[Federal Register Volume 83, Number 149 (Thursday, August 2, 2018)]
[Notices]
[Pages 37797-37802]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2018-16540]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Grants to States for School 
Emergency Management Program

AGENCY: Office of Elementary and Secondary Education, Department of 
Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2018 for 
Grants to States for School Emergency Management (GSEM) program, 
Catalog of Federal Domestic Assistance (CFDA) number 84.184Q.

DATES: 

[[Page 37798]]

    Applications Available: August 2, 2018.
    Deadline for Transmittal of Applications: September 4, 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) and available at 
www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.

FOR FURTHER INFORMATION CONTACT: Hamed Negron-Perez, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 3C130, Washington, DC 20202-
6450. Telephone: (202) 453-6725. Email: Hamed.Negron-Perez@ed.gov.
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The GSEM program provides grants to State 
educational agencies (SEAs) to increase their capacity to assist local 
educational agencies (LEAs) by providing training and technical 
assistance in the development and implementation of high-quality school 
emergency operations plans (EOPs), as defined in this notice.
    Background: Lessons learned from school emergencies highlight the 
importance of preparing school officials and first responders to 
implement EOPs. By having plans in place to keep students and staff 
safe, schools play a key role in taking preventive and protective 
measures to stop an emergency from occurring or reduce its impact.\1\ 
High-quality school EOPs can make our schools safer by supporting 
efforts to prevent, protect against, mitigate, respond to, and recover 
from all threats and hazards, both natural and man-made. The GSEM 
program will help schools address violence and foster safer school 
environments by increasing the capacity of SEAs to assist LEAs in the 
development, implementation, and review of high-quality and 
comprehensive school EOPs.
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    \1\ ``Guide for Developing High-Quality School Emergency 
Operations Plans,'' June 2013. Available at: https://rems.ed.gov/docs/REMS_K-12_Guide_508.pdf.
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    It is critical for SEAs and LEAs to ensure that every school has an 
effective, high-quality school EOP in place and that students and staff 
are prepared to follow it. A 2016 report from the Government 
Accountability Office (GAO) notes that in a survey of 51 SEAs, over 60 
percent required their LEAs to have EOPs and conduct emergency 
exercises; however, fewer than half of those States surveyed reported 
they also required their districts or State to review these district or 
school plans. Additionally, an estimated 59 percent of the surveyed 
LEAs reported having limited resources available to implement and 
sustain emergency management planning efforts, thus reinforcing the 
value of State and Federal support.\2\
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    \2\ ``Improved Federal Coordination Could Better Assist K-12 
Schools Prepare for Emergencies,'' GAO-16-144, March 2016. Available 
at: www.gao.gov/assets/680/675737.pdf.
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    Generally, SEAs share with their LEAs information about applicable 
laws and requirements related to school emergency management planning; 
they also may support LEAs in fulfilling these obligations. For 
example, SEAs may provide training, resources, and tools to support 
school safety and security, including emergency management planning. 
SEAs may also work with other State agencies or organizations to 
provide emergency management services to LEAs.
    In order to develop and implement high-quality school EOPs, LEA 
staff must have access to training and technical assistance on 
developing, implementing, and refining their plans. SEAs can play a 
critical role in providing the necessary training and technical 
assistance to LEAs.
    In 2014, the Department awarded GSEM grants to 26 SEAs, which 
allowed SEAs to increase their capacity to provide high-quality 
technical assistance to their LEAs, while increasing the number of 
high-quality school EOPs in each district. The Department will build on 
the prior success of this program by awarding new grants of up to five 
years to SEAs to further support their LEAs through training and 
technical assistance. While the new competition will give priority to 
SEAs that have not previously received GSEM grants, previous GSEM 
grantees are also eligible for awards.
    Priorities: We are establishing these priorities for the FY 2018 
grant competition and any subsequent year in which we make awards from 
the list of unfunded applications from this competition, in accordance 
with section 437(d)(1) of the General Education Provisions Act (GEPA), 
20 U.S.C. 1232(d)(1).
    Absolute Priority: 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 expand the capacity of SEAs to provide training and 
technical assistance to LEAs.
    Projects to increase the long-term internal capacity of SEAs to 
provide training and technical assistance to LEAs for the development 
and implementation of high-quality school EOPs.
    Competitive Preference 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 a competitive preference 
priority. Under 34 CFR 75.105(c)(2)(1) we award an additional 5 points 
to an application that meets this priority.
    This priority is:
    Applications from SEAs that have not previously received a grant 
under the GSEM program (5 points).
    Projects proposed by applicants that have not previously received a 
grant under this program. A list of former recipients of this grant may 
be found at https://www2.ed.gov/programs/schlemergmgt-sea/2014awards.html.
    Requirements: We are establishing these program requirements and 
application requirements for the FY 2018 grant competition and any 
subsequent year in which we make awards from the list of unfunded 
applications from this competition, in accordance with section 
437(d)(1) of GEPA, 20 U.S.C. 1232(d)(1).
    Program Requirements: Applicants that receive grants under this 
program must:
    (1) Provide an established point of contact (e.g., person or 
office) for school emergency management issues and submit that 
information to the Department no later than the project start date;
    (2) Provide training and technical assistance to LEAs on best 
practices for developing and implementing school EOPs including, but 
not limited to, the process described in the ``Guide for Developing 
High-Quality School Emergency Operations Plans''; \3\
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    \3\ Available at: https://rems.ed.gov/docs/REMS_K-12_Guide_508.pdf. Plans must comply with the Americans with 
Disabilities Act (ADA), among other prohibitions on disability 
discrimination, across the spectrum of emergency management 
services, programs, and activities, including preparation, testing, 
notification and alerts, evacuation, transportation, sheltering, 
emergency medical care and services, transitioning back, recovery, 
and repairing and rebuilding. Plans should include students, staff, 
and parents with disabilities. Among other things, school emergency 
plans must address the provision of appropriate auxiliary aids and 
services to ensure effective communication with individuals with 
disabilities (e.g., interpreters, captioning, and accessible 
information technology); ensure individuals with disabilities are 
not separated from service animals and assistive devices, and can 
receive disability-related assistance throughout emergencies (e.g., 
assistance with activities of daily living and administration of 
medications); and comply with the law's architectural and other 
requirements. Information and technical assistance about the ADA is 
available at www.ada.gov.

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[[Page 37799]]

    (3) Provide training and technical assistance to LEAs on developing 
or enhancing memoranda of understanding with community partners (e.g., 
local government, law enforcement, public safety or emergency 
management, public health, and mental health agencies); and
    (4) Provide training and technical assistance to LEAs on the 
implementation of the National Incident Management System (NIMS). 
Information about current NIMS requirements for States may be accessed 
at: www.fema.gov/national-incident-management-system.
    Application Requirements: Each application must contain a plan that 
includes the following:
    (1) Information on:
    (a) Training, technical assistance, and resources the applicant 
currently provides to LEAs on emergency management;
    (b) The current number of LEAs served;
    (c) The proposed number of LEAs, including rural LEAs that might 
not otherwise have full access to school emergency management training 
and resources, that would receive training and technical assistance to 
improve their school EOPs under the applicant's proposal.
    (d) A description of how the SEA will evaluate the quality of 
training and technical assistance events administered to their LEAs, 
which should incorporate feedback from LEAs and other stakeholders 
(e.g. parents, students, teachers, first-responders, etc.)
    (2) A long-term strategy for improving the applicant's:
    (a) Capacity to provide training and technical assistance to LEAs, 
including rural LEAs that might not otherwise have full access to 
school emergency management training and resources; and capacity to 
address the unique needs of students, staff, and visitors with 
disabilities and other access and functional needs, including 
individuals with limited English proficiency;
    (b) Existing training and technical assistance activities for their 
LEAs;
    (c) Catalog of emergency management resources; and
    (d) Alignment of emergency management training, technical 
assistance, and resources with emergency management planning at the 
Federal, State, and local levels.
    (3) A description of a process for the coordination and 
sustainability of support that will be provided to LEAs so that they 
can continue to improve their schools' EOPs beyond the period of 
Federal financial assistance.
    Definitions: We are establishing the definitions for ``high-quality 
school emergency operations plan (EOP),'' ``rural LEA,'' ``technical 
assistance,'' and ``training'' in this notice for the FY 2018 grant 
competition and any subsequent year in which we make awards from the 
list of unfunded applications from this competition, in accordance with 
section 437(d)(1) of GEPA, 20 U.S.C. 1232(d)(1). The remaining 
definitions are from 20 U.S.C. 7801(30), 7801(36), 7801(48), and 
7801(49).
    These definitions are:
    High-Quality School Emergency Operations Plan (EOP) means a 
comprehensive emergency operations plan that encompasses the five 
mission areas--(1) prevention, (2) protection, (3) mitigation, (4) 
response, and (5) recovery--and that is (a) adequate, (b) feasible, (c) 
acceptable, (d) complete, and (e) compliant.\4\
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    \4\ Derived from: (1) Presidential Policy Directive 8, available 
at www.dhs.gov/presidential-policy-directive-8-national-preparedness; and (2) ``Guide for Developing High-Quality Emergency 
Operations Plans,'' available at https://rems.ed.gov/docs/REMS_K-12_Guide_508.pdf.
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    For the purpose of this definition, the following terms are as 
defined below:
    (1) Prevention means the capabilities necessary to avoid, deter, or 
stop an imminent crime or threatened or actual mass casualty incident. 
Prevention is also the action schools take to prevent a threatened or 
actual incident from occurring; and includes those capabilities 
necessary to avoid, prevent, or stop a threatened or actual act of 
terrorism, and it includes preventing imminent threats.
    (2) Protection means the capabilities to secure schools against 
acts of violence and manmade or natural disasters. Protection focuses 
on ongoing actions that protect students, teachers, staff, visitors, 
networks, and property from a threat or hazard.
    (3) Mitigation means the capabilities necessary to eliminate or 
reduce the loss of life and property damage by lessening the impact of 
an event or emergency. It also means reducing the likelihood that 
threats and hazards will happen.
    (4) Response means the capabilities necessary to stabilize an 
emergency once it has already happened or is certain to happen in an 
unpreventable way; establish a safe and secure environment; save lives 
and property; and facilitate the transition to recovery.
    (5) Recovery means the capabilities necessary to assist schools 
affected by an event or emergency in restoring the learning 
environment.
    (a) Adequate means the plan identifies and addresses critical 
courses of action effectively; the plan can accomplish the assigned 
function; and the assumptions are valid and reasonable.
    (b) Feasible means the school can accomplish the assigned function 
and critical tasks by using available resources within the time 
contemplated by the plan, and that the plan explains where or how the 
district and school will obtain the resources to support the execution 
of a course of action or to meet a requirement established in the plan.
    (c) Acceptable means the plan meets the requirements driven by a 
threat or hazard, meets cost and time limitations, and is consistent 
with the law.
    (d) Complete means the plan:
    (i) Incorporates all courses of action to be accomplished for all 
selected threats and hazards and identified functions;
    (ii) Integrates the needs of the whole school community;
    (iii) Provides a complete picture of what should happen, when, and 
at whose direction;
    (iv) Estimates time for achieving objectives, with safety remaining 
as the utmost priority;
    (v) Identifies success criteria and a desired end state; and
    (vi) Conforms with the planning principles outlined in the ``Guide 
for Developing High-Quality School Emergency Operations Plans.''
    (e) Compliant means the plan complies with applicable State and 
local requirements because these provide a baseline that facilitates 
both planning and execution.
    LEA means a local educational agency as defined by section 8101(30) 
of the Elementary and Secondary Education Act of 1965, as amended 
(ESEA) (20 U.S.C. 7801(30)).
    Outlying areas means the United States Virgin Islands, Guam, 
American Samoa, the Commonwealth of the Northern Mariana Islands, the 
Federated States of Micronesia, and the Republic of the Marshall 
Islands. (ESEA section 8101(36), 20 U.S.C. 7801(36)).
    Rural LEA means an LEA with one of the following district locale 
codes as assigned by the National Center for Education Statistics' 
Common Core of Data: Code 33 (Remote Town); Code 41 (Fringe Rural); 
Code 42 (Distant Rural);

[[Page 37800]]

and Code 43 (Remote Rural). LEA locale codes may be obtained by 
searching the Common Core of Data database at: http://nces.ed.gov/ccd/districtsearch/.
    SEA means a State educational agency as defined by section 8101(49) 
of the ESEA (20 U.S.C. 7801(49)).
    State means any of the 50 States, the District of Columbia, and the 
Commonwealth of Puerto Rico, and each of the outlying areas as defined 
in this notice. (ESEA section 8101(48), 20 U.S.C. 7801(48)).
    Technical assistance means consultations, information, referrals, 
logistical support, and other assistance on specific issues, topics, or 
problems as requested by the LEAs and other stakeholders. The grantee 
disseminates materials collected, developed, adapted, and adopted for 
this assistance. Technical assistance may proceed, follow, or be 
combined with training activities.
    Training means instruction directed toward imparting knowledge, 
skills, and attitudes supportive of change by engaging, informing, 
equipping, and motivating trainees toward the development and 
implementation of action plans responsive to the specific need or 
circumstances of the trainees. Training may consist of various formats 
(e.g., workshops, seminars, or computer-assisted tutorials).
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (5 U.S.C. 553) the Department generally offers interested parties 
the opportunity to comment on proposed priorities, requirements, and 
definitions. Section 437(d)(1) of GEPA (20 U.S.C. 1232(d)(1)), however, 
allows the Secretary to exempt from rulemaking requirements, 
regulations governing the first grant competition under a new or 
substantially revised program authority. This is the first grant 
competition for this program under title IV, part F, subpart 3 of the 
ESEA (20 U.S.C. 7281), and therefore qualifies for this exemption. In 
order to ensure timely grant awards, the Secretary has decided to forgo 
public comment on the priorities, requirements, and definitions in this 
notice under section 437(d)(1) of GEPA. These priorities, requirements, 
and definitions will apply to the FY 2018 grant competition and any 
subsequent year in which we make awards from the list of unfunded 
applications from this competition.

    Program Authority: Title IV, part F, subpart 3 of the ESEA (20 
U.S.C. 7281).

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget (OMB) 
Guidelines to Agencies on Governmentwide 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 as 
regulations of the Department in 2 CFR part 3474. (d) The regulations 
in 34 CFR part 299.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $8,000,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in subsequent years from 
the list of unfunded applications from this competition.
    Estimated Range of Awards: $250,000 to $750,000 per year for up to 
5 years.
    Estimated Average Size of Awards: $500,000.
    Maximum Award: We will not make an award exceeding $750,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 16.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: SEAs.
    Note: Consistent with the definitions in this notice, eligible 
applicants include SEAs in the 50 States, the District of Columbia, the 
Commonwealth of Puerto Rico, the United States Virgin Islands, Guam, 
American Samoa, the Commonwealth of the Northern Mariana Islands, the 
Federated States of Micronesia, and the Republic of the Marshall 
Islands. Eligible applicants may collaborate informally or contract 
with other agencies to provide services to LEAs, including agencies 
such as:
     A State school safety center;
     The State emergency management agency; and
     The State homeland security department.
    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. Administrative Direction and Control: Administrative direction 
and control over grant funds must remain with the grantee.
    5. Limitation on Applications: The Department will accept only one 
application per SEA.

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. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. However, under 34 
CFR 79.8(a), we waive intergovernmental review in order to make awards 
by the end of FY 2018.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this program are 
from 34 CFR 75.210. The maximum score for all selection criteria is 100 
points. The points or weights assigned to each criterion are indicated 
in parentheses. Non-Federal peer reviewers will review each application 
and will evaluate and score each program narrative against the 
following selection criteria:
    (a) Significance. (20 points)
    The Secretary considers the significance of the proposed project. 
In determining the significance of the proposed project, the Secretary 
considers the following factors:
    (i) The likelihood that the proposed project will result in system 
change or improvement. (10 points)
    (ii) The extent to which the proposed project is likely to build 
local capacity to provide, improve, or expand services that address the 
needs of the target population. (10 points)
    (b) Quality of the Project Design. (30 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:
    (i) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs. (15 points)
    (ii) The extent to which the design of the proposed project 
reflects up-to-date knowledge from research and effective practice. (15 
points)
    (c) Quality of Project Services. (30 points)
    The Secretary considers the quality of the services to be provided 
by the proposed project.

[[Page 37801]]

    (i) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. (5 points)
    In addition, the Secretary considers the following factors:
    (ii) The extent to which the services to be provided by the 
proposed project are appropriate to the needs of the intended 
recipients or beneficiaries of those services. (10 points)
    (iii) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services. (10 points)
    (iv) The extent to which the services to be provided by the 
proposed project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services. (5 points)
    (d) Adequacy of Resources. (20 points)
    The Secretary considers adequacy of resources for the proposed 
project. In determining the adequacy of resources for the proposed 
project, the Secretary considers the potential for continued support 
for the project after Federal funding ends, including as appropriate, 
the demonstrated commitment of appropriate entities to such support. 
(20 points)
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Risk Assessment and Specific 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 specific 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 
responsible.
    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); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. 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. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    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 www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: The Department has established the 
following Government Performance and Results Act of 1993 (GPRA) 
performance measures for the GSEM program:
    (a) The number of training events provided by the GSEM program to 
assist LEAs in the development and implementation of high-quality 
school EOPs.
    (b) The extent to which the GSEM program expands the capacity of 
the SEAs to provide training and technical assistance to LEAs for the 
development

[[Page 37802]]

and implementation of high-quality school EOPs.
    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 
CONTACT.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations via the Federal Digital System at: www.gpo.gov/fdsys. At this site you can view this document, as well as all other 
documents of this Department published in the Federal Register, in text 
or Adobe Portable Document Format (PDF). To use PDF you must have Adobe 
Acrobat Reader, which is available free at this 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: July 27, 2018.
Frank Brogan,
Assistant Secretary of Elementary and Secondary Education.
[FR Doc. 2018-16540 Filed 8-1-18; 8:45 am]
 BILLING CODE 4000-01-P