[Federal Register Volume 85, Number 103 (Thursday, May 28, 2020)]
[Notices]
[Pages 32025-32031]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2020-11388]
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DEPARTMENT OF EDUCATION
Applications for New Awards; School-Based Mental Health Services
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 a notice
inviting applications for fiscal year (FY) 2020 for the School-Based
Mental Health Services Grant Program, Catalog of Federal Domestic
Assistance (CFDA) number 84.184H. This notice relates to the approved
information collection under OMB control number 1894-0006.
DATES:
Applications Available: May 28, 2020.
Deadline for Transmittal of Applications: July 13, 2020.
Deadline for Intergovernmental Review: This competition is subject
to Executive Order 12372 and the regulations in 34 CFR part 79.
However, under 34 CFR 79.8(a), we waive intergovernmental review in
order to make awards by the end of FY 2020.
ADDRESSES: For the address 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: Amy Banks, U.S. Department of
Education, 400 Maryland Avenue SW, Room 3E257, Washington, DC 20202-
6450. Telephone: (202) 453-6704. 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 School-Based Mental Health Services Grant
Program provides competitive grants to State educational agencies
(SEAs) to increase the number of qualified (i.e., licensed, certified,
well-trained, or credentialed, each as defined in this notice) mental
health service providers (service providers) providing school-based
mental health services to students in local educational agencies (LEAs)
with demonstrated need (as defined in this notice).
Background: In the Department's FY 2020 appropriations, Congress
increased funding for the School Safety National Activities program,
and included direction in the Explanatory Statement that $10 million be
used to increase the number of counselors, social workers,
psychologists, or other service providers who provide school-based
mental health services to students. Under this competition the
Department will award grants for that purpose. As indicated in the
absolute priority in this notice, the focus of these grants will be
increasing the number of service providers in LEAs with demonstrated
need (as defined in this notice) for these services to maximize the
impact given limited available funding. The Department recognizes the
enhanced need for these services and providers due to the Novel
Coronavirus Disease 2019 (COVID-19). Supporting the mental health needs
of all students remains a key focus of the Administration, and these
grants will aid States and school districts in meeting their increasing
local needs.
Note: The provision of medical services by such service
providers is not an allowable use of funds under this grant.
Priorities: This notice contains one absolute priority and two
competitive preference priorities. We are establishing the absolute
priority, competitive preference priority 1, and part 3 of competitive
preference priority 2 for the FY 2020 School-Based Mental Health
Services 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). In accordance with 34 CFR
75.105(b)(2)(ii), part 1 of competitive preference priority 2 is from
the notice of final priorities published in the Federal Register on
March 9, 2020 (85 FR 13640) (Administrative Priorities), and part 2 of
competitive preference priority 2 is from the notice of final priority
published in the Federal Register on November 27, 2019 (84 FR 65300)
(Opportunity Zones NFP).
Absolute Priority: For FY 2020 and any subsequent year in which we
make awards from the list of unfunded applications from this
competition, this priority is an absolute priority. Under 34 CFR
75.105(c)(3) we consider only applications that meet the absolute
priority.
This priority is:
Absolute Priority: To increase the number of qualified school-based
mental health service providers in LEAs with demonstrated need.
To meet this priority, SEAs must propose to increase the number of
qualified school counselors, school social workers, school
psychologists, or other mental health professionals, including those
who provide services remotely (telehealth), by implementing plans to
address the recruitment and retention of service providers in LEAs with
demonstrated need. To meet this priority, applicants must propose plans
that include both recruitment and retention.
1. Recruitment (as defined in this notice) of school-based mental
health providers for services in LEAs with demonstrated need.
An applicant must propose a plan to increase the number of service
providers, including service providers who offer telehealth services,
serving students in LEAs with demonstrated need, such as through
payment towards student loan repayments for those service providers,
promoting cross-State licensing and certification reciprocity for
service providers, or providing incentives for hiring, such as
increased pay or flexibility or creating hybrid roles that allow for
leadership, academic, or research opportunities, or induction programs.
2. Retention (as defined in this notice) of existing school-based
mental health service providers in LEAs with demonstrated need.
An applicant must also propose a plan to improve the likelihood
that qualified service providers providing services in LEAs with
demonstrated need remain in such LEAs over time. Such a plan might
include career pathways programs, recognition and award programs,
mentorship programs, or incentives or payment towards student loan
repayment for continued service and should include considerations for
service providers who offer telehealth services.
3. Demonstration of fiscal control. The applicant must propose
plans that demonstrate it will ensure appropriate
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administrative and fiscal control of grant funds.
Competitive Preference Priorities: For FY 2020 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
fifteen points to an application that meets Competitive Preference
Priority 1, and an additional five points to an applicant that meets
one or more areas within Competitive Preference Priority 2.
Applicants may choose whether or not to address the competitive
preference priorities. An applicant must clearly indicate in the
abstract section of the application if it addresses the competitive
preference priorities. When applying under competitive preference
priority 2, the applicant must provide relevant information in the
abstract, including the name of LEA(s) or school(s) it proposes to
serve and their locale code, Census tract, or status as an ``affected
LEA'' under ESEA section 8538.
These priorities are:
Competitive Preference Priority 1--Respecialization of Existing
Mental Health Service Providers to Qualify Them for Work in LEAs with
Demonstrated Need (up to 15 points).
To meet this priority, an applicant must propose a respecialization
plan that promotes the readiness of service providers who already have
training as social workers, counselors, psychologists, or other related
fields by supporting incremental training needed for working in a K-12
school and that increases the number of service providers who will be
qualified to serve in LEAs with demonstrated need. This can be done by
one or more of the following--
(a) Revising, updating, or streamlining requirements for such
individuals so that additional training or other requirements focus
only on the incremental training needed;
(b) Leveraging technological innovations such as online and
distance learning;
(c) Offering flexible options for completing training that leads
such professionals to meet State requirements; or--
(d) Establishing new State-level programs that provide alternate
means of certification, licensure, or credentialing for such
professionals, including through practical or on-the-job training. Such
approaches must promote readiness to serve in LEAs.
Competitive Preference Priority 2--Rural Applicants; Spurring
Investment in Qualified Opportunity Zones; or American Indian/Alaska
Native Tribal Applicants (0 or 5 points).
Under this priority, an applicant must demonstrate one or more of
the following:
1. Rural Applicants.
(a) The applicant proposes to serve a community that is served by
one or more LEAs with a locale code of 32, 33, 41, 42, or 43; or
(b) The applicant proposes a project in which a majority of the
schools served have a locale code of 32, 33, 41, 42, or 43.
Note: Applicants are encouraged to retrieve locale codes from
the NCES School District search tool (nces.ed.gov/ccd/districtsearch/), where LEAs can be looked up individually to
retrieve locale codes, and Public School search tool (nces.ed.gov/ccd/schoolsearch/), where individual schools can be looked up to
retrieve locale codes.
2. Spurring Investment in Qualified Opportunity Zones. The area in
which the applicant proposes to provide services overlaps with a
Qualified Opportunity Zone, as designated by the Secretary of the
Treasury under section 1400Z-1 of the Internal Revenue Code. An
applicant must--
(a) Provide the census tract number of the Qualified Opportunity
Zone(s) in which it proposes to provide services; and
(b) Describe how the applicant will provide services in the
Qualified Opportunity Zone(s).
Note: A list of Qualified Opportunity Zones, including relevant
census tract numbers, is available at www.cdfifund.gov/Pages/Opportunity-Zones.aspx.
Applicants may also determine whether a particular area overlaps
with a qualified opportunity zone using the National Center of
Education Statistics map located at https://nces.ed.gov/programs/maped/LocaleLookup/.
3. Serving one or more LEA(s) that serve American Indian/Alaska
Native students (as defined in this notice). To meet this part of the
priority, an SEA must demonstrate that it is focusing the proposed
project on one or more LEAs that predominantly serve members of one or
more federally recognized Tribe(s). The applicant must specify the LEA
or LEAs that meet this part of the competitive preference priority.
Note: While an applicant may meet Competitive Preference
Priority 2 in more than one way, an applicant receives no more than
5 points for meeting this priority.
Requirements: We are establishing these application and program
requirements 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).
Application Requirements: In its application, an applicant must
describe the following:
(a) Severity and magnitude of the problem and how it will identify
and select LEAs with demonstrated need to be served by the proposed
plan.
LEAs with demonstrated need are K-12 LEAs that are experiencing
need in regard to mental health services for students, resulting from
high student to mental health service provider ratios as compared to
other LEAs statewide or nationally or LEAs in which the school climate
is negatively impacted by pervasive violence, poverty, substance abuse
(including opioid abuse), suicide, natural or manmade disasters, or
trafficking. LEAs may also demonstrate a need if they have high mental
health service provider to student ratios and have a significant number
of families deployed in the military.
Applicants must describe the lack of school-based service providers
and its effect on students in LEAs to be served by the grant.
Applicants must also describe the nature of the problem for the LEA(s),
based on information including, but not limited to, the most recent
available ratios of service providers to students enrolled in LEAs
designated by the SEA to benefit from the School-Based Mental Health
Services Grant Program, provided in the aggregate and disaggregated by
profession (e.g., school social workers, school psychologists, school
counselors) as compared to local, State, or national data. The
description may also include LEA-level or school-level demographic
data, school climate surveys, school violence/crime data, data related
to suicide rates, and descriptions of barriers to hiring and retaining
service providers in these LEAs.
(b) Logic model.
The applicant must describe its approach to increase the number of
qualified service providers using a logic model (as defined in this
notice), including the key project components and relevant outcomes
(each as defined in this notice). The description should indicate how
the approach taken under this program will update or expand on any
previous approach and how such new approach will take into
consideration the previous barriers.
(c) Detailed project budget, including matching funds.
To promote the sustainability of the school-based mental health
services, all applicants must include matching funds in the amount of
at least 25 percent in their budgets. Budgets must describe
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both how the applicant will meet the 25 percent matching requirement
under this grant, and the source of the funds, such as State, local, or
private resources (see Section III). In addition, the budget must
specify the portion of funds that will be used for respecialization, if
applicable. In total, administrative costs, including funding for
State-level or LEA-level administrative updates that promote
respecialization, if applicable, may not exceed 10 percent of the
annual grant award.
(d) Number of providers.
Applicants must include the most recent available data on the
number of service providers, disaggregated by profession (e.g., school
social workers, school psychologists, school counselors) and the
projected number of service providers they will place into employment
in the identified LEAs for each year of the plan using funds from this
grant or matching funds, including the unduplicated number of service
providers offering telehealth services.
(e) A plan for collaboration and coordination with related Federal,
State, and local organizations and initiatives.
Applicants must describe how they intend to collaborate with State,
regional, and local organizations, such as school social worker
associations, school psychologist associations, school counselor
associations, or colleges or universities, and describe their
relationship and coordination with regional and local mental health,
public health, child welfare, and other community agencies, to achieve
plan goals and objectives of increasing the number of school-based
mental health service providers in LEAs with demonstrated need.
Applicants may also describe proposed coordination with existing
federally funded efforts related to elementary and secondary school
counseling and mental health promotion. If such coordination will
occur, applicants must identify which Federal program(s) they are
coordinating with and how such coordination will promote program
success across multiple programs.
(f) Planned use of grant funds to supplement, and not supplant,
existing school-based mental health services funds and to expand, not
duplicate, efforts to increase the number of providers.
Applicants must describe how project funds will supplement, and not
supplant, non-Federal funds that would otherwise be available for
activities funded under this program.
Applicants must describe how they will use the School-Based Mental
Health Services Grant Program funds to expand, rather than duplicate,
existing, ongoing, or new efforts to increase the number of service
providers in LEAs with demonstrated need that are qualified to provide
school-based mental health services, including providers offering
telehealth services, and how the plan will integrate existing funding
streams and efforts to support the plan.
(g) Options for provision of student mental health services via
secure telehealth services.
If an applicant proposes to allow LEAs to offer telehealth services
to provide school-based mental health services, the applicant must
describe the steps it will require the selected LEA(s) to take in order
to ensure that any service provider offering telehealth services does
so in a manner consistent with the Family Educational Rights and
Privacy Act (FERPA) and the Individuals with Disabilities Education Act
(IDEA), as well as all applicable Federal, State, and local laws and
ethical obligations and ethical requirements and profession-specific
ethical obligations. Under FERPA, LEAs must ensure that reasonable
methods are used to protect personally identifiable information (PII)
from the education records of students (including health records)
maintained by the school or LEA. The description of the provision of
telehealth mental health services to students must also include
proposed methods to ensure equitable access and compliance with
applicable privacy requirements (including FERPA, and the Individuals
with Disabilities Education Act (IDEA)), and identify proposed
technology platforms, and plans for the collection, maintenance and use
or sharing of any PII and student data.
(h) Plan for emergency response.
Applicants must also describe how they will ensure service
providers have emergency response plans in place if students threaten
harm to self or others.
(i) How the SEA determines the selected LEA(s) are prepared to
immediately implement services to address student need.
Applicants must describe how they will determine that each selected
LEA is prepared to effectively utilize the service provider(s) to
address student need.
Program Requirements:
(a) Applicants that receive an award under this program must ensure
that any service provider hired under this grant is qualified to work
in K-12 schools, including a provider that offers telehealth services.
(b) Applicants that receive an award under this program must ensure
that any service provider offering telehealth services does so in a
manner consistent with FERPA and all applicable Federal, State, and
local laws and ethical obligations and ethical requirements.
Definitions: We are establishing the following definitions in this
notice 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): ``certified,'' ``credentialed,'' ``LEA with demonstrated
need,'' ``LEAs that serve American Indian/Alaska Native students,''
``licensed,'' ``recruitment,'' ``respecialization,'' ``retention,''
``school-based mental health service provider,'' ``telehealth,'' and
``well-trained.'' The following definitions are from 34 CFR 77.1:
``logic model,'' ``project component,'' and ``relevant outcome.'' The
following definitions are included for the convenience of the reader:
``local educational agency'' from 20 U.S.C. 7801(30), and ``State
educational agency'' from 20 U.S.C. 7801(49).
Certified means an individual has documented verification of
education, expertise, or training in school psychology, school
counseling, or school social work by a State or other recognized
entity.
Credentialed means an individual who possesses credentialing as a
school psychologist, school counselor, or a school social worker from a
State-level or nationally recognized organization.
LEAs that serve American Indian/Alaska Native students means any
LEAs that are subject to the requirements of section 8538 of the ESEA
(20 U.S.C. 7918).
LEA with demonstrated need means an LEA that demonstrates need in
regard to mental health services for students, resulting from high
student to mental health service provider ratios as compared to other
LEAs statewide or nationally or negative impact on school climate by
pervasive violence, poverty, substance abuse (including opioid abuse),
suicide, natural or manmade disasters, or trafficking. LEAs may also
demonstrate a need if they have high mental health service provider to
student ratios and have a significant number of families deployed in
the military.
Licensed means an individual has a license that represents a
State's legal authority for that individual to serve as a school-based
mental health service professional.
Local educational agency means 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
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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.
(a) The term includes any other public institution or agency having
administrative control and direction of a public elementary school or
secondary school.
(b) 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 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.
(c) The term includes educational service agencies and consortia of
those agencies.
(d) 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.
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).
Recruitment means strategies that help attract professionals into
positions that are otherwise hard to fill or at a level where demand
exceeds supply, including by doing at least two of the following--
(a) Providing an annual stipend for school-based mental health
service providers who maintain an active national certification;
(b) Payment towards the school loans accrued by the school-based
mental health service provider;
(c) Creating pathways to grant credentialing reciprocity for
school-based mental health service providers across State lines; and
(d) Incentives and supports to help mitigate shortages, such as
increased pay and other monetary incentives, the creation of formal
respecialization programs, availability of distance learning,
development of internship programs, and monetary incentives for
relocation to high-need areas.
Relevant outcome means the student outcome(s) or other outcome(s)
the key project component is designed to improve, consistent with the
specific goals of the program.
Respecialization means strategies that promote the readiness of
mental health service providers who already have training as social
workers, counselors, psychologists, or other related fields to serve in
K-12 schools, such as by--
(a) Revising, updating, or streamlining requirements for such
individuals so that additional training or other requirements focus
only on incremental training needed for working in a K-12 school;
(b) Leveraging technological innovations such as online and
distance learning; or
(c) Offering flexible options for completing training that leads
such professionals to meet State requirements; or
(d) Establishing new State-level programs that provide alternate
means of certification, licensure, or credentialing for such
professionals, including through practical or on-the-job training.
Retention means strategies to help ensure that qualified
individuals stay in their position to avoid gaps in service and empty
positions, including by--
(a) Providing opportunities for advancement or leadership; and
(b) Offering incentives and supports to help mitigate shortages,
such as increased pay and other monetary incentives, the creation of
formal respecialization programs, availability of distance learning,
development of internship programs, or monetary incentives for
relocation to high-need areas.
School-based mental health service provider means a State-licensed
or State-certified school counselor, school psychologist, school social
worker, or other State-licensed or certified mental health professional
qualified under State law to provide mental health services to children
and adolescents and with school-based mental health services licensing,
certification, or training specifically to work in K-12 schools,
including those who are qualified to offer telehealth services.
State educational agency means the agency primarily responsible for
the State supervision of public elementary or secondary schools.
Telehealth means the use of electronic information and
telecommunication technologies to support long-distance clinical health
care, patient and professional health-related education, public health,
and health administration.
Well-trained means a school-based mental health service provider
who maintains up-to-date State certification and/or State licensure,
credentialing them to provide school-based mental health services to
students.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (5 U.S.C. 553), the Department generally offers interested parties
the opportunity to comment on proposed priorities, definitions, and
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
title IV, part F, subpart 3 of the ESEA (20 U.S.C. 7281) and therefore
qualifies for this exemption. In order to ensure timely grant awards,
the Secretary has decided to forgo public comment on the priorities,
definitions, and requirements under section 437(d)(1) of GEPA. These
priorities, definitions, and requirements will apply to the FY 2020
grant competition and any subsequent year in which we make awards from
the list of unfunded applications from this competition.
Program Authority: Section 4631(a)(1)(B) of the ESEA (20 U.S.C.
7281).
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 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 Administrative Priorities. (e) The Opportunity Zones
NFP.
II. Award Information
Type of Award: Discretionary grants.
[[Page 32029]]
Estimated Available Funds: $10,000,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent years from
the list of unfunded applications from this competition.
Estimated Range of Awards: $1,500,000 to 2,500,000.
Estimated Average Size of Awards: $2,000,000.
Estimated Number of Awards: 5.
Note: The Department is not bound by any estimates in this
notice.
Project Period: 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs.
2. Cost Sharing or Matching: This program requires an annual 25
percent cost sharing or matching from State, local, or private
resources.
The Secretary does not, as a general matter, anticipate waiving
this requirement in the future. Furthermore, given the importance of
matching funds to the long-term success of the project, eligible
entities must identify appropriate matching funds in the proposed
budget.
3. Supplement-Not-Supplant: This program involves supplement-not-
supplant funding requirements. See ``Application Requirements'' in
Section I.
4. Subgrantees: Under 34 CFR 75.708(b) and (c) a grantee under this
competition may award subgrants--to directly carry out project
activities described in its application--to the following types of
entities: LEAs. The grantee may award subgrants to entities it has
identified in an approved application or that it selects through a
competition under procedures established by the grantees. However, a
grantee is not required to award subgrants and may instead administer
the program directly.
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 during the COVID-19 pandemic. An applicant that does not
have an active SAM registration can still register with Grants.gov, but
must contact the Grants.gov Support Desk, toll-free, at 1-800-518-4726,
in order to take advantage of this flexibility.
2. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79. However,
under 34 CFR 79.8(a), we waive intergovernmental review in order to
make awards by the end of FY 2020.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice. In
addition, we remind applicants that section 4001(b) of the ESEA (20
U.S.C. 7101) prohibits the use of funds for medical services or drug
treatment or rehabilitation, except for integrated student supports,
specialized instructional support services, or referral to treatment
for impacted students, which may include students who are victims of,
or witnesses to, crime or who illegally use drugs. This prohibition
does not preclude the use of funds to support mental health counseling
and support services, including those provided by a mental health
service provider outside of school, so long as such services are not
medical.
V. Application Review Information
1. Selection Criteria: The selection criteria for this program are
from 34 CFR 75.210. The maximum score for all selection criteria is 100
points. The points assigned to each criterion are indicated in
parentheses. Non-Federal peer reviewers will evaluate and score each
application program narrative against the following selection criteria:
(a) Need for the Project (10 points).
The Secretary considers the need for the proposed project. In
determining the need for the proposed project, the Secretary considers
the extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses.
(b) Quality of Project Personnel (30 points).
(1) 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.
(2) In addition, the Secretary considers:
(i) The qualifications, including relevant training and experience,
of key project personnel.
(ii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
(c) Quality of the Project Services (30 points).
(1) 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.
(2) In addition, the Secretary considers the extent to which the
training or professional development services to be provided by the
proposed project are likely to alleviate the personnel shortages that
have been identified or are the focus of the proposed project.
(d) Adequacy of Resources (15 points).
(1) The Secretary considers the adequacy of resources for the
proposed project.
(2) In determining the adequacy of resources for the proposed
project, the Secretary considers:
(i) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
(ii) The potential for continued support of the project after
Federal funding ends, including, as appropriate, the demonstrated
commitment of appropriate entities to such support.
(iii) The potential for the incorporation of project purposes,
activities, or benefits into the ongoing program of the agency or
organization at the end of Federal funding.
(e) 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 adequacy of
mechanisms for ensuring high-quality products and services from the
proposed project.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the
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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 this competition. This does not apply if you have
an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
5. Performance Measures: The Department has established the
following Government Performance and Results Act of 1993 performance
measures for the School-Based Mental Health Services Grant Program:
(a) The number of school-based mental health service providers
recruited as a result of the grant.
(b) The number of school-based mental health service providers
retained as a result of the grant.
(c) The reduction in the ratio of students to mental health service
providers for each LEA with demonstrated need served by the grant.
(d) The increase in the number of school-based mental health
service providers hired annually for each LEA with a demonstrated need
served by the grant compared with the average number of such providers
hired in each LEA in the 5 years prior to receiving the grant.
(e) The reduction in the annual attrition rate of school-based
mental health service providers for each LEA with a demonstrated need
served by the grant compared with the average attrition rate of such
providers in each LEA in the 5 years prior to receiving the grant.
These measures constitute the Department's indicators of success
for this program. Consequently, we advise an applicant for a grant
under this program to give careful consideration to these measures in
conceptualizing the approach for its proposed project plan. Each
grantee will be required to provide, in its annual performance and
final reports, data about its progress in meeting these measures. This
data will be considered by the Department in making potential
continuation awards.
Consistent with 34 CFR 75.591, grantees funded under this program
must meet the requirements of any evaluation of the program conducted
by the Department or an evaluator selected by the Department.
Performance measure targets: The applicant must propose annual
targets for the measures listed above in their application. Applicants
must also provide the following information as directed under 34 CFR
75.110(b) and (c):
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(1) An explanation of how each proposed performance target is
achievable compared to the baseline for the performance measure.
(2) An explanation of 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
(3) An explanation of 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.
Note: If the applicant does not have experience with collection
and reporting of performance data through other projects or
research, the applicant should provide other evidence of capacity to
successfully carry out data collection and reporting for its
proposed project.
The reviewers of each application will score related selection
criteria on the basis of how well an applicant has considered these
measures in conceptualizing the approach and evaluation of the project.
All grantees must submit an annual performance report and final
performance report with information that is responsive to these
performance measures.
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. 2020-11388 Filed 5-27-20; 8:45 am]
BILLING CODE 4000-01-P