Federal Register / Vol. 67, No.

110 / Friday, June 7, 2002 / Notices 39369

Flex agreement LEAs by September 15 Program. These grants are authorized by programs are more closely coordinated
of this year. While LEAs may still have subpart 2, part B, title I, of the with State educational goals, including
difficulty implementing the program Elementary and Secondary Education goals for kindergarten through grade 12,
during school year 2002–03, approval Act (ESEA), as amended by the No so that there is continuity with formal
after the school year begins will surely Child Left Behind Act, Public Law 107– school instruction and so that what
delay implementation to the following 110. The Secretary also announces final children are doing before they enter
year. In our view, harm to the public procedures, requirements, and priorities school is aligned with what is expected
would thus occur if this clearance is not for this competition. of them once they are in school.
approved by June 12, 2002. The Early Reading First grants will use
Purpose of Program
Department plans to make applications research-based strategies to generate
available by mid-June to allow The purpose of the Early Reading information about effective practices in
applicants sufficient time to prepare First Program is to create preschool providing children with the essential
their Local-Flex agreement. The centers of excellence by improving the language, literacy, and cognitive
Department would then have instruction and classroom environment experiences that will best prepare them
approximately one month to complete a of early childhood programs that are for later school success. The Department
peer review and negotiate final located in urban or rural high-poverty plans to disseminate information about
agreements with selected applicants. communities and that serve primarily Early Reading First projects that prove
Frequency: Semi-Annually. children from low-income families. to be effective models for early
Affected Public: State, Local, or Tribal These programs will provide preschool childhood education.
Gov’t, SEAs or LEAs. age children, including children with Applications Available: June 7, 2002.
Reporting and Recordkeeping Hour disabilities and children with limited Deadline for Receipt of Applications:
Burden: English proficiency, with high-quality Pre-Application: July 15, 2002 (by 4:30
Responses: 240. environments and early reading p.m., if hand delivered). Full
Burden Hours: 19,200. curricula and activities, based on Application (for invited applicants
Requests for copies of the proposed scientifically based reading research, to only): October 11, 2002 (by 4:30 p.m., if
information collection request may be support the age-appropriate hand delivered) (which is at least 6
accessed from [Link] development of: oral language, weeks after the date applicants will be
by selecting the ‘‘Browse Pending phonological awareness, print invited to submit Full Applications).
Collections’’ link and by clicking on awareness, and alphabetic knowledge. Deadline for Intergovernmental
These activities (with tactile and Review: December 10, 2002.
link number 2058. When you access the
communication accommodations for Estimated Available Funds:
information collection, click on
children with disabilities, as $75,000,000.
‘‘Download Attachments’’ to view.
appropriate), in combination with Estimated Range of Awards (per year):
Written requests for information should
professional development based on $250,000–$1,500,000.
be addressed to Vivian Reese,
scientific research and with screening Estimated Average Size of Awards
Department of Education, 400 Maryland
assessments, will form an integrated, (per year): $425,000 (based on 175
Avenue, SW, Room 4050, Regional
coherent instructional program that will awards).
Office Building 3, Washington, DC
further children’s language and literacy Estimated Number of Awards: 50—
20202–4651 or to the e-mail address
skills and prevent them from 300.
[Link]@[Link]. Requests may also encountering reading difficulties when
be electronically mailed to the Internet Note: The Department is not bound by any
they enter school. estimates in this notice.
address OCIO_RIMG@[Link] or faxed to These grants complement the Reading
202–708–9346. Please specify the First State Grants Program, which Project Period: Up to three years.
complete title of the information provides support for high-quality, SUPPLEMENTARY INFORMATION:
collection when making your request. scientifically based classroom-focused
Comments regarding burden and/or Background
reading instruction for kindergarten
the collection activity requirements, through grade three. The Early Reading As the President’s new Early
contact Kathy Axt at (540) 776–7742 or First Program is joined by several other Childhood Initiative recognizes,
via her Internet address significant endeavors that are designed research demonstrates the strong
[Link]@[Link]. Individuals who use to enhance the school readiness of relationship between high-quality
a telecommunications device for the young children, such as the educational experiences for children
deaf (TDD) may call the Federal Department’s Early Childhood Educator before kindergarten and their later
Information Relay Service (FIRS) at 1– Professional Development Grants success in school. The National
800–877–8339. Program, which is designed to improve Research Council report, Preventing
[FR Doc. 02–14289 Filed 6–6–02; 8:45 am] the knowledge and skills of early Reading Difficulties in Young Children
BILLING CODE 4000–01–P childhood educators, and the Preschool (1998), concludes that the majority of
Curriculum Evaluation Research Grants reading problems faced by today’s
Program, which will implement adolescents and adults could have been
DEPARTMENT OF EDUCATION rigorous evaluations of preschool avoided or resolved in the early years of
curricula to provide information to childhood. The Cost, Quality and Child
[CFDA No.: 84.359A (Pre–Application) and support informed choices of classroom Outcomes report (June 1999), partially
84.359B (Full Application] funded by the Department, concludes
curricula for early childhood programs.
Early Reading First Program; Notice Early Reading First grants will help that children’s cognitive and social
Inviting Applications for New Awards support the President’s new Early competence in the second grade can be
for Fiscal Year (FY) 2002 Childhood Initiative, by strengthening predicted by the experiences that they
early learning environments and had four years previously in child care,
SUMMARY: The Secretary invites instruction for young children. These even after taking into account
applications for new grant awards for grants also will support that initiative kindergarten and first-grade classroom
FY 2002 for the Early Reading First by helping ensure that preschool experiences. The report also found that

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 39370 Federal Register / Vol. 67, No. 110 / Friday, June 7, 2002 / Notices

children who have traditionally been at [Link]; (2) one or more public or Applicability of Regulations
risk for not doing well in school are private organizations or agencies located The following provisions of the
more affected by the quality of child in a community served by one of those Education Department General
care experiences than are other LEAs, which organization or agency is Administrative Regulations (EDGAR)
children. acting on behalf of one or more contained in Title 34 of the Code of
Early Reading First grants will help programs (which may include Federal Regulations (CFR) apply to
meet this challenge by funding projects themselves) that serve young children, these Early Reading First Program
that demonstrate the capacity to provide such as a Head Start program, a child grants: 34 CFR parts 74, 75, 77, 79, 80,
high-quality, research-based experiences care program, an Even Start program; or
in language and early literacy for 81, 82, 85, 86, 97, 98, and 99.
(3) one or more of the eligible LEAs,
preschool age children. These grants applying in collaboration with one or Waiver of Proposed Rulemaking
will improve the instruction and more of the eligible organizations or It is the Secretary’s practice, in
environment of programs primarily agencies. In addition to obtaining the accordance with the Administrative
serving young children living in list of ‘‘Eligible LEAs’’ from the Procedure Act (5 U.S.C. 553), to offer
poverty, in programs such as Title I Department’s Web site, the public may interested parties the opportunity to
preschools and schoolwide programs, obtain that list by contacting one of the comment on proposed rules that are not
Head Start, Even Start Family Literacy individuals identified below under FOR taken directly from statute. Ordinarily,
programs, and publicly funded or APPLICATIONS AND FURTHER INFORMATION this practice would have applied to the
subsidized child care. CONTACT.
Early Reading First projects must priorities and requirements in this
provide the following activities, with Definitions notice. Section 437(d)(1) of the General
accommodations as needed for children Education Provisions Act (GEPA),
As defined for the Early Reading First however, exempts from this requirement
with disabilities: High-quality oral
Program under section 1221(b)(2) and rules that apply to the first competition
language and print-rich environments;
(3) of the ESEA, the terms listed have under a new or substantially revised
professional development for staff based
the following meanings: program. The Secretary, in accordance
on scientifically based reading research
knowledge of language, cognitive, and (1) The term ‘‘scientifically based with section 437(d)(1) of GEPA, has
early reading development that will reading research,’’ as defined in section decided to forgo public comment with
assist in developing preschool age 1208—(6) of the ESEA, means research respect to the rules in this grant
children’s oral language, phonological that— competition in order to ensure timely
awareness, print awareness, and (A) applies rigorous, systematic, and awards. These rules will apply only to
alphabet knowledge; activities and objective procedures to obtain valid the FY 2002 grant competition.
instructional materials based on knowledge relevant to reading Application Process
scientifically based reading research for development, reading instruction, and
use in developing language, cognitive, reading difficulties; and The FY 2002 Early Reading First grant
and early reading skills; acquisition, competition will be conducted through
(B) includes research that—
training, and implementation of a Pre-Application and Full Application
(i) employs systematic, empirical process. All applicants must submit a
screening reading assessments; and
methods that draw on observation or Pre-Application, which must include a
integration of the instructional
experiment; narrative that briefly describes the
materials, activities, tools, and measures
into the applicant’s overall programs. (ii) involves rigorous data analyses existing preschool program(s) to be
These activities, required by section that are adequate to test the stated supported and improved with Early
1222(d) of the ESEA, are more hypotheses and justify the general Reading First funds, and then addresses
specifically described in the application conclusions drawn; four key concepts related to the
guide. (iii) relies on measurements or proposed project that are described
The Secretary is particularly observational methods that provide below under Pre-Application Selection
interested in Early Reading First valid data across evaluators and Criteria. In addition, the Pre-
projects that will serve a significant observers and across multiple Application must include an estimated
number of children with special needs, measurements and observations; and budget and brief budget justification.
including those with disabilities and (iv) has been accepted by a peer- The Pre-Application is limited to: 2
those with limited English proficiency. reviewed journal or approved by a panel double-spaced pages for describing the
These programs would provide those of independent experts through a context, 10 double-spaced pages to
children access, through appropriate comparably rigorous, objective, and address the selection criteria and
accommodations, to the same high- scientific review. priorities, and 3 double-spaced pages for
quality environments and early reading the budget justification, with formatting
(2) The term ‘‘screening reading requirements and limited appendices
curricula and activities based on assessment,’’ as defined in section
scientifically based reading research as that are described in the application
1208(7)(B) of the ESEA, means an guide.
would be provided to children without assessment that is—
special needs, to support their age- The Secretary, through a peer review
appropriate development of oral (i) valid, reliable, and based on panel of experts convened under section
language, phonological awareness, print scientifically based reading research; 1203(c)(2) of the ESEA in accordance
awareness, and alphabetic knowledge. and with section 1222(c) of the ESEA, will
(ii) a brief procedure designed as a evaluate each Pre-Application based
Eligible Applicants first step in identifying children who upon the Pre-Application selection
(1) One or more local educational may be at high risk for delayed criteria and three competitive priorities
agencies (LEAs) identified as being development or academic failure and in included in this notice. The Secretary
eligible on the list of ‘‘Eligible LEAs’’ on need of further diagnosis of their need will invite those applicants to submit
the Department’s Web site at http:// for special services or additional reading Full Applications whose Pre-
[Link]/offices/OESE/earlyreading/ instruction. Applications the peer review panel rate

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 Federal Register / Vol. 67, No. 110 / Friday, June 7, 2002 / Notices 39371

highly in the competitive Pre- Pre-Application Competitive Priority Pre-Application Competitive Priority
Application review process and 1—State Educational System 2—Children from Low-Income Families
recommend as having the potential to Partnership The preschool program(s) to be
become successful projects. The Early Reading First projects that are supported by the proposed Early
Department will inform applicants of operated by a partnership that includes Reading First project primarily serve
the outcome of the Pre-Application at least the following two partners: (1) children from low-income families.
phase. a State educational agency (SEA) or a An application that meets this second
The Full Application must include a local educational agency (LEA) (or Pre-Application competitive priority
narrative addressing the Full both); and (2) a preschool that is not would receive from 0–15 points in the
Application selection criteria, a budget, under the administrative control of an Pre-Application portion of this grant
and a budget narrative. Those Full LEA. The Secretary considers a competition, based on the applicant’s
Application selection criteria are preschool to be under the administrative demonstration of the degree to which
different than the Pre-Application control of an LEA for the purpose of this the program serves children from low-
selection criteria. The Secretary, competitive priority if the LEA is the income families. These points are in
through a separate peer review panel of fiscal agent, operates, supervises, addition to any points the applicant
experts also convened under section controls, or manages the preschool. A earns under the Pre-Application
preschool that is located in a school or selection criteria or any other Pre-
1203(c)(2) of the ESEA in accordance
LEA building is not necessarily under Application competitive priority.
with section 1222(c) of the ESEA, will
the administrative control of an LEA. When awarding points, the Secretary
evaluate each Full Application based Programs that form new qualifying will consider the relative percentage of
upon the Full Application selection partnerships for Early Reading First will children from low-income families.
criteria and Full Application meet this priority, as will programs Applicants must include in their Early
competitive priority included in this operated through existing partnerships Reading First Program Pre-Application
notice. The Full Application is limited between LEAs and preschools that are Narrative a description of the preschool
to: 35 pages for the narrative, and 5 not under the administrative control of program(s) to be served by the proposed
pages for the budget narrative, with an LEA. To qualify for points under this project, which includes demographic
formatting requirements and limited first Pre-Application competitive and socioeconomic information on the
appendices that are described in the priority, at least one partner must preschool age children enrolled in those
application guide. qualify as an eligible applicant. In programs. Applicants may use data of
The Secretary will select applicants addition, to qualify under this their choice to demonstrate that the
for funding based on the quality of the competitive priority all preschools that preschool age children primarily are
Full Applications and the will be supported by the proposed Early from low-income families. For example,
recommendations of the Full Reading First project must be located in an applicant may use such information
Application peer review panel. The a community served by an eligible LEA such as census data, the percentage of
Secretary will consider for funding only or primarily serve children who will children receiving a free or reduced
those applications that the peer review attend kindergarten in an eligible LEA price lunch, or other similar measures of
panel recommends as demonstrating the (see list of eligible LEAs on the poverty to demonstrate the percentage
greatest potential for creating Department’s Web site listed above of children from low-income families.
improvements in early childhood under ‘‘Eligible Applicants’’). The Secretary will consider the different
education programs and for becoming Note: (Eligible applicants that meet this definitions of poverty used in these data
successful projects that are centers of competitive priority, if invited to submit a sources in determining the extent to
excellence for early learning. Full Application, must attach a Partnership which a project primarily serves
Agreement to the Full Application that children from low-income families.
In making funding decisions, the describes the specific responsibilities and This competitive priority is designed
Department will use the procedures in roles each partner will have with respect to to ensure that Early Reading First funds
EDGAR, 34 CFR 75.217, which may the Early Reading First project.) are used to support local efforts to
include the use of on-site reviews for An application that meets this first enhance the early language, literacy,
some or all Full Applications following Pre-Application competitive priority and prereading development,
the peer review process. When making would receive 10 points in the Pre- particularly of preschool children who
awards, the Secretary may take into Application portion of the grant are from low-income families.
consideration other information that is competition. These points are in
relevant to obtaining a variety of types Pre-Application Competitive Priority
addition to any points the applicant
of funded projects and an equitable 3—Novice Applicant
earns under the Pre-Application
distribution of awards throughout the selection criteria and any other Pre- The applicant is a novice applicant
nation, such as geographical Application competitive priority. (or a group of novice applicants) under
representation, location in high-need This competitive priority is designed 34 CFR 75.225 that is otherwise eligible
urban and rural areas, project size, and to: Ensure that the preschool programs to apply under this competition. A
type of program. The Department supported with Early Reading First ‘‘novice applicant’’ under 34 CFR
anticipates making final awards in funds are closely coordinated and 75.225 means the following for this Pre-
December 2002. aligned with the State’s kindergarten Application competitive priority: an
through grade 12 (K–12) educational applicant that has not had an active
Pre-Application Priorities system and goals; enhance collaboration discretionary grant from the Federal
Pre-Application Competitive Priorities and instructional continuity between Government in the five years before the
those preschools and the elementary deadline date for the Pre-Application in
Under 34 CFR 75.105(c)(2), the schools children will enter after this grant competition. For the purposes
Secretary gives three separate preschool; and give State and local of this requirement, a grant is active
competitive preferences to Pre- support to preschools not part of the until the end of the grant’s project or
Applications as follows: State K–12 public education system. funding period, including any

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extensions of those periods that extend CFR 75.200(b)(2) and 75.209 to evaluate childhood education program(s) that the
the grantee’s authority to obligate funds. Pre-Applications under this grant Early Reading First project would
In the case of applications from more competition. The maximum score for all support, applicants must describe their
than one eligible applicant (that is, a of these selection criteria is 100 points. vision for what those programs would
group application), every eligible The maximum score for each criterion is look like if they were to become centers
applicant must be a novice applicant to indicated in parenthesis with the of educational excellence. Using the
meet this Pre-Application competitive criterion. scientific reading research upon which
priority. Applicants must first use up to two their vision is based, applicants must
This competitive priority is included (2) pages of their applications to describe the overall goals for their
to broaden and diversify the pool of describe the context of the existing early proposed Early Reading First project.
qualified applicants and provide greater childhood education programs serving In evaluating the response to this first
opportunities for inexperienced preschool age children (preschool Pre-Application selection criterion, the
applicants with high-quality programs) that they propose to support Secretary will consider the clarity,
applications to receive funding. An with Early Reading First funds. The creativity, comprehensiveness, and
application that meets this third Pre- Secretary recommends that, in the case feasibility of the overall vision. The
Application competitive priority would of center-based programs, applicants Secretary also will consider how well
receive 5 points in the competition. generally include no more than a total the goals reflect the vision, and the
These points are in addition to any of 5 centers to ensure that funds are extent to which those goals incorporate
points the applicant earns under the sufficiently concentrated to achieve the high expectations, based on scientific
Pre-Application selection criteria or any program goals. This description must research, for improvements in the early
other Pre-Application competitive include the following information: the learning environment, curricula, teacher
priority. ages and number of children being instruction, and enhancing children’s
served; demographic and socioeconomic language, cognitive, and early reading
Full Application Priority information on those children; skills.
Under 34 CFR 75.225, the Secretary information on the type of special needs (2) Key Research and Program Design
gives a competitive priority to Full that any of the children may have; the (up to 40 points): Applicants must
Applications as follows: average hours the children attend the discuss the key scientifically based
program (hours/day, days/week, and research in the areas of language,
Full Application Competitive Priority— cognitive, and early reading
months/year); primary funding source(s)
Novice Applicant development for preschool age children,
for the program; the basic instructional
The applicant is a novice applicant program; and the number of staff and and include citations to the sources of
(or a group of novice applicants) under their qualifications. that research. Applicants must tie that
34 CFR 75.225 that is otherwise eligible In addition to the 2-page context research to their program design by
to apply under this competition. A description, applicants must also explaining the research-based strategies
‘‘novice applicant’’ under 34 CFR include, in the Appendix to the Pre- they would use, and the changes they
75.225 means the following for this Application: (1) A list of the names and would make, which appropriately
initial competition in the new Early addresses of the preschool programs address the needs of all children in the
Reading First Program: an applicant that that the Early Reading First project will project including children with special
has not had an active discretionary grant support, and, if the applicant intends to needs, in each of the following core
from the Federal Government in the five qualify under Pre-Application areas: classroom environment,
years before the deadline date for a Full Competitive Priority 1 (State professional development, curricula and
Application under this grant Educational System Partnership), the instruction, and on-going screening
competition. For the purposes of this name of the eligible LEA in which each assessment or other appropriate
requirement, a grant is active until the preschool is located or the name(s) of measures to monitor the children’s
end of the grant’s project or funding the eligible LEA(s) in which the progress. Applicants must explain any
period, including any extensions of kindergartens are located that the changes that they would make in the
those periods that extend the grantee’s preschool age children primarily will amount of time the program spends on
authority to obligate funds. In the case attend; and (2) a one-page organizational developing children’s language,
of applications from more than one chart showing the relationship between cognition, and early reading skills, and
eligible applicant (that is, a group the members of the project proposal, how they would engage parents in
application), every eligible applicant which indicates the eligible helping with their children’s
must be a novice applicant to meet this applicant(s), the fiscal agent, and the development in those areas.
Full Application competitive priority. preschools to be served. In evaluating the response to this
This competitive priority is included Each applicant must then use no more second Pre-Application selection
to broaden and diversify the pool of than a total of 10 additional pages to criterion, the Secretary will consider the
qualified applicants and provide greater address the following selection criteria relevance and rigor of the research cited,
opportunities for inexperienced and Pre-Application Competitive and how well the program design
applicants with high-quality Priority 2 (Children from Low-Income clearly links the proposed strategies
applications to receive funding. An Families). (Pre-Application Competitive with the major findings of up-to-date
application that meets this Full Priority 1 (State Educational System scientifically based reading research
Application competitive priority would Partnership) and Pre-Application about best practices in language,
receive 5 points in the competition. Competitive Priority 3 (Novice cognitive, and early reading
These points are in addition to any Applicant) will be addressed by development. These best practices may
points the applicant earns under the separate forms in the application include, for example, how the Early
selection criteria. package.) Reading First project will create high-
quality print-rich environments, use on-
Pre-Application Selection Criteria Selection Criteria going intensive professional
The Secretary will use the following (1) Vision (up to 25 points): Starting development for preschool staff, support
selection criteria in accordance with 34 from the context of the existing early children’s learning through explicit and

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scaffolded instruction in phonological Early Reading First activities. Application reviewers and other new
awareness, oral language skills, print Specifically, applicants must explain information the applicant may have
awareness, and alphabet knowledge, how they will determine whether the obtained.
and use continuous screening early language, literacy, and pre-reading
Selection Criteria
assessments to monitor children’s development of the preschool age
progress. children served by the Early Reading (a) Significance of project (up to 15
The Secretary also will consider the First Program has improved and been points). (1) The Secretary considers the
clarity and feasibility of the overall enhanced as a result of their Early significance of the proposed project.
program design, based upon the Pre- Reading First strategies and changes. (2) In determining the significance of
Application estimated budget and Applicants must describe the key the proposed project, the Secretary
budget justification and the proposed outcomes that they would expect to see considers the following factors:
project activities, including the extent to in the classroom environment, (i) The likelihood that the applicant’s
which, in the case of center-based early instructional practice, and children’s vision (as described in the Pre-
education programs for preschool age learning, how they plan to measure Application and refined as appropriate
children, the number of centers to be those outcomes, and how they would for the Full Application) will result in
supported by Early Reading First is use the results for continuous program a project that is a center of educational
limited enough (generally, to no more improvement. excellence for at-risk preschool age
than five (5) centers) to achieve the In evaluating the response to this children, as demonstrated by the
project goals with the amount of funds fourth Pre-Application selection learning environment, instruction, and
requested. criterion, the Secretary will consider student achievement.
(3) Continuity and Coordination with how well the expected outcomes are (ii) The extent to which the field of
Formal School Instruction (up to 10 linked to the program’s goals, and how early childhood education can benefit
points): Applicants must describe how well the proposed child measures will from the project through products such
they would work with the LEA that the demonstrate those outcomes. The as information, materials, and
preschool children would later attend to Secretary will also consider the validity techniques, and the potential for those
link the Early Reading First activities and rigor of the proposed measures, resources being used effectively in other
with the instructional program in their appropriateness for the target settings.
kindergarten through third grade population, and the degree to which the (b) Quality of project activities and
(including with any activities in the program will use the results to inform services (up to 35 points). (1) The
LEA under the Reading First State future instruction and program Secretary considers the quality of the
Grants Program authorized by subpart 1 improvement. proposed project’s activities and
of part B of title I of the ESEA). This will services.
ensure close coordination with the Full Application Selection Criteria (2) In determining the quality of the
State’s educational goals and to promote The Secretary will use the following proposed project’s activities and
continuity so that cognitive and literacy selection criteria in accordance with 34 services, the Secretary considers the
gains that children made in the CFR 75.200(b)(2) and 75.209 to evaluate following factors:
preschool are sustained and supported Full Applications under this grant (i) The extent to which the applicant
once the children begin formal competition. The maximum score for all presents a detailed plan (with research
classroom instruction. Applicants must of the Full Applicant selection criteria citations where appropriate) that
indicate whether or not their State has is 100 points. The maximum score for describes the activities and services that
preschool standards in the cognitive each criterion is indicated in the project will provide, to support the
domain, and if it does, briefly describe parenthesis with the criterion. development of language, cognitive, and
those standards. Applicants must In addition, when making awards, the early reading skills for preschool age
explain how their proposed Early Secretary will consider for awards only children, in all of the following areas,
Reading First project would prepare those high-quality applications that the and how those activities and services
young children to meet their State’s peer review panel recommends as are based on up-to-date knowledge from
preschool content standards (if any) and demonstrating the greatest potential for scientifically based reading research:
their State’s reading or language arts creating improvements in early (A) Providing a rich oral language and
content standards for kindergarten or childhood education programs and for print-rich environment.
the lowest elementary grade for which becoming successful projects that are (B) Preparing and providing ongoing
the State has those content standards. centers of excellence for early learning. assistance to staff, through professional
In evaluating the response to this When making awards, the Secretary development and other support.
third Pre-Application selection may take into consideration other (C) Providing services and using
criterion, the Secretary will consider information that is relevant to obtaining instructional materials and activities,
how well the project design would a variety of types of funded projects and and integrating those instructional
result in the language, cognitive, and an equitable distribution of awards materials and activities into the
early reading gains children make in throughout the nation, such as applicant’s preschool programs and
preschool being sustained once they geographical representation, location in family literacy services.
begin formal schooling, and how well high-need urban and rural areas, project (D) Using screening reading
the Early Reading First strategies and size, and type of program. assessments or other appropriate
activities would prepare children to In evaluating Full Applications, the measures to determine the skills
meet the State’s preschool cognitive Secretary will take into consideration children are learning and identify
standards (if any), and the State’s the responsiveness of the applicant to children who might be at risk of reading
content standards in reading or language the comments of peer reviewers on the failure.
arts for the lowest grade for which the applicant’s Pre-Application, including (E) Helping children, especially those
State has those standards. the extent to which the applicant refines experiencing difficulty with language
(4) Measuring success (up to 25 its initial vision and the broad plan and early reading skills, to make the
points): Applicants must describe how described in that Pre-Application, based transition from preschool to formal
they will evaluate the success of their upon the comments of the Pre- classroom instruction.

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(F) Involving parents meaningfully in (1) The Secretary considers the FOR FURTHER INFORMATION CONTACT:
their children’s early education. quality of the proposed project Tracy Bethel or Jennifer Flood, Office of
(ii) The extent to which the planned evaluation. Elementary and Secondary Education,
activities and services in each of the (2) In considering the quality of the 400 Maryland Avenue SW, Washington,
above areas will help staff in the proposed project evaluation, the DC 20202–6132. Telephone: (202) 260–
programs to meet more effectively the Secretary considers the extent to which 4555, or via Internet: erf@[Link].
diverse needs of preschool age children the methods of evaluation include the
use of objective, valid, and reliable If you use a telecommunications
in the community, including those with
performance measures that are clearly device for the deaf (TDD), you may call
limited English proficiency, disabilities,
related to the intended outcomes of the the Federal Information Relay Service
or other special needs.
project and will produce quantitative (FIRS) at 1–800–877–8339. Individuals
(c) Quality of project personnel (up to
and qualitative data in the following with disabilities may obtain this
10 points). (1) The Secretary considers
areas: document in an alternative format (e.g.,
quality of project personnel.
(i) Improvement in classroom Braille, large print, audiotape, or
(2) In determining the quality of
environment (up to 5 points). computer diskette) on request to the
project personnel, the Secretary
(ii) Improvement in teacher contact person listed in the preceding
considers the following factors:
knowledge and qualifications (up to 5 paragraph.
(i) The strength of the qualifications, points).
including relevant training and Individuals with disabilities may
(iii) Improvement in teacher obtain a copy of the application package
experience, of the project staff. instruction and planning (up to 5
(ii) The strength of the qualifications, in an alternative format by contacting
points).
including relevant training and (iv) Improvement in outcomes for that person. However, the Department is
experience, of personnel with whom the children’s language, cognitive, and early not able to reproduce in an alternative
project will contract to assist in project reading skills (up to 5 points). format the standard forms included in
activities, including research-based the application package.
professional development for staff to Paperwork Reduction Act
Considerations Electronic Access to This Document
support children’s development of
language, cognitive, and early reading The procedures and requirements You may view this document, as well
skills. contained in this notice relate to an as all other Department of Education
(d) Quality of management plan (up application package that the Department documents published in the Federal
to 20 total points). has developed for the Early Reading Register, in text or Adobe Portable
(1) The Secretary considers the First Program grants. The public may Document Format (PDF) on the Internet
quality of the management plan for the obtain copies of this application at the following site: [Link]/
proposed project. package by calling or writing the legislation/fedregister.
(2) In determining the quality of the individual identified below as the
Department’s contact, or through the To use PDF, you must have Adobe
management plan, the Secretary
Department’s Web site at: [Link]/ Acrobat Reader, which is available free
considers the feasibility of the proposed
project and the likelihood that the GrantApps/#84.359; or http:// at this site. If you have questions about
project will be able to achieve its [Link]/offices/OESE/earlyreading/ using PDF, call the U.S. Government
expected goals (as described in the [Link]. Printing Office (GPO), toll free, at 1–
applicant’s Pre-Application and refined As required by the Paperwork 888–293–6498; or in the Washington,
as appropriate for the Full Application), Reduction Act, the Office of DC area at (202) 512–1530.
taking into consideration the strength of Management and Budget has approved Note: The official version of this document
any partnership, and using the the use of this application package is the document published in the Federal
following factors: under OMB control number 1810–0654, Register. Free Internet access to the official
(i) The adequacy of the management which expires October 31, 2002. edition of the Federal Register and the Code
plan to achieve the goals of the For Applications Contact of Federal Regulations is available on GPO
proposed project on time and within Access at: [Link]
Education Publications Center (ED [Link].
budget, including: clearly defined goals,
Pubs), P.O. Box 1398, Jessup, MD
activities, responsibilities, and timeline
20794–1398. Telephone (toll free): 1– Program Authority: 20 U.S.C. 6371–6376
for accomplishing project tasks (up to 10
877–433–7827. FAX: (301) 470–1244. If and Public Law No. 107–110.
points).
you use a telecommunications device
(ii) The extent to which the time for the deaf (TDD), you may call (toll
Dated: June 4, 2002.
commitments of the project director and free): 1–877–576–7734. Susan B. Neuman,
principal investigator and other key You may also contact ED Pubs at its Assistant Secretary for Elementary and
project personnel, including any Web site: [Link] Secondary Education.
partnership commitments, are [Link]. [FR Doc. 02–14383 Filed 6–6–02; 8:45 am]
appropriate and adequate to meet the Or you may contact ED Pubs at its e- BILLING CODE 4000–01–P
objectives of the proposed project (up to mail address: edpubs@[Link].
5 points). If you request an application from ED
(iii) The extent to which the proposed Pubs, be sure to identify this
costs are adequate in relation to the competition as follows: CFDA number
proposed activities, the number of 84.359(A and B).
persons to be served, and the The public also may obtain a copy of
anticipated results and benefits (up to 5 the application package on the
points). Department’s Web site at the following
(e) Quality of the project evaluation address: [Link]/GrantApps/
(up to 20 total points). #84.359.

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