a minimum of two schools, at least one of which is a public school. However, the TEA is not required to make an agreement with two different LEAs. For example, a TEA may work with two schools within a single LEA, such as an elementary school on the reservation, and a high school off the reservation; it could not choose, however, to include only the single elementary school. The TEA could also work with one school that is part of an LEA and one BIE school. This does not require that a TEA make an agreement with two different LEAs. (Please refer to the LEA definition in question three).
21. Can a TEA apply if one or more selected schools serve students from multiple tribes?
Yes. We expect TEA grantees to serve students from all tribes who attend schools participating in the STEP project. For schools that have students from multiple tribes with a presence in the community, we would encourage a TEA planning a STEP application to first consult with other affected tribes. One option for the TEA would be to form a consortium and include the affected TEAs as its consortium partners. Another option is for all tribes in the community to agree that one TEA will serve as the sole applicant, without forming a formal consortium.
22. Can a TEA choose to work with only BIE schools?
No. If a project includes a BIE school, the TEA must include at least one public school as well, in order to promote better communication and collaboration between the tribe and the SEA and LEA.
23. What additional requirements apply to applicants that include BIE-funded schools?
Applicants that include one or more BIE schools in a proposed project are required to transmit a copy of the application to the Bureau of Indian Education. Applicants may transmit this application through email to stepapp@bia.gov
, fax the application to (202) 208-3312, or send the application to Dr. Charles M. Roessel, Director, Bureau of Indian Education, 1849 C Street, NW, MS-4657-MIB, Washington, D.C. 20240. In submitting the application to the Department, these applicants must include as an attachment evidence of the submission to BIE (e.g., copy of dated email transmission or fax receipt).
This will allow the Department and BIE to consult as to whether the TEA will be required to enter into an agreement with BIE that details the respective responsibilities of each entity. Applicants proposing to assume SEA-type functions in a BIE-funded school will be required to enter such an agreement. If the TEA is not able to reach an agreement with BIE by the time of award, the TEA must remove the proposed BIE school from its project and adjust its budget accordingly. A TEA that proposes to assume only LEA-type functions with respect to BIE-funded schools will not be not required to enter into an agreement with the BIE.
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24. Can STEP funds be used for BIE schools if BIE-funded schools are included?
STEP funds can be used to build communication between BIE-funded tribally-controlled schools and public schools. However, STEP funds cannot be used on activities that are already funded by BIE. For example, a TEA may work with a BIE-funded tribally-controlled preschool and the LEA to promote kindergarten readiness and ensure that student goals are aligned across the programs. The STEP funds could not be used, however, to hire additional teachers for the BIE-funded school.
25. What is the purpose of permitting applicants to include Bureau of Indian Education (BIE)-funded tribally-controlled schools in STEP projects?
BIE-funded tribally-controlled schools are administered by the tribe. These schools serve students that may move between BIE-funded schools and public schools. By including BIE-funded tribally-controlled schools, we promote better communication between the BIE-funded schools and public schools, coordinated through the TEA whose member students are affected by the systems serving the community.
26. What are the audit requirements for STEP applicants? Is the TEA required to have an audit?
Under 2 CFR 200.500-512, all entities that expend $750,000 or more annually in total Federal awards must have a current audit. If an entity does not comply with the Federal audit requirements, the Department has the option of awarding the STEP grant with special conditions or not funding an application. Note that, as applicable, TEAs may meet this requirement through an audit of the whole tribe; if the tribe expends $750,000 or more annually, the tribe is required to have a current audit. A late audit or an audit with findings for the tribe may have an impact on the TEA’s application status.
27. What are examples of costs that are not allowable under STEP?
Direct services are not allowable costs under STEP. For example, a grantee cannot hire teachers for a school using STEP funds. In addition, costs must be aligned to the scope of the application, the project purpose, and the general purpose of the STEP program. Additionally, the general government-wide cost principles apply, which prohibit use of funds for most purchases of food, any entertainment expenses, incentives, prizes, or other items identified by the Office of Management and Budget’s (OMB) Cost Principles at 2 CFR 200. For more information, please read the FAQs about the Cost Principles.
28. How does the Department review proposed project budgets before an award is made?
The Department’s pre-award review of a proposed budget will focus on whether the proposed budget supports the goals and objectives of the grant program and whether those costs are allowable, reasonable, and allocable. The Department eliminates amounts for unallowable or unreasonable expenditures; thus the actual grant amount may be less than the amount in the applicant’s proposed budget. For information on allowable costs, see references in question 27
29. Must a TEA submit a current indirect cost rate (ICR) agreement as part of its application?
If a TEA has a current ICR agreement and intends to charge indirect costs to the STEP grant, the TEA must submit a copy of the ICR agreement as part of its application. The ICR agreement must be negotiated with and approved by the grantee’s cognizant agency, i.e., either (1) the Federal agency from which it has received the most direct funding, subject to indirect cost support; (2) the Federal agency specifically assigned cognizance by OMB; or (3) the State agency that provides the most subgrant funds to the grantee (if no direct federal awards are received). For federally-recognized tribes, the Department of Interior (DOI) is the cognizant agency.
An applicant selected for funding that has an expired ICR agreement and intends to charge indirect costs to the STEP grant must follow the Department’s regulations at 34 CFR 75.560. Those rules permit an applicant to use a temporary rate of 10 percent of budgeted direct salaries and wages while it negotiates a rate with its cognizant agency (e.g., DOI); the applicant must then submit an ICR proposal to its cognizant agency within 90 days after the Department issues the grant award notification. 34 CFR 75.560.
Applicants with no previous ICR can use a de minimis rate of 10 percent of modified total direct costs (MTDC); these TEAs do not need to negotiate for this rate. Should such an applicant decide to use this MTDC as its ICR, it must use this rate for a full fiscal year; it cannot negotiate for a different rate. 2 CFR 200.414(f).
Please note that, in accordance with OMB’s Cost Principles at 2 CFR 200, applicants that have an expiring ICR agreement can apply to the cognizant agency for a one-time extension of up to four years. 2 CFR 200.414(g). If a successful applicant has an expiring ICR agreement, after the expiration date of the original agreement, the grantee will be required to submit evidence to the Department that its cognizant agency granted an extension of the ICR agreement in order to charge indirect costs to the STEP grant at the approved rate.
Frequently Asked Questions
Immediate Aid to Restart School Operations – Frequently Asked Questions (December 2019)
PDF Download (125K)
Immediate Aid to Restart School Operations – Frequently Asked Questions (April 2018)
PDF Download (117K)
This information is being provided for historic purposes.
- Immediate Aid to Restart School Operations – Answers to Questions About Restart (January 6, 2006)
MS WORD (53K) - Uses of Funds Under the Restart Program (February 1, 2006)
MS WORD (52K) - Allowable Uses of Restart Funds for Private Schools (April 24, 2006)MS WORD (68K)
- Frequently Asked Questions, 2018 Program (PDF)
Frequently Asked Questions
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- FAQs for Turnaround School Leaders Program (TSLP)
- PROGRAM OVERVIEW: A-1. What is the authorizing statute for the TSLP?
- PROGRAM OVERVIEW: A-2. What is the purpose of the TSLP?
- PROGRAM OVERVIEW: A-3. What is a leadership pipeline as defined by the TSLP? What are the components of a leadership pipeline required under the TSLP?
- PROGRAM OVERVIEW: A-4. What are the TSLP program requirements?
- ELIGIBILITY REQUIREMENTS: B-1. Who is eligible to apply for a Turnaround School Leaders Program grant?
- ELIGIBILITY REQUIREMENTS: B-2. If an eligible consortium applies for a TSLP grant, who is the applicant and what are the responsibilities of members of the consortium?
- TSLP APPLICATION REQUIREMENTS: C-1. What is required of an applicant under the TSLP?
- TSLP APPLICATION REQUIREMENTS: C-2. How does an applicant demonstrate its capacity to develop and implement or enhance and implement a leadership pipeline? What evidence of capacity is required as a part of the application?
- TSLP APPLICATION REQUIREMENTS: C-3. What must an applicant include in its sustainability plan?
- TSLP DEFINITIONS: D-1. What do locally adopted competencies mean?
- TSLP DEFINITIONS: D-2. What is a school leader for the purpose of the TSLP?
- TSLP DEFINITIONS: D-3. What is a SIG school?
- DEFINITIONS: D-4. What is a SIG-eligible school?
- TSLP DEFINITIONS: D-5. What does strong theory mean?
- ABSOLUTE AND COMPETITIVE PRIORITIES: E-1. What is an absolute priority? What is a competitive priority?
- ABSOLUTE AND COMPETITIVE PRIORITIES: E-2. How many and what are the absolute priorities in the TSLP Notice?
- ABSOLUTE AND COMPETITIVE PRIORITIES: E-3. How would an applicant qualify under Absolute Priority 2?
- ABSOLUTE AND COMPETITIVE PRIORITIES: E-4. How many and what are the competitive priorities in the TSLP Notice?
- ABSOLUTE AND COMPETITIVE PRIORITIES: E-5. How many points will be awarded under the competitive priorities?
- SELECTION CRITERIA: F-1. Will an applicant receive its scores and reviewer comments after the competition is completed?
- SELECTION CRITERIA: F-2. Will the reviewers be asked to read every part of each application?
- SELECTION CRITERIA: F-3 May the Department consider an applicant’s past performance during the selection process?
- PROGRAM REVIEW AND EVALUATION: G-1. Must a grantee of the TSLP use an outside evaluator?
- PROGRAM REVIEW AND EVALUATION: G-2. Are grantees required to submit an annual performance report?
- FISCAL RESPONSIBILITIES FOR TSLP PROJECTS: H-1. What are allowable costs under the TSLP?
- FISCAL RESPONSIBILITIES FOR TSLP PROJECTS: H-2. Must an applicant selected for a TSLP grant have an approved indirect cost rate to charge indirect costs to programs?
- FISCAL RESPONSIBILITIES FOR TSLP PROJECTS: H-3. May TSLP funds be used to pay stipends, bonuses, and scholarships?
- FISCAL RESPONSIBILITIES FOR IAL PROJECTS: H-4. Is there a cost share requirement for the TSLP?
- APPLICATION SUBMISSION: I-1. Is TSLP subject to Executive Order 12372?
- APPLICATION SUBMISSION: I-2. Must submission of charts and tables be double-spaced in a TSLP grant application?
- APPLICATION SUBMISSION: I-3. Is there a page limit for the application?
- APPLICATION SUBMISSION: I-4. What is the required font for this application submission?
1. FAQs for Turnaround School Leaders Program (TSLP)
The U.S. Department of Education (Department) developed these Frequently Asked Questions (FAQs) for the Turnaround School Leaders Program (TSLP) to assist potential applicants in developing high-quality proposals by providing guidance on the TSLP Notice Inviting Applications (Notice), which is authorized under the School Improvement Grants (SIG) program, as authorized under the Elementary and Secondary Education Act of 1965, as amended (ESEA), section 1003(g) (20 U.S.C. 6303(g)), as well as other requirements governing the fiscal year (FY) 2014 TSLP competition. The FAQs do not create any rights for, or confer any rights on, any person or institutions.
The Department will provide additional or updated program guidance, as necessary, on its TSLP Web site, http://www2.ed.govhttps://www2.ed.gov/programs/turnaroundschlldr/index.html. If you have further questions that are not answered here, please e-mail leadership.pipeline@ed.gov.
2. PROGRAM OVERVIEW: A-1. What is the authorizing statute for the TSLP?
The TSLP program is carried out under the SIG program, as authorized under the ESEA section 1003(g) (20 U.S.C. 6303(g)).</p TOP
3. PROGRAM OVERVIEW: A-2. What is the purpose of the TSLP?
The Turnaround School Leaders Program supports efforts to develop and implement or enhance and implement a leadership pipeline (as defined in the Notice) for SIG schools and/or SIG-eligible schools in a local educational agency (LEA) or consortium of LEAs. Grantees under this program will: (a) recruit and select promising current and prospective school leaders, using locally adopted competencies (as defined in the Notice) identified by the applicant as necessary to turn around a SIG school or SIG-eligible school; (b) provide high-quality training to selected school leaders to prepare them to successfully lead turnaround efforts in SIG schools and/or SIG-eligible schools; (c) place school leaders in SIG schools and/or SIG-eligible schools and provide them with ongoing professional development and other support that focuses on instructional leadership and school management and is based on individual needs consistent with the LEA’s plan for turning around its SIG schools and/or SIG-eligible schools; and (d) retain effective school leaders, using financial or other incentives, and replace ineffective school leaders.
4. PROGRAM OVERVIEW: A-3. What is a leadership pipeline as defined by the TSLP? What are the components of a leadership pipeline required under the TSLP?
The Notice defines leadership pipeline as a system through which an LEA or consortium of LEAs is able to select, prepare, place, support, and retain school leaders, including leadership teams, for SIG schools and/or SIG-eligible schools.
For the purposes of the TSLP, a leadership pipeline must: (a) select school leaders using locally adopted competencies identified by the applicant as necessary to turn around a SIG school or SIG-eligible school; (b) provide comprehensive and differentiated professional development to selected school leaders to prepare them to successfully lead turnaround efforts in SIG schools and/or SIG-eligible schools; (c) place school leaders in SIG schools and/or SIG-eligible schools, and provide them with ongoing individualized support based on the LEA’s plan for turning around its SIG schools and/or SIG-eligible schools; and (d) retain effective school leaders, using financial or other incentives, and replace ineffective school leaders.
5. PROGRAM OVERVIEW: A-4. What are the TSLP program requirements?
Under the TLSP, a grantee must develop and implement or enhance and implement a leadership pipeline that implements the four components identified in question A-3 above. Further, the grantee must identify and use data to inform continuous improvement of its leadership pipeline during the project. Finally, school leaders placed in the SIG schools and/or SIG-eligible schools that the applicant proposes to serve must have decision-making autonomy (with regard to staffing, school schedules, and budgeting).
6. ELIGIBILITY REQUIREMENTS: B-1. Who is eligible to apply for a Turnaround School Leaders Program grant?
The following entities are eligible for a grant under this competition: (a) an LEA or consortium of LEAs with at least five SIG schools and/or SIG-eligible schools; (b) a State educational agency (SEA) in partnership with an LEA or consortium of LEAs with at least five SIG schools and/or SIG-eligible schools; (c) an institution of higher education (IHE) in partnership with an LEA or consortium of LEAs with at least five SIG schools and/or SIG-eligible schools; (d) another public or private nonprofit or for-profit organization in partnership with an LEA and/or consortium of LEAs with at least five SIG schools and/or SIG-eligible schools; and (e) a combination of the above eligible applicants in partnership. Eligible applicants seeking to apply as a consortium or partnership must comply with the regulations in the Education Department General Administrative Regulations (EDGAR) at 34 CFR § 75.127-75.129, which address group applications.
7. ELIGIBILITY REQUIREMENTS: B-2. If an eligible consortium applies for a TSLP grant, who is the applicant and what are the responsibilities of members of the consortium?
The members of each consortium shall either (1) designate one member of the group to apply for the grant or (2) establish a separate, eligible legal entity to apply for the grant. If the consortium decides to designate one member of the group to apply for the grant, the applicant for the group is the grantee and is legally responsible for: (a) the use of all grant funds; (b) ensuring that the project is carried out by the group in accordance with Federal requirements; and (c) ensuring that indirect cost funds are determined as required under EDGAR at 34 CFR § 75.564(e). Members of the consortium shall also enter into an agreement that details the activities each member plans to perform and that binds each member to every statement and assurance made by the applicant in the application. The applicant shall submit the agreement with its application (See EDGAR at 34 CFR § 75.127-129 found at http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html.
8. TSLP APPLICATION REQUIREMENTS: C-1. What is required of an applicant under the TSLP?
The applicant must demonstrate: (a) its capacity to develop and implement or enhance and implement a leadership pipeline for SIG schools and/or SIG-eligible schools and (b) a sustainability plan for the leadership pipeline it proposes to develop and implement or enhance and implement.
9. TSLP APPLICATION REQUIREMENTS: C-2. How does an applicant demonstrate its capacity to develop and implement or enhance and implement a leadership pipeline? What evidence of capacity is required as a part of the application?
In its application, an applicant must demonstrate such capacity by providing evidence of each of the following: (a) an existing evaluation system that measures teacher and leader effectiveness; (b) commitment to implement and sustain the proposed plan by the applicant, demonstrated by a Memorandum of Understanding (MOU) or, if the applicant is an LEA, a letter of commitment, signed by the superintendent and (if applicable) school board president of each LEA to be served by the project and by an appropriate representative of the applicant (if not an LEA) and any other partner entity, outlining the terms and conditions of the partnership; and (c) a reasonable opportunity for the public, including teachers and school leaders, to provide feedback on the applicant’s proposed leadership pipeline plan as demonstrated by evidence, for instance, that forums designed to inform and engage school staff and community stakeholders have been held.
10. TSLP APPLICATION REQUIREMENTS: C-3. What must an applicant include in its sustainability plan?
The sustainability plan must include: (a) a description of the data that the applicant will use, and how the applicant will use the data, to inform its continuous improvement of the leadership pipeline after the grant award period ends; (b) a description of the actions that the applicant will undertake to continue to select, prepare, place, support, and retain school leaders in SIG schools and/or SIG-eligible schools after the grant award period ends; and (c) a budget narrative that identifies and aligns resources to sustain the system after the grant award period ends.
11. TSLP DEFINITIONS: D-1. What do locally adopted competencies mean?
The Notice defines locally adopted competencies as the knowledge, skills, and abilities, developed by an LEA or school, which are associated with effective performance as a turnaround leader and supported by research-based evidence.
In the SIG Frequently Asked Questions, dated November 01, 2010, B-4 addresses locally adopted competencies for staff in turnaround schools. http://www2.ed.govhttps://www2.ed.gov/programs/sif/sigguidance11012010.pdf
12. TSLP DEFINITIONS: D-2. What is a school leader for the purpose of the TSLP?
The Notice defines school leader as a school’s principal and may also include other members of a school’s leadership team.
13. TSLP DEFINITIONS: D-3. What is a SIG school?
The Notice defines a SIG school as either: (1) a Tier I or Tier II school as defined in the SIG final requirements published in the Federal Register on October 28, 2010 (75 FR 66363) http://www.gpo.gov/fdsys/pkg/FR-2010-10-28/pdf/2010-27313.pdf) that is, as of the date of the application, implementing a SIG model, or (2) for a State that has received approval of its ESEA flexibility request, a priority school that is, as of the date of the application, implementing a SIG model.
14. DEFINITIONS: D-4. What is a SIG-eligible school?
The Notice defines a SIG-eligible school as either: (1) a school that meets the definition of a Tier I or Tier II school as defined in the SIG final requirements published in the Federal Register on October 28, 2010 (75 FR 66363) (http://www.gpo.gov/fdsys/pkg/FR-2010-10-28/pdf/2010-27313.pdf), or (2) for States that have received approval of their ESEA flexibility requests, a priority school identified by an SEA in the list of schools in the SEA’s approved FY 2013 SIG application.
15. TSLP DEFINITIONS: D-5. What does strong theory mean?
Strong theory, as defined in the Notice and 34 CFR § 77.1(c), means a rationale for the proposed process, product, strategy, or practice that includes a logic model. Logic model (also referred to as theory of action), as defined in the Notice and 34 CFR § 77.1(c), means a well-specified conceptual framework that identifies key components of the proposed process, product, strategy, or practice (i.e., the active “ingredients” that are hypothesized to be critical to achieving the relevant outcomes (as defined below) and describes the relationships among the key components and outcomes, theoretically and operationally.
Relevant outcome, as defined in the Notice and 34 CFR § 77.1(c), means the student outcome(s) (or the ultimate outcome if not related to students) the proposed process, product, strategy, or practice is designed to improve; consistent with the specific goals of a program.
16. ABSOLUTE AND COMPETITIVE PRIORITIES: E-1. What is an absolute priority? What is a competitive priority?
Under EDGAR at 34 CFR § 75.105(c)(3), the Secretary may give absolute preference to applications that meet a priority. For the TSLP FY 2014 competition, all applicants must meet the absolute priority established in the Notice. Applicants that do not meet the absolute priority will not be considered for funding.
Under EDGAR at 34 CFR § 75.105(c)(2), the Secretary may award some or all bonus points to an application depending on the extent to which the application meets each competitive priority. These points are in addition to any points the applicant earns under the selection criteria (see 34 CFR § 75.200(b)).
In accordance with the Notice, the maximum number of additional points the Secretary may award to an application depends upon the extent to which the application meets each competitive priority. Additionally, the Secretary may select an application that meets a priority over an application of comparable merit that does not meet the priority. Competitive preference priorities are not requirements in that applicants do not need to address them to be considered for funding. Applications that meet one or more competitive priorities will be awarded additional points.
17. ABSOLUTE AND COMPETITIVE PRIORITIES: E-2. How many and what are the absolute priorities in the TSLP Notice?
There are two absolute priorities in the TSLP Notice.
For FY 2014, the following two absolute priorities have been established. An applicant may apply under only one absolute priority and must indicate in its abstract the priority under which it is applying as well as the schools, and National Center for Education Statistics (NCES) identification numbers of those schools, the applicant intends to serve. Applicants that fail to clearly identify in the abstract section the absolute priority for which it is seeking to apply will have its application reviewed with all other applications submitted for funding that under Absolute Priority 1.
Absolute Priority 1: To meet Absolute Priority 1, an applicant must submit a plan to develop and implement or enhance and implement a leadership pipeline for at least one LEA with no fewer than five SIG schools and/or SIG-eligible schools.
Absolute Priority 2: To meet Absolute Priority 2, an applicant must submit a plan to develop and implement or enhance and implement a leadership pipeline for at least one LEA with no fewer than five SIG schools and/or SIG-eligible schools designated as rural by the NCES.
18. ABSOLUTE AND COMPETITIVE PRIORITIES: E-3. How would an applicant qualify under Absolute Priority 2?
An applicant qualifies for Absolute Priority 2 if the applicant’s proposed project is designed to develop and implement or enhance and implement a leadership pipeline for at least one LEA with no fewer than five SIG schools and/or SIG-eligible schools designated as rural by the NCES. Applicants may determine whether a LEA or consortium of LEAs serves eligible schools by accessing the NCES public school database at http://nces.ed.gov/ccd/schoolsearch/ and locating the locale code of any school to be served by the proposed project.
A school is designated as rural if it is assigned a locale code of 41 (located in a census-defined rural territory less than 5 miles from an urban cluster), a locale code of 42 (located in a census-defined rural territory more than 5 miles but less than or equal to 25 miles from an urban cluster), or a locale code of 43 (located in a census-defined rural territory that is more than 25 miles from an urban cluster) by the NCES.
If an otherwise eligible applicant applying under Absolute Priority 2 is determined not to have met the priority because it has misidentified the designation of one or more schools as rural, the Department reserves the authority to review the applicant’s submission with all other applications submitted for funding that meet Absolute Priority 1.
19. ABSOLUTE AND COMPETITIVE PRIORITIES: E-4. How many and what are the competitive priorities in the TSLP Notice?
There are two competitive priorities in the TSLP Notice.
For the FY 2014 TSLP competition, the following two competitive priorities have been established. Applicants may address either of the competitive preference priorities, both, or neither. In order to be eligible for earning competitive preference priority points, an applicant must identify in the abstract section of its application the competitive preference priority or priorities for which it is seeking points. Applicants that fail to clearly identify in the abstract section the competitive preference priority or priorities for which it seeking to earn points will not have its application reviewed against the competitive preference priority and will not be awarded competitive preference priority points.
Competitive Preference Priority 1: To meet Competitive Preference Priority 1, an applicant must provide documentation that the LEA or consortium of LEAs already has in place policies that provide school leaders with decision-making autonomy (with regard to staffing, school schedules, and budgeting) and provide the LEA or consortium of LEAs with flexibility in the selection, preparation, placement, support, and retention of school leaders to successfully turn around SIG schools and/or SIG-eligible schools.
Competitive Preference Priority 2: To meet Competitive Preference Priority 2, an applicant must provide documentation of previous success in preparing and supporting school leaders or leadership teams in SIG schools and/or SIG-eligible schools as demonstrated by increased graduation rates and academic growth on State assessments in reading/language arts and in mathematics for the “all students” group and for each subgroup, as specified in section 1111(b)(3)(C)(xiii), 20 U.S.C. 6311(b)(3)(C)(xiii).
Please refer to the Notice under Priorities for more information on absolute and competitive priorities under the TSLP.
20. ABSOLUTE AND COMPETITIVE PRIORITIES: E-5. How many points will be awarded under the competitive priorities?
An applicant will receive an additional 3 points for an application that meets Competitive Preference Priority 1, listed in question H-2. An applicant will receive an additional 5 points for an application that meets Competitive Preference Priority 2 listed in question H-2. A total of up to 8 additional points may be awarded.
21. SELECTION CRITERIA: F-1. Will an applicant receive its scores and reviewer comments after the competition is completed?
Yes. Both funded and unfunded applicants will receive a copy of the technical review forms completed by the peer reviewers on their applications. Individual reviewer names are deleted from the forms to preserve confidentiality.
22. SELECTION CRITERIA: F-2. Will the reviewers be asked to read every part of each application?
Yes. To facilitate the review, the Department encourages applicants to carefully follow the directions in the application package. Applicants should pay particular attention to the order of the narrative and correctly label all attachments.
23. SELECTION CRITERIA: F-3 May the Department consider an applicant’s past performance during the selection process?
Yes. In reviewing applications in any discretionary grant competition, the Secretary may consider, under EDGAR, 34 CFR § 75.217(d)(3), the applicant’s past performance and use of funds under a previous grant award. The Secretary may also consider whether the applicant failed to submit a timely performance report or submitted a report of unacceptable quality.
24. PROGRAM REVIEW AND EVALUATION: G-1. Must a grantee of the TSLP use an outside evaluator?
TSLP grantees will not be required to use an outside evaluator. The Department will conduct an evaluation of projects over the course of the life of the grant. All grantees are required to comply with all evaluation activities conducted by the Department.
25. PROGRAM REVIEW AND EVALUATION: G-2. Are grantees required to submit an annual performance report?
Yes. Under the Government Performance and Results Act of 1993 (GPRA), the Department has developed performance measures to determine the overall effectiveness of programs funded with Federal dollars, including the IAL program. The GPRA performance measures for the TSLP are:
(a) the number and percent of school leaders placed in SIG schools and/or SIG-eligible schools who have increased graduation rates and academic growth on State assessments in reading/language arts and in mathematics for the “all students” group; (b) the teacher attendance rate for each school for every year through the 2018–2019 school year for the SIG schools and/or SIG-eligible schools in which school leaders are placed and retained by the LEA or consortium of LEAs; (c) the student attendance rate for each school for every year through the 2018–2019 school year for the SIG schools and/or SIG-eligible schools in which school leaders are placed and retained by the LEA or consortium of LEAs; (d) the graduation rate, as applicable, for each school for every year through the 2018–2019 school year for the SIG schools and/or SIG-eligible schools in which school leaders are placed and retained by the LEA or consortium of LEAs; (e) the number and percent of school leaders selected, from all applicants for the project, to begin professional development to prepare for placement in SIG schools and/or SIG-eligible schools; (f) the number and percent of school leaders that complete the preparation component of the pipeline for every year through the 2017–2018 school year; (g) the number and percent of school leaders placed in SIG schools and/or SIG-eligible schools for every year through the 2017–2018 school year; and (h) the leadership pipeline cost per school leader who increased graduation rates and academic growth on State assessments in reading/language arts and in mathematics, by grade, for the “all students” group and for each subgroup served by the project.
26. FISCAL RESPONSIBILITIES FOR TSLP PROJECTS: H-1. What are allowable costs under the TSLP?
Costs must be allowable, allocable, reasonable, and necessary according to the Federal cost principles found in the applicable Office of Management and Budget (OMB) Circulars, the statute, and governing regulations. A cost is allocable to a grant award if it is consistently treated like other costs incurred for the same purpose in like circumstances and is considered to be reasonable, in its nature and amount, by a prudent person under the circumstances prevailing at the time the decision is made to incur the cost. Generally, TSLP grant funds can be used to support high-quality projects designed to select, prepare, place, support, and retain school leaders, including leadership teams, for SIG schools and/or SIG-eligible schools. (See OMB Circular A-21 (Cost Principles for Educational Institutions), A-87 (Cost Principles for State, Local, and Indian Tribal Governments), and Circular A-122 (Cost Principles for Non-Profit Organizations)).
27. FISCAL RESPONSIBILITIES FOR TSLP PROJECTS: H-2. Must an applicant selected for a TSLP grant have an approved indirect cost rate to charge indirect costs to programs?
Yes. ED requires grantees charging indirect costs to programs to obtain a Federally-approved indirect cost rate. An applicant that does not have an approved indirect cost rate at the time it is selected for a TSLP grant award may request approval from the Department for a temporary indirect cost rate of 10% of the expended amount of the entity’s direct salaries and wages. However, a grantee must submit an indirect cost rate proposal to its cognizant agency within 90 days of receiving its grant award notice.
28. FISCAL RESPONSIBILITIES FOR TSLP PROJECTS: H-3. May TSLP funds be used to pay stipends, bonuses, and scholarships?
These expenses generally would be allowable if necessary and reasonable to accomplish the program’s and project’s objectives, consistent with applicable OMB Circulars and EDGAR.
29. FISCAL RESPONSIBILITIES FOR IAL PROJECTS: H-4. Is there a cost share requirement for the TSLP?
No. The TSLP does not have a cost share requirement; however, applicants are encouraged to leverage grant resources by aligning other Federal, State, local, and private funds to support the project or by engaging in meaningful partnerships to increase the potential effectiveness and sustainability of the project.
30. APPLICATION SUBMISSION: I-1. Is TSLP subject to Executive Order 12372?
Yes. Executive Order 12372 concerns the Intergovernmental Review of Federal Programs, and, among other things, gives States the opportunity to review and provide comments to Federal agencies on applications for Federal discretionary (competitive) grants. Applicants can find more details in Part 8: Intergovernmental Review of Federal Programs of the TSLP application package.
31. APPLICATION SUBMISSION: I-2. Must submission of charts and tables be double-spaced in a TSLP grant application?
Yes. Charts and tables must be prepared in double space format.
32. APPLICATION SUBMISSION: I-3. Is there a page limit for the application?
Yes. The application narrative must be limited to no more than 40 pages. The application narrative is where the applicant addresses the selection criteria that reviewers use to evaluate the grant application. The page limit does not apply to the cover sheet; the budget section, including the narrative budget justification; the assurances and certifications; the one-page abstract; the resumes; the bibliography; or the letters of support. However, the page limit does apply to all of the application narrative section. Please note that applications that exceed this page limit will not be reviewed.
33. APPLICATION SUBMISSION: I-4. What is the required font for this application submission?
A submitted application should use a font size that is either 12 point or larger or no smaller than 10 pitch (characters per inch). The application should be in 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.
Frequently Asked Questions
General Questions
We will send you a list of the documents we need to review. These documents include your parent/pupil survey forms or source check documents, your membership as of the survey date, final average daily attendance for the preceding year, and individual education plans for each of the children with disabilities claimed on your application. If you claim children living on Indian lands, we will also review your Indian Policies and Procedures. If you claim children residing in low-rent housing, we will need to review information about those properties.
Because we must review so many individual documents, we will ask you to organize them in certain ways to help us manage the task quickly. We will send you detailed instructions before the review. You can also call us if you have specific questions while you are preparing.
Be prepared to set aside at lease one or two business days. The time required for each review varies depending upon the number of children claimed, the type of survey you use, and how well you organize your documents.
If we find a particular area of concern, we will work with you to try to solve the problem and we will allow you additional time after the review to locate the necessary documents. Of course, if after a reasonable time you cannot document all of the information in your application, we will pay you on the basis of the documented information.
Do to the large number of school districts that receive Impact Aid, we cannot review each applicant every year. We try to regularly review those school districts that receive large payments, and periodically review school districts that receive smaller payments.
We review applicants annually if they receive more than $750,000 under section 7003(b) or any funds under section 7003(f). We also periodically review applicants that receive more than $200,000. If your school district has fewer than 300 federally connected students, or if you count your students by source-check, we may ask you to mail us your documents for review.
Section 7003
Local school districts must submit an application annually. Applications are available from the Impact Aid Program beginning in November and must be submitted by January 31. A school district must provide in its application specific information about the local federal property, the number of children enrolled that are associated with the federal property, and the total membership and average daily attendance in the schools. State departments of education must also provide some data
Applications are due January 31 of each year.
School districts use Impact Aid for a wide variety of expenses, including the salaries of teachers and teacher aides; purchasing textbooks, computers, and other equipment; after school programs and remedial tutoring; advanced placement classes; and special enrichment programs. Most Impact Aid funds are considered general aid to the recipient school districts and may be used in whatever manner they choose, in accordance with state and local requirements. Although most school districts use Impact Aid for current expenditures, funds may also be used for capital expenditures. Payments for Children with Disabilities must be used for the extra costs of educating these children
Payments are made annually. After the initial payment for a fiscal year, an LEA may later receive additional amounts for that same fiscal year as we complete the distribution of all available funds.
For questions on how to read your voucher, you should contact your State’s Program Operations Group analyst. They can explain how the payments are calculated and verify any data on the vouchers.
To obtain copies of missing vouchers, you should contact your State’s Program Support Group analyst.
For questions on completing the application, please contact your State’s Program Operations Group analyst.
There is a payment estimation calculator available for Section 7003 payments at http://www.ed.gov/programs/8003/calculator/edlite-calculator.html. Please keep in mind that this is an estimate for Section 8003 Basic Support Payments and payments for children with disabilities. If your school district is eligible for a hold harmless payment, this calculator will NOT estimate those payments.
We will send you a list of the documents we need to review. These documents include your parent/pupil survey forms or source check documents, your membership as of the survey date, final average daily attendance for the preceding year, and individual education plans for each of the children with disabilities claimed on your application. If you claim children living on Indian lands, we will also review your Indian Policies and Procedures. If you claim children residing in low-rent housing, we will need to review information about those properties.
You should keep your records for three years after you receive your final payment for a fiscal year.
A local educational agency (LEA) may claim these infants and toddlers on Table 1 or 2 of its 7003 Impact Aid application if it is responsible under State law for providing a free appropriate public education for those children and is providing it.
Free appropriate public education includes special education and related services as a part of early intervention services provided to infants and toddlers with disabilities. The services must be provided at no cost to the families of the children. Even if your state uses a fee schedule for services, you may claim an eligible child for whom the family does not pay a fee.
Simply mark the form to identify the child as an infant/toddler for whom the LEA is providing education or services. If you use survey forms, have the parents of the child complete and sign the form.
Frequently Asked Questions
Frequently Asked Questions
Frequently Asked Questions
New Frequently Asked Questions (FAQs) for the 2018 Hurricane Education Recovery Assistance for Homeless Children and Youth Program
MS WORD (81 KB)
Frequently Asked Questions
New FAQs will be available on or before February 28, 2006.
Frequently Asked Questions
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- Program Overview: A-1. What is the authorizing statute for the IAL program?
- Program Overview: A-2. What is the purpose of the IAL program?
- Eligibility Requirements: B-1 Who is eligible to apply for an IAL grant?
- Eligibility Requirements: B-2. Can an individual school receive an IAL grant?
- Eligibility Requirements: B-3. If an eligible consortium applies for an IAL grant, who is the applicant and what are the responsibilities of members of the consortium?
- Eligibility Requirements: B-4. Are private schools eligible to apply for an IAL grant?
- Eligibility Requirements: B-5. How is eligibility for the IAL program determined for LEAs that are not included in SAIPE for school districts?
- IAL PROGRAM DEFINITIONS: C-1. What is the definition of an eligible national not-for-profit organization?
- IAL PROGRAMS AND LITERACY EDUCATION: D-1. Must IAL projects specifically address English and language arts as opposed to other academic content-areas?
- FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-1. What are allowable costs under the IAL program?
- FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-2. Must an applicant selected for an IAL grant have an approved indirect cost rate to charge indirect costs to programs?
- FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-3. May IAL funds be used to pay stipends, bonuses, scholarships, and direct teacher support such as salaries for specialists or new teachers?
- FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-4. May IAL funds be used for paying rent?
- FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-5. May IAL funds be used for construction?
- FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-6. Is there a cost share requirement for the IAL program?
- FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-7. May applicants include the cost of food in their budgets?
- PROGRAM REPORTING: F-1. Are grantees required to submit an annual performance report?
- PROGRAM REPORTING: F-2. Must an applicant use an outside evaluator?
- APPLICATION SUBMISSION: G-1. Is IAL subject to Executive Order 12372?
- APPLICATION SUBMISSION: G-2. Must submission of charts and tables be double-spaced in an IAL grant application?
- APPLICATION SUBMISSION: G-3. Is there a page limit for the application?
- APPLICATION SUBMISSION: G-4. What is the recommended font for this application submission?
- ABSOLUTE AND COMPETITIVE PRIORITIES: H-1. What is an absolute priority? What is a competitive preference priority?
- ABSOLUTE AND COMPETITIVE PRIORITIES: H-2. How many absolute and competitive preference priorities are in the IAL NIA?
- ABSOLUTE AND COMPETITIVE PRIORITIES: H-3. How many points will be awarded under the competitive priorities?
- ABSOLUTE AND COMPETITIVE PREFERENCE PRIORITIES: H-4. How does an applicant meet the absolute priority?
- ABSOLUTE AND COMPETITIVE PREFERENCE PRIORITIES: H-5. What is a logic model?
- ABSOLUTE AND COMPETITIVE PRIORITIES: H-6. How would an LEA qualify for additional points under the rural competitive preference?
- SELECTION CRITERIA: I-1. On what authority are the selection criteria based?
- SELECTION CRITERIA: I-2. How will applications be reviewed?
- SELECTION CRITERIA: I-5. Will an applicant receive its scores and reviewer comments after the competitions are completed?
- SELECTION CRITERIA: I-6. Will the reviewers be asked to read every part of each application?
- SELECTION CRITERIA: I-7 Does a grantee’s past performance count as part of the overall selection process?
- APPLICABLE REGULATIONS: J-1. What are the applicable regulations that apply to the IAL program?
1. Program Overview: A-1. What is the authorizing statute for the IAL program?
The IAL program is authorized by the section 2226 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended (20 U.S.C. 6646).
2. Program Overview: A-2. What is the purpose of the IAL program?
The IAL program supports high-quality programs designed to develop and improve literacy skills for children and students from birth through 12th grade in high-need local educational agencies (high-need LEAs, as defined in the Notice Inviting Applications (NIA) and schools.
Many schools and districts across the Nation do not have school libraries that deliver high-quality literacy programming to children and their families. Additionally, many schools do not have qualified library media specialists and library facilities. Where facilities do exist, they often lack adequate books and other materials and resources. In many communities, high-need children have limited access to appropriate age- and grade-level reading material in their homes.
The IAL program supports the implementation of high-quality plans for childhood literacy activities and book distribution efforts that demonstrate a rationale (as defined in the NIA).
Proposed projects under the IAL program, based on those plans, may include, among other things, activities that—
(1) develop and enhance effective school library programs, which may include providing professional development for school librarians, books, and up-to-date materials to high-need schools;
(2) provide early literacy services, including pediatric literacy programs through which, during well-child visits, medical providers trained in research-based methods of early language and literacy promotion provide developmentally appropriate books and recommendations to parents to encourage them to read aloud to their children starting in infancy; and
(3) provide high-quality books on a regular basis to children and adolescents from low-income communities to increase reading motivation, performance, and frequency.
3. Eligibility Requirements: B-1 Who is eligible to apply for an IAL grant?
To be considered for an award under this competition, an applicant must coordinate with school libraries in developing project proposals.
In addition, to be considered for an award under this competition, an applicant must be one of the following:
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- a high-need LEA (as defined in the NIA);
- an National not-for-profit (NNP) (as defined in the NIA) that serves children and students within the attendance boundaries of one or more high-need LEAs;
- a consortium of high-need LEAs; or
- the Bureau of Indian Education (BIE).
A national not-for-profit organization that applies for an IAL grant is required to submit documentation of its nonprofit 501(c)(3) status with the grant application.
To determine the eligibility of an LEA, we use the U.S. Census Bureau’s Small Area Income and Poverty Estimates (SAIPE) for school districts for the most recent income year. A list of LEAs by State with family poverty rates (based on the SAIPE data) is posted on the Department’s Web site at the address below.
Some LEAs such as some charter school LEAs, State-administered schools, and regional education service agencies are not included in the SAIPE data for school districts. In such cases, LEA eligibility is based on a determination by the State educational agency (SEA), consistent with the manner in which the SEA determines the LEA’s eligibility for the Title I allocations, that 25 percent of the students aged 5-17 in the LEA are from families with incomes below the poverty line. Applicants must submit documentation from the State certifying official verifying that the SEA has determined this eligibility requirement is met for each LEA not listed in the SAIPE data. The IAL eligibility form is available in the IAL instructions package and on our Web site at http://www2.ed.gov/programs/ial/eligibility.html.
4. Eligibility Requirements: B-2. Can an individual school receive an IAL grant?
No. Individual schools are not eligible to apply for a grant. However, applicants are required to coordinate with school libraries in developing project proposals. See question B-1 for a definition of eligible entities.
5. Eligibility Requirements: B-3. If an eligible consortium applies for an IAL grant, who is the applicant and what are the responsibilities of members of the consortium?
The members of an eligible consortium are one or more high-need LEAs. The members of each consortium shall either 1) designate one member of the group to apply for the grant; or 2) establish a separate, eligible legal entity to apply for the grant. If the consortium decides to designate one member of the group to apply for the grant, the applicant for the group is the grantee and is legally responsible for: (a) the use of all grant funds; (b) ensuring that the project is carried out by the group in accordance with Federal requirements; and (c) ensuring that indirect cost funds are determined as required under Education Department General Administrative Regulations (EDGAR) at 34 CFR § 75.564(e). Members of the consortium shall also enter into an agreement that details the activities each member plans to perform and that binds each member to every statement and assurance made by the applicant in the application. The applicant shall submit the agreement with its application (See the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards “Uniform Guidance” (2 CFR 200) at the following link: https://www.whitehouse.gov/omb/grants_docs.).
6. Eligibility Requirements: B-4. Are private schools eligible to apply for an IAL grant?
No, private schools are not eligible to apply for this grant nor are they eligible to receive services through an eligible LEA for this program.
7. Eligibility Requirements: B-5. How is eligibility for the IAL program determined for LEAs that are not included in SAIPE for school districts?
An LEA that is not included on the SAIPE list, such as a charter school LEA, is considered a high-need LEA if the SEA determines, consistent with the manner in which the SEA determines that LEA’s eligibility for the Title I allocations, that 20 percent of the students aged 5-17 in the LEA are from families with incomes below the poverty line.
States may use one of two methods of estimating poverty data that involve equating another source of poverty data, such as free and reduced price lunch (FRPL) student eligibility data, to census poverty data and thereby deriving census poverty data for these “special” LEAs. These methods are consistent with the Department’s guidance for calculating Title I and Class-Size Reduction program allocations for special LEAs. The first method, using FRPL data as an example, is as follows:
- Determine the number of children eligible for the FRPL program in each special LEA. The special LEA should use the direct certification data that the SEA described and then use a 1.6 multiplier. If the result is larger than enrollment just use the enrollment # to derive the census count.
- Divide the total census poverty number of children for the State by the total FRPL number for the State (the result is a “State equating factor”).
- For each special LEA, multiply the number of FRPL children in the special LEA by the State equating factor. The result is the census poverty estimate for that special LEA.
- The State now has census poverty figures for all LEAs.
We believe this is a straightforward approach that involves minimal burden for States. However, some States may wish to use a second method, which tracks children who attend special LEAs back to the sending LEA in order to determine the appropriate census poverty figure for the special LEA. This second method uses the proportion of FRPL children from a regular district or districts who are attending a special LEA or LEAs and applies that proportion to the census poverty data figure for the regular LEAs, to determine: 1) an estimated census poverty data figure for the special LEAs; and 2) an adjusted census poverty data figure(s) for the regular LEAs. In order to use this method, the State must be able to identify the resident LEA of each student attending a special LEA.
Applicants are required to submit documentation from the State certifying official verifying that the SEA has determined this eligibility requirement is met for each LEA not included on the SAIPE list.
8. IAL PROGRAM DEFINITIONS: C-1. What is the definition of an eligible national not-for-profit organization?
The NIA defines National not-for-profit (NNP) organization as an agency, organization, or institution owned and operated by one or more corporations or associations whose net earnings do not benefit, and cannot lawfully benefit, any private shareholder or entity. In addition, it means, for the purposes of this program, an organization of national scope that is supported by staff or affiliates at the State and local levels, who may include volunteers, and that has a demonstrated history of effectively developing and implementing literacy activities.
To demonstrate that an organization is a national not-for-profit entity, factors include, but are not necessarily limited to:
- whether the organization’s charter, articles of incorporation, or other documents establishing the organization describe its mission as being national in scope;
- proof that the organization has staff or affiliates at the State and local levels, who may include volunteers, as evidenced by the geographic scope of its activities;
- legal evidence of a current 501(c) (3) (not-for-profit) designation by the Internal Revenue Service;
- a certified copy of the applicant’s certificate of incorporation or similar document if it clearly establishes the not-for-profit status of the applicant; or
- a statement from a State taxing body or the State Attorney General certifying that:
(i) The organization is a not-for-profit organization operating within the State, and
(ii) No part of its net earnings may lawfully benefit any private shareholder or individual.
Note: A local affiliate of an NNP does not meet the definition of NPP. Only a national agency, organization, or institution is eligible to apply as an NPP.
9. IAL PROGRAMS AND LITERACY EDUCATION: D-1. Must IAL projects specifically address English and language arts as opposed to other academic content-areas?
We recognize the need to strengthen literacy development across academic content areas to effectively support reading and writing. Applicants may therefore propose projects that include many strategies to improve and enhance literacy development from birth to 12th grade across academic content areas. The NIA provides an overview of what types of projects the IAL program will support to strengthen literacy development in children.
10. FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-1. What are allowable costs under the IAL program?
Costs must be allowable, allocable, reasonable, and necessary according to the Federal cost principles found in The Uniform Guidance (2 CFR 200). A cost is allocable to a grant award if it is consistently treated like other costs incurred for the same purpose in like circumstances and is considered to be reasonable, in its nature and amount, by a prudent person under the circumstances prevailing at the time the decision is made to incur the cost. Generally, IAL grant funds can be used to support high-quality projects designed to develop and improve literacy skills for children and students from birth through 12th grade. This includes innovative programs that promote early literacy for young children and motivate older children to read and programs that increase student achievement by using school libraries, distributing free books to children and their families, and offering high-quality literacy activities.
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Costs must be allowable, allocable, reasonable, and necessary according to the Federal cost principles found in Office of Management and Budget (OMB) Circular A-87, OMB Circular A-122, the statute, and governing regulations. A cost is allocable to a grant award if it is consistently treated like other costs incurred for the same purpose in like circumstances and is considered to be reasonable, in its nature and amount, by a prudent person under the circumstances prevailing at the time the decision is made to incur the cost. Generally, IAL grant funds can be used to support high-quality projects designed to develop and improve literacy skills for children and students from birth through 12th grade. This includes innovative programs that promote early literacy for young children and motivate older children to read and programs that increase student achievement by using school libraries, distributing free books to children and their families, and offering high-quality literacy activities. (See Office of Management and Budget (OMB) Circular A-87 (Cost Principles for State, Local, and Indian Tribal Governments) and Circular A-122 (Cost Principles for Non-Profit Organizations)).
Note: On December 26, 2013, OMB published new guidance for Federal award programs, OMB Uniform Guidance: Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (Guidance). The Guidance supersedes and streamlines requirements from OMB Circulars A-21, A-87, A-110, A-122, A-89, A-102 and A-133 and the guidance in Circular A-50 on Single Audit Act follow-up. It is a key component of a larger Federal effort to more effectively focus Federal grant resources on improving performance and outcomes while ensuring the financial integrity of taxpayer dollars.
Please note that the Guidance will not apply to grants made by the Department until adopted by the Department through a Federal Register notice. That notice, which we anticipate will be published in 2014, will indicate the date on which the Guidance applies to Department grant funds. Until that time, Department grantees must comply with the requirements in the current circulars listed above. See http://www.ed.gov/edblogs/ovae/2014/03/07/the-omb-super-circular-is-now-the-omni-circular/
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11. FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-2. Must an applicant selected for an IAL grant have an approved indirect cost rate to charge indirect costs to programs?
Yes. ED requires grantees charging indirect costs to programs to obtain a Federally-approved indirect cost rate. An applicant that does not have an approved indirect cost rate at the time it is selected for an IAL grant award may request approval from the Department for a temporary indirect cost rate of 10% of the expended amount of the entity’s direct salaries and wages. However, a grantee must submit an indirect cost rate proposal to its cognizant agency within 90 days of receiving its grant award notice. Those applicants who plan to charge indirect costs should include a copy of the indirect cost rate agreement as an attachment when submitting their application.
Note: IAL is not subject to a “supplement-not-supplant” requirement. Unless otherwise noted in a grantee’s indirect cost rate agreement, applicants are generally permitted to use the normal “indirect cost rate” rather than the “restricted indirect cost rate” when applying for IAL funds. Grantees who use a restricted rate will recover fewer indirect costs than those who use the unrestricted rate.
12. FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-3. May IAL funds be used to pay stipends, bonuses, scholarships, and direct teacher support such as salaries for specialists or new teachers?
These expenses may be allowable in certain circumstances if necessary and reasonable to accomplish the program’s and project’s objectives, consistent with applicable sections of the Uniform Guidance (2 CFR200).
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These expenses may be allowable in certain circumstances if necessary and reasonable to accomplish the program’s and project’s objectives, consistent with applicable OMB Circulars and EDGAR.
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13. FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-4. May IAL funds be used for paying rent?
Applicants should focus their proposed activities on high-quality literacy activities. To the extent that the leasing of some additional space is necessary and reasonable for meeting the purposes and objectives of the program, rent may be an allowable cost. (See the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards “Uniform Guidance” (2 CFR 200) at the following link: https://www.whitehouse.gov/omb/grants_docs.)
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Applicants should focus their proposed activities on high-quality literacy activities. To the extent that the leasing of some additional space is necessary and reasonable for meeting the purposes and objectives of the program, rent may be an allowable cost. (See the applicable OMB Cost Circulars at http://www.whitehouse.gov/omb/grants_circulars.)
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14. FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-5. May IAL funds be used for construction?
No. A grantee may not use its grant for acquisition of real property or for construction unless specifically permitted by the authorizing statute or implementing regulations for the program.
(See the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards “Uniform Guidance” (2 CFR 200) at the following link: https://www.whitehouse.gov/omb/grants_docs.)
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No. A grantee may not use its grant for acquisition of real property or for construction unless specifically permitted by the authorizing statute or implementing regulations for the program.
(See EDGAR at 34 CFR § 75.533) (Applicants can access EDGAR provisions on the Department’s website at http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html.)
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15. FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-6. Is there a cost share requirement for the IAL program?
No. The IAL program does not have a cost share requirement; however, applicants are encouraged to leverage grant resources by aligning other Federal, State, local, and private funds to support the project or by engaging in meaningful partnerships to increase the potential effectiveness and sustainability of the project.
16. FISCAL RESPONSIBILITIES FOR IAL PROJECTS: E-7. May applicants include the cost of food in their budgets?
No. Costs for entertainment (including food) are not allowable costs. (See Uniform Guidance 2 CFR 200).
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No. Costs for entertainment (including food) are not allowable costs. (See OMB Circular A-87 (Cost Principles for State, Local, and Indian Tribal Governments) and Circular A-122 (Cost Principles for Non-Profit Organizations).
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17. PROGRAM REPORTING: F-1. Are grantees required to submit an annual performance report?
Yes. Under the Government Performance and Results Act of 1993 (GPRA), the Department has developed performance measures to determine the overall effectiveness of programs funded with Federal dollars, including the IAL program. The GPRA performance measures for the IAL program are:
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- The percentage of four-year-old children participating in the project who achieve significant gains in oral language skills;
- the percentage of fourth graders participating in the project who demonstrated individual student growth (i.e., an improvement in their achievement) over the past year on State reading or language arts assessments under section 1111(b)(3) of the ESEA, as amended by NCLB;
- the percentage of eighth graders participating in the project who demonstrated individual student growth (i.e., an improvement in their achievement)over the past year on State reading or language arts assessments under section 1111(b)(3) of the ESEA, as amended by NCLB;
- The percentage of schools participating in the project whose book-to-student ratios increase from the previous year; and
- the percentage of participating children who receive at least one free, grade- and language-appropriate book of their own.
All grantees will be expected to submit an annual performance report that includes data addressing these performance measures, to the extent that they apply to the grantee’s project.
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Yes. Under the Government Performance and Results Act of 1993 (GPRA), the Department has developed performance measures to determine the overall effectiveness of programs funded with Federal dollars, including the IAL program. The GPRA performance measures for the IAL program are:
- The percentage of 4-year old children participating in the project who achieve significant gains in oral language skills;
- The percentage of participating 3rd grade students who meet or exceed proficiency on State reading or language arts assessments under section 1111(b)(3) of the ESEA;
- The percentage of participating 8th grade students who meet or exceed proficiency on State reading or language arts assessments under section 1111(b)(3) of the ESEA; and
- The percentage of participating high school students who meet or exceed proficiency on State reading or language arts assessments under section 1111(b)(3) of the ESEA.
All grantees will be expected to submit an annual performance report that includes data addressing these performance measures, to the extent that they apply to the grantee’s project. For example, a grantee that proposes to improve the quality of school library services for high school students would only be required to report data for measure number 4, in addition to any project-specific measures identified in the application.
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18. PROGRAM REPORTING: F-2. Must an applicant use an outside evaluator?
No. However, applications submitted for the IAL program will be evaluated based on the quality of the project evaluation (See the IAL application package, Selection Criterion F). As such, applicants will be responsible for carrying out the evaluation plan/activities that are outlined in the application package.
19. APPLICATION SUBMISSION: G-1. Is IAL subject to Executive Order 12372?
Yes. Executive Order 12372 concerns the Intergovernmental Review of Federal Programs, and, among other things, gives States the opportunity to review and provide comments to Federal agencies on applications for Federal discretionary (competitive) grants. Applicants can find more details in the Appendix for the Intergovernmental Review of Federal Programs in the IAL application package. However, potential applicants should not delay the timely submission of their applications in Grants.gov pending the outcome of the State’s review.
20. APPLICATION SUBMISSION: G-2. Must submission of charts and tables be double-spaced in an IAL grant application?
Yes. Charts and tables must be prepared in double space format.
21. APPLICATION SUBMISSION: G-3. Is there a page limit for the application?
No, however we recommend that the application narrative be limited to no more than 25 pages. The recommended page limit does not apply to the cover sheet; eligibility information; the budget section, including the narrative budget justification; the assurances and certifications; the one to two-page abstract; the resumes; the bibliography; the logic model, or the letters of support.
22. APPLICATION SUBMISSION: G-4. What is the recommended font for this application submission?
It is recommended that a submitted application use a font size that is either 12 point or larger or no smaller than 10 pitch (characters per inch). The following fonts are recommended: Times New Roman, Courier, Courier New, or Arial.
23. ABSOLUTE AND COMPETITIVE PRIORITIES: H-1. What is an absolute priority? What is a competitive preference priority?
Under EDGAR at 34 CFR § 75.105(c)(3), the Secretary may give absolute preference to applications that meet a priority. For the IAL FY 2018 competition, all applicants must meet the absolute priority established in the NIA. Applicants that do not meet the absolute priority will not be considered for funding.
Under EDGAR at 34 CFR § 75.105(c)(2), the Secretary may award some or all bonus points to an application depending on the extent to which the application meets each competitive preference priority. These points are in addition to any points the applicant earns under the selection criteria (see 34 CFR § 75.200(b)).
In accordance with the NIA, the maximum number of additional points the Secretary may award to an application depends upon whether the application meets each competitive preference priority. Additionally, the Secretary may select an application that meets a priority over an application of comparable merit that does not meet the priority. Competitive priorities are not requirements in that applicants do not need to address them to be considered for funding. Applications that meet one or more competitive priorities will be awarded additional points.
24. ABSOLUTE AND COMPETITIVE PRIORITIES: H-2. How many absolute and competitive preference priorities are in the IAL NIA?
The IAL NIA contains one absolute priority and two competitive preference priorities. For FY 2018, the following absolute priority has been established:
- Absolute Priority—High-quality plan for Innovative Approaches to Literacy that includes book distribution, childhood literacy activities, or both, and that, at a minimum, demonstrates a rationale as defined in the notice inviting applications.
For the FY 2018 IAL program, the following two competitive priorities have been established:
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- Competitive Preference Priority 1—Promoting science, technology, engineering, and math (STEM) education, with a particular focus on computer science (5 points); and
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- Competitive Preference Priority 2—Improving Early Learning and Development Outcomes (5 points); and
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- Competitive Preference Priority 3—Serving Rural Local Educational Agencies (LEAs) (3 points).
Applicants are strongly encouraged to identify, in the project abstract section of their applications, any competitive preference priority they intend to meet with the application, and to include a brief description of how they are qualified to meet each priority.
Please refer to the NIA under Priorities for more information on absolute and competitive priorities under the IAL program.
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The IAL NIA contains one absolute priority and four competitive preference priorities. For FY 2014, the following absolute priority has been established:
- Absolute Priority—High-quality plan for innovative approaches to literacy that include book distribution, childhood literacy activities, or both, and that is supported, at a minimum, by evidence of strong theory (as defined in 34 CFR 77.1 (c)).
For the FY 2014 IAL program, the following four competitive priorities have been established:
- Competitive Preference Priority 1—Turning Around Persistently Lowest-Achieving Schools (5 points);
- Competitive Preference Priority 2—Technology (5 points);
- Competitive Preference Priority 3—Improving Early Learning Outcomes (5 points); and
- Competitive Preference Priority 4—Serving Rural LEAs (5 points).
Applicants are strongly encouraged identify, in the project abstract section of their applications, any competitive preference priority they intend to meet with the application, and to include a brief description of how they are qualified to meet each priority.
Please refer to the NIA under Priorities for more information on absolute and competitive priorities under the IAL program.
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25. ABSOLUTE AND COMPETITIVE PRIORITIES: H-3. How many points will be awarded under the competitive priorities?
Under 34 CFR 75.105(c)(2)(i), the Department will award an additional 5 points to an application that meets Competitive Preference Priority 1 and an additional 3 points to an application that meets Competitive Preference Priority 2. The maximum number of competitive preference points an application can receive for this competition is 8.
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We will award an additional 5 points to an application that meets either Competitive Preference Priority 1 or 4, listed in question H-2. We will award an additional 5 points to an application that meets Competitive Preference Priority 2 and an additional 5 points to an application that meets Competitive Preference Priority 3 listed in question H-2. The maximum number of competitive preference points an application can receive for this competition is 15.
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26. ABSOLUTE AND COMPETITIVE PREFERENCE PRIORITIES: H-4. How does an applicant meet the absolute priority?
To meet the absolute priority, applicants must submit a high-quality plan for Innovative Approaches to Literacy that includes book distribution, childhood literacy activities, or both, and that, at a minimum, demonstrates a rationale as defined in the notice inviting applications
27. ABSOLUTE AND COMPETITIVE PREFERENCE PRIORITIES: H-5. What is a logic model?
The NIA uses the definition of logic model (also referred to as theory of action) in 34 CFR 77.1(c), which defines logic model as a well-specified conceptual framework that identifies key components of the proposed process, product, strategy, or practice (i.e., the active “ingredients” that are hypothesized to be critical to achieving the relevant outcomes) and describes the relationships among the key components and outcomes, theoretically and operationally.
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ED’s Regional Education Laboratories (RELs) offer resources on logic models, including a webinar recording and logic model maker software. These may be accessed at the following Web sites:
- http://www.relnei.org/events/skill-builder-archive/skill-builder-logic-models.html
- http://relpacific.mcrel.org/PERR.html
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28. ABSOLUTE AND COMPETITIVE PRIORITIES: H-6. How would an LEA qualify for additional points under the rural competitive preference?
An applicant qualifies for competitive preference points under the rural competitive preference if the applicant’s proposed project is designed to provide high-quality literacy programming, or distribute books, or both, to students served by a rural LEA. A rural LEA, for the purposes of the IAL program, is an LEA that is eligible under the Small Rural School Achievement program or the Rural and Low-Income School program authorized under Title VI, Part B of the ESEA. Applicants may determine whether a particular LEA is eligible for these programs by referring to information on the Department’s Web site at: http://www2.ed.gov/nclb/freedom/local/reap.html.
29. SELECTION CRITERIA: I-1. On what authority are the selection criteria based?
The selection criteria for this program are from 34 CFR § 75.210 and are listed in the NIA. The maximum score for all criteria is 100 points. The maximum possible score for each criterion is indicated in parentheses next to each criterion listed in the selection criteria section of the NIA.
30. SELECTION CRITERIA: I-2. How will applications be reviewed?
The Department will use peer reviewers to review and score applications on the selection criteria. The Department has sought independent reviewers from various backgrounds and professions with relevant expertise, whom we will ask to use their professional judgment to evaluate and score each application based on the selection criteria.
Following the peer-review, Department staff will determine whether the application meets the absolute priority, and will also assign competitive preference priority points to applications meeting the competitive priorities, up to a total of 8 additional points.
31. SELECTION CRITERIA: I-5. Will an applicant receive its scores and reviewer comments after the competitions are completed?
Applicants may request a copy of the technical review forms completed by the peer reviewers on their applications. Individual reviewer names are deleted from the forms to preserve confidentiality.
32. SELECTION CRITERIA: I-6. Will the reviewers be asked to read every part of each application?
Yes. To facilitate the review, the Department encourages applicants to carefully follow the directions in the application package. Applicants should pay particular attention to the flow of the narrative and correctly label all attachments.
33. SELECTION CRITERIA: I-7 Does a grantee’s past performance count as part of the overall selection process?
The Department reminds potential applicants that in reviewing applications in any discretionary grant competition, the Secretary may consider, under EDGAR, 34 CFR § 75.217(d)(3)(ii), the applicant’s past performance and use of funds under a previous grant award. The Secretary may also consider whether the applicant failed to submit a timely performance report or submitted a report of unacceptable quality.
34. APPLICABLE REGULATIONS: J-1. What are the applicable regulations that apply to the IAL program?
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- The following sections of EDGAR apply to the IAL program:
- Part 75 Direct Grant Programs
- The following sections of EDGAR apply to the IAL program:
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- Part 77 Definitions
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- Part 79 Intergovernmental Review
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- Part 81 General Education Provision Act – Enforcement
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- Part 82 Lobbying
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- Part 84 Debarment
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- Part 97 Protection of Human Subjects
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- Part 98 Student Rights in Research, Experimental Programs, and Testing
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- Part 99 Family Educational Rights
- The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards “Uniform Guidance” (2 CFR 200)
- The Education Department debarment and suspension regulations in 2 CFR part 3485.
- The notice of final supplemental priorities and definitions for discretionary grant programs, published in the Federal Register on March 2, 2018 (83 FR 9096).
- The notice of final priorities, requirement, and definitions for the IAL program published in the Federal Register on June 17, 2014.
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- The following sections of EDGAR apply to the IAL program:
Part 74 Administration of Grants and Agreements with Institutions of Higher Education, Hospitals, and Other Non-Profit Organizations Part 75 Direct Grant Programs
Part 77 Definitions
Part 79 Intergovernmental Review
Part 80 Uniform Requirements
Part 81 General Education Provision Act – Enforcement
Part 82 Lobbying
Part 84 Debarment
Part 97 Protection of Human Subjects
Part 98 Student Rights in Research, Experimental Programs, and Testing
Part 99 Family Educational Rights - The Education Department debarment and suspension regulations in 2 CFR part 3485.
- The notice of final supplemental priorities and definitions for discretionary grant programs, published in the Federal Register on December 15, 2010 (75 FR 78486), and corrected on May 12, 2011 (76 FR 27637).
- The notice of final priorities, requirement, and definitions for the IAL program published in the Federal Register on June 17, 2014.
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