[Federal Register Volume 85, Number 244 (Friday, December 18, 2020)]
[Notices]
[Pages 82463-82468]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2020-27882]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Application for New Awards; Native American and Alaska Native
Children in School Program
AGENCY: Office of English Language Acquisition, Department of
Education.
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for fiscal year (FY) 2021 for the Native American
and Alaska Native Children in School (NAM) Program, Assistance Listing
Number 84.365C. This notice relates to the approved information
collection under OMB control number 1894-0006.
DATES:
Applications Available: December 18, 2020.
Deadline for Notice of Intent to Apply: January 4, 2021.
Deadline for Transmittal of Applications: March 3, 2021.
Deadline for Intergovernmental Review: May 3, 2021.
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: Celeste McLaughlin, U.S. Department of
Education, 400 Maryland Avenue SW, room 4W206, Washington, DC 20202.
Telephone: (202) 453-6054. 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 NAM program is to award
grants to eligible entities to develop and enhance capacity to provide
effective instruction and support to Native American and Alaska Native
students, including Native Hawaiian and Native American Pacific
Islander students, who are identified as English learners (ELs). The
goal of this program is to support the teaching, learning, and studying
of Native American languages while also increasing the English language
proficiency and academic achievement of students served.
Background: Through previous competitions, the NAM program has
funded a range of grantees that are currently implementing 17 projects
across the country. As we are focused on closing longstanding
achievement and attainment gaps that have continued to grow, there is
also a need to increase the knowledge of what practices work to
effectively improve learning outcomes for Native American and Alaska
Native ELs.
Congress, in the Native American Languages Act of 1990, recognized
the fundamental importance of preserving Native American languages.
This legislation provides that it is the policy of the United States
to:
Preserve, protect, and promote the rights and freedom of Native
Americans to use, practice, and develop Native American languages.
25 U.S.C. 2903(1)
In addition, the legislation states that it is the policy of the
United States to encourage and support the use of Native American
languages as a medium of instruction in order to encourage and
support--
(A) Native American language survival,
(B) Educational opportunity,
(C) Increased student success and performance,
(D) Increased student awareness and knowledge of their culture and
history, and
(E) Increased student and community pride.
25 U.S.C. 2903(3)
This Federal policy is supported by growing recognition of the
importance of Native language preservation in facilitating educational
success for Native students. In a 2007 study by Teachers of English to
Students of Other Languages (TESOL), the majority of Native youth
surveyed stated that they value their Native language, view it as
integral to their sense of self, want to learn it, and view it as a
means of facilitating their success in school and life.\1\
Collaborative efforts between educators, families, and communities, the
study suggests, may be especially promising ways to ensure that all
Native students have the critical opportunity to learn their Native
languages.
---------------------------------------------------------------------------
\1\ Romero-Little, M.E., McCarty, T.L., Warhol, L., and Zepeda,
O. (2007). Language policies in practice: Preliminary findings from
a large-scale study of Native American language shift. TESOL
Quarterly 41:3, 607-618.
---------------------------------------------------------------------------
Not only is Native language instruction critical for student
engagement and fostering a rich sense of self, but research has shown
that students who are bilingual have certain cognitive and social
benefits that their monolingual peers may lack.\2\ Additionally, for
students who are classified as ELs, well-implemented language
instruction educational programs (as defined in this notice), including
dual language approaches, may result in ELs performing equal to or
better than their peers in English-only language instruction programs.
These approaches have shown promise in increasing language acquisition
in English and Native languages, and may also promote greater
achievement in the academic content areas, including English language
arts and mathematics.\3\
---------------------------------------------------------------------------
\2\ Valentino, R.A., and Reardon, S.F. (2015). Effectiveness of
four instructional programs designed to serve English language
learners: Variation by ethnicity and initial English proficiency.
Educational Evaluation and Policy Analysis, doi: 10.3102/
0162373715573310.
\3\ Lindholm-Leary, K.J. (2001). Dual-language education (Vol.
28). Multilingual Matters.
---------------------------------------------------------------------------
Therefore, to facilitate high-quality language instruction and
academic success for Native American and Alaska Native students who are
classified as ELs, this competition includes an absolute priority for
projects that will support the preservation and revitalization of
Native American languages while also increasing the English language
proficiency of the children served under the project.
For this competition, the Department also seeks projects designed
to promote seamless integration of in-person and remote learning needs
through digital learning. Accordingly, this notice includes an
invitational priority related to instructional adaptation for remote
learning and educator professional development related to remote
instruction.
In addition, the Department is interested in projects designed to
promote literacy. Families play a critical role in preparing their
children to enter kindergarten ready to succeed in school and in life.
Research suggests that when families and schools work together and
support each other in their respective roles, children have a more
positive attitude toward school and experience more school success.
Specifically, research has found that having parents reinforce specific
literacy skills is effective in improving children's
[[Page 82464]]
literacy.\4\ Accordingly, this notice includes two invitational
priorities related to remote learning and promoting literacy. The
promoting literacy invitational priority is from the Department's
Notice of Final Supplemental Priorities and Definitions for
Discretionary Grant Programs, published in the Federal Register on
March 2, 2018 (83 FR 9096). An applicant may address these priorities
by proposing to improve remote learning and build greater and more
effective family engagement in the education of the children it
proposes to serve.
---------------------------------------------------------------------------
\4\ Henderson, A.T. & Mapp, K.L. (2002). A new wave of evidence:
The impact of school, family, and community connections on student
achievement. Austin: SEDL.
---------------------------------------------------------------------------
In order to grow the evidence available on effective ways to
support Native American and Alaska Native ELs, we include a selection
criterion to evaluate the extent to which an applicant's proposed
project design is supported by a logic model that connects key project
components to outcomes relevant to the program's purpose. Under the
Government Performance and Results Act (GPRA), the Department has
established measures that constitute the Department's indicators of
success for this program. Consequently, we advise an applicant for a
grant under this program to carefully consider these measures in
conceptualizing the approach to, and evaluation for, its proposed
project. Each grantee will be required to provide, in its annual
performance and final reports, data about its progress in meeting these
measures. Such evaluations help ensure that projects contribute to
expanding the knowledge base on effective language instruction
educational programs, including dual language practices, that prepare
Native American and Alaska Native ELs to achieve college, career, and
life success.
Priorities: This notice includes an absolute priority and two
invitational priorities. The absolute priority is from section 3127 of
the Elementary and Secondary Education Act of 1965, as amended by the
Every Student Succeeds Act (ESEA) (20 U.S.C. 6848).
Absolute Priority: For FY 2021 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 this priority.
This priority is:
Projects that support the teaching, learning, and studying of
Native American languages while also increasing the English language
proficiency of the children served.
Invitational Priorities: For FY 2021 and any subsequent years in
which we make awards from the list of unfunded applications from this
competition, these priorities are invitational priorities. Under 34 CFR
75.105(c)(1) we do not give an application that meets an invitational
priority a competitive or absolute preference over other applications.
These priorities are:
Remote Learning
Under this invitational priority, an applicant must propose a
project that is designed to address one or both of the following
priority areas:
(a) Adopting and supporting models that leverage technology (e.g.,
universal design for learning, competency-based education, or hybrid/
blended learning) and provide high-quality digital learning content,
applications, and tools.
(b) Providing personalized and job-embedded professional learning
to build the capacity of educators to effectively use technology to
create remote learning experiences that advance student engagement and
learning (e.g., synchronous and asynchronous professional learning,
professional learning networks or communities, and coaching).
For the purpose of this invitational priority--
Remote learning means programming where at least part of the
learning occurs away from the physical school building in a manner that
addresses a learner's educational needs. Remote learning may include
online, hybrid/blended learning, or non-technology-based learning
(e.g., lab kits, project supplies, paper packets); and
Competency-based education (CBE) (also called proficiency-based or
mastery-based learning) means learning based on knowledge and skills
that are transparent and measurable. Progression is based on
demonstrated mastery of what students are expected to know (knowledge)
and be able to do (skills), rather than seat time or age.
Promoting Literacy
Projects that provide families with evidence-based (as defined in
this notice) strategies for promoting literacy. Such strategies may
include providing families with access to books or other physical or
digital materials or content about how to support their child's reading
development, or providing family literacy activities as defined in
section 203(9) of the Workforce Innovation and Opportunity Act (WIOA).
Definitions: The following definitions are from 34 CFR 77.1,
sections 3201 and 8101 of the ESEA (20 U.S.C. 7011 and 7801), and
section 203(9) of the WIOA and apply to the priorities, selection
criteria, and performance measures in this notice. The source of each
definition is noted in parentheses following the text of the
definition.
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, whether a performance target is ambitious depends
upon the context of the relevant performance measure and the baseline
for that measure. (34 CFR 77.1)
Baseline means the starting point from which performance is
measured and targets are set. (34 CFR 77.1)
Demonstrates a rationale means a key project component included in
the project's logic model is informed by research or evaluation
findings that suggest the project component is likely to improve
relevant outcomes. (34 CFR 77.1)
English learner, when used with respect to an individual, means an
individual--
(A) Who is aged 3 through 21;
(B) Who is enrolled or preparing to enroll in an elementary school
or secondary school;
(C)(i) Who was not born in the United States or whose Native
language is a language other than English;
(ii)(I) Who is a Native American or Alaska Native, or a Native
resident of the outlying areas; and
(II) Who comes from an environment where a language other than
English has had a significant impact on the individual's level of
English language proficiency; or
(iii) Who is migratory, whose Native language is a language other
than English, and who comes from an environment where a language other
than English is dominant; and
(D) Whose difficulties in speaking, reading, writing, or
understanding the English language may be sufficient to deny the
individual--
(i) The ability to meet the State's challenging State academic
standards;
(ii) The ability to successfully achieve in classrooms where the
language of instruction is English; or
(iii) The opportunity to participate fully in society. (Section
8101 of the ESEA)
[[Page 82465]]
Evidence-based means the proposed project component is supported by
one or more of strong evidence, moderate evidence, promising evidence,
or evidence that demonstrates a rationale. (34 CFR 77.1)
Family literacy activities means activities that are of sufficient
intensity and quality, to make sustainable improvements in the economic
prospects for a family and that better enable parents or family members
to support their children's learning needs, and that integrate all of
the following activities:
(A) Parent or family adult education and literacy activities that
lead to readiness for postsecondary education or training, career
advancement, and economic self-sufficiency.
(B) Interactive literacy activities between parents or family
members and their children.
(C) Training for parents or family members regarding how to be the
primary teacher for their children and full partners in the education
of their children.
(D) An age-appropriate education to prepare children for success in
school and life experiences. (Section 203(9) of the WIOA)
Language instruction educational program means an instruction
course--
(A) In which an English learner is placed for the purpose of
developing and attaining English proficiency, while meeting challenging
State academic standards; and
(B) That may make instructional use of both English and a child's
Native language to enable the child to develop and attain English
proficiency, and may include the participation of English proficient
children if such course is designed to enable all participating
children to become proficient in English and a second language.
(Section 3201 of the ESEA)
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. (34 CFR 77.1)
Note: Applicants may use resources such as the Pacific Education
Laboratory's Education Logic Model Application (https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp or https://eric.ed.gov/?id=ED544752) to help design their logic models.
Native Hawaiian or Native American Pacific Islander Native language
educational organization means a nonprofit organization with--
(A) A majority of its governing board and employees consisting of
fluent speakers of the traditional Native American languages used in
the organization's educational programs; and
(B) Not less than five years successful experience in providing
educational services in traditional Native American languages. (Section
3201 of the ESEA)
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. (34 CFR 77.1)
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 those teachers). (34
CFR 77.1)
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. (34 CFR 77.1)
Program Authority: 20 U.S.C. 6822.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Government-wide Debarment and Suspension (Nonprocurement)
in 2 CFR part 180, as adopted and amended as regulations of the
Department in 2 CFR part 3485. (c) The Uniform Administrative
Requirements, Cost Principles, and Audit Requirements for Federal
Awards in 2 CFR part 200, as adopted and amended in 2 CFR part 3474.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian Tribes.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education (IHEs) only.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: The Administration's budget request for
FY 2021 does not include funds for this program. However, we are
inviting applications to allow enough time to complete the grant
process before the end of the current fiscal year, if Congress
appropriates funds for this program.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2022 and any
subsequent year from the list of unfunded applications from this
competition.
Estimated Range of Awards: $275,000-325,000 per year.
Estimated Average Size of Awards: $300,000.
Estimated Number of Awards: 8.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: The following entities, when they operate
elementary, secondary, or postsecondary schools primarily for Native
American children (including Alaska Native children), are eligible
applicants under this program:
(a) Indian Tribes.
(b) Tribally sanctioned educational authorities.
(c) Native Hawaiian or Native American Pacific Islander Native
language educational organizations.
(d) Elementary schools or secondary schools that are operated or
funded by the Department of the Interior's Bureau of Indian Education,
or a consortium of these schools.
(e) Elementary schools or secondary schools operated under a
contract with or grant from the Bureau of Indian Education in
consortium with another such school or a Tribal or community
organization.
(f) Elementary schools or secondary schools operated by the Bureau
of Indian Education and an IHE, in consortium with an elementary school
or secondary school operated under a contract with or a grant from the
Bureau of Indian Education or a Tribal or community organization.
Note: Eligible applicants applying as a consortium should read
and follow the regulations in 34 CFR 75.127 through 75.129.
Under section 3112(c) of the ESEA, EL students served under NAM
grants must not be included in the child count submitted by a school
district under section 3114(a) for purposes of receiving funding under
the English Language Acquisition State Grants program.
2. a. Cost Sharing or Matching: This program does not require cost
sharing or matching.
b. Indirect Cost Rate Information: This program uses a restricted
indirect cost rate. For more information regarding indirect costs, or
to obtain a negotiated indirect cost rate, please see www2.ed.gov/about/offices/list/ocfo/intro.html.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
4. Equitable Participation by Public and Private School Students
and
[[Page 82466]]
Educational Personnel in an ESEA Title III Program: An entity that
receives a grant under the NAM program must provide for the equitable
participation of private school children and their teachers or other
educational personnel. To ensure that grant program activities address
the needs of private school children, the applicant must engage in
timely and meaningful consultation with appropriate private school
officials during the design and development of the program. This
consultation must take place before the applicant makes any decision
that affects the opportunities for participation by eligible private
school children, teachers, and other educational personnel.
Administrative direction and control over grant funds must remain with
the grantee. (See section 8501 of the ESEA, Participation by Private
School Children and Teachers.)
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on February 13, 2019 (84 FR 3768) and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which
contain requirements and information on how to submit an application.
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for the NAM competition,
your application may include business information that you consider
proprietary. In 34 CFR 5.11 we define ``business information'' and
describe the process we use in determining whether any of that
information is proprietary and, thus, protected from disclosure under
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as
amended).
Consistent with the process followed in the FY 2016 and FY 2018
competitions, we plan to post on our website the abstracts of all
applications. Therefore, you may wish to request confidentiality of
business information.
Consistent with Executive Order 12600, please designate in your
application any information that you believe is exempt from disclosure
under Exemption 4. In the appropriate Appendix section of your
application, under ``Other Attachments Form,'' please list the page
number or numbers on which we can find this information. For additional
information please see 34 CFR 5.11(c).
3. 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.
4. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
5. Recommended Page Limit: The application narrative 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 35 pages and (2) use the
following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210. The maximum score for all of these criteria is
100 points. The maximum score for each criterion is indicated in
parentheses.
(a) Quality of the project design. (up to 40 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 the following factors:
(1) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(2) The extent to which the design for implementing and evaluating
the proposed project will result in information to guide possible
replications of project activities or strategies including information
about the effectiveness of the approach or strategies employed by the
project.
(3) The extent to which the proposed project demonstrates a
rationale (as defined in this notice).
(b) Quality of project personnel. (up to 10 points)
The Secretary considers the quality of the personnel who will carry
out the proposed project. In determining the quality of project
personnel, the Secretary considers the following factors:
(1) 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) The qualifications, including relevant training and experience,
of key project personnel.
(c) Quality of the management plan. (up to 30 points)
The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan for
the proposed project, the Secretary considers the following factors:
(1) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(2) The extent to which the time commitments of the project
director and the principal investigator and other key project personnel
are appropriate and adequate to meet the objectives of the proposed
project.
(d) Quality of the project evaluation. (up to 20 points)
The Secretary considers the quality of the evaluation to be
conducted of the proposed project. In determining the quality of the
evaluation, the Secretary considers the following factors:
(1) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(2) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
[[Page 82467]]
In addition, in making a competitive grant award, the Secretary
also 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).
The Department will screen applications that are submitted for NAM
grants in accordance with the requirements in this notice and determine
which applications meet the eligibility and other requirements. Peer
reviewers will review all eligible applications for NAM grants that are
submitted by the established deadline on the four selection criteria.
Applicants should note, however, that we may screen for eligibility
at multiple points during the competition process, including before and
after peer review; applicants that are determined to be ineligible will
not receive a grant award regardless of peer reviewer scores or
comments. If we determine that a NAM grant application does not meet a
NAM eligibility requirement, the application will not be considered for
funding.
3. Risk Assessment and Special 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 special 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). We may notify you informally, also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www2.ed.gov/fund/grant/apply/appforms/appforms.html.
(c) Under 34 CFR 75.250(b), the Secretary may provide a grantee
with additional funding for data collection, analysis, and reporting.
In this case the Secretary establishes a data collection period.
5. Performance Measures: Under GPRA, Federal departments and
agencies must clearly describe the goals and objectives of programs,
identify resources and actions needed to accomplish goals and
objectives, develop a means of measuring progress made, and regularly
report on achievement. One important source of program information on
successes and lessons learned is the project evaluation conducted under
individual grants.
(a) Measures. The Department has developed the following GPRA
performance measures for evaluating the overall effectiveness of the
NAM program and for Department reporting under 34 CFR 75.110:
Measure 1: The number and percentage of ELs served by the
project who score proficient or above on the State reading assessment.
Measure 2: The number and percentage of ELs served by the
project who have attained proficiency in English as measured by the
State-approved English language proficiency assessment.
Measure 3: The number and percentage of students
participating in the Native language program who are making progress in
learning a Native language, as determined by each grantee, including
through measures such as performance tasks, portfolios, and pre- and
post-tests.
(b) Baseline data. Applicants must provide baseline data for each
of the GPRA performance measures listed in paragraph (a) and include
why each proposed baseline is valid; or, if the applicant has
determined that there are no established baseline data for a particular
performance measure, explain why there is no established baseline and
[[Page 82468]]
explain how and when, during the project period, the applicant will
establish a valid baseline for the performance measure. 34 CFR 75.110
(c) Performance measure targets. In addition, the applicant must
propose in its application annual targets for the measures listed in
paragraph (a). Applications must also include the following information
as directed under 34 CFR 75.110(b) and (c):
(1) Why each proposed performance target (as defined in this
notice) is ambitious (as defined in this notice) yet achievable
compared to the baseline for the performance measure.
(2) The data collection and reporting methods the applicant would
use and why those methods are likely to yield reliable, valid, and
meaningful performance data.
(3) 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.
(d) Performance reports. All grantees must submit an annual
performance report and final performance report with information that
is responsive to these performance measures. The Department will
consider these data in making annual continuation awards.
(1) The performance reports for all NAM 2021 grantees must include
the following project performance data (34 CFR 75.253, 75.590, 75.591,
and 75.720):
The number of students who are eligible to participate in
the program.
The number of participants in the program.
The number of participants who met the performance target.
(2) The performance reports for the NAM 2021 grantees that
addressed the promoting literacy priority must also include the number
of family literacy activities including the number of or access to
books or other physical or digital materials or content that they
provided.
(e) Department evaluations. Consistent with 34 CFR 75.591, grantees
funded under this program must comply with the requirements of any
evaluation of the program conducted by the Department or an evaluator
selected by the Department.
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: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3 file, braille, large print,
audiotape, or compact disc, or other accessible format.
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.
Lorena McElwain,
Assistant Deputy Secretary and Director, Office of English Language
Acquisition.
[FR Doc. 2020-27882 Filed 12-17-20; 8:45 am]
BILLING CODE 4000-01-P