[Federal Register Volume 84, Number 65 (Thursday, April 4, 2019)]
[Notices]
[Pages 13270-13280]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2019-06582]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Applications for New Awards; Comprehensive Centers Program
AGENCY: Office of Elementary and Secondary Education, Department of
Education.
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for Fiscal Year (FY) 2019 for the
Comprehensive Centers (CC) program, Catalog of Federal Domestic
Assistance (CFDA) number 84.283B.
DATES:
Applications Available: April 4, 2019.
Deadline for Transmittal of Applications: May 24, 2019.
Deadline for Intergovernmental Review: July 23, 2019.
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 13, 2019 (84 FR 3768) and available at
https://www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.
FOR FURTHER INFORMATION CONTACT: Kim Okahara, U.S. Department of
Education, 400 Maryland Avenue SW, Room 3E106, Washington, DC 20202-
6450. Telephone: (202) 453-6930. Email: [email protected].
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 CC program supports the establishment of
not less than 20 Comprehensive Centers to provide capacity-building
services to State educational agencies (SEAs), regional educational
agencies (REAs), local educational agencies (LEAs), and schools that
improve educational outcomes for all students, close achievement gaps,
and improve the quality of instruction.
Priorities: The absolute priorities are from the notice of final
priorities, requirements, definitions, and performance measures for
this program (NFP), published elsewhere in this issue of the Federal
Register. Competitive preference priority 1 for All Centers is from 34
CFR 75.225(c). Competitive preference priorities 2 through 6 are from
the Secretary's Final Supplemental Priorities and Definitions for
Discretionary Grant Programs published in the Federal Register on March
2, 2018 (83 FR 9096) (Supplemental Priorities) .
Absolute Priority: This competition contains an absolute priority
for Regional Centers (Absolute Priority 1) and an absolute priority for
the National Center (Absolute Priority 2). Under 34 CFR 75.105(c)(3),
we consider only applications that meet one of these priorities.
Note: If an eligible entity wants to apply for funding for more
than one Center, it must submit a separate application for each
Center. In addition, the Department prefers that an eligible entity
applies for either the National Center or one or more Regional
Centers. The Department will, however, consider multiple
applications from one entity applying for one or more Regional
Centers and the National Center as long as the entity submits a
separate application for each Center.
Note: If an applicant submits multiple applications that fall
within the funding range, after review and comparison of those
applications, the Department may choose not to fund all applications
that propose using the same project personnel or providing
duplicative services as other fundable applications.
These priorities are:
Absolute Priority 1--Regional Centers.
Under this priority, applicants must demonstrate the following--
Regional Centers must provide high-quality intensive capacity-
building services to State clients and recipients to identify,
implement, and sustain effective evidence-based (as defined in this
notice) programs, practices, and interventions that support improved
educator and student outcomes. As appropriate, capacity-building
services must assist clients and recipients in: (1) Carrying out
approved Consolidated State Plans approved under the Elementary and
Secondary Education Act of 1965, as amended by the Every Student
Succeeds Act of 2015 (ESEA) with preference given to the implementation
and scaling up of evidence-based programs, practices, and interventions
that directly benefit recipients that have disadvantaged students or
high percentages or numbers of students from low-income families as
referenced in Title I, Part A of the ESEA (ESEA secs. 1113(a)(5) and
1111(d)) and recipients that are implementing comprehensive support and
improvement activities or targeted support and improvement activities
as referenced in Title I, Part A of the ESEA (ESEA sec. 1111(d)); (2)
implementing and scaling-up evidence-based programs, practices, and
interventions that address the unique educational obstacles faced by
rural populations; (3) identifying and carrying out capacity-building
services to clients that help States address corrective actions or
results from audit findings and monitoring, conducted by the
Department, that are programmatic in nature, at the request of the
client; and (4) working with the National Center to identify trends and
best practices, and develop cost-effective strategies to make their
work available to as many REAs, LEAs, and schools in need of support as
possible.
Applicants must propose to operate a Regional Center in one of the
following regions:
Region 1: Massachusetts, Maine, New Hampshire, Vermont
Region 2: Connecticut, New York, Rhode Island
Region 3: Puerto Rico, Virgin Islands
Region 4: Delaware, District of Columbia, Maryland, New Jersey,
Pennsylvania
Region 5: Kentucky, Tennessee, Virginia, West Virginia
Region 6: Georgia, North Carolina, South Carolina
Region 7: Alabama, Florida, Mississippi
Region 8: Indiana, Michigan, Ohio
Region 9: Illinois, Iowa
Region 10: Minnesota, Wisconsin
Region 11: Nebraska, North Dakota, South Dakota, Wyoming
Region 12: Colorado, Kansas, Missouri
Region 13: Bureau of Indian Education, New Mexico, Oklahoma
Region 14: Arkansas, Louisiana, Texas
Region 15: Arizona, California, Nevada, Utah
Region 16: Alaska, Oregon, Washington
Region 17: Idaho, Montana
Region 18: Commonwealth of the Northern Mariana Islands, Federated
States of Micronesia, Guam, Palau
Region 19: American Samoa, Hawaii, Republic of the Marshall Islands
Absolute Priority 2--National Center.
Under this priority, applicants must demonstrate the following--
The National Center must provide high-quality universal (e.g.,
policy briefs) and targeted (e.g., peer-to-peer exchanges and
communities of practice that convene SEAs, REAs, LEAs, and
[[Page 13271]]
schools on a particular topic) capacity-building services to address
the following: Common high-leverage problems identified in Regional
Center State service plans (as outlined in the Program Requirements for
the National Center (1)), common services to help address findings from
finalized Department monitoring reports or audit findings related to
programmatic issues, common implementation challenges faced by States
and Regional Centers, and emerging national education trends.
As appropriate, universal and targeted capacity-building services
must assist Regional Center clients and recipients to: (1) Implement
approved ESEA Consolidated State Plans, with preference given to
implementing and scaling evidence-based programs, practices, and
interventions that directly benefit entities that have high percentages
or numbers of students from low-income families as referenced in Title
I, Part A of the ESEA (ESEA sec. 1113(a)(5) and 1111(d)) and recipients
that are implementing comprehensive support and improvement activities
or targeted support and improvement activities as referenced in Title
I, Part A of the ESEA (ESEA sec. 1111(d)); and (2) implement and scale
evidence-based programs, practices, and interventions that address the
unique educational obstacles faced by rural populations. The work of
the National Center must include the implementation of effective
strategies for reaching and supporting as many SEAs, REAs, LEAs, and
schools in need of services as possible.
Competitive Preference Priorities: This competition contains seven
competitive preference priorities: One for both Regional Centers and
the National Center; three for Regional Centers; and three for the
National Center. For FY 2019 and any subsequent year in which we make
awards from the list of unfunded applications from this competition,
these priorities are competitive preference priorities. Under 34 CFR
75.105(c)(2)(i) we award up to 3 additional points as indicated within
each competitive preference priority, depending on how well the
application addresses the priority, for a maximum of 12 competitive
preference priority points to an application.
These priorities are:
Priorities for All Centers (0 or 3 points total):
Competitive Preference Priority 1---Novice Applicants.
Projects submitted by applicants that meet the definition of novice
applicant (as defined in this notice) at the time they submit their
application. (0 or 3 points)
Priorities for Regional Centers (up to 9 points total):
Competitive Preference Priority 2--Promoting Effective Instruction
in Classrooms and Schools (up to 6 points):
Projects that are designed to address the following priority areas:
(1) Promoting innovative strategies to increase the number of
students who have access to effective principals or other school
leaders in schools that will be served by the project. (up to 3 points)
(2) Promoting innovative strategies to increase the number of
students who have access to effective educators in schools that will be
served by the project. (up to 3 points)
Competitive Preference Priority 3-- Empowering Families and
Individuals To Choose a High-Quality Education That Meets Their Unique
Needs (up to 3 points total):
Projects that are designed to increase access to educational choice
(as defined in this notice) for one or both of the following groups of
children or students:
(i) Children or students in communities served by rural LEAs (as
defined in this notice).
(ii) Students who are living in poverty (as defined in this notice)
and are served by high-poverty schools (as defined in this notice), or
are low-income individuals (as defined in this notice).
Priorities for the National Center (up to 9 points total):
Competitive Preference Priority 4--Promoting Effective Instruction
in Classrooms and Schools (up to 3 points total):
Projects that are designed to address increasing the opportunities
for high-quality preparation of, or professional development for,
teachers or other educators of science, technology, engineering, math,
or computer science (as defined in this notice). (up to 3 points)
Competitive Preference Priority 5--Promoting Science, Technology,
Engineering, or Math (STEM) Education, With a Particular Focus on
Computer Science (up to 3 points total):
Projects designed to improve student achievement or other
educational outcomes in one or more of the following areas: Science,
technology, engineering, math, or computer science (as defined in this
notice). These projects must address evidence-based (as defined in this
notice) and innovative approaches to expanding access to high-quality
STEM education, including computer science. (up to 3 points)
Competitive Preference Priority 6--Empowering Families and
Individuals To Choose a High-Quality Education That Meets Their Unique
Needs (up to 3 points total):
Projects that are designed to address developing or increasing
access to evidence-based (as defined in this notice) innovative models
of educational choice (as defined in this notice).
Note: The details and parameters of the Department's
expectations and involvement will be included in the cooperative
agreement with each grantee.
Requirements: These requirements are from the notice of final
priorities, requirements, definitions, and performance measures for
this program (NFP), published elsewhere in this issue of the Federal
Register, and apply to the FY 2019 grant competition and any subsequent
year in which we make awards from the list of unfunded applications
from this competition.
Program Requirements for Regional Centers: Applicants that receive
grants under this program must:
(1) Develop a State service plan annually in consultation with each
State's Chief State School Officers (CSSO) that includes the following
elements: High-leverage problems to be addressed, phase of
implementation (e.g., needs assessment), capacity-building services to
be delivered, key personnel responsible, key Department-funded
technical assistance partners, milestones, outputs, outcomes, and, if
appropriate, fidelity measures. The annual State service plans must be
an update to the Regional Center's five-year plan submitted as part of
the Regional Center's application. The annual State service plan
elements must also correspond to the relevant sections of the FY 2019
CC Logic Model.
(2) Develop and implement an effective personnel management system
that enables the Regional Center to efficiently obtain and retain the
services of nationally recognized content experts and other consultants
with direct experience working with SEAs, REAs, and LEAs. Personnel
must demonstrate that they have the appropriate expertise to deliver
quality, intensive services that meet client and recipient needs
similar to those in the region to be served.
(3) Develop and implement an effective communications system that
enables routine and ongoing exploration of client and recipient needs
as well as feedback on services provided. The system must enable
routine monitoring of progress toward agreed-upon outcomes, outputs,
and milestones; periodic assessment of client satisfaction; and timely
identification of changes in State contexts that may
[[Page 13272]]
impact the success of the project. The communications system must
include processes for outreach activities (e.g., regular promotion of
services and products to clients and potential and current recipients,
particularly at the local level), regular engagement and coordination
with the National Center and partner organizations (e.g., other
federally funded technical assistance providers), use of feedback loops
across organizational levels (Federal, State, and local), and regular
engagement of stakeholders involved in or impacted by proposed
services.
(4) Collaborate with the National Center to support client and
recipient participation in learning opportunities (e.g., multi-State
and cross-regional peer-to-peer exchanges on high-leverage problems)
and support participation of Regional Center staff in learning
opportunities (e.g., peer-to-peer exchanges on effective coaching
systems), with the goal of reaching as many REAs, LEAs, and schools in
need of services as possible while also providing high-quality
services.
(5) Identify and enter into partnership agreements with national
organizations, businesses, and industry for the purpose of supporting
States in the implementation and scaling-up of evidence-based programs,
practices, and interventions, as well as reducing duplication of
services to States. Within 90 days of receiving funding for an award,
provide copies of memoranda of understanding (MOUs) with the Regional
Educational Laboratories (RELs) in the region that the Center serves
and Department-funded technical assistance providers that are charged
with supporting comprehensive, systemic changes in States or
Department-funded technical assistance providers with particular
expertise (e.g., early learning or instruction for English language
learners).
(6) Be located in the region the Center serves. The Project
Director must be capable of managing all aspects of the Center and be
either at minimum 0.75 FTE or there must be two Co-Project Directors
each at minimum 0.5 FTE. The Project Director or Co-Project Directors
and key personnel must also be able to provide on-site services at the
intensity, duration, and modality appropriate to achieving agreed-upon
milestones, outputs, and outcomes described in State service plans.
(7) Within 90 days of receiving funding for an award, demonstrate
that it has secured client and partner commitments to carry out
proposed State service plans.
Program Requirements for the National Center:
(1) Develop a national service plan annually in consultation with
the Department and Regional Centers. The national service plan must
take into account commonalities in identified high-leverage problems in
State service plans, finalized Department monitoring and audit
findings, implementation challenges faced by Regional Centers and
States, and emerging national education trends. The annual national
service plan must be an update to the National Center's five-year plan
submitted as part of the Center's application. The annual national
service plan must include, at a minimum, the following elements: High-
leverage problems to be addressed, capacity-building services to be
delivered, key personnel responsible, milestones, outputs, and outcome
measures. The annual national service plan must also include evidence
that the Center involved Regional Centers in identifying targeted and
universal services that complement Regional Center services to improve
client and recipient capacity.
(2) Maintain the CC network website with an easy-to-navigate design
that meets government or industry-recognized standards for
accessibility.
(3) Develop and implement an effective personnel management system
that enables the Center to retain and efficiently obtain the services
of education practitioners, researchers, policy professionals, and
other consultants with direct experience with SEAs, REAs, and LEAs.
Personnel must have a proven record of publishing in peer-reviewed
journals, presenting at national conferences, and/or delivering quality
adult learning experiences that meet client and recipient needs.
(4) Disseminate information (e.g., instructional videos, toolkits,
and briefs) and evidence-based practices to a variety of education
stakeholders, including parents, students, and the general public, via
multiple mechanisms such as the CC network website, social media, and
other channels as appropriate.
(5) Disseminate State service plans, Center annual performance
reports, and other materials through the CC network website and other
channels as appropriate.
(6) Collaborate with Regional Centers to implement learning
opportunities for recipients (e.g., multi-State and cross-regional
peer-to-peer exchanges on high-leverage problems) and develop learning
opportunities for Regional Center staff to address implementation
challenges (e.g., peer-to-peer exchanges on effective coaching systems
for district English language learners).
(7) Develop and implement an effective communications system that
enables routine and ongoing exploration of Regional Center client and
recipient needs. The system must enable routine monitoring of progress
toward agreed-upon outcomes, outputs, and milestones; periodic
assessment of client satisfaction; and timely identification of changes
in Federal or State contexts that may impact success of the project.
The communications system must include processes for outreach
activities (e.g., regular promotion of services and products to clients
and potential and current recipients), use of feedback loops across
organizational levels (Federal, State, and local), regular engagement
and coordination with the Department, Regional Centers, and partner
organizations (e.g., federally funded technical assistance providers),
and engagement of stakeholders involved in or impacted by proposed
school improvement activities.
(8) Identify potential partners and enter into partnership
agreements with other federally funded technical assistance providers,
industry, national associations, and other organizations to support the
implementation and scaling-up of evidence-based programs, practices,
and interventions.
(9) Identify a Project Director that is either at minimum 0.75 FTE
or two Co-Project Directors at minimum 0.5 FTE capable of managing all
aspects of the CC.
(10) Within 90 days of receiving funding for an award, demonstrate
that it has secured client and partner commitments to carry out the
proposed national service plan.
Flexibility and Requirements for Regional Center Assignments:
Requirements. In the second fiscal year of the cooperative
agreement, and in each subsequent fiscal year, an SEA could indicate to
the Department its desire to affiliate with a different Regional
Center, regardless of the geographic location of that Center. A State
could exercise this option only once in any two-year period.
To exercise this option, a State must notify the Department in
writing, not later than six months prior to the end of the fiscal year,
that it wishes to affiliate with a different Regional Center noting the
specific reasons for requesting reassignment. The Department will
notify the current Regional Center immediately after receiving the
request for reassignment. In order to allow time for the grantee to
address quality-of-service issues and for the Department to evaluate
whether reassignment is in the best interest of the program, the
[[Page 13273]]
Department will provide the State's current Regional Center a specified
period of time to address the concerns articulated by the State before
the Department considers the State request. The State must provide--
(1) Documentation from the proposed Regional Center with which it
wants to affiliate that indicates the Center's willingness and capacity
to serve the additional State; and
(2) Other pertinent information that the Department requests.
After considering the documentation and other information, the
Department could approve a request if it is consistent with the
requirements in section 203(a) of ETAA that (1) there be no fewer than
20 CCs and (2) at least one CC must be established in each of the 10
geographic regions served by the Regional Educational Laboratories
established under section 941(h) of the Educational Research,
Development, Dissemination, and Improvement Act of 1994. If the
Department approves the request, the Department will re-designate
regions served by each Regional Center to reflect any changes in
regional membership. The Department will re-allocate the funding to
each center, taking into account changes in the number of students
served by each Regional Center and other such factors it deems
appropriate. The Department will provide notification of any changes
through a notice published in the Federal Register.
Application Requirements: Each application must contain a plan that
includes the following:
All Centers:
(1) Present applicable State, regional, and local data
demonstrating the current needs related to building capacity to
implement and scale up evidence-based programs, practices, and
interventions. Reference, as appropriate, information related to the
Department's finalized monitoring and audit findings.
(2) Demonstrate expert knowledge of statutory requirements,
regulations, and policies related to programs authorized under ESEA and
current education issues and policy initiatives for supporting the
implementation and scaling up of evidence-based programs, practices,
and interventions.
(3) Consistent with the priorities and requirements for this
program, demonstrate expertise and experience in the following areas:
(i) Managing budgets; selecting, coordinating, and overseeing
multiple consultant and sub-contractor teams; and leading large-scale
projects to deliver tools, training, and other services to governments,
agencies, communities, businesses, schools, or other organizations.
(ii) Designing and implementing performance management processes
with staff, subcontractors, and consultants that enable effective
hiring, developing, supervising, and retaining a team of subject-matter
experts and professional staff.
(iii) Identifying problems and conducting root-cause analysis;
developing and implementing logic models, organizational assessments,
strategic plans, and process improvements; and sustaining the use of
evidence-based programs, practices, and interventions.
(iv) Monitoring and evaluating activities, including, but not
limited to: Compiling data, conducting interviews, developing tools to
enhance capacity-building approaches, conducting data analysis using
statistical software, interpreting results from data using widely
acceptable quantitative and qualitative methods, and developing
evaluation reports.
(4) Describe the current research on adult learning principles,
coaching, and implementation science that will inform the applicant's
capacity-building services, including how the applicant will promote
self-sufficiency and sustainability of State-led school improvement
activities.
(5) Present a proposed communications plan for working with
appropriate levels of the education system (e.g., SEAs, REAs, LEAs,
and/or schools) to ensure there is communication between each level and
that there are processes in place to support, and continuously assess,
the implementation of evidence-based programs, practices, and
interventions. The applicant must describe how it will engage in
meaningful consultation with a broad range of stakeholders (e.g.,
principals, teachers, families, community members, etc.). The ideal
applicant will propose effective strategies for receiving ongoing and
timely input on the needs of its clients and the usefulness of its
services and describe how it will continuously cultivate in-person
relationships with clients, recipients, and partners that are
knowledgeable of the identified needs for that region.
(6) Present a proposed evaluation plan for the project. The
evaluation plan must describe the criteria for determining the extent
to which: Milestones were met; outputs were met; recipient outcomes
(short-term, mid-term, and long-term) were met; and capacity-building
services proposed in State service plans were implemented as intended.
(7) Present a logic model informed by research or evaluation
findings that demonstrates a rationale (as defined in this notice)
explaining how the project is likely to improve or achieve relevant and
expected outcomes. This logic model must align with the FY 2019 CC
Logic Model, communicate how the project will achieve its expected
outcomes (short-term, mid-term, and long-term) and provide a framework
for both the formative and summative evaluations of the project
consistent with the applicant's evaluation plan. Include a description
of underlying concepts, assumptions, expectations, beliefs, and
theories, as well as the relationships and linkages among these
variables, and any empirical support for this framework.
(8) Include an assurance that, if awarded a grant, the applicant
will assist the Department with the transfer of pertinent resources and
products, and maintain the continuity of services to States during the
transition to this new award period, as appropriate, including by
working with the FY 2012 Comprehensive Center on Building State
Capacity and Productivity to migrate products, resources, and other
relevant project information to the National Center's Comprehensive
Center network website.
Regional Centers:
In addition to meeting the Application Requirements for all
Centers, a Regional Center applicant must--
(1) Describe the proposed approach to intensive capacity-building
services, including identification of intended recipients and alignment
of proposed capacity-building services to meet client needs. The
applicant must also describe how it intends to measure the readiness of
clients and recipients to work with the applicant; measure client and
recipient capacity across the four capacity-building dimensions,
including available resources; and measure the ability of the client
and recipients to build capacity at the local level.
National Center:
In addition to meeting the application requirements for all
Centers, a National Center applicant must--
(1) Demonstrate expertise and experience in leading digital
engagement strategies to attract and sustain involvement of education
stakeholders, including, but not limited to: Implementing a robust web
and social media presence, overseeing customer relations management,
providing editorial support, and collecting and analyzing web
analytics.
(2) Describe the intended recipients of and the proposed approach
to targeted
[[Page 13274]]
capacity-building services, including how the applicant intends to:
Collaborate with Regional Centers to identify potential recipients and
how many it has the capacity to reach; measure the readiness and
capacity of potential recipients across the four dimensions of
capacity-building services; and continuously engage potential
recipients over the five-year period.
(3) Describe the intended recipients of and the proposed approach
to universal capacity-building services, including how many recipients
it plans to reach and how the applicant intends to: Measure the quality
of the products and services developed to address common high-leverage
problems; support recipients in the selection, implementation, and
monitoring of evidence-based practices and interventions; and improve
knowledge of emerging national education trends.
Definitions: For FY 2019 and any subsequent year in which we make
awards from the list of unfunded applications from this competition,
the following definitions apply. The definitions of ``capacity-building
services,'' ``intensive capacity-building services,'' ``targeted
capacity-building services,'' ``universal capacity-building services,''
``human capacity,'' ``organizational capacity,'' ``policy capacity,''
``resource capacity,'' ``high-leverage problems,'' ``milestone,''
``outcomes,'' ``outputs,'' ``regional educational agency,'' and
``service plan project'' are from the NFP. The definitions of
``computer science,'' ``evidence-based,'' ``educational choice,''
``high-poverty school,'' and ``rural local educational agency'' are
from the Supplemental Priorities. The definitions of ``demonstrates a
rationale,'' and ``relevant outcomes'' are from 34 CFR 77.1. The
definition of ``novice applicant'' is from 34 CFR 75.225. The
definitions of ``dual or concurrent enrollment program'' (section
8101(15)), ``early college high schools'' (section 8101(17)), and
``living in poverty'' (section 1113(a)(5)(A)) are from the ESEA. The
definition of ``low income individual'' is from section 312(g) of the
Higher Education Act of 1965, as amended.
These definitions are:
Capacity-building services means assistance that strengthens an
individual's or organization's ability to engage in continuous
improvement and achieve expected outcomes.
The four dimensions of capacity-building services are:
(1) Human capacity means development or improvement of individual
knowledge, skills, technical expertise, and ability to adapt and be
resilient to policy and leadership changes.
(2) Organizational capacity means structures that support clear
communication and a shared understanding of an organization's visions
and goals, and delineated individual roles and responsibilities in
functional areas.
(3) Policy capacity means structures that support alignment,
differentiation, or enactment of local, State, and Federal policies and
initiatives.
(4) Resource capacity means tangible materials and assets that
support alignment and use of Federal, State, private, and local funds.
The three tiers of capacity-building services are:
(1) Intensive means assistance often provided on-site and requiring
a stable, ongoing relationship between the Regional Center and its
clients and recipients, as well as periodic reflection, continuous
feedback, and use of evidence-based improvement strategies. This
category of capacity-building services should support increased
recipient capacity in more than one capacity dimension and result in
medium-term and long-term outcomes at one or more system levels.
(2) Targeted means assistance based on needs common to multiple
clients and recipients and not extensively individualized. A
relationship is established between the recipient(s), the National
Center, and Regional Center(s) as appropriate. This category of
capacity-building services includes one-time, labor-intensive events,
such as facilitating strategic planning or hosting national or regional
conferences. It can also include less labor-intensive events that
extend over a period of time, such as facilitating a series of
conference calls on single or multiple topics that are designed around
the needs of the recipients. Facilitating communities of practice can
also be considered targeted capacity-building services.
(3) Universal means assistance and information provided to
independent users through their own initiative, involving minimal
interaction with National Center staff and including one-time, invited
or offered conference presentations by National Center staff. This
category of capacity-building services also includes information or
products, such as newsletters, guidebooks, policy briefs, or research
syntheses, downloaded from the Center's website by independent users.
Brief communications by National Center staff with recipients, either
by telephone or email, are also considered universal services.
Computer science means the study of computers and algorithmic
processes and includes the study of computing principles and theories,
computational thinking, computer hardware, software design, coding,
analytics, and computer applications.
Computer science often includes computer programming or coding as a
tool to create software, including applications, games, websites, and
tools to manage or manipulate data; or development and management of
computer hardware and the other electronics related to sharing,
securing, and using digital information.
In addition to coding, the expanding field of computer science
emphasizes computational thinking and interdisciplinary problem-solving
to equip students with the skills and abilities necessary to apply
computation in our digital world.
Computer science does not include using a computer for everyday
activities, such as browsing the internet; use of tools like word
processing, spreadsheets, or presentation software; or using computers
in the study and exploration of unrelated subjects.
Demonstrates a rationale means a key project component included in
the project's logic model is informed by research or evaluation
findings that suggest the project component is likely to improve
relevant outcomes.
Dual or concurrent enrollment program means a program offered by a
partnership between at least one institution of higher education (IHE)
and at least one LEA through which a secondary school student who has
not graduated from high school with a regular high school diploma is
able to enroll in one or more postsecondary courses and earn
postsecondary credit that--
(1) Is transferable to the IHEs in the partnership; and
(2) Applies toward completion of a degree or recognized educational
credential as described in the Higher Education Act of 1965 (20 U.S.C.
1001 et seq.).
Early college high school means a partnership between at least one
LEA and at least one IHE that allows participants to simultaneously
complete requirements toward earning a regular high school diploma and
earn not less than 12 credits that are transferable to the IHEs in the
partnership as part of an organized course of study toward a
postsecondary degree or credential at no cost to the participant or
participant's family.
Educational choice means the opportunity for a child or student (or
a family member on their behalf) to create
[[Page 13275]]
a high-quality personalized path for learning that is consistent with
applicable Federal, State, and local laws; is in an educational setting
that best meets the child's or student's needs; and, where possible,
incorporates evidence-based activities, strategies, or interventions.
Opportunities made available to a student through a grant program are
those that supplement what is provided by a child's or student's
geographically assigned school or the institution in which he or she is
currently enrolled and may include one or more of the options listed
below:
(1) Public educational programs or courses including those offered
by traditional public schools, public charter schools, public magnet
schools, public online education providers, or other public education
providers.
(2) Private or home-based educational programs or courses including
those offered by private schools, private online providers, private
tutoring providers, community or faith-based organizations, or other
private education providers.
(3) Internships, apprenticeships, or other programs offering access
to learning in the workplace.
(4) Part-time coursework or career preparation, offered by a public
or private provider in person or through the internet or another form
of distance learning, that serves as a supplement to full-time
enrollment at an educational institution, as a stand-alone program
leading to a credential, or as a supplement to education received in a
homeschool setting.
(5) Dual or concurrent enrollment programs (as defined in this
notice) or early college high schools (as defined in this notice), or
other programs that enable secondary school students to begin earning
credit toward a postsecondary degree or credential prior to high school
graduation.
(6) Access to services or programs for aspiring or current
postsecondary students not offered by the institution in which they are
currently enrolled to support retention and graduation.
(7) Other educational services including credit-recovery,
accelerated learning, or tutoring.
Evidence-based means the proposed project component is supported by
one or more of strong evidence, moderate evidence, promising evidence,
or evidence that demonstrates a rationale.
Experimental study means a study that is designed to compare
outcomes between two groups of individuals (such as students) that are
otherwise equivalent except for their assignment to either a treatment
group receiving a project component or a control group that does not.
Randomized controlled trials, regression discontinuity design studies,
and single-case design studies are the specific types of experimental
studies that, depending on their design and implementation (e.g.,
sample attrition in randomized controlled trials and regression
discontinuity design studies), can meet What Works Clearinghouse (WWC)
standards without reservations as described in the WWC Handbook:
(i) A randomized controlled trial employs random assignment of, for
example, students, teachers, classrooms, or schools to receive the
project component being evaluated (the treatment group) or not to
receive the project component (the control group).
(ii) A regression discontinuity design study assigns the project
component being evaluated using a measured variable (e.g., assigning
students reading below a cutoff score to tutoring or developmental
education classes) and controls for that variable in the analysis of
outcomes.
(iii) A single-case design study uses observations of a single case
(e.g., a student eligible for a behavioral intervention) over time in
the absence and presence of a controlled treatment manipulation to
determine whether the outcome is systematically related to the
treatment.
High-leverage problems means problems that (1) if addressed could
result in substantial improvements for many students or for key
subgroups of students as defined in ESEA section 1111(c) and (d); (2)
are priorities for education policymakers, particularly at the State
level; and (3) require intensive capacity-building services to achieve
outcomes that address the problem.
High-poverty school means a school in which at least 50 percent of
students are from low-income families as determined using one of the
measures of poverty specified under section 1113(a)(5) of the ESEA. For
middle and high schools, eligibility may be calculated on the basis of
comparable data from feeder schools. Eligibility as a high-poverty
school under this definition is determined on the basis of the most
currently available data.
Living in poverty means (1) except as provided in paragraph (2), an
LEA shall use the same measure of poverty, which measure shall be the
number of children aged 5 through 17 in poverty counted in the most
recent census data approved by the Secretary, the number of children
eligible for a free or reduced price lunch under the Richard B. Russell
National School Lunch Act (42 U.S.C. 1751 et seq.), the number of
children in families receiving assistance under the State program
funded under part A of title IV of the Social Security Act, or the
number of children eligible to receive medical assistance under the
Medicaid Program, or a composite of such indicators, with respect to
all school attendance areas in the LEA--
(i) To identify eligible school attendance areas;
(ii) To determine the ranking of each area; and
(iii) To determine allocations under paragraph (3).
(2) For measuring the number of students in low-income families in
secondary schools, the LEA shall use the same measure of poverty, which
shall be--
(i) The measure described under paragraph (1); or
(ii) Subject to meeting the conditions of paragraph (3), an
accurate estimate of the number of students in low-income families in a
secondary school that is calculated by applying the average percentage
of students in low-income families of the elementary school attendance
areas as calculated under paragraph (1) that feed into the secondary
school to the number of students enrolled in such school.
(3) The LEA shall have the option to use the measure of poverty
described in paragraph (2)(ii) after--
(i) Conducting outreach to secondary schools within such agency to
inform such schools of the option to use such measure; and
(ii) A majority of such schools have approved the use of such
measure.
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.
Low-income individual means an individual from a family whose
taxable income for the preceding year did not exceed 150 percent of an
amount equal to the poverty level determined by using criteria of
poverty established by the Bureau of the Census.
Milestone means an activity that must be completed. Examples
include: identifying key district administrators responsible for
professional development, sharing key observations from needs
assessment with district administrators and identified stakeholders,
preparing a logic model, planning for State-wide professional
development, identifying subject matter experts, and conducting train-
the-trainer sessions.
[[Page 13276]]
Moderate evidence means that there is evidence of effectiveness of
a key project component in improving a relevant outcome for a sample
that overlaps with the populations or settings proposed to receive that
component, based on a relevant finding from one of the following:
(i) A practice guide prepared by the WWC using version 2.1 or 3.0
of the WWC Handbook reporting a ``strong evidence base'' or ``moderate
evidence base'' for the corresponding practice guide recommendation;
(ii) An intervention report prepared by the WWC using version 2.1
or 3.0 of the WWC Handbook reporting a ``positive effect'' or
``potentially positive effect'' on a relevant outcome based on a
``medium to large'' extent of evidence, with no reporting of a
``negative effect'' or ``potentially negative effect'' on a relevant
outcome; or
(iii) A single experimental study or quasi-experimental design
study reviewed and reported by the WWC using version 2.1 or 3.0 of the
WWC Handbook, or otherwise assessed by the Department using version 3.0
of the WWC Handbook, as appropriate, and that--
(A) Meets WWC standards with or without reservations;
(B) Includes at least one statistically significant and positive
(i.e., favorable) effect on a relevant outcome;
(C) Includes no overriding statistically significant and negative
effects on relevant outcomes reported in the study or in a
corresponding WWC intervention report prepared under version 2.1 or 3.0
of the WWC Handbook; and
(D) Is based on a sample from more than one site (e.g., State,
county, city, school district, or postsecondary campus) and includes at
least 350 students or other individuals across sites. Multiple studies
of the same project component that each meet requirements in paragraphs
(iii)(A), (B), and (C) of this definition may together satisfy this
requirement.
Novice applicant means--
(a)(1) Any applicant for a grant from the Department that--
(i) Has never received a grant or subgrant under the program from
which it seeks funding;
(ii) Has never been a member of a group application, submitted in
accordance with 34 CFR 75.127-75.129, that received a grant under the
program from which it seeks funding; and
(iii) Has not had an active discretionary grant from the Federal
Government in the five years before the deadline date for applications
under the program.
(2) In the case of a group application submitted in accordance with
34 CFR 75.127-75.129, a group that includes only parties that meet the
requirements of this definition.
(b) For the purposes of paragraph (a)(1)(iii) of this definition, a
grant is active until the end of the grant's project or funding period,
including any extensions of those periods that extend the grantee's
authority to obligate funds.
Outcomes means effects of receiving capacity-building services.
Examples include: 95 percent of district administrators reported
increased knowledge; two districts reported improved cross-agency
coordination; and three districts reported identification of 2.0 FTE
responsible for professional development.
(1) Short-term outcomes means effects of receiving capacity-
building services after 1 year consistent with the FY 2019 CC Logic
Model.
(2) Medium-term outcomes means effects of receiving capacity-
building services after 2 to 3 years consistent with the FY 2019 CC
Logic Model.
(3) Long-term outcomes means effects of receiving capacity-building
services after 4 or more years consistent with the FY 2019 CC Logic
Model.
Outputs means products and services that must be completed.
Examples include: Needs assessment, logic model, training modules,
evaluation plan, and 12 workshop presentations.
Note: A product output under this program would be considered a
deliverable under the open licensing regulations at 2 CFR 3474.20.
Project component means an activity, strategy, intervention,
process, product, practice, or policy included in a project. Evidence
may pertain to an individual project component or to a combination of
project components (e.g., training teachers on instructional practices
for English learners and follow-on coaching for these teachers).
Promising evidence means that there is evidence of the
effectiveness of a key project component in improving a relevant
outcome, based on a relevant finding from one of the following:
(i) A practice guide prepared by WWC reporting a ``strong evidence
base'' or ``moderate evidence base'' for the corresponding practice
guide recommendation;
(ii) An intervention report prepared by the WWC reporting a
``positive effect'' or ``potentially positive effect'' on a relevant
outcome with no reporting of a ``negative effect'' or ``potentially
negative effect'' on a relevant outcome; or
(iii) A single study assessed by the Department, as appropriate,
that--
(A) Is an experimental study, a quasi-experimental design study, or
a well-designed and well-implemented correlational study with
statistical controls for selection bias (e.g., a study using regression
methods to account for differences between a treatment group and a
comparison group); and
(B) Includes at least one statistically significant and positive
(i.e., favorable) effect on a relevant outcome.
Quasi-experimental design study means a study using a design that
attempts to approximate an experimental study by identifying a
comparison group that is similar to the treatment group in important
respects. This type of study, depending on design and implementation
(e.g., establishment of baseline equivalence of the groups being
compared), can meet WWC standards with reservations, but cannot meet
WWC standards without reservations, as described in the WWC Handbook.
Regional educational agency, for the purposes of the Comprehensive
Centers program, means ``Tribal Educational Agency'' as defined in ESEA
section 6132(b)(3), as well as other educational agencies that serve
regional areas.
Relevant outcome means the student outcome(s) or other outcome(s)
the key project component is designed to improve, consistent with the
specific goals of the program.
Rural local educational agency means an LEA that is eligible under
the Small Rural School Achievement (SRSA) program or the Rural and Low-
Income School (RLIS) program authorized under Title V, Part B of the
ESEA. Eligible applicants may determine whether a particular district
is eligible for these programs by referring to information on the
Department's website at www2.ed.gov/nclb/freedom/local/reap.html.
Service plan project means a series of interconnected capacity-
building services designed to achieve recipient outcomes and outputs. A
service plan project includes, but is not limited to, a well-defined
high-leverage problem, an approach to capacity-building services,
intended recipients, key personnel, expected outcomes, expected
outputs, and milestones.
Strong evidence means that there is evidence of the effectiveness
of a key project component in improving a relevant outcome for a sample
that overlaps with the populations and settings proposed to receive
that component, based on a relevant finding from one of the following:
(i) A practice guide prepared by the WWC using version 2.1 or 3.0
of the WWC Handbook reporting a ``strong
[[Page 13277]]
evidence base'' for the corresponding practice guide recommendation;
(ii) An intervention report prepared by the WWC using version 2.1
or 3.0 of the WWC Handbook reporting a ``positive effect'' on a
relevant outcome based on a ``medium to large'' extent of evidence,
with no reporting of a ``negative effect'' or ``potentially negative
effect'' on a relevant outcome; or
(iii) A single experimental study reviewed and reported by the WWC
using version 2.1 or 3.0 of the WWC Handbook, or otherwise assessed by
the Department using version 3.0 of the WWC Handbook, as appropriate,
and that--
(A) Meets WWC standards without reservations;
(B) Includes at least one statistically significant and positive
(i.e., favorable) effect on a relevant outcome;
(C) Includes no overriding statistically significant and negative
effects on relevant outcomes reported in the study or in a
corresponding WWC intervention report prepared under version 2.1 or 3.0
of the WWC Handbook; and
(D) Is based on a sample from more than one site (e.g., State,
county, city, school district, or postsecondary campus) and includes at
least 350 students or other individuals across sites. Multiple studies
of the same project component that each meet requirements in paragraphs
(iii)(A), (B), and (C) of this definition may together satisfy this
requirement.
What Works Clearinghouse Handbook (WWC Handbook) means the
standards and procedures set forth in the WWC Procedures and Standards
Handbook, Version 3.0 or Version 2.1 (incorporated by reference, see 34
CFR 77.2). Study findings eligible for review under WWC standards can
meet WWC standards without reservations, meet WWC standards with
reservations, or not meet WWC standards. WWC practice guides and
intervention reports include findings from systematic reviews of
evidence as described in the Handbook documentation.
Program Authority: Section 203 of the Educational Technical
Assistance Act of 2002 (ETAA) (20 U.S.C. 9601 et seq.).
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 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. (e) The NFP. (f) The
Supplemental Priorities. (g) The notice of final priorities,
requirements, and selection criteria-Comprehensive Centers Program,
published in the Federal Register on June 6, 2012 (77 FR 33573).
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: $50,000,000.
All of the 20 Centers proposed for funding under this competition
will be supported entirely with funds from the CC program, authorized
under the ETAA. The total amount of funds available for the CC program
for FY 2019 is $52 million. Of that amount, an estimated $45 million
will be used to fund Regional Centers and an estimated $5 million will
be used to fund the National Center. FY 2019 funds will support awards
for the first budget period of the project, which is the first 12
months of the project period. Funding for the subsequent budget periods
of years two through five (FY 2020 through FY 2023) is contingent on
appropriation levels.
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: For Regional Centers: $1,000,000 to
$6,472,657.
------------------------------------------------------------------------
------------------------------------------------------------------------
Region 01............................................... $1,000,000.00
Region 02............................................... 2,360,643.00
Region 03............................................... 1,000,000.00
Region 04............................................... 2,557,246.00
Region 05............................................... 2,444,035.00
Region 06............................................... 3,215,377.00
Region 07............................................... 3,378,769.00
Region 08............................................... 3,212,089.00
Region 09............................................... 1,722,122.00
Region 10............................................... 1,302,938.00
Region 11............................................... 1,243,525.00
Region 12............................................... 1,963,421.00
Region 13 \1\........................................... 1,647,431.00
Region 14............................................... 5,413,470.00
Region 15............................................... 6,472,657.00
Region 16............................................... 3,316,771.00
Region 17............................................... 1,000,000.00
Region 18............................................... 1,000,000.00
Region 19............................................... 1,000,000.00
------------------------------------------------------------------------
\1\ Estimate includes $400,000 to support the Bureau of Indian
Education.
For the National Center: $4,000,000 to $6,000,000.
------------------------------------------------------------------------
------------------------------------------------------------------------
National Center......................................... $5,000,000.00
------------------------------------------------------------------------
Estimated Number of Awards: 20. The Secretary intends to support 20
awards under this competition. Nineteen awards will support Regional
Centers to serve States within defined geographic boundaries. One award
will support the National Center.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: Research organizations, institutions,
agencies, IHEs, or partnerships among such entities, or individuals,
with the demonstrated ability or capacity to carry out the activities
described in this notice, including regional entities that carried out
activities under the Educational Research, Development, Dissemination,
and Improvement Act of 1994 (as such Act existed on the day before
November 5, 2002) and title XIII of the Elementary and Secondary
Education Act of 1965 (as such title existed on the day before January
8, 2002). Letters of support do not meet the requirement for a
consortium agreement.
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
3. Subgrantees: A grantee under this competition may 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: An application must respond to
either Priority 1--Regional Centers or Priority 2--National Center.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on February 13, 2019 (84 FR 3768) and available at https://www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which
contain requirements and information on how to submit an application.
2. Content and Form of Applications: Requirements concerning the
content of an application, together with the forms
[[Page 13278]]
you must submit, are in the application package for this program.
Recommended Page Limit: The application narrative is where you, the
applicant, address the selection criteria that reviewers use to
evaluate your application. We encourage you to (1) limit the narrative
to no more than 100 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.
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the coversheet, budget
information, resumes, assurances and certifications, or letters of
support.
2. 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
competition.
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 for each priority:
Priority One (Regional Centers) Selection Criteria:
(a) Significance
(1) The Secretary considers the significance of the proposed
project.
(2) In determining the significance of the proposed project, the
Secretary considers the likelihood that the proposed project will
result in system change or improvement. (20 points)
(b) Quality of the Project Design
(1) The Secretary considers the quality of the design of the
proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which there is a conceptual framework underlying
the proposed research or demonstration activities and the quality of
that framework. (5 points)
(ii) The extent to which the proposed project will integrate with
or build on similar or related efforts to improve relevant outcomes (as
defined in this notice), using existing funding streams from other
programs or policies supported by community, State, and Federal
resources. (10 points)
(iii) 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)
(c) Quality of Project Personnel
(1) The Secretary considers the quality of the personnel who will
carry out the proposed project.
(2) In determining the quality of project personnel, the Secretary
considers 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.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator. (20 points)
(ii) The qualifications, including relevant training and
experience, of key project personnel. (20 points)
(d) Quality of the Project Evaluation
(1) The Secretary considers the quality of the evaluation to be
conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The adequacy of procedures for ensuring feedback and continuous
improvement in the operation of the proposed project. (10 points)
(ii) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible. (10 points)
Priority Two (National Center) Selection Criteria:
(a) Significance
(1) The Secretary considers the significance of the proposed
project.
(2) In determining the significance of the proposed project, the
Secretary considers the following factors:
(i) The potential contribution of the proposed project to increased
knowledge or understanding of educational problems, issues, or
effective strategies. (10 points)
(ii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice. (10 points)
(b) Quality of Project Design
(1) The Secretary considers the quality of the design of the
proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which there is a conceptual framework underlying
the proposed research or demonstration activities and the quality of
that framework. (5 points)
(ii) The extent to which the proposed project will integrate with
or build on similar or related efforts to improve relevant outcomes (as
defined in this notice), using existing funding streams from other
programs or policies supported by community, State, and Federal
resources. (10 points)
(iii) 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)
(c) Quality of Project Personnel
(1) The Secretary considers the quality of the personnel who will
carry out the proposed project.
(2) In determining the quality of project personnel, the Secretary
considers 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.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator. (20 points)
(ii) The qualifications, including relevant training and
experience, of key project personnel. (10 points)
(iii) The qualifications, including relevant training and
experience, of project consultants or subcontractors. (10 points)
(d) Quality of the Project Evaluation
(1) The Secretary considers the quality of the evaluation to be
conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The adequacy of procedures for ensuring feedback and continuous
improvement in the operation of the proposed project. (10 points)
[[Page 13279]]
(ii) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible. (10 points)
Geographic distribution: The ETAA (20 U.S.C. 9602(a)(2)(A))
requires that the Secretary must ensure that not less than one
Comprehensive Center is established in each of the 10 geographic
regions served by the Regional Educational Laboratories. The Secretary
will consider the location of the proposed Regional Centers in the
selection and negotiation of cooperative agreements to ensure that this
requirement of the law is met.
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
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
$250,000), 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.
Note: Consistent with 2 CFR 200.315(b) and other applicable law,
the Department may make reports, deliverables, outputs, or materials
produced by Comprehensive Centers publicly available. This may
include the Comprehensive Centers disseminating reports,
deliverables, outputs, or materials to a wide audience (e.g.,
through their websites, social media, or other public-facing
channels).
5. Performance Measures: Under the Government Performance and
Results Act of 1993 (GPRA), the following measures will be used by the
Department to evaluate the effectiveness of each Center, as well as the
CC program as a whole:
Measure 1: The extent to which Comprehensive Center clients are
satisfied with the quality, usefulness, and relevance of services
provided.
Measure 2: The extent to which Comprehensive Centers provide
services and products to a wide range of recipients.
Measure 3: The extent to which Comprehensive Centers demonstrate
that capacity-building services were implemented as intended.
Measure 4: The extent to which Comprehensive Centers demonstrate
recipient outcomes were met.
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
[[Page 13280]]
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 at www.govinfo.gov. 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 Portable Document Format (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: April 1, 2019.
Frank Brogan,
Assistant Secretary of Elementary and Secondary Education.
[FR Doc. 2019-06582 Filed 4-3-19; 8:45 am]
BILLING CODE 4000-01-P