[Federal Register Volume 85, Number 85 (Friday, May 1, 2020)]
[Notices]
[Pages 25411-25417]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2020-09274]
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DEPARTMENT OF EDUCATION
Notice Inviting Applications (NIA) for the FY 2020; Education
Stabilization Fund-Rethink K-12 Education Models (ESF-REM)
Discretionary Grant 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 an NIA for
eligible applicants for the FY 2020 ESF-REM Grants program under
section 18001(a)(3) of Division B of the Coronavirus Aid, Relief, and
Economic Security Act (CARES Act), Catalog of Federal Domestic
Assistance (CFDA) number 84.425B. This notice relates to the approved
information collection under OMB control number 1894-0006.
DATES:
Applications Available: April 30, 2020.
Deadline for Notice of Intent to Apply: May 19, 2020.
Deadline for Transmittal of Applications: June 29, 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: Jennifer Todd, U.S. Department of
Education, 400 Maryland Avenue SW, room 3E303, Washington, DC 20202.
Telephone: (202) 453-6984. Email: [email protected]. Website: https://oese.ed.gov/offices/education-stabilization-fund/states-highest-coronavirus-burden/.
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:
[[Page 25412]]
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of the ESF-REM Grants program is to
provide support through discretionary grants to State educational
agencies (SEAs) (as defined in this notice) in States with the highest
coronavirus burden (as defined in this notice) to address specific
educational needs of students, their parents, and teachers in public
and non-public elementary and secondary schools in accordance with
section 18001(a)(3) of the CARES Act.
Background: The Education Stabilization Fund (ESF) is a new
appropriation of approximately $30.75 billion that creates funding
streams for several distinct education programs that address the impact
of the Novel Coronavirus Disease 2019 (COVID-19) on educational
services across the Nation. Under all of these Department programs
including the ESF-REM grants, the Department will make awards to States
for a variety of activities to help prevent, prepare for, and respond
to the devastating effects of COVID-19. The coronavirus pandemic has
resulted in not only a public health crisis, but school closures across
the country impacting over 40 million students. For that reason,
responding effectively to coronavirus must include addressing remote
learning (as defined in this notice) needs of students throughout the
United States. In addition to this NIA, the Department is also
publishing a notice elsewhere in the Federal Register for Education
Stabilization Fund--Reimagining Workforce Preparation (ESF-RWP)
Discretionary Grant program, which will help States and communities
respond to coronavirus by creating new opportunities for unemployed
individuals to regain their economic security through small business
creation and career pathways that lead to a recognized postsecondary
credential.
The ESF-REM Grants competition includes three absolute priorities
of which the applicant addresses one priority. An SEA may only submit
one application to the ESF-REM Grants competition.
Under Absolute Priority 1, applicants must provide funding through
microgrants (as defined in this notice) to allow parents (as defined in
this notice) to meet the educational needs of their school-age
children, through increased access to high-quality remote learning to
support their educational needs, as these terms are defined in this
notice. This priority is intended to address the individual needs of
students and promote continuity of learning. In their applications,
States would identify proposed uses of funds including the types of
education and related services, expenses, and providers that would be
available through microgrants.
Absolute Priority 2 encourages the development and/or expansion of
a high-quality course-access program (as these terms are defined in
this notice) or statewide virtual school (as defined in this notice).
Course-access programs enable students to select from different courses
offered by any public school in the State or by third-party providers,
regardless of a student's assigned school. Research has shown that
expanding online access to advanced coursework not otherwise available
is an effective way to broaden access and may increase the likelihood
of these students taking other advanced courses. (Heppen, J.B.,
Walters, K., Clements, M., Faria, A., Tobey, C., Sorensen, N., & Culp,
K. (2012)) Virtual schools can offer flexibility to students who may
have difficulty accessing or attending brick-and-mortar schools,
especially given school closures. One study of a statewide virtual
school in the southern U.S. suggested a virtual school may produce
similar outcomes at a lower overall cost than traditional schooling and
that students may in fact be more productive in a virtual school
environment. (Chingos, M. and Schwert, G. (2014))
Absolute Priority 3 allows applicants to propose their own
educational strategies that demonstrate a rationale (as defined in this
notice) to address the specific educational needs of their States, as
related to remote learning.
Priorities: This notice contains three absolute priorities. We are
establishing these priorities for the FY 2020 grant competition, and
any subsequent year in which we make awards from the list of unfunded
applications from this competition, in accordance with section
437(d)(1) of the General Education Provisions Act (GEPA), 20 U.S.C.
1232(d)(1).
Absolute Priorities: These priorities are absolute priorities.
Under 34 CFR 75.105(c)(3) we consider only applications that meet one
of these absolute priorities. The Secretary intends to award grants
under each of the absolute priorities for which applications of
sufficient quality are submitted. Because applications will be placed
in rank order separately by absolute priority, applicants must clearly
identify the specific absolute priority that the proposed project
addresses. Each State may submit only one application under this
competition that addresses one absolute priority. In selecting grantees
across Absolute Priorities 1-3, the Department may fund applications
from one absolute priority with a higher or lower score than an
application from another absolute priority and may also reallocate
among these priorities based on the quality of applications.
These priorities are:
Absolute Priority 1--Continued Learning Parent Microgrants.
Applications that propose microgrants to allow a parent to access
high-quality remote learning options from a list of education and
related services, expenses, and providers, which may include any needed
connectivity and devices, that meets the student's educational needs. A
State must--
(a) Provide the parents and students with a list of service
providers from which the parents and students may select.
(b) Include more than one education service for remote learning
that parents and students may choose, which may include--
(1) Tuition and fees for a public or private course or program,
especially online;
(2) Concurrent and dual enrollment at a postsecondary institution
particularly for career and technical education experiences;
(3) Special education and related services including therapies;
Note: Any services provided do not alter a local educational
agency's (LEA's) obligation to provide supports and services to a
child with a disability under Part B of the Individuals with
Disabilities Act (IDEA) and under Section 504 of the Rehabilitation
Act of 1973.
(4) Contracted educational services provided by a public or
nonpublic school;
(5) Tutoring;
(6) Summer or afterschool education programs;
(7) Testing preparation and examination fees, including Advanced
Placement examinations, industry certification exams, state licensure
exams, and any examinations related to college or university admission;
(8) Academic, college, and career counseling services;
(9) Application fees, including for public and non-public school
students;
(10) Textbooks, curriculum, or other instructional materials; and
(11) Other education-related services and materials that are
reasonable and necessary, which may include, but cannot be the only
microgrant account use--
(i) Computer hardware, software, or other technological devices
including adaptive devices;
(ii) internet access or hotspots;
[[Page 25413]]
(iii) Textbooks, curriculum, or other instructional materials; and
(c) Provide an online and other method to enable parents and
students to select services and ensure that the parent's microgrant
account is established within the project period of the grant and the
parent is aware of how much funds are available. Such a method must--
(1) Reach out to the most disadvantaged students and parents;
(2) Ensure that funds will be transferred directly from the State
to the selected service provider;
(3) Include multiple service providers including non-government
service providers; and
(4) Provide tools to help parents choose the most appropriate and
effective services for their children.
(d) Include a parent involvement and feedback process that--
(1) Describes a way for parents to request services or providers
that are not currently offered and provide input on services provided
in the creation of the list and through the project, and describes how
the grantee will provide parents with written responses to requests
within 30 days; and
(2) Support the grantee in outreach to parents and to assist
parents, which may include a parent liaison, and the grantee with the
process by which a parent can request services or providers, including
services or providers not already specified by the State;
(3) Include a fair and documented process to choose students to be
served, such as a lottery or other transparent criteria (e.g., based on
particular types of need such as disability status or family income),
in the event that the number of requests from parents of public and
non-public school students for services under the project exceeds the
available capacity, with regard to the number or intensity of services
offered; and
(4) Ensure that at least 80 percent of grant funds are used for
services directly utilized by public and non-public school students
under the microgrants, and no more than five percent of grant funds are
used for administrative costs (as defined in this notice).
Absolute Priority 2--Statewide Virtual Learning and Course Access
Programs.
Applications that propose projects to--
(a) Develop a statewide virtual learning or course access program,
such as by--
(1) Designing and assembling high-quality educational content; and
(2) Creating and launching the platform of a statewide virtual
learning or course-access program; or
(b) Expand an existing statewide virtual learning or high-quality
course access program, such as by--
(1) Serving more students;
(2) Adding new courses based on student and parent interest or
alignment with workforce development needs; and
(3) Implementing new instructional strategies (e.g. competency-
based instruction).
In addition to addressing (a) or (b), an application must propose
to--
(c) Implement a statewide course-access program or virtual school;
(d) Widely disseminate information on the availability of course-
access programs or virtual school programs; and
(e) Include a parent involvement and feedback process that--
(1) Describes a way for parents to request courses or programming
that are not currently offered and provide input on services provided
through the project, and how the State will carefully consider such
comments;
(2) May include a parent liaison to support the grantee in outreach
to parents and to assist parents and the grantee with the process by
which a parent can request courses and programming; and (3) Include a
fair and documented process to choose students to be served, such as a
lottery or other transparent criteria (e.g., based on particular types
of need such as disability status or family income), in the event that
the number of requests from parents of public and non-public school
students for services under the project exceeds the available capacity,
with regard to the number or intensity of services offered.
To meet this absolute priority, the applicant must describe how its
course-access program as a whole would make a broad range of courses
widely available and free for all students in the State, though a
particular course need not be available to every student in the State,
or how a statewide virtual school would be established or significantly
expanded providing both a full-time education program or supplemental
education available to all students in the State. Applicants should
describe how they will determine which courses or programming to
develop or expand, based on students' needs and how it will ensure the
courses it offers are high-quality.
Applicants are encouraged to design programs using common schema
and linked data standards compatible with interoperable learning
records, as defined in the American Workforce Policy Advisory Board,
``White Paper on Interoperable Learning Records,'' September 2019,
available at: www.commerce.gov/sites/default/files/2019-09/ILR_White_Paper_FINAL_EBOOK.pdf.
Absolute Priority 3--Field-Initiated Projects for Educational
Models for Remote Learning to Improve Student Outcomes.
Applications that propose projects that demonstrate a rationale and
that are designed to create, develop, implement, replicate, or take to
scale field-initiated educational models for remote learning. Projects
should address specific needs pertaining to accessing high-quality
remote learning opportunities.
Note: An applicant addressing any one of absolute priorities
must ensure equitable access (as defined in this notice) for non-
public school students.
Definitions: The definitions of ``local educational agency,''
``parent,'' and ``State educational agency'' are from section 8101 of
the ESEA (20 U.S.C. 7801). The definitions for ``ambitious,''
``baseline,'' ``demonstrates a rationale,'' ``logic model,''
``performance measure,'' ``performance target,'' ``project component,''
and ``relevant outcome'' are from 34 CFR 77.1. We are establishing the
definitions for ``administrative costs,'' ``coronavirus burden,''
``course-access program,'' ``equitable access,'' ``high-quality,''
``microgrant,'' ``remote learning,'' and ``statewide virtual school''
for the FY 2020 grant competition and any subsequent year in which we
make awards from the list of unfunded applications from this
competition in accordance with section 437(d)(1) of GEPA, 20 U.S.C.
1232(d)(1).
Administrative costs mean expenses that include costs (direct and
indirect) involved in the proper and efficient performance and
administration of this Federal grant.
Ambitious means promoting continued, meaningful improvement for
program participants or for other individuals or entities affected by
the grant or representing a significant advancement in the field of
education research, practices, or methodologies. When used to describe
a performance target (as defined in this notice), whether a performance
target is ambitious depends upon the context of the relevant
performance measure (as defined in this notice) and the baseline (as
defined in this notice) for that measure.
Baseline means the starting point from which performance is
measured and targets are set.
Coronavirus burden means burden on a State from coronavirus based
on the measures in the application package and any measures identified
by the
[[Page 25414]]
applicant in response to Application Requirement 3.
Course-access program means a program that--
(1) Provides students the option to enroll in one or more courses
that are not currently offered virtually or otherwise available in the
student's school;
(2) Includes courses offered by multiple providers, from which
students, or parents on behalf of students, may choose;
(3) Makes available courses for remote learning;
(4) Ensures that coursework materials and the formats and
technologies by which they are made available are accessible to
students with disabilities; and
(5) Is available to all students in the State, including non-public
school students on an equitable basis.
Demonstrates a rationale means a key project component included in
the project's logic model (as defined in this notice) is informed by
research or evaluation findings that suggest the project component is
likely to improve relevant outcomes.
Equitable access means a grantee must provide students enrolled in
non-public schools with the same opportunity to access program benefits
as students attending public schools, which may include proportional
provision of services to both public and non-public school students.
High-quality means the project described in the grant application
should consider available research in the design of the project and
collect and disseminate information about the results of the project,
such as student outcomes, student participation and parental
satisfaction.
Local educational agency (LEA) means--
(a) A public board of education or other public authority legally
constituted within a State for either administrative control or
direction of, or to perform a service function for, public elementary
schools or secondary schools in a city, county, township, school
district, or other political subdivision of a State, or of or for a
combination of school districts or counties that is recognized in a
State as an administrative agency for its public elementary schools or
secondary schools.
(b) The term includes any other public institution or agency having
administrative control and direction of a public elementary school or
secondary school.
(c) The term includes an elementary school or secondary school
funded by the Bureau of Indian Education but only to the extent that
including the school makes the school eligible for programs for which
specific eligibility is not provided to the school in another provision
of law and the school does not have a student population that is
smaller than the student population of the LEA (as defined in this
notice) receiving assistance under the ESEA with the smallest student
population, except that the school shall not be subject to the
jurisdiction of any SEA other than the Bureau of Indian Education.
(d) The term includes educational service agencies and consortia of
those agencies.
(e) The term includes the SEA in a State in which the SEA is the
sole educational agency for all public schools.
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.
Microgrant means an account established for a parent that provides
funds directly to service providers to expand educational choice. The
parent must have easy access to and visibility into the account and it
must allow the parent to select particular education services,
expenses, or materials, to expand the ability to choose high-quality
educational opportunities to meet their needs.
Parent--The term ``parent'' includes a legal guardian or other
person standing in loco parentis (such as a grandparent or stepparent
with whom the child lives, or a person who is legally responsible for
the child's welfare).
Performance measure means any quantitative indicator, statistic, or
metric used to gauge program or project performance.
Performance target means a level of performance that an applicant
would seek to meet during the course of a project or as a result of a
project.
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).
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.
Remote learning means educational or instructional programming that
mostly occurs away from the physical school building and is delivered
in a student-focused manner that addresses a student's educational
needs. This includes both non-technology-based learning (e.g., paper
packets, in-person tutoring) and ``distance education'' as defined in
section 103(7) of the Higher Education Act of 1965, as amended, and
``distance learning'' as defined in ESEA section 8101(14).
State educational agency (SEA) means the agency primarily
responsible for the State supervision of public elementary or secondary
schools.
Statewide virtual school means an online education program
available to public and non-public school students that provides full-
time education and supplemental coursework to students in other full-
time education programs.
Application Requirements: The following application requirements
are established for the FY 2020 ESF-REM Grants competition and any
subsequent year in which we make awards from the list of unfunded
applications from this competition in accordance with section 437(d)(1)
of GEPA, 20 U.S.C. 1232(d)(1). Applicants must address the following
application requirements:
(1) Describe the applicant's approach to addressing one of the
three absolute priorities contained in this notice. This description
should include an implementation plan and timeline for key grant
activities and a plan for how the applicant will assess the number of
students served, and, if applying for Absolute Priority 1, how the
grantee will select parents to receive microgrants; how the applicant
will assess parent satisfaction with the State's grant-related remote
learning offerings; and the number and different types, as defined by
the grantee, of new remote learning options provided in order to
address the performance measures for the grant.
(2) Provide an analysis of the immediate needs in the State to
support remote learning and describe how the proposed project will
address those needs.
(3) Include a description of the State's coronavirus burden based
on indicators and information factors other than those provided in the
application package that demonstrate the significance of the impact of
COVID-19 on students, parents, and schools in the State. This
description may include additional data, including other public health
measures such as coronavirus-related
[[Page 25415]]
deaths per capita, or any other relevant education, labor or
demographic data.
(4) Provide an analysis of State assets and collaborative efforts
made by the State (including supports already provided from Federal and
non-Federal sources) to improve outcomes for students during this
national emergency, including, at a minimum, parent and student
supports and collaborations with nonprofits, local businesses, LEAs,
institutions of higher education, and other relevant stakeholders. At a
minimum this analysis should also include the following:
(a) A description of the steps the State is taking at the time of
the application to address the State's immediate education needs.
(b) A description of the barriers the State has faced in meeting
such needs.
(5) Provide an assurance that the applicant will provide
information to the Secretary, as requested, for evaluations that the
Secretary may carry out. This may include, but is not limited to,
working with grantees at the outset of the grant to establish common
performance measures.
This may include, but is not limited to, working with grantees at
the outset of the grant to establish common performance measures, data
elements, or data definitions.
(6) Demonstrate support for the proposed project by the Governor of
the State, such as through a letter signed by the Governor.
Exemption from Rulemaking: Under the Administrative Procedure Act
(5 U.S.C. 553) the Department generally offers interested parties the
opportunity to comment on proposed priorities, selection criteria,
definitions, and other requirements. Section 437(d)(1) of GEPA,
however, allows the Secretary to exempt from rulemaking requirements
regulations governing the first grant competition under a new or
substantially revised program authority. This is the first grant
competition for this program under section 18001(a)(3) of the CARES
Act, and therefore qualifies for this exemption. In order to ensure
timely grant awards, the Secretary has decided to forgo public comment
on the priorities, requirements, definitions, and selection criteria
under section 437(d)(1) of GEPA.
Program Authority: Section 18001(a)(3) of Title VIII of Division B
of the CARES Act, Public Law 116-36 (enacted March 27, 2020).
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 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.
II. Award Information
Estimated Available Funds: $180,000,000.
These estimated available funds are the amount available for ESF-
REM grants under the FY 2020 CARES Act. The Department will determine
the number of awards to be made under each absolute priority based on
the quality of applications received consistent with the selection
criteria and priorities. It will also determine the size of an award
made to an eligible applicant based on a review of the eligible
applicant's budget. The Department may use any unused funds designated
for this competition to make awards under the ESF-REM program.
Estimated Range of Awards: $5,000,000-$20,000,000.
Estimated Average Size of Awards: $15,000,000.
Estimated Number of Awards: 13-14; 4 awards under each absolute
priority, dependent on sufficient quality.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 36 months.
III. Eligibility Information
1. Eligible Applicants: SEAs.
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
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.
Grants.gov has relaxed the requirement for applicants to have an active
registration in the System for Award Management (SAM) in order to apply
for funding. In the event a registration expires before an award is
issued, the Department will relax the active registration requirement
and not delay funds due to the COVID-19 crisis.
2. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. However, under 34
CFR 79.8(a), we waive intergovernmental review in order to make timely
awards.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice. Each
eligible entity may charge an amount of administrative costs that is
reasonable and necessary to effectively administer the program
consistent with cost principles in 2 CFR part 200, subpart E of the
Uniform Administrative Requirements, Cost Principles, and Audit
Requirements for Federal Awards (Uniform Guidance). Administrative
costs include costs (direct and indirect) involved in the proper and
efficient performance and administration of this Federal grant.
However, to maximize the funds available for services to students and
the public, the Department encourages each eligible entity to minimize
the amount of administrative costs charged to the program.
4. Recommended Page Limit: The application narrative (Part III of
the application) is where you, the applicant, address the selection
criteria and priority 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.
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 Part I, the cover
sheet; Part II, the budget section, including the narrative budget
justification; Part IV, the assurances and certifications; or the one-
page abstract, the resumes, the letters of support, or the appendices.
However, the recommended page limit does apply to all of the
application narrative.
5. Notice of Intent to Apply: We will be able to develop a more
efficient process for reviewing grant applications
[[Page 25416]]
if we know the approximate number of applicants that intend to apply
for funding under this competition. Therefore, the Secretary strongly
encourages each potential applicant to notify us of the applicant's
intent to submit an application by sending an email to [email protected]
with ESF-REM Intent to Apply in the subject line. Applicants that do
not send a notice of intent to apply may still apply for funding.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are either from 34 CFR 75.210, or are being established for the FY 2020
grant competition and any subsequent year in which we make awards from
the list of unfunded applications from this competition in accordance
with section 437(d)(1) of GEPA, 20 U.S.C. 1232(d)(1). The points
assigned to each criterion are indicated in the parentheses next to the
criterion. An applicant may earn up to a total of 100 points based on
the selection criteria for the application.
A. Highest Coronavirus Burden (up to 40 points).
In determining the States with the highest coronavirus burden, the
Secretary considers the extent to which the State has a high
coronavirus burden as follows:
(1) The extent to which the applicant, based on the factors listed
in the application package, when weighted equally, is in the--
(i) Up to 20th percentile of coronavirus burden (4 points);
(ii) 21st to 40th percentile of coronavirus burden (8 points);
(iii) 41st to 60th percentile of coronavirus burden (12 points);
(iv) 61st to 80th percentile of coronavirus burden (16 points); or
(v) 81st to 100th percentile of coronavirus burden. (20 points)
(GEPA Waiver)
(2) The extent to which the applicant has a high coronavirus burden
based on indicators and information factors identified by the applicant
in response to Application Requirement 3. (20 points) (GEPA Waiver)
B. Quality of Project Services and Project Plan (up to 35 points).
The Secretary considers the quality of project services and project
plan.
In determining the quality of the project services and project
plan, 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 5 points)
In addition, the Secretary considers--
(1) The extent to which the proposed project is an exceptional
approach to absolute priority being addressed and includes a detailed
project plan for addressing the absolute priority. (up to 10 points)
(GEPA waiver)
(2) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project to respond to the needs of students.
(up to 10 points) (GEPA waiver)
(3) The likelihood that the services to be provided by the proposed
project will expand access to remote learning options and lead to
improvements in student outcomes. (up to 5 points) (GEPA waiver)
(4) The extent to which the services to be provided by the proposed
project reflect up-to-date knowledge from research and effective
practice. (up to 5 points) (GEPA waiver)
C. Quality of the Management Plan and Adequacy of Resources (up to
25 points).
The Secretary considers the quality of the management plan and
adequacy of resources. In determining the quality of the management
plan and adequacy of resources, the Secretary considers--
(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. (up to 5 points) (34 CFR 75.210)
(2) The extent to which the proposed use of funds will adequately
support the proposed project. (up to 5 points) (GEPA waiver)
(3) The extent to which the costs are reasonable in relation to the
objectives, design, and potential significance of the proposed project.
(up to 5 points) (34 CFR 75.210)
(4) The extent to which the costs are reasonable in relation to the
number of persons to be served and to the anticipated results and
benefits. (up to 10 points) (34 CFR 75.210)
2. Review and Selection Process: The Department will announce
awards within 30 days of the deadline for transmittal of applications
of this competition. 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).
Before making awards, we will screen applications submitted in
accordance with the requirements in this notice to determine whether
applications have met eligibility and other requirements. This
screening process may occur at various stages of the process;
applicants that are determined to be ineligible will not receive a
grant, regardless of peer reviewer scores or comments.
Peer reviewers will read, prepare a written evaluation of, and
score the assigned applications, using the selection criteria provided
in this notice.
3. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.205, before awarding grants under this competition 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.
[[Page 25417]]
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 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) In addition to annual performance reporting, a grantee must
submit to the Department a quarterly report that provides data and
information meeting the requirements of section 15011 of the CARES Act.
(c) 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.
(d) 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: We have established the following
performance measures for the ESF-REM Grants program: (1) The number of
students served by the project; (2) the percentage of parents who
reported satisfaction with the remote learning options available; and
(3) the number and different types, as defined by the grantee, of new
remote learning options provided.
In addition, applicants must propose project-specific performance
measures and performance targets consistent with the objectives of the
proposed project, which must include at least one student-based
educational outcome measure.
Applicants must provide the following information as directed under
34 CFR 75.110(b) and (c):
(a) Performance Measures. How each proposed performance measure
would accurately measure the performance of the project and how the
proposed performance measures would be consistent with the performance
measures established for the program funding the competition.
(b) Baseline Data.
(i) Why each proposed baseline is valid; or
(ii) If the applicant has determined that there are no established
baseline data for a particular performance measure, an explanation of
why there is no established baseline and of how and when, during the
project period, the applicant would establish a valid baseline for the
performance measure.
(c) Performance Targets. Why each proposed performance target is
ambitious (as defined in this notice) yet achievable compared to the
baseline for the performance measure and when, during the project
period, the applicant would meet the performance target(s).
(d) Data Collection and Reporting.
(i) The data collection and reporting methods the applicant would
use and why those methods are likely to yield reliable, valid, and
meaningful performance data; and
(ii) The applicant's capacity to collect and report reliable,
valid, and meaningful performance data, as evidenced by high-quality
data collection, analysis, and reporting in other projects or research.
All grantees must submit an annual performance report with
information that is responsive to these performance measures.
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 Brogan,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 2020-09274 Filed 4-30-20; 8:45 am]
BILLING CODE 4000-01-P