[Federal Register Volume 83, Number 57 (Friday, March 23, 2018)]
[Pages 12720-12725]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2018-05961]



Application for New Awards; Native American and Alaska Native 
Children in School Program

AGENCY: Office of English Language Acquisition, Department of 

ACTION: Notice.


SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for fiscal year (FY) 2018 for the Native American 
and Native Alaska Children in School Program, Catalog of Federal 
Domestic Assistance (CFDA) number 84.365C.

    Applications Available: March 23, 2018.
    Deadline for Notice of Intent To Apply: April 12, 2018.
    Deadline for Transmittal of Applications: May 7, 2018.
    Deadline for Intergovernmental Review: July 6, 2018.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on February 12, 2018 (83 FR 6003).

FOR FURTHER INFORMATION CONTACT: Patrice Swann, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5C122, Washington, DC 20202. 
Telephone: (202) 401-4300. Email at [email protected].
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service, toll free, at 1-800-


Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program

    The purpose of the Native American and Alaska Native Children in 
School (NAM) program is to award grants to eligible entities to develop 
and enhance capacity to provide effective instruction and support to 
Native American students, including Native Hawaiian and Native American 
Pacific Islander students, who are identified as English learners 
(ELs). The goal of this program is to support the teaching, learning, 

[[Page 12721]]

studying of Native American languages while also increasing the English 
language proficiency and academic achievement of students served.


    Through previous competitions, the NAM program has funded a range 
of grantees that are currently implementing 22 projects across the 
country. As we are focused on closing longstanding achievement and 
attainment gaps that have continued to grow, there is also a need to 
increase the knowledge of what practices work to effectively improve 
learning outcomes for Native American and Alaska Native ELs.
    Congress, in the Native American Languages Act of 1990, recognized 
the fundamental importance of preserving Native American languages. 
This legislation provides that it is the policy of the United States 
    Preserve, protect, and promote the rights and freedom of Native 
Americans to use, practice, and develop Native American languages.
25 U.S.C. 2903(1)
    In addition, the legislation states that it is the policy of the 
United States to encourage and support the use of Native American 
languages as a medium of instruction in order to encourage and 
    (A) Native American language survival,
    (B) Educational opportunity,
    (C) Increased student success and performance,
    (D) Increased student awareness and knowledge of their culture and 
history, and
    (E) Increased student and community pride.
25 U.S.C. 2903(3)
    This Federal policy is supported by growing recognition of the 
importance of native language preservation in facilitating educational 
success for Native students. In a 2007 study by Teachers of English to 
Students of Other Languages (TESOL), the majority of Native youth 
surveyed stated that they value their native language, view it as 
integral to their sense of self, want to learn it, and view it as a 
means of facilitating their success in school and life.\1\ 
Collaborative efforts between educators, families, and communities, the 
study suggests, may be especially promising ways to ensure that all 
Native students have the critical opportunity to learn their native 

    \1\ Romero-Little, M.E., McCarty, T.L., Warhol, L., and Zepeda, 
O. (2007). Language policies in practice: Preliminary findings from 
a large-scale study of Native American language shift. TESOL 
Quarterly 41:3, 607-618.

    Not only is native language instruction critical for student 
engagement and fostering a rich sense of self, but research has shown 
that students who are bilingual have certain cognitive and social 
benefits that their monolingual peers may lack.\2\ Additionally, for 
students who are classified as ELs, well-implemented language 
instruction educational programs (as defined in this notice), including 
dual language approaches, may result in ELs performing equal to or 
better than their peers in English-only language instruction programs. 
These approaches have shown promise in increasing language acquisition 
in English and native languages, and may also promote greater 
achievement in the academic content areas, including English language 
arts and mathematics.\3\

    \2\ Valentino, R.A., and Reardon, S.F. (2015). Effectiveness of 
four instructional programs designed to serve English language 
learners: Variation by ethnicity and initial English proficiency. 
Educational Evaluation and Policy Analysis, doi: 10.3102/
    \3\ Lindholm-Leary, K.J. (2001). Dual-language education (Vol. 
28). Multilingual Matters.

    Therefore, to facilitate high-quality language instruction and 
academic success for Native American students who are classified as 
ELs, this competition includes an absolute priority for projects that 
will support the preservation and revitalization of Native American 
languages while also increasing the English language proficiency of the 
children served under the project.
    In addition, the Department is interested in projects designed to 
promote literacy. Families play a critical role in preparing their 
children to enter kindergarten ready to succeed in school and in life. 
Research suggests that when families and schools work together and 
support each other in their respective roles, children have a more 
positive attitude toward school and experience more school success. 
Specifically, research has found that having parents reinforce specific 
literacy skills is effective in improving children's literacy.\4\ 
Accordingly, this notice includes one invitational priority related to 
promoting literacy. Addressing this priority may include activities to 
build greater and more effective family engagement in the education of 
their children.

    \4\ Henderson, A.T. & Mapp, K.L. (2002). A new wave of evidence: 
The impact of school, family and community connections on student 
achievement. Austin: SEDL.

    In addition, in order to grow the evidence available on effective 
ways to support Native American and Alaska Native ELs, we include a 
selection criterion to evaluate the extent to which an applicant's 
proposed project design is supported by a logic model that connects key 
project components to outcomes relevant to the program's purpose. We 
encourage NAM program grantees to use a portion of their budgets to 
conduct high-quality evaluations of their projects. Such evaluations 
help ensure that projects contribute to expanding the knowledge base on 
effective language instruction educational programs, including dual 
language practices, that prepare Native American and Alaska Native ELs 
to achieve college, career, and life success.
    Priorities: This notice includes one absolute priority and one 
invitational priority. The absolute priority is from section 3127 of 
the Elementary and Secondary Education Act of 1965 (ESEA), as amended 
by the Every Student Succeeds Act (20 U.S.C. 6848).
    Absolute Priority: For FY 2018 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3) we consider only applications that meet this priority.
    This priority is:
    Projects that support the teaching, learning, and studying of 
Native American languages while also increasing the English language 
proficiency of the children served.
    Invitational Priority: For FY 2018 and any subsequent years in 
which we make awards from the list of unfunded applications from this 
competition, this priority is an invitational priority. Under 34 CFR 
75.105(c)(1) we do not give an application that meets an invitational 
priority a competitive or absolute preference over other applications.
    This priority is:
Promoting Literacy
    Projects that are designed to address the following priority area: 
Providing families with evidence-based (as defined in 34 CFR 77.1) 
strategies for promoting literacy. This may include providing families 
with access to books or other physical or digital materials or content 
about how to support their child's reading development, or providing 
family literacy activities (as defined in section 203(9) of the 
Workforce Innovation and Opportunity Act).
    Definitions: The following definitions are from 34 CFR 77.1, and 
sections 3201 and 8101 of the ESEA (20 U.S.C. 7011 and 7801), and apply 
to the priorities, selection criteria, and performance measures in this 
notice. The source of

[[Page 12722]]

each definition is noted in parentheses following the text of the 
    Ambitious means promoting continued, meaningful improvement for 
program participants or for other individuals or entities affected by 
the grant, or representing a significant advancement in the field of 
education research, practices, or methodologies. When used to describe 
a performance target, whether a performance target is ambitious depends 
upon the context of the relevant performance measure and the baseline 
for that measure. (34 CFR 77.1)
    Baseline means the starting point from which performance is 
measured and targets are set. (34 CFR 77.1)
    English learner, when used with respect to an individual, means an 
    (A) Who is aged 3 through 21;
    (B) Who is enrolled or preparing to enroll in an elementary school 
or secondary school;
    (C)(i) Who was not born in the United States or whose native 
language is a language other than English;
    (ii)(I) Who is a Native American or Alaska Native, or a Native 
resident of the outlying areas; and
    (II) Who comes from an environment where a language other than 
English has had a significant impact on the individual's level of 
English language proficiency; or
    (iii) Who is migratory, whose native language is a language other 
than English, and who comes from an environment where a language other 
than English is dominant; and
    (D) Whose difficulties in speaking, reading, writing, or 
understanding the English language may be sufficient to deny the 
    (i) The ability to meet the State's challenging State academic 
    (ii) The ability to successfully achieve in classrooms where the 
language of instruction is English; or
    (iii) The opportunity to participate fully in society. (Section 
8101 of the ESEA)
    Language instruction educational program means an instruction 
    (A) In which an English learner is placed for the purpose of 
developing and attaining English proficiency, while meeting challenging 
State academic achievement standards; and
    (B) That may make instructional use of both English and a child's 
native language to enable the child to develop and attain English 
proficiency, and may include the participation of English proficient 
children if such course is designed to enable all participating 
children to become proficient in English and a second language. 
(Section 3201 of the ESEA)
    Logic model (also referred to as a theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes. (34 CFR 77.1)

    Note:  Applicants may use resources such as the Pacific 
Education Laboratory's Education Logic Model Application (http://relpacific.mcrel.org/resources/elm-app) to help design their logic 

    Native Hawaiian or Native American Pacific Islander native language 
educational organization means a nonprofit organization with--
    (A) A majority of its governing board and employees consisting of 
fluent speakers of the traditional Native American languages used in 
the organization's educational programs; and
    (B) Not less than five years successful experience in providing 
educational services in traditional Native American languages. (Section 
3201 of the ESEA)
    Performance target means a level of performance that an applicant 
would seek to meet during the course of a project or as a result of a 
project. (34 CFR 77.1)

Program Authority: 20 U.S.C. 6822

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 81, 82, 
84, 86, 97, 98, and 99. (b) The Office of Management and Budget 
Guidelines to Agencies on Government-wide Debarment and Suspension 
(Nonprocurement) in 2 CFR part 180, as adopted and amended as 
regulations of the Department in 2 CFR part 3485. (c) The Uniform 
Administrative Requirements, Cost Principles, and Audit Requirements 
for Federal Awards in 2 CFR part 200, as adopted and amended in 2 CFR 
part 3474.

    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $2,300,000.
    The actual level of funding, if any, depends on final congressional 
action. However, we are inviting applications to allow enough time to 
complete the grant process before the end of the current fiscal year, 
if Congress appropriates funds for this program.
    Estimated Range of Awards: $275,000-325,000 per year.
    Estimated Average Size of Awards: $287,500.
    Estimated Number of Awards: 8.

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

    Project Period: 60 months.

III. Eligibility Information

    1. Eligible Applicants: The following entities, when they operate 
elementary, secondary, or postsecondary schools primarily for Native 
American children (including Alaska Native children), are eligible 
applicants under this program:
    (a) Indian Tribes.
    (b) Tribally sanctioned educational authorities.
    (c) Native Hawaiian or Native American Pacific Islander native 
language educational organizations.
    (d) Elementary schools or secondary schools that are operated or 
funded by the Department of the Interior's Bureau of Indian Education, 
or a consortium of these schools.
    (e) Elementary schools or secondary schools operated under a 
contract with or grant from the Bureau of Indian Education in 
consortium with another such school or a Tribal or community 
    (f) Elementary schools or secondary schools operated by the Bureau 
of Indian Education and an IHE, in consortium with an elementary school 
or secondary school operated under a contract with or a grant from the 
Bureau of Indian Education or a Tribal or community organization.

    Note:  Eligible applicants applying as a consortium should read 
and follow the regulations in 34 CFR 75.127 through 75.129.

    Under section 3112(c) of the ESEA, EL students served under NAM 
grants must not be included in the child count submitted by a school 
district under section 3114(a) for purposes of receiving funding under 
the English Language Acquisition State Grants program.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.
    4. Equitable Participation by Public and Private School Students 
and Educational Personnel in an ESEA Title III Program: An entity that 
receives a grant under the NAM program must provide for the equitable 
participation of private school children and their teachers or other 
educational personnel.

[[Page 12723]]

To ensure that grant program activities address the needs of private 
school children, the applicant must engage in timely and meaningful 
consultation with appropriate private school officials during the 
design and development of the program. This consultation must take 
place before the applicant makes any decision that affects the 
opportunities for participation by eligible private school children, 
teachers, and other educational personnel. Administrative direction and 
control over grant funds must remain with the grantee. (See section 
8501 of the ESEA, Participation by Private School Children and 

IV. Application and Submission Information

    1. Application Submission Instructions: For information on how to 
submit an application please refer to our Common Instructions for 
Applicants to Department of Education Discretionary Grant Programs, 
published in the Federal Register on February 12, 2018 (83 FR 6003) and 
available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the NAM competition, 
your application may include business information that you consider 
proprietary. In 34 CFR 5.11 we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
    Because (consistent with the process followed in the FY 2016 NAM 
competition) we plan to post on our website the full application 
narrative sections of all applications, you may wish to request 
confidentiality of business information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
    4. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative [Part III] to no more than 35 pages and (2) use 
the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210. The maximum score for all of these criteria is 
100 points. The maximum score for each criterion is indicated in 
    (a) Quality of the project design. (up to 40 points)
    The Secretary considers the quality of the design of the proposed 
project. In determining the quality of the design of the proposed 
project, the Secretary considers the following factors:
    (1) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (2) The extent to which the design for implementing and evaluating 
the proposed project will result in information to guide possible 
replications of project activities or strategies including information 
about the effectiveness of the approach or strategies employed by the 
    (3) The extent to which the proposed project demonstrates a 
rationale (as defined in 34 CFR 77.1(c)).
    (b) Quality of project personnel. (up to 10 points)
    The Secretary considers the quality of the personnel who will carry 
out the proposed project. In determining the quality of project 
personnel, the Secretary considers the following factors:
    (1) The extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (2) The qualifications, including relevant training and experience, 
of key project personnel.
    (c) Quality of the management plan. (up to 30 points)
    The Secretary considers the quality of the management plan for the 
proposed project. In determining the quality of the management plan for 
the proposed project, the Secretary considers the following factors:
    (1) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (2) The extent to which the time commitments of the project 
director and the principal investigator and other key project personnel 
are appropriate and adequate to meet the objectives of the proposed 
    (d) Quality of the project evaluation. (up to 20 points)
    The Secretary considers the quality of the evaluation to be 
conducted of the proposed project. In determining the quality of the 
evaluation, the Secretary considers the following factors:
    (1) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (2) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    2. Review and Selection Process: The Department will screen 
applications that are submitted for NAM grants in accordance with the 
requirements in this notice and determine which applications meet the 
eligibility and other requirements. Peer reviewers will review all 
eligible applications for NAM grants that are submitted by the 
established deadline on the four selection criteria.
    Applicants should note, however, that we may screen for eligibility 
at multiple points during the competition process, including before and 
after peer review; applicants that are determined to be ineligible will 
not receive a grant award regardless of peer reviewer scores or 
comments. If we determine that a NAM grant application does not meet a 
NAM eligibility requirement, the application will not be considered for 
    We remind potential applicants that in reviewing applications in 

[[Page 12724]]

discretionary grant competition, the Secretary may consider, under 34 
CFR 75.217(d)(3), the past performance of the applicant in carrying out 
a previous award, such as the applicant's use of funds, achievement of 
project objectives, and compliance with grant conditions. The Secretary 
may also consider whether the applicant failed to submit a timely 
performance report or submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Risk Assessment and Special Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this program the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose special conditions and, in 
appropriate circumstances, high-risk conditions on a grant if the 
applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
    4. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$150,000), under 2 CFR 200.205(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN). We may notify you informally, also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. For 
additional information on the open licensing requirements please refer 
to 2 CFR 3474.20(c).
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to http://www2.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) The Secretary may provide a grantee with additional funding for 
data collection analysis and reporting. In this case the Secretary 
establishes a data collection period.
    5. Performance Measures: Under the Government Performance and 
Results Act (GPRA), Federal departments and agencies must clearly 
describe the goals and objectives of programs, identify resources and 
actions needed to accomplish goals and objectives, develop a means of 
measuring progress made, and regularly report on achievement. One 
important source of program information on successes and lessons 
learned is the project evaluation conducted under individual grants.
    (a) Measures. The Department has developed the following GPRA 
performance measures for evaluating the overall effectiveness of the 
NAM program:
     Measure 1: The number and percentage of English learners 
(ELs) served by the project who score proficient or above on the State 
reading assessment.
     Measure 2: The number and percentage of ELs served by the 
project who have attained proficiency in English as measured by the 
State-approved English language proficiency assessment.
     Measure 3: The number and percentage of students 
participating in the Native language program who are making progress in 
learning a Native language, as determined by each grantee, including 
through measures such as performance tasks, portfolios, and pre- and 
    (b) Baseline data. Applicants must provide baseline data for each 
of the GPRA performance measures listed in paragraph (a) and include 
why each proposed baseline is valid; or, if the applicant has 
determined that there are no established baseline data for a particular 
performance measure, explain why there is no established baseline and 
explain how and when, during the project period, the applicant will 
establish a valid baseline for the performance measure. 34 CFR 75.110.
    (c) Performance measure targets. In addition, the applicant must 
propose in its application annual targets for the measures listed in 
paragraph (a). Applications must also include the following information 
as directed under 34 CFR 75.110(b) and (c):
    (1) Why each proposed performance target (as defined in this 
notice) is ambitious (as defined in this notice) yet achievable 
compared to the baseline for the performance measure.

[[Page 12725]]

    (2) The data collection and reporting methods the applicant would 
use and why those methods are likely to yield reliable, valid, and 
meaningful performance data.
    (3) The applicant's capacity to collect and report reliable, valid, 
and meaningful performance data, as evidenced by high-quality data 
collection, analysis, and reporting in other projects or research.

    Note:  If the applicant does not have experience with collection 
and reporting of performance data through other projects or 
research, the applicant should provide other evidence of capacity to 
successfully carry out data collection and reporting for its 
proposed project.

    (d) Performance Reports. All grantees must submit an annual 
performance report and final performance report with information that 
is responsive to these performance measures. The Department will 
consider these data in making annual continuation awards.
    (1) The performance reports for all NAM 2018 grantees must include 
the following project performance data (34 CFR 75.253, 75.590, 75.591, 
and 75.720):
     The number of students who are eligible to participate in 
the program;
     The number of participants in the program; and
     The number of participants who met the performance target.
    (2) The performance reports for the NAM 2018 grantees that 
addressed the promoting literacy priority must also include:
     The number of family literacy activities including the 
number of or access to books or other physical or digital materials or 
content that they provided.
    (e) Department Evaluations. Consistent with 34 CFR 75.591, grantees 
funded under this program must comply with the requirements of any 
evaluation of the program conducted by the Department or an evaluator 
selected by the Department.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or compact disc) on request to 
the program contact person listed under FOR FURTHER INFORMATION 
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. Free 
internet access to the official edition of the Federal Register and the 
Code of Federal Regulations is available via the Federal Digital System 
at: www.gpo.gov/fdsys. At this site you can view this document, as well 
as all other documents of this Department published in the Federal 
Register, in text or PDF. To use PDF you must have Adobe Acrobat 
Reader, which is available free at the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

    Dated: March 20, 2018.
Jose Viana,
Assistant Deputy Secretary and Director, Office of English Language 
[FR Doc. 2018-05961 Filed 3-22-18; 8:45 am]