Daily Rules, Proposed Rules, and Notices of the Federal Government
Model Demonstration Projects on Promoting Reentry Success through Continuity of Educational Opportunities (PRSCEO) Notice inviting applications for new awards for fiscal year (FY) 2013.
More than 700,000 incarcerated individuals leave Federal and State prisons each year.
This negative cycle of release and return costs States more than $50 billion annually.
Among the male U.S. population aged 20 to 34 without a high school credential, 1 in 3 black men, 1 in 8 white men, and 1 in 14 Hispanic men are incarcerated.
Although most State and Federal prisons offer adult education and career and technical education programs, and some offer postsecondary education, participation in these programs has not kept pace with the growing prison population.
Low-skilled individuals who move in and out of prison may not be able to access well-integrated and sequenced educational programs. Coordination and communication among educational programs and their partner related service providers, both inside and outside of correctional institutions, are essential to facilitating educational participation and progress. A lack of coordination and communication can result in such barriers as differing standardized assessments and curriculum and lack of articulation agreements, making student transfers from one program to another difficult. Other barriers to access to well-integrated and sequenced educational programs include:
* Misinterpretation of Federal and State privacy laws and insufficient links among data systems, making it difficult for programs to get a comprehensive picture of their students' backgrounds, avoid duplication of effort, and track outcomes.
* A perception among correctional officials (e.g., wardens, parole and probation officers, and court officials) and policymakers that individuals in the correctional institutions should not receive educational services; this, in turn, can make it difficult to require student participation and establish supportive education and reentry policies.
* Inadequate staff training, resulting in ineffective educational services.
* Limited funds, leading to long waiting lists for programs.
A growing body of evidence
For this purpose the Department supported the development of the Reentry Education Model, which illustrates an education continuum for bridging the gap between prison- and community-based education and training programs.
Through this competition, which is carried out under part JJ of title I of the Omnibus Crime Control and Safe Streets Act of 1968, 42 U.S.C. 3797dd(a)(3), the Secretary of Education will support the establishment and operation of projects that will test and demonstrate the benefits of using the Reentry Education Model, including implementation of the Reentry Education Model infrastructure elements.
Adult Education and Family Literacy Act (AEFLA)-funded eligible agencies,
Absolute Priority 1 is:
To meet this priority, an applicant must--
(a) Propose a project that:
(1) Implements the Reentry Education Model, including all infrastructure elements, to promote education engagement and continuity for individuals during their reentry process spanning correctional institution settings and community settings; and
(2) Serves correctional institution residents (prisoners) and community correctional clients (e.g., parolees, probationers, or inmates in halfway house settings); and
(b) Implement a project plan (which must be included in the application) that:
(1) Identifies the partner entities described in paragraph (a)(3)(ii) of the
(2) Describes the process the applicant will use for developing an individual educational plan that addresses an individual student's needs; and
(3) Identifies formal tools of transition that the applicant will implement or has already implemented, including explicit interagency agreements that can facilitate the transition among educational programs and across correctional institution and community settings.
Absolute Priority 2 is:
To meet this priority, an applicant must either be an AEFLA-funded eligible agency,
The Secretary is also establishing two competitive preference priorities for this competition. Under 34 CFR 75.105(c)(2)(i) the Department will award up to an additional five points for Competitive Preference Priority 1 and up to an additional five points for Competitive Preference Priority 2. The
Competitive Preference Priority 1 is:
To meet this priority, an applicant must provide evidence of prior implementation of the infrastructure element
Competitive Preference Priority 2 is:
To meet this priority, an applicant must provide evidence of the prior implementation (at least one year prior to date of application) of the infrastructure element,
The project plan submitted within the application must include:
(a) A description of how the applicant will implement or already has implemented the Reentry Education Model. Specifically the application must include a description of the following:
(1) The elements of the proposed project, including:
(i) A correctional institution student intake protocol that includes assessment, individual educational plan development, and the recording of information in a centralized, electronic data system;
(ii) Educational services with appropriate alignment and content, including basic educational services for low-skilled adults, within correctional facilities and within community-based educational programs for reentering formerly incarcerated or otherwise sanctioned individuals;
(iii) Strategies describing proven successful or promising practices for:
(A) Improving student outcomes in the attainment of educational achievement levels,
(B) Increasing the number of students completing their educational programs, and
(C) Increasing the number of students attaining their educational goals;
(iv) Pre-release procedures and protocols to support the transition of students, including low-skilled students, from correctional institution educational programs to community-based educational programs; and
(v) Intake processes and procedures for the community-based educational services that include--
(A) Connecting incarcerated individuals with community-based services by starting the services in the correctional institution,
(B) Timely transfer of student data and educational plans, which are updated as necessary and appropriate, and
(C) A process of communication among all partner entities and with the individual students, including a point person for tracking individual progress to the extent practicable and for tracking students transferring to other adult basic education or adult secondary education programs, postsecondary education, training programs, or occupational training programs.
(2) Reentry Education Model infrastructure elements that the applicant will implement or already has implemented, which must include:
(i) Monetary and other resources,
(ii) Strategic partnerships,
(iii) Electronic data system,
(iv) Staff training,
(v) Reentry policies, and
(vi) Evaluation processes.
(3) Implementation components, including--
(i) The methodology that the applicant will use for selecting partner entities;
(ii) Identification of the partner entities, which
(A) Must include--
(I) One or more community-based educational service providers, at least one of which must offer adult basic education services or English literacy programs, and
(II) One or more correctional institution education program sites, at least one of which must offer adult basic education services or English literacy programs; and
(B) May include--
(I) One or more community colleges, or technical colleges,
(II) One or more occupational training providers,
(III) One or more community correction facilities or organizations, and
(IV) One or more intermediary prisoner reentry service providers, such as providers of mentoring programs.
(iii) For each partner entity selected in paragraphs (a)(3)(ii)(A) and (a)(3)(ii)(B), descriptions of--
(A) The populations served by the partner entity; and
(B) The expected contributions of the partner entity to the proposed project and the extent to which each partner entity has committed to the implementation and sustainability of the project.
(iv) Strategies for identifying and allocating human resources among the partner entities as needed to implement the proposed project;
(v) The applicant's approach to initial and ongoing personnel development or training for personnel involved in implementing the proposed project; and
(4) Sustainability components, including a plan for:
(i) Assessing the responsibilities for project maintenance and support among the partner entities at the participating project sites by the end of the project period in order to continue services after the project period ends; and
(ii) Continuing personnel training among the partner entities in order to build capacity to implement the Reentry Education Model during the grant project period and to ensure that the project is sustained after the grant project period ends.
(b) A detailed timeline for implementing the proposed project.
(c) A plan for collecting data that will be submitted as required by the Department to the Department's
(1) The numbers of individuals who maintain educational participation while transitioning from and among correctional institutions, including to community correctional settings and other community-based educational programs; and
(2) The numbers of adults who acquire basic skills (including English language acquisition), complete secondary education, and transition to further education, training, or to work as indicated by attainment of educational functioning levels, attainment of high school credentials, enrollment in postsecondary education or training programs, and attainment of employment.
(d) A description of the project's logic model, consistent with the Reentry Education Model,
(1) Changes to policies, procedures, or data collection systems, and
(2) Changes related to student information or record sharing, referrals for services, educational services, assessments, and transition planning.
(e) A proposed budget that includes estimates of the costs of:
(1) Implementing the proposed project, including but not limited to--
(i) Personnel, and
(ii) The various components of the proposed project; and
(2) Attendance of up to two attendees at a required one-and-one-half-day meeting in Washington, DC.
(f) A description of the applicant's formative evaluation plan, consistent with the proposed project's logic model, and consistent with the Reentry Education Model and student data collection plan, that:
(1) Includes information on how these data described in paragraph (c) will be reviewed by the project staff prior to finalizing data collection plans and again prior to submitting those data to the Department (consistent with the timeline in this section), and how they will be used during the course of the project to adjust the project or its implementation in order to enhance the project's outcomes, generalizability, and potential for sustainability; and
(2) Includes, as appropriate, periodic collection of student and system data in addition to other data relating to fidelity of implementation, stakeholder acceptability, and the types of facilities in which the services are provided (e.g., correctional institution, community center, library).
To meet the general requirements of this proposed competition, each applicant must propose to conduct the following activities:
(a) Commit to work with the Department's independent evaluator
(1) Measure the fidelity of implementation of the Reentry Education Model; and
(2) Collect and assess the stakeholders' (e.g., service providers, teachers, case workers, program administrators, clients) feedback on the efficacy of the Reentry Education Model components, processes, and outcomes.
(b) Participate in program activities and collaborative efforts among grantees, Department staff, and the Department-identified technical assistance provider to disseminate Reentry Education Model information to such entities as adult education providers, correctional institutions, community-based organizations, community colleges, professional organizations, and other entities identified by the Department.
(c) Communicate and collaborate on an ongoing basis with Department-funded or other Department-designated projects in order to share information on successful strategies and challenges of the Reentry Education Model implementation across correctional and community settings.
(d) Maintain ongoing telephone and email communication with the Department project officer and the administrators of other projects funded under this competition.
(e) Submit data, when and as specified by the Department, to the independent evaluator designated by the Department in order to evaluate the Reentry Education Model.
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