[Federal Register Volume 85, Number 37 (Tuesday, February 25, 2020)]
[Notices]
[Pages 10660-10665]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2020-03763]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Migrant Education Program Consortium 
Incentive Grant Program

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

ACTION: Notice.

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SUMMARY: The Department of Education is issuing a notice inviting 
applications for fiscal year (FY) 2020 for the Migrant Education 
Program (MEP) Consortium Inventive Grant program (CIG), Catalog of 
Federal Domestic Assistance (CFDA) number 84.144F.

DATES: 
    Applications Available: February 28, 2020.
    Deadline for Transmittal of Applications: April 27, 2020.
    Deadline for Intergovernmental Review: June 24, 2020.

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: Patricia Meyertholen, U.S. Department 
of Education, 400 Maryland Avenue SW, Room 3E315, Washington, DC 20202-
6135. Telephone: (202) 260-1394. 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 purpose of the MEP CIG program is to 
provide incentive grants to State educational agencies (SEAs) that 
participate in a consortium with one or more other SEAs or other 
appropriate entities to improve the delivery of services to migratory 
children whose education is interrupted. Through this program, the 
Department provides financial incentives to SEAs that receive Title I, 
Part C (MEP) funding to participate in high-quality consortia to 
improve the intrastate and interstate coordination of migrant education 
programs by addressing key needs of migratory children whose education 
is interrupted.
    Background: On March 3, 2004, the Department published in the 
Federal Register a notice of final requirements for the CIG program (69 
FR 10110) (2004 CIG NFR). In the notice, the Department established 
seven absolute priorities that promote key national objectives of the 
MEP. The Department added an eighth absolute priority when it published 
in the Federal Register a notice of final priority on March 12, 2008 
(73 FR 13217) (2008 CIG NFP).
    For FY 2020, the Department is focusing the CIG competition on 
three absolute priorities. These absolute priorities were selected in 
order to improve alignment of program priorities with the 
Administration's priorities. Specifically, the FY 2020 competition will 
focus on improving the proper and timely identification and recruitment 
of eligible migratory children, strengthening the involvement of 
migratory parents in the education of their children, and improving the 
educational attainment of out-of-school youth.
    We recognize the importance of sustaining efforts to properly and 
timely identify and recruit migratory children and continue to welcome 
applications that address this absolute priority. To promote a seamless 
transition between identification and recruitment, and taking the next 
step to enroll and serve these children, within this absolute priority, 
the FY 2020 competition includes an invitational priority for 
applications designed to develop, promote, and adopt enrollment, 
placement, and credit accrual policies that meet the unique needs of 
migratory children. This invitational priority encourages the transfer 
of educational records as it relates to proper enrollment in school and 
placement in grade and course, and accrual of credits.
    The FY 2020 competition also includes two competitive preference 
priorities. The first is Supplemental Priority 6 from the Department's 
Notice of Final Supplemental Priorities and Definitions for 
Discretionary Grant Programs (Supplemental Priorities), published in 
the Federal Register on March 2, 2018 (83 FR 9096), which calls for 
projects in science, technology, engineering, and math (STEM)

[[Page 10661]]

education, including computer science, that support student mastery of 
key prerequisites to ensure success in all STEM fields and expose 
students to building-block skills such as critical thinking and 
problem-solving, gained through hands-on, inquiry-based learning.
    The second competitive preference priority, Priority 9 of the 
Supplemental Priorities, encourages projects designed to increase 
educational opportunities by reducing academic or nonacademic barriers 
to economic mobility.
    We encourage applications that propose to address these absolute, 
competitive preference, and invitational priorities. The types of 
applications we envision receiving include, for example, projects that 
propose to strengthen the involvement of migratory parents in the 
education of their children by encouraging activities that raise 
awareness and understanding among migratory parents about the 
importance of STEM education, the timing and mastery of prerequisites 
such as Algebra I, and the opportunities available in STEM and computer 
science fields; and empower parents to advocate for placement in 
appropriate courses if their children seek to pursue a career in STEM. 
Such projects would align with the Secretary's vision for family 
engagement and with Supplemental Priority 6.\1\
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    \1\ STEM is also a national priority. For more details, see 
``Charting A Course For Success: America's Strategy For STEM 
Education'', www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf (December 2018).
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    In addition, we encourage applications that propose to create or 
support alternative pathways to a regular high school diploma or post-
secondary credential for migratory youth who have dropped out of 
school. For example, applications that reduce barriers or challenges to 
completion of a traditional education program by providing 
opportunities such as: Afternoon or evening academic programs, online 
learning, independent study, flexible scheduling, one-on-one education 
plans and guidance, career counseling, high school equivalency 
programs, and integrated education and training that provides high 
school equivalency instruction concurrently and contextually with 
workforce preparation activities and workforce training for a specific 
occupation or occupational cluster, with the goals of supporting these 
individuals' pursuit of a regular high school diploma or postsecondary 
credential. Such projects would align with Supplemental Priority 9 and 
with recent changes to the Elementary and Secondary Education Act, as 
amended (ESEA), which gives priority for MEP services to migratory 
children who have dropped out of school.
    These are two examples of projects or components of projects that a 
consortium of MEP States could propose when submitting a CIG 
application. We also encourage other combinations of the absolute, 
competitive preference, and invitational priorities.
    Priorities: Applicants must address at least one of the three 
absolute priorities described in this notice. Absolute Priorities 1 and 
2 are from the 2004 CIG NFR. Absolute Priority 3 is from the 2008 CIG 
NFP. The term ``scientifically based'' has been replaced with 
``evidence-based'' in Absolute Priorities 2 and 3 as explained in the 
Waiver of Proposed Rulemaking section of this notice.
    Within Absolute Priority 1, we include one invitational priority 
that applicants have the option to address. Within Absolute Priorities 
2 and 3, we include two competitive preference priorities that 
applicants have the option to address. The competitive preference 
priorities are from the Supplemental Priorities.
    The applicant must clearly indicate in the abstract section of its 
application to which absolute priority or priorities it is applying. 
The Department intends to create three funding slates for CIG 
applications--one for applications that meet Absolute Priority 1, a 
separate slate for applications that meet Absolute Priority 2, and a 
third slate for applications that meet Absolute Priority 3. As a 
result, the Department may fund applications out of the overall rank 
order. The Department anticipates making at least one award on each 
slate, provided applications of sufficient quality are submitted, but 
the Department is not bound by these estimates.
    In addition, the applicant must indicate in the abstract section of 
its application which competitive preference or invitational priority 
it is addressing, if any. While applicants are encouraged to address 
only one competitive preference priority, if an applicant chooses to 
address more than one competitive preference priority, the Department 
will instruct reviewers to score the first competitive preference 
priority mentioned in the abstract.
    Absolute Priorities: For FY 2020, these priorities are absolute 
priorities. Under 34 CFR 75.105(c)(3) we consider only applications 
that meet one or more of these priorities.
    These priorities are:
    Absolute Priority 1: Services designed to improve the proper and 
timely identification and recruitment of eligible migratory children 
whose education is interrupted.
    Within this absolute priority, we are particularly interested in 
applications that address the following invitational priority.
    Invitational Priority: Under 34 CFR 75.105(c)(1), we do not give an 
application that meets this invitational priority a competitive or 
absolute preference over other applications.
    This priority is:
    Projects designed to assist SEAs and local educational agencies to 
develop, promote, and adopt enrollment, placement, and credit accrual 
policies to meet the unique needs of migratory children resulting from 
educational disruptions, including for secondary school-aged students, 
such as consolidation of partial credits, out-of-State administration 
of mandated State assessments, and flexible credit accrual options.
    Absolute Priority 2: Services designed (based on a review of 
evidence-based research) to strengthen the involvement of migratory 
parents in the education of migratory students whose education is 
interrupted.
    Absolute Priority 3: Services designed (based on a review of 
evidence-based research) to improve the educational attainment of out-
of-school migratory youth whose education is interrupted.
    Competitive Preference Priorities: For FY 2020, these priorities 
are competitive preference priorities. Within Absolute Priorities 2 and 
3, we give competitive preference to applications that address one of 
the following priorities. Under 34 CFR 75.105(c)(2)(i) we award up to 
an additional 10 points to an application, depending on how well the 
application meets one of the competitive preference priorities.
    The priorities are:
    Competitive Preference Priority 1: Promoting Science, Technology, 
Engineering, and Math (STEM) Education, With a Particular Focus on 
Computer Science (Up to 10 points).
    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 supporting student mastery of key 
prerequisites (e.g., Algebra I) to ensure success in all STEM fields, 
including computer science (notwithstanding the definition in this 
notice); exposing children or students to building-block skills (such 
as critical thinking and problem-solving,

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gained through hands-on, inquiry-based learning); or supporting the 
development of proficiency in the use of computer applications 
necessary to transition from a user of technologies, particularly 
computer technologies, to a developer of them.
    Competitive Preference Priority 2: Promoting Economic Opportunity 
(Up to 10 points).
    Projects designed to increase educational opportunities by reducing 
academic or nonacademic barriers to economic mobility. These projects 
must address creating or supporting alternative paths to a regular high 
school diploma (as defined in section 8101(43) of the ESEA) or 
recognized postsecondary credentials (as defined in section 3(52) of 
the Workforce Innovation and Opportunity Act (WIOA)) for students whose 
environments outside of school, disengagement with a traditional 
curriculum, homelessness, or other challenges make it more difficult 
for them to complete an educational program.
    Definitions: The following definitions apply to this competition. 
The definition of ``computer science'' is from the Supplemental 
Priorities. The definitions of ``demonstrates a rationale'' and 
``evidence-based'' are from 34 CFR 77.1(c). The definition of 
``recognized postsecondary credential'' is from section 3(52) of WIOA. 
The definition of ``regular high school diploma'' is from section 
8101(43) of the ESEA.
    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 (as defined 
in 34 CFR 77.1(c)) included in the project's logic model (as defined in 
34 CFR 77.1(c)) is informed by research or evaluation findings that 
suggest the project component is likely to improve relevant outcomes 
(as defined in 34 CFR 77.1(c)).
    Evidence-based means the proposed project component (as defined in 
34 CFR 77.1(c)) is supported by one or more of strong evidence (as 
defined in 34 CFR 77.1(c)), moderate evidence (as defined in 34 CFR 
77.1(c)), promising evidence (as defined in 34 CFR 77.1(c)), or 
evidence that demonstrates a rationale.
    Recognized postsecondary credential means a credential consisting 
of an industry-recognized certificate or certification, a certificate 
of completion of an apprenticeship, a license recognized by the State 
involved or Federal Government, or an associate or baccalaureate 
degree.
    Regular high school diploma means the standard high school diploma 
awarded to the preponderance of students in the State that is fully 
aligned with State standards, or a higher diploma, except that a 
regular high school diploma shall not be aligned to the alternate 
academic achievement standards described in section 1111(b)(1)(E) of 
the ESEA; and does not include a recognized equivalent of a diploma, 
such as a general equivalency diploma, certificate of completion, 
certificate of attendance, or similar lesser credential.
    Waiver of Proposed Rulemaking: The term ``scientifically based'' 
has been replaced with the term ``evidence-based,'' as defined in 34 
CFR 77.1(c). Under the Administrative Procedure Act (5 U.S.C. 553) 
(APA) the Department generally offers interested parties the 
opportunity to comment on proposed regulations. However, the APA 
provides that an agency is not required to conduct notice-and-comment 
rulemaking when the agency, for good cause, finds that the requirement 
is impracticable, unnecessary, or contrary to the public interest (5 
U.S.C. 553(b)(B) and (d)(3)). There is good cause to waive rulemaking 
in this case because the term ``scientifically based'' and its 
definition are no longer in statute. Therefore, under 5 U.S.C. 
553(b)(B), the Secretary has determined that obtaining public comment 
on the removal of the term ``scientifically based'' and the adoption of 
the term ``evidence-based'' is unnecessary and contrary to the public 
interest.
    The APA also generally requires that regulations be published at 
least 30 days before their effective date, unless the agency has good 
cause to implement its regulations sooner (5 U.S.C. 553(d)(3)). Because 
this final regulatory action merely updates outdated regulations, the 
Secretary also has good cause to waive the 30-day delay in the 
effective date of these regulatory changes under 5 U.S.C. 553(d)(3).
    Program Authority: 20 U.S.C. 6398(d).
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75 (except 75.232), 76, 77, 
79, 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 2004 CIG NFR. 
(e) The 2008 CIG NFP. (f) The notice of final requirement published in 
the Federal Register on December 31, 2013 (78 FR 79613). (g) The MEP 
regulations in 34 CFR 200.81-200.89. (h) The Supplemental Priorities.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

II. Award Information

    Type of Award: Formula grants.
    Estimated Available Funds: $3,000,000.
    Estimated Range of Awards: $50,000-$150,000.
    The actual size of an SEA's award will depend on the number of SEAs 
that participate in high-quality consortia and the size of those SEAs' 
MEP formula grant allocations.
    Estimated Average Size of Awards: $100,000.
    Maximum Award: An SEA cannot receive an incentive award that 
exceeds its MEP Basic State Formula grant allocation or $250,000, 
whichever is less, for a single budget period of 12 months.
    Estimated Number of Awards: 30 SEA awards. An SEA that participates 
in a consortium may receive only one incentive grant award regardless 
of the number of consortia in which it participates.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 36 months.

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III. Eligibility Information

    1. Eligible Applicants: SEAs receiving MEP Basic State Formula 
grants, in a consortium with one or more other SEAs or other 
appropriate entities. An application for an incentive grant must be 
submitted by an SEA that will act as the ``lead SEA'' for the proposed 
consortium.
    2. a. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    b. Supplement-Not-Supplant: This program involves supplement-not-
supplant funding requirements. Pursuant to the 2004 CIG NFR, the 
supplement-not-supplant provisions in sections 1118(b) and 1304(c)(2) 
of the ESEA are applicable to this program.
    3. Subgrantees: Under 34 CFR 75.708(b) and (c) a grantee under this 
competition may award subgrants. Pursuant to ESEA section 1302, the 
Secretary makes grants to SEAs, or combinations of such agencies, to 
establish or improve, directly or through local operating agencies, 
programs of education for migratory children.

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.
    Note: Applicants are not required to submit Budget information (ED 
524). Please see the application package for a complete list of 
application requirements.
    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.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative (Part III of 
the application) is where you, the applicant, address the selection 
criteria that reviewers use to evaluate your application. We recommend 
that you (1) limit the application narrative to no more than 25 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).
    5. Use of CIG Funds: SEAs in consortia receiving awards must 
implement the activities described in their project applications as a 
condition of their receipt of funds. CIG awards are treated as 
additional funds available to an SEA under the MEP Basic State Formula 
grant program. Moreover, general requirements governing the use and 
reporting of awarded funds would be governed by provisions of 34 CFR 
part 76, which govern State-administered formula grant programs, and 
the Uniform Administrative Requirements, Cost Principles, and Audit 
Requirements for Federal Awards in 2 CFR part 200.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this program are 
from 34 CFR part 75.210 and are as follows:
    (a) Significance (10 points). The Secretary considers the 
significance of the proposed project. In determining the significance 
of the proposed project, the Secretary considers:
    (1) The extent to which the proposed project is likely to build 
local capacity to provide, improve, or expand services that address the 
needs of the target population. (Up to 5 points)
    (2) The extent to which the results of the proposed project are to 
be disseminated in ways that will enable others to use the information 
or strategies. (Up to 5 points)
    (b) Quality of the project design (30 points). The Secretary 
considers the quality of the design of the proposed project. In 
determining the quality of the design of the proposed project, the 
Secretary considers:
    (1) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable. 
(Up to 10 points)
    (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. (Up to 7 points)
    (3) The extent to which the proposed project will establish 
linkages with other appropriate agencies and organizations providing 
services to the target population. (Up to 5 points)
    (4) The extent to which the proposed project demonstrates a 
rationale (as defined in this notice). (Up to 8 points)
    (c) Quality of project services (30 points). The Secretary 
considers the quality of the services to be provided by the proposed 
project.
    (1) 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. (Up to 3 points)
    (2) In addition, the Secretary considers the following factors:
    (i) The extent to which the services to be provided by the proposed 
project are appropriate to the needs of the intended recipients or 
beneficiaries of those services. (Up to 10 points)
    (ii) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services. (Up to 
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. (Up to 7 points)
    (d) Quality of the management plan (10 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 procedures for ensuring feedback and continuous 
improvement in the operation of the proposed project. (Up to 2 points)
    (2) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project. (Up to 3 points)
    (3) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project. (Up to 5 points)
    (e) Quality of the project evaluation (20 points). The Secretary 
considers the quality of the evaluation to be conducted of the proposed 
project. In determining the quality of the project evaluation, the 
Secretary considers:
    (1) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project. (Up to 10 points)

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    (2) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes. (Up to 10 points)
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any 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 as directed by the Secretary. If you receive a 
multiyear award, you must submit an annual performance report that 
provides the most current performance information as directed by the 
Secretary under 34 CFR 75.118. The Secretary may also require more 
frequent performance reports under 34 CFR 75.720(c). For specific 
requirements on reporting, please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: Consortium grantees are required to report 
on their project's effectiveness based on the project objectives, 
performance measures, and scheduled activities outlined in the 
consortium's application.
    In addition, all grantees are required, under 34 CFR 80.40(b), to 
report on the Government Performance and Results Act of 1993 (GPRA) 
indicators as part of their Consolidated State Performance Report. The 
GPRA indicators established by the Department for the MEP, of which the 
Consortium Incentive Grants are a component, are--
    (a) The percentage of MEP students that scored at or above 
proficient on their State's annual Reading/Language Arts assessments in 
grades 3-8;
    (b) The percentage of MEP students that scored at or above 
proficient on their State's annual Mathematics assessments in grades 3-
8;
    (c) The percentage of MEP students who were enrolled in grades 7-
12, and graduated or were promoted to the next grade level; and
    (d) The percentage of MEP students who entered 11th grade that had 
received full credit for Algebra I or a higher Mathematics course.
    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 and whether the grantee has expended funds consistent with 
MEP requirements.

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

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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 
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    Dated: February 20, 2020.
Frank T. Brogan,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 2020-03763 Filed 2-24-20; 8:45 am]
 BILLING CODE 4000-01-P