[Federal Register Volume 84, Number 86 (Friday, May 3, 2019)]
[Notices]
[Pages 19068-19073]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2019-09057]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Jacob K. Javits Gifted and Talented 
Students Education 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) 2019 for the 
Jacob K. Javits Gifted and Talented Students Education (Javits) 
program, Catalog of Federal Domestic Assistance (CFDA) number 84.206A. 
This notice relates to the approved information collection under OMB 
control number 1894-0006.

DATES: Applications Available: May 3, 2019.
    Deadline for Transmittal of Applications: June 3, 2019.
    Deadline for Intergovernmental Review: August 1, 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 
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.

FOR FURTHER INFORMATION CONTACT: Jennifer Brianas, U.S. Department of 
Education, 400 Maryland Avenue SW, Room number 3E320, Washington, DC 
20202-6200. Telephone: (202) 401-0299. Email: [email protected]; 
or Sharon Burton, U.S. Department of Education, 400 Maryland Avenue SW, 
Room number 3E256, Washington, DC 20202-6200. Telephone: (202) 453-
6569. 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 Javits program supports evidence-based \1\ 
research, demonstration projects, innovative strategies, and similar 
activities designed to build and enhance the ability of elementary 
schools and secondary schools nationwide to identify gifted and 
talented students and meet their special educational needs.
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    \1\ For the convenience of applicants, the definitions of 
italicized terms are provided in the Definitions section of this 
notice inviting applications.
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    Priorities: This competition includes three competitive preference 
priorities. Competitive Preference Priority 1 is from section 
4644(f)(1)(B) of the Elementary and Secondary Education Act of 1965, as 
amended by the Every Student Succeeds Act (ESEA), and Competitive 
Preference Priorities 2 and 3 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).
    Competitive Preference Priorities: 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 an additional 
13 points to an application, depending on how well the application 
meets these priorities.
    These priorities are:
    Priority 1--Identification of, and Provision of Services to, Gifted 
and Talented Students (up to 5 points).
    Projects designed to develop new information that assists schools 
in the identification of, and provision of services to, gifted and 
talented students (including economically disadvantaged individuals, 
individuals who are English learners, and children with disabilities) 
who may not be identified and served through traditional assessment 
methods.
    Priority 2--Promoting Science, Technology, Engineering, or Math 
(STEM) Education, With a Particular Focus on Computer Science (up to 5 
points).
    Projects designed to improve student achievement or other 
educational outcomes in computer science. These projects must be 
designed to expand access to and participation in rigorous computer 
science coursework for traditionally underrepresented students such as 
racial or ethnic minorities, women, students in communities served

[[Page 19069]]

by rural local educational agencies, children or students with 
disabilities, or low-income individuals (as defined under section 
312(g) of the Higher Education Act of 1965, as amended).
    Priority 3--Promoting Effective Instruction in Classrooms and 
Schools (up to 3 points).
    Projects that are designed to promote innovative strategies to 
increase the number of students who have access to effective educators 
in one or both of the following:
    (a) Schools that are located in communities served by rural local 
educational agencies.
    (b) High-poverty schools.

    Note:  Examples of innovative strategies to increase the number 
of students who have access to effective educators may include, but 
are not limited to, universal screening of all students in one or 
more grade levels; assessment instruments that are culturally 
sensitive and account for language differences; preparation programs 
that are designed to enhance knowledge and academic skills; and 
identification committees that include representatives from various 
roles, responsibilities, and cultural backgrounds.

    Application Requirements: These application requirements are from 
section 4644 of the ESEA (20 U.S.C. 7294). For FY 2019, and any 
subsequent year in which we make awards from the list of unfunded 
applications from this competition, the following application 
requirements apply:
    Each application must describe how--
    (1) The proposed identification methods, as well as gifted and 
talented services, materials, and methods, can be adapted, if 
appropriate, for use by all students;
    (2) The proposed programs can be evaluated;
    (3) The proposed project will, where appropriate, provide for the 
equitable participation of students and teachers in private nonprofit 
elementary schools and secondary schools, including the participation 
of teachers and other personnel in professional development programs 
serving such students;
    (4) The proposed project will use funds to carry out one or more of 
the following activities:
    (a) Conducting evidence-based research on methods and techniques 
for identifying and teaching gifted and talented students and for using 
gifted and talented programs and methods to identify and provide the 
opportunity for all students to be served, particularly low-income and 
at-risk students;
    (b) Establishing and operating programs and projects for 
identifying and serving gifted and talented students, including 
innovative methods and strategies (such as summer programs, mentoring 
programs, peer tutoring programs, service learning programs, and 
cooperative learning programs involving business, industry, and 
education) for identifying and educating students who may not be served 
by traditional gifted and talented programs;
    (c) Providing technical assistance and disseminating information, 
which may include how gifted and talented programs and methods may be 
adapted for use by all students, particularly low-income and at-risk 
students; or
    (d) Training of personnel in the identification and education of 
gifted and talented students and in the use, where appropriate, of 
gifted and talented services, materials, and methods for all students.
    Definitions: The definitions listed below are from section 8101 of 
the ESEA, 34 CFR 77.1, and the Supplemental Priorities. These 
definitions apply to the FY 2019 Javits grant competition and any 
subsequent year in which we make awards from the list of unfunded 
applications from this competition.
    Child with a disability, as defined in section 602 of the 
Individuals with Disabilities Education Act (IDEA), means--
    (a) A child--
    (i) With intellectual disabilities, hearing impairments (including 
deafness), speech or language impairments, visual impairments 
(including blindness), serious emotional disturbance (referred to in 
the IDEA as ``emotional disturbance''), orthopedic impairments, autism, 
traumatic brain injury, other health impairments, or specific learning 
disabilities; and
    (ii) Who, by reason thereof, needs special education and related 
services.
    (b) The term ``child with a disability,'' for a child aged three 
through nine (or any subset of that age range, including ages three 
through five), may, at the discretion of the State and the local 
educational agency, include a child--
    (i) Experiencing developmental delays, as defined by the State and 
as measured by appropriate diagnostic instruments and procedures, in 
one or more of the following areas: physical development; cognitive 
development; communication development; social or emotional 
development; or adaptive development; and
    (ii) Who, by reason thereof, needs special education and related 
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.
    English learner means an individual--
    (a) Who is aged 3 through 21;
    (b) Who is enrolled or preparing to enroll in an elementary school 
or secondary school;
    (c)(1) Who was not born in the United States or whose native 
language is a language other than English;
    (2)(i) Who is a Native American or Alaska Native, or a native 
resident of the outlying areas; and
    (ii) Who comes from an environment where a language other than 
English has had a significant impact on the individual's level of 
English language proficiency; or
    (3) Who is migratory, whose native language is a language other 
than English, and who comes from an environment where a language other 
than English is dominant; and
    (d) Whose difficulties in speaking, reading, writing, or 
understanding the English language may be sufficient to deny the 
individual--
    (1) The ability to meet the challenging State academic standards;
    (2) The ability to successfully achieve in classrooms where the 
language of instruction is English; or
    (3) The opportunity to participate fully in society.
    Evidence-based, when used with respect to a State, local 
educational agency, or school activity, means an activity, strategy, or 
intervention that demonstrates a statistically significant effect on 
improving student outcomes or other relevant outcomes based on--
    (a) Strong evidence from at least one-well designed and well-
implemented experimental study;
    (b) Moderate evidence from at least one well-designed and well-

[[Page 19070]]

implemented quasi-experimental study; or
    (c) Promising evidence from at least one well-designed and well-
implemented correlational study with statistical controls for selection 
bias.
    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 What Works 
Clearinghouse Handbook (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.
    Gifted and talented, when used with respect to students, children, 
or youth, means students, children, or youth who give evidence of high 
achievement capability in areas such as intellectual, creative, 
artistic, or leadership capacity, or in specific academic fields, and 
who need services or activities not ordinarily provided by the school 
in order to fully develop those capabilities.
    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.
    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.
    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.
    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 a local educational agency 
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.
    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 evidence base'' for the 
corresponding practice guide recommendation;

[[Page 19071]]

    (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 4644 of the ESEA (20 U.S.C. 7294).

    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 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 in 2 CFR part 3474. (d) The regulations in 34 CFR part 299. (e) 
The Supplemental Priorities.

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

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $4,700,000.
    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: $450,000 to $600,000.
    Estimated Average Size of Awards: $500,000.
    Estimated Number of Awards: 8-11.

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

    Project Period: 60 months.

III. Eligibility Information

    1. Eligible Applicants: State educational agencies; local 
educational agencies; the Bureau of Indian Education; IHEs; other 
public agencies; and other private agencies and organizations.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.

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 
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. Intergovernmental Review: This program 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.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend you (1) limit the application 
narrative to no more than 35 pages and (2) use the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the one-page abstract, resumes, 
bibliography, or letters of support. However, the recommended page 
limit does apply to all of the application narrative section.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210. The maximum possible score for addressing all 
selection criteria is 100 points. The maximum possible score for 
addressing each criterion is indicated in parentheses. The selection 
criteria for this competition are as follows:
    (a) 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--
    (1) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable;
    (2) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs;
    (3) The extent to which the proposed project represents an 
exceptional approach for meeting statutory purposes and requirements;
    (4) The extent to which the proposed project is supported by 
promising evidence; and
    (5) The extent to which performance feedback and continuous 
improvement are integral to the design of the proposed project.

[[Page 19072]]

    (b) Quality of Project Personnel (25 points).
    The Secretary considers the quality of the personnel who will carry 
out the proposed project. In determining the quality of project 
personnel, the Secretary considers the 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. In addition, the 
Secretary considers the following factors-
    (1) The qualifications, including relevant training and experience, 
of the project director or principal investigator; and
    (2) The qualifications, including relevant training and experience, 
of key project personnel.
    (c) Quality of the Management Plan (15 points).
    The Secretary considers the quality of the management plan for the 
proposed project. In determining the quality of the management plan for 
the proposed project, the Secretary considers the following factors--
    (1) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks; and
    (2) The adequacy of procedures for ensuring feedback and continuous 
improvement in the operation of the proposed project.
    (d) Quality of Project Services (30 points).
    The Secretary considers the quality of the services to be provided 
by the proposed project. 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. In addition, the Secretary 
considers the likely impact of the services to be provided by the 
proposed project on the intended recipients of those services.
    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(c).
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report (APR) 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

[[Page 19073]]

75.720(c). For specific requirements on reporting, please go to 
www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    5. Performance Measures: Pursuant to the Government Performance and 
Results Act of 1993, the Department has developed the following 
measures for assessing progress toward achieving the purposes of this 
program:
    (1) The number of students newly identified as gifted and talented 
under the program;
    (2) The percentage of students newly identified as gifted and 
talented under the program who were served under the program;
    (3) Of the students served under the program who were in tested 
grades, the percentage who made gains on State assessments in 
mathematics;
    (4) Of the students served under the program who were in tested 
grades, the percentage who made gains on State assessments in science; 
and
    (5) The number of teachers and other educators who received 
services that enable them to better identify and improve instruction 
for gifted and talented students.

    Note:  For performance measure #5, the Department is 
particularly interested in evidence, such as may be obtained through 
surveys of teachers and other educators, that the services provided 
are of high quality and contribute to improved efforts to both 
identify and improve outcomes for gifted and talented students.
    All grantees must submit APRs that include data addressing these 
performance measures to the extent that they apply to the grantee's 
project. Performance targets must be established by each grantee for 
each year of the five-year performance period.

    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 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.

Frank T. Brogan,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 2019-09057 Filed 5-2-19; 8:45 am]
BILLING CODE 4000-01-P