[Federal Register Volume 86, Number 11 (Tuesday, January 19, 2021)]
[Notices]
[Pages 5163-5172]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-00809]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Native Hawaiian Career and Technical
Education Program (NHCTEP)
AGENCY: Office of Career, Technical, and Adult Education, Department of
Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2021 for the
Native Hawaiian Career and Technical Education Program (NHCTEP),
Assistance Listing number 84.259A. This notice relates to the approved
information collection under OMB control number 1830-0564.
DATES:
Applications Available: January 19, 2021.
Deadline for Notice of Intent to Apply: Applicants are strongly
encouraged, but not required, to submit a notice of intent to apply by
February 18, 2021.
Date of Pre-Application Meeting: February 2, 2021.
Deadline for Transmittal of Applications: March 22, 2021.
Deadline for Intergovernmental Review: May 19, 2021.
Pre-Application Webinar Information: The Department will hold a
pre-application meeting via webinar for prospective applicants on
February 2, 2021. More information about the webinar can be found in
the application package.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common
[[Page 5164]]
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: Jim Means, U.S. Department of
Education, 400 Maryland Avenue SW, Potomac Center Plaza, Room 11-076,
Washington, DC 20202. Telephone: (202) 245-8222. 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
NHCTEP provides grants to improve career and technical education
(CTE) programs that are consistent with the purposes of the Carl D.
Perkins Career and Technical Education Act of 2006, as amended by the
Strengthening Career and Technical Education for the 21st Century Act
(Perkins V) and that benefit Native Hawaiians. Section 116(e) of
Perkins V provides that programs, services, and activities funded under
NHCTEP must support and improve career and technical education
programs. (20 U.S.C. 2326(e)
Background
This notice invites applications for a competition for NHCTEP
grants under Perkins V. Section 116(h) of Perkins V authorizes the
Secretary of Education (Secretary) to award grants to community-based
organizations primarily serving and representing Native Hawaiians to
plan, conduct, and administer programs, or portions of programs, that
are for the benefit of Native Hawaiians and authorized by and
consistent with Perkins V.
Statutory Changes Affecting NHCTEP
For the convenience of applicants, we summarize in this notice some
of the major statutory changes made to the Carl D. Perkins Career and
Technical Education Act of 2006 by Perkins V that are relevant to
NHCTEP. This summary is not meant to be comprehensive of all Perkins V
changes applicable to NHCTEP.
(a) Purpose. Congress amended the statement of purpose of the law
in Perkins V, most significantly by adding, as a new purpose,
increasing employment opportunities for populations who are chronically
unemployed or underemployed, including individuals with disabilities;
individuals from economically disadvantaged families; out-of-workforce
individuals; youth who are in or have aged out of the foster care
system; and homeless individuals (20 U.S.C. 2301(8)). Other amendments
to the purpose incorporate references to programs of study and the
development of employability skills by students; delete the term
``tech-prep education''; and change a reference to ``high-demand
occupations'' to ``in-demand occupation,'' a new term defined by
Perkins V (20 U.S.C. 2302(26)).
(b) Definitions. Congress amended the definitions of certain terms
that affect NHCTEP. Most significant among these are changes to the
definition of ``career and technical education'' in section 3(5) of
Perkins V (20 U.S.C. 2302(5)). The new definition of CTE now allows CTE
programs to provide ``a recognized postsecondary credential,'' as
defined in section 3 of the Workforce Innovation and Opportunity Act
(WIOA),\1\ and allows CTE to include ``career exploration at the high
school level or as early as the middle grades (as such term is defined
in section 8101 of the Elementary and Secondary Education Act of 1965,
as amended (ESEA).'' \2\ The amended definition of CTE also provides
that, to the extent practicable, CTE should include coordination
between secondary and postsecondary education programs through programs
of study, which may include coordination through articulation
agreements, early college high school programs, dual or concurrent
enrollment program opportunities, or other credit transfer agreements
that provide postsecondary credit or advanced standing.
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\1\ Section 3(52) of WIOA defines the term ``recognized
postsecondary credential'' to mean ``a credential consisting of an
industry-recognized certificate or certification, a certificate of
completion of an apprenticeship, a license recognized by the State
involved or Federal Government, or an associate or baccalaureate
degree.''
\2\ Section 8101(32) of the ESEA defines the term ``middle
grades'' to mean ``any of grades 5 through 8.''
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Additionally, the definition of CTE now includes work-based
learning (20 U.S.C. 2302(55)). For NHCTEP grantees, this means that
students may be paid stipends not only for time they spend in class
receiving instruction, but also for participating in unpaid work-based
learning that is part of a CTE program that meets the Perkins V
definition of CTE.
Congress also made significant changes to the definition of
``special populations'' (20 U.S.C. 2302(48)). Perkins V now includes
three additional subpopulations within this definition: Homeless
individuals described in section 725 of the McKinney-Vento Homeless
Assistance Act (42 U.S.C. 11434a); youth who are in or have aged out of
the foster care system; and youth with a parent who is a member of the
armed forces (as defined in 10 U.S.C. 101(a)(4)) and who is on active
duty (as defined in 10 U.S.C. 101(d)(1)). Also, the term ``displaced
homemakers'' has been removed and replaced by the term ``out-of-
workforce individuals,'' which includes: Displaced homemakers, as
defined in section 3 of WIOA (29 U.S.C. 3102); and unemployed or
underemployed individuals who are experiencing difficulty in obtaining
or upgrading employment who are either an individual who has worked
primarily without remuneration to care for a home and family, and for
that reason has diminished marketable skills, or is a parent whose
youngest dependent child will become ineligible to receive assistance
under the Temporary Assistance for Needy Families (TANF) program not
later than two years after the date on which the parent applies for
TANF assistance (20 U.S.C. 2302(36)). Additionally, the term
``individuals with limited English proficiency'' has been changed to
``English learners'' and the definition of this latter term has been
aligned with the definition of this term in ESEA so that it now
includes any secondary student who is an English learner as defined by
section 8101 of ESEA (20 U.S.C. 2302(22)).
(c) Authorized activities. A new allowable use of funds in Perkins
V permits NHCTEP grant funds to be used to provide preparatory,
refresher, and remedial education services that are designed to enable
students to achieve success in CTE programs or programs of study (20
U.S.C. 2326(c)(2)).
Finally, section 134(c) of Perkins V requires subrecipients of
funds under Perkins V to conduct a local comprehensive needs assessment
that must include a description of how CTE programs are aligned to
State, regional, Tribal, or local in-demand industry sectors or
occupations and are designed to meet local education or economic needs.
The assessments must be updated every two years. Eligible applicants
for NHCTEP may wish to review the comprehensive local needs assessment
and use its data to inform project design and to better prepare Native
Hawaiian students for successful careers.
[[Page 5165]]
Fiscal Year 2021 Competition
For this competition, through the absolute priority, we require
applicants to incorporate evidence into their project design. Evidence-
based interventions are practices or programs that have evidence to
show that they are supported by research or an evaluation. Applicants
for this competition must submit evidence that demonstrates a
rationale, as defined in this notice.
Requirements and Selection Criteria
This notice includes program requirements and selection criteria
that are from statutory requirements or from the Notice of Final
Requirements, Definitions, and Selection Criteria published in the
Federal Register on March 24, 2009 (Notice of Final Requirements) (74
FR 12341). In addition, some requirements are based on those in the
Notice of Final Requirements but established in accordance with section
437(d)(1) of the General Education Provisions Act (GEPA) in order to
make some modifications to those requirements and selection criteria
due primarily to changes in the program's authorizing statute.
Priorities: This competition includes one absolute priority and one
competitive preference priority. The absolute priority is from the
notice of final priorities for discretionary grant programs, published
in the Federal Register on March 9, 2020 (85 FR 13640) (Administrative
Priorities). The competitive preference priority is from the
Secretary's notice of final supplemental priorities and definitions,
published in the Federal Register on March 2, 2018 (83 FR 9096)
(Supplemental Priorities).
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 the absolute
priority.
This priority is:
Demonstrates a Rationale.
Under this priority, an applicant proposes a project that
demonstrates a rationale (as defined in this notice).
Note: Applicants may wish to review the following technical
assistance resources on evaluation and logic models:
(1) The Logic Model Workshop Toolkit developed by the Institute
of Education Sciences: https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf;
(2) The Ideas that Work website hosted by the Office of Special
Education Programs: https://osepideasthatwork.org/evaluation. This
page includes additional resources on planning and conducting
evaluation activities and developing logic models and high-quality
objectives and performance measures.
Competitive Preference 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 a competitive preference
priority. Under 34 CFR 75.105(c)(2)(i), we award up to an additional
five points to an application, depending on how well the application
meets this competitive preference priority. If an applicant chooses to
address this competitive preference priority, the project narrative
section of its application must identify its response to the
competitive preference priority.
This priority is:
Promoting Science, Technology, Engineering, or Math (STEM)
Education, With a Particular Focus on Computer Science (up to 5
points).
Projects designed to improve student achievement or other
educational outcomes in one or more of the following areas: Science,
technology, engineering, math, or computer science (as defined in this
notice). These projects must address increasing access to STEM
coursework, including computer science, and hands-on learning
opportunities, such as through expanded course offerings, dual-
enrollment, high-quality online coursework, or other innovative
delivery mechanisms.
Requirements: These program requirements are established in
accordance with section 437(d)(1) of GEPA unless a specific statutory
or regulatory citation for the requirement is provided.
The program requirements are:
Requirement 1--Authorized Programs:
(a) Section 116 of Perkins V requires the Secretary to ensure that
activities funded under NHCTEP ``will improve career and technical
education programs'' (20 U.S.C. 2326(e)), as the term ``career and
technical education'' is defined by Perkins V (20 U.S.C. 2302(5)).
Therefore, under NHCTEP, the Assistant Secretary will award grants to
carry out projects that--
(1) Propose organized educational activities offering a sequence of
courses that--
(A) Provide individuals with rigorous academic content and relevant
technical knowledge and skills needed to prepare for further education
and careers in current or emerging professions, which may include high-
skill, high-wage, or in-demand industry sectors or occupations, which
shall be, at the secondary level, aligned with the challenging State
academic standards adopted by a State under section 1111(b)(1) of the
ESEA;
(B) Provide technical skill proficiency or a recognized
postsecondary credential, which may include an industry-recognized
credential, a certificate, or an associate degree; and
(C) May include prerequisite courses that meet the requirements of
this subparagraph;
(2) Include competency-based, work-based, or other applied learning
that supports the development of academic knowledge, higher-order
reasoning and problem-solving skills, work attitudes, employability
skills, technical skills, and occupation-specific skills, and knowledge
of all aspects of an industry, including entrepreneurship, of an
individual;
(3) To the extent practicable, coordinate between secondary and
postsecondary education programs through programs of study, which may
include coordination through articulation agreements, early college
high school programs, dual or concurrent enrollment program
opportunities, or other credit transfer agreements that provide
postsecondary credit or advanced standing; and
(4) May include career exploration at the high school level or as
early as the middle grades (as such term is defined in section 8101 of
ESEA).
(b) Special rule. Notwithstanding section 3(5)(A)(iii) of the Act,
which excludes remedial courses from the definition of ``career and
technical education,'' funds made available under NHCTEP for CTE may be
used to provide preparatory, refresher, and remedial education services
that are designed to enable students to achieve success in CTE programs
or programs of study.
Requirement 2--Evaluation:
To help ensure the high quality of NHCTEP projects and the
achievement of the goals and purposes of section 116 of the Act, each
grantee must budget for and conduct an ongoing evaluation of its NHCTEP
project. An independent evaluator must conduct the evaluation. The
evaluation must be appropriate for the project and be both formative
and summative in nature.
Requirement 3--Student Stipends:
(1) A portion of an award under this program may be used to provide
stipends (as defined in this notice) to help students meet the costs of
participation in a NHCTEP project.
(2) To be eligible for a stipend a student must--
(i) Be enrolled in a CTE project funded under this program;
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(ii) Be in regular attendance in a NHCTEP project and meet the
training institution's attendance requirement;
(iii) Maintain satisfactory progress in his or her program of study
according to the training institution's published standards for
satisfactory progress; and
(iv) Have an acute economic need that--
(A) Prevents participation in a project funded under this program
without a stipend; and
(B) Cannot be met through a work-study program.
(3) The amount of a stipend is the greater of either the minimum
hourly wage prescribed by State or local law, or the minimum hourly
wage established under the Fair Labor Standards Act.
(4) A grantee may only award a stipend if the stipend combined with
other resources the student receives does not exceed the student's
financial need. A student's financial need is the difference between
the student's cost of attendance and the financial aid or other
resources available to defray the student's cost of participating in a
NHCTEP project.
(5) To calculate the amount of a student's stipend, a grantee must
multiply the number of hours a student actually attends CTE instruction
by the amount of the minimum hourly wage that is prescribed by State or
local law, or by the minimum hourly wage that is established under the
Fair Labor Standards Act. The grantee must reduce the amount of a
stipend if necessary to ensure that it does not exceed the student's
financial need.
Example: If a grantee uses the Fair Labor Standards Act minimum
hourly wage of $7.25 and a student attends classes for 20 hours a week,
the student's stipend would be $145 for the week during which the
student attends classes ($7.25 x 20 = $145.00). If the program lasts 16
weeks and the student's total financial need is $2,000, the grantee
must reduce the weekly stipend to $125, because the total stipend for
the course would otherwise exceed the student's financial need by $320
(or $20 a week).
Note: Grantees must maintain records that fully support their
decisions to award stipends to students, as well as the amounts that
are paid, such as proof of a student's enrollment in the NHCTEP
project, stipend applications, timesheets showing the number of
hours of student attendance that are confirmed in writing by an
instructor, student financial status information, and evidence that
a student would not be able to participate in the NHCTEP funds
without a stipend. (See generally 20 U.S.C. 1232f; 34 CFR 75.700-
75.702; 75.730; and 75.731.)
(6) An eligible student may receive a stipend when taking a course
for the first time, although a stipend may not be provided to a student
for a particular course if the student has already taken, completed,
and had the opportunity to benefit from a course and is merely
repeating the course.
(7) An applicant must include, in its application, the procedure it
intends to use to determine student eligibility for stipends and
stipend amounts, and its oversight procedures for the awarding and
payment of stipends. (Notice of Final Requirements).
Requirement 4--Direct Assistance to Students:
A grantee may provide direct assistance (as defined in this notice)
to a student only if the following conditions are met:
(1) The recipient of the direct assistance is an individual who is
a member of a special population (as defined in section 3(48) of
Perkins V) and who is participating in a NHCTEP project.
(2) The direct assistance is needed to address barriers to the
individual's successful participation in a NHCTEP project.
(3) The direct assistance is part of a broader, more generally
focused program or activity for addressing the needs of an individual
who is a member of a special population.
Note: Direct assistance to individuals who are members of
special populations is not, by itself, a ``program or activity for
special populations.''
(4) The grant funds used for direct assistance must be expended to
supplement, and not supplant, assistance that is otherwise available
from non-Federal sources. For example, generally, a community-based
organization could not use NHCTEP funds to provide child care for
single parents if non-Federal funds previously were made available for
this purpose, or if non-Federal funds are used to provide child care
services for single parents participating in non-career and technical
education programs and these services otherwise (in the absence of
NHCTEP funds) would have been available to CTE students.
(5) In determining how much of the NHCTEP grant funds it will use
for direct assistance to an eligible student, a grantee--
(i) May only provide assistance to the extent that it is needed to
address barriers to the individual's successful participation in CTE;
and
(ii) Considers whether the specific services to be provided are a
reasonable and necessary cost of providing CTE programs for special
populations. However, the Secretary does not envision a circumstance in
which it would be a reasonable and necessary expenditure of NHCTEP
project funds for a grantee to utilize a majority of a project's budget
to pay direct assistance to students, in lieu of providing the students
served by the project with CTE. (Notice of Final Requirements.)
Requirement 5--Career and Technical Education Memorandum of
Understanding:
Any applicant that is not proposing to provide CTE directly to
Native Hawaiian students and proposes instead to pay one or more
qualified educational entities to provide such CTE to Native Hawaiian
students must include with its application a signed memorandum of
understanding (MOU) between the applicant and the educational entity.
The MOU must describe the commitment between the applicant and the
educational entity and must include, at a minimum, a statement of the
responsibilities of the applicant and the entity. The MOU must be
signed by the appropriate individuals on behalf of each party, such as
the authorizing official or administrative head of the applicant Native
Hawaiian community-based organization.
Definitions: These definitions are from Perkins V, the Supplemental
Priorities, the Notice of Final Requirements, or 34 CFR 77.1. The
source of each definition is noted after the definition.
Acute economic need means an income that is at or below the
national poverty level according to the latest available data from the
U.S. Department of Commerce or the U.S. Department of Health and Human
Services Poverty Guidelines. (Notice of Final Requirements).
Career and technical education (CTE) means organized educational
activities that--
(a) Offer a sequence of courses that--
(1) Provides individuals with rigorous academic content and
relevant technical knowledge and skills needed to prepare for further
education and careers in current or emerging professions, which may
include high-skill, high-wage, or in-demand industry sectors or
occupations, which shall be, at the secondary level, aligned with the
challenging State academic standards adopted by a State under section
1111(b)(1) of the ESEA;
(2) Provides technical skill proficiency or a recognized
postsecondary credential, which may include an industry-recognized
credential, a certificate, or an associate degree; and
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(3) May include prerequisite courses (other than a remedial course)
\3\ that meet the requirements of this paragraph (a);
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\3\ Section 116(c)(2) of Perkins V provides that,
notwithstanding the exclusion of remedial courses from Perkins V's
definition of CTE, funds made available under NHCTEP ``may be used
to provide preparatory, refresher, and remedial education services
that are designed to enable students to achieve success in career
and technical education programs or programs of study.''
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(b) Include competency-based, work-based, or other applied learning
that supports the development of academic knowledge, higher-order
reasoning and problem-solving skills, work attitudes, employability
skills, technical skills, and occupation-specific skills, and knowledge
of all aspects of an industry, including entrepreneurship, of an
individual;
(c) To the extent practicable, coordinate between secondary and
postsecondary education programs through programs of study, which may
include coordination through articulation agreements, early college
high school programs, dual or concurrent enrollment program
opportunities, or other credit transfer agreements that provide
postsecondary credit or advanced standing; and
(d) May include career exploration at the high school level or as
early as the middle grades (as such term is defined in section 8101 of
the ESEA). (20 U.S.C. 2302(5)).
Computer science means the study of computers and algorithmic
processes and includes the study of computing principles and theories,
computational thinking, computer hardware, software design, coding,
analytics, and computer applications.
Computer science often includes computer programming or coding as a
tool to create software, including applications, games, websites, and
tools to manage or manipulate data; or development and management of
computer hardware and the other electronics related to sharing,
securing, and using digital information.
In addition to coding, the expanding field of computer science
emphasizes computational thinking and interdisciplinary problem-solving
to equip students with the skills and abilities necessary to apply
computation in our digital world.
Computer science does not include using a computer for everyday
activities, such as browsing the internet; use of tools like word
processing, spreadsheets, or presentation software; or using computers
in the study and exploration of unrelated subjects. (Supplemental
Priorities).
CTE concentrator means--
(a) At the secondary school level, a student served by an eligible
recipient who has completed at least two courses in a single career and
technical education program or program of study; and
(b) At the postsecondary level, a student enrolled in an eligible
recipient who has--
(1) Earned at least 12 credits within a career and technical
education program or program of study; or
(2) Completed such a program if the program encompasses fewer than
12 credits or the equivalent in total. (20 U.S.C. 2302(12))
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).
Direct assistance to students means tuition, dependent care,
transportation, books, and supplies that are necessary for a student to
participate in a project funded under this program. (Notice of Final
Requirements).
In-demand industry sector or occupation means--
(a) An industry sector that has a substantial current or potential
impact (including through jobs that lead to economic self-sufficiency
and opportunities for advancement) on the State, regional, or local
economy, as appropriate, and that contributes to the growth or
stability of other supporting businesses, or the growth of other
industry sectors; or
(b) An occupation that currently has or is projected to have a
number of positions (including positions that lead to economic self-
sufficiency and opportunities for advancement) in an industry sector so
as to have a significant impact on the State, regional, or local
economy, as appropriate. (29 U.S.C. 3102(23)).
Institution of higher education means--
(a) An educational institution in any State that--
(1) Admits as regular students only persons having a certificate of
graduation from a school providing secondary education, or the
recognized equivalent of such a certificate or persons who meet the
requirements of section 1091(d) of this title;
(2) Is legally authorized within such State to provide a program of
education beyond secondary education;
(3) Provides an educational program for which the institution
awards a bachelor's degree or provides not less than a two-year program
that is acceptable for full credit toward such a degree, or awards a
degree that is acceptable for admission to a graduate or professional
degree program, subject to review and approval by the Secretary;
(4) Is a public or other nonprofit institution; and
(5) Is accredited by a nationally recognized accrediting agency or
association or, if not so accredited, is an institution that has been
granted pre-accreditation status by such an agency or association that
has been recognized by the Secretary for the granting of pre-
accreditation status, and the Secretary has determined that there is
satisfactory assurance that the institution will meet the accreditation
standards of such an agency or association within a reasonable time.
(b) The term also includes--
(1) Any school that provides not less than a one-year program of
training to prepare students for gainful employment in a recognized
occupation and that meets the provisions of paragraphs (1), (2), (4),
and (5) of paragraph (a); and
(2) A public or nonprofit private educational institution in any
State that, in lieu of the requirement in paragraph (a)(1) of this
definition, admits as regular students individuals--
(A) Who are beyond the age of compulsory school attendance in the
State in which the institution is located; or
(B) Who will be dually or concurrently enrolled in the institution
and a secondary school. (20 U.S.C. 1001(a) and (b)).
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).
Native Hawaiian means any individual any of whose ancestors were
natives, prior to 1778, of the area which now comprises the State of
Hawaii. (20 U.S.C. 2326(a)(3))
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). (34
CFR 77.1).
Professional development means activities that--
(a) Are an integral part of eligible agency, eligible recipient,
institution, or
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school strategies for providing educators (including teachers,
principals, other school leaders, administrators, specialized
instructional support personnel, career guidance and academic
counselors, and paraprofessionals) with the knowledge and skills
necessary to enable students to succeed in career and technical
education, to meet challenging State academic standards under section
1111(b)(1) of ESEA, or to achieve academic skills at the postsecondary
level; and
(b) Are sustained (not stand-alone, one-day, or short-term
workshops), intensive, collaborative, job-embedded, data-driven, and
classroom-focused, to the extent practicable evidence-based, and may
include activities that--
(1) Improve and increase educators'--
(A) Knowledge of the academic and technical subjects;
(B) Understanding of how students learn; and
(C) Ability to analyze student work and achievement from multiple
sources, including how to adjust instructional strategies, assessments,
and materials based on such analysis;
(2) Are an integral part of eligible recipients' improvement plans;
(3) Allow personalized plans for each educator to address the
educator's specific needs identified in observation or other feedback;
(4) Support the recruitment, hiring, and training of effective
educators, including educators who became certified through State and
local alternative routes to certification;
(5) Advance educator understanding of--
(A) Effective instructional strategies that are evidence-based; and
(B) Strategies for improving student academic and technical
achievement or substantially increasing the knowledge and teaching
skills of educators;
(6) Are developed with extensive participation of educators,
parents, students, and representatives of Indian Tribes (as
applicable), of schools and institutions served under the Act;
(7) Are designed to give educators of students who are English
learners in career and technical education programs or programs of
study the knowledge and skills to provide instruction and appropriate
language and academic support services to those students, including the
appropriate use of curricula and assessments;
(8) As a whole, are regularly evaluated for their impact on
increased educator effectiveness and improved student academic and
technical achievement, with the findings of the evaluations used to
improve the quality of professional development;
(9) Are designed to give educators of individuals with disabilities
in career and technical education programs or programs of study the
knowledge and skills to provide instruction and academic support
services to those individuals, including positive behavioral
interventions and supports, multi-tier system of supports, and use of
accommodations;
(10) Include instruction in the use of data and assessments to
inform and instruct classroom practice;
(11) Include instruction in ways that educators may work more
effectively with parents and families;
(12) Provide follow-up training to educators who have participated
in activities described in this definition that are designed to ensure
that the knowledge and skills learned by the educators are implemented
in the classroom;
(13) Promote the integration of academic knowledge and skills and
relevant technical knowledge and skills, including programming jointly
delivered to academic and career and technical education teachers; or
(14) Increase the ability of educators providing career and
technical education instruction to stay current with industry
standards. (20 U.S.C. 2302(40)).
Program of study means a coordinated, nonduplicative sequence of
academic and technical content at the secondary and postsecondary level
that--
(A) Incorporates challenging State academic standards, including
those adopted by a State under section 1111(b)(1) of ESEA;
(B) Addresses both academic and technical knowledge and skills,
including employability skills;
(C) Is aligned with the needs of industries in the economy of the
State, region, Tribal community, or local area;
(D) Progresses in specificity (beginning with all aspects of an
industry or career cluster and leading to more occupation-specific
instruction);
(E) Has multiple entry and exit points that incorporate
credentialing; and
(F) Culminates in the attainment of a recognized postsecondary
credential. (20 U.S.C. 2302(41)).
Recognized postsecondary credential means a credential consisting
of an industry-recognized certificate or certification, a certificate
of completion of an apprenticeship, a license recognized by the State
involved or Federal Government, or an associate or baccalaureate
degree. (29 U.S.C. 3102(52)).
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).
Secondary school means a nonprofit institutional day or residential
school, including a public secondary charter school, that provides
secondary education, as determined under State law, except that the
term does not include any education beyond grade 12. (20 U.S.C.
7801(45)).
Special populations means--
(a) Individuals with disabilities;
(b) Individuals from economically disadvantaged families, including
low-income youth and adults;
(c) Individuals preparing for non-traditional fields;
(d) Single parents, including single pregnant women;
(e) Out-of-workforce individuals;
(f) English learners;
(g) Homeless individuals described in section 725 of the McKinney-
Vento Homeless Assistance Act (42 U.S.C. 11434a);
(h) Youth who are in, or have aged out of, the foster care system;
and
(i) Youth with a parent who--
(i) Is a member of the armed forces (as such term is defined in
section 101(a)(4) of title 10, United States Code); and
(ii) Is on active duty (as such term is defined in section
101(d)(1) of such title). (20 U.S.C. 2302(48)).
Stipend means a subsistence allowance--
(a) For a student who is enrolled in a career and technical
education program funded under the NHCTEP;
(b) For a student who has an acute economic need that cannot be met
through work-study programs; and
(c) That is necessary for the student to participate in a project
funded under this program. (Notice of Final Requirements).
Support services means services related to curriculum modification,
equipment modification, classroom modification, supportive personnel
(including paraprofessionals and specialized instructional support
personnel), and instructional aids and devices. (20 U.S.C. 2302(50)).
Work-based learning means sustained interactions with industry or
community professionals in real workplace settings, to the extent
practicable, or simulated environments at an educational institution
that foster in-depth, firsthand engagement with the tasks required of a
given career field, that are aligned to curriculum and instruction. (20
U.S.C. 2302(55)).
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act
[[Page 5169]]
(5 U.S.C. 553), the Department generally offers interested parties the
opportunity to comment on proposed selection criteria 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 substantially
revised program under section 116 of the Carl D. Perkins Career and
Technical Education Act of 2006, as amended by the Strengthening Career
and Technical Education for the 21st Century Act, 20 U.S.C. 2326, and
therefore qualifies for this exemption. In order to ensure timely grant
awards, the Secretary has decided to forgo public comment on certain
requirements and selection criteria under section 437(d)(1) of GEPA.
These requirements and selection criteria will apply to the FY 2021
grant competition and any subsequent year in which we make awards from
the list of unfunded applications from this competition.
Program Authority: 20 U.S.C. 2301, et seq., particularly 2326(a)-
(h).
Note: Projects must be awarded and operated in a manner
consistent with the nondiscrimination requirements contained in the
U.S. Constitution and the Federal civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 81, 82,
84, 86, 97, 98, and 99. (b) The Office of Management and Budget (OMB)
Guidelines to Agencies on Governmentwide Debarment and Suspension
(Nonprocurement) in 2 CFR part 180, as adopted and amended as
regulations of the Department in 2 CFR part 3485. (c) The Uniform
Administrative Requirements, Cost Principles, and Audit Requirements
for Federal Awards in 2 CFR part 200, as adopted and amended as
regulations of the Department in 2 CFR part 3474. (d) The Notice of
Final Requirements. (e) The Supplemental Priorities. (f) The
Administrative Priorities.
Note: The regulations in 34 CFR 86 apply to institutions of
higher education only.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $3,176,000 for the first 12 months of
the project period. Funding for years two, three, four, and five is
subject to the availability of funds and to a grantee meeting the
requirements of 34 CFR 75.253.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards later in FY 2021 or in
subsequent years from the list of unfunded applications from this
competition.
Estimated Range of Awards: $250,000 to $500,000.
Estimated Average Size of Awards: $350,000.
Estimated Number of Awards: 9-10.
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 are eligible to
apply under this competition:
(a) Community-based organizations primarily serving and
representing Native Hawaiians. For purposes of the NHCTEP, a community-
based organization means a public or private organization that provides
career and technical education, or related services, to individuals in
the Native Hawaiian community.
(b) Any community-based organization may apply individually or as
part of a consortium with one or more eligible community-based
organizations. (Eligible applicants seeking to apply for funds as a
consortium must meet the requirements in 34 CFR 75.127-75.129.).
Note: If you are a nonprofit organization, under 34 CFR 75.51,
you may demonstrate your nonprofit status by providing: (1) Proof
that the Internal Revenue Service currently recognizes the applicant
as an organization to which contributions are tax deductible under
section 501(c)(3) of the Internal Revenue Code; (2) a statement from
a State taxing body or the State attorney general certifying that
the organization is a nonprofit organization operating within the
State and that no part of its net earnings may lawfully benefit any
private shareholder or individual; (3) a certified copy of the
applicant's certificate of incorporation or similar document if it
clearly establishes the nonprofit status of the applicant; or (4)
any item described above if that item applies to a State or national
parent organization, together with a statement by the State or
parent organization that the applicant is a local nonprofit
affiliate.
2. a. Cost Sharing or Matching: This program does not require cost
sharing or matching.
b. Supplement-Not-Supplant: This competition involves supplement-
not-supplant funding requirements. In accordance with section 211(a) of
Perkins V (20 U.S.C. 2391(a)), funds under this program may not be used
to supplant non-Federal funds used to carry out CTE activities.
We caution applicants not to plan to use funds under NHCTEP to
replace otherwise available non-Federal funding for direct assistance
to students and family assistance programs. For example, NHCTEP funds
must not be used to supplant other non-Federal funds with Federal funds
in order to pay the costs of students' tuition, dependent care,
transportation, books, supplies, and other costs associated with
participation in a CTE program.
Funds under NHCTEP should not be used to replace Federal student
financial aid. Perkins V does not authorize the Secretary to fund
projects that serve primarily as entities through which students may
apply for and receive tuition and other financial assistance.
c. 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.
d. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
e. Limitation on Services: Section 215 of Perkins V (20 U.S.C.
2395) forbids the use of Perkins funds for the education of students
prior to the middle grades. The term ``middle grades'' refers to grades
5 through 8, as defined in section 8101 of ESEA.
3. 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: Institutions of higher education, nonprofit organizations,
local educational agencies. 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 grantee.
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.
[[Page 5170]]
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for the NHCTEP program,
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).
Because we plan to make successful applications available to the
public on the Department's website, 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 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, and no
smaller than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; the one-page abstract; the resumes; the
bibliography; or the letters of support. However, the recommended page
limit does apply to all of the application narrative.
6. Notice of Intent to Apply: The Department will be able to review
grant applications more efficiently if we know the approximate number
of applicants that intend to apply. Therefore, we strongly encourage
each potential applicant to notify us of their intent to submit an
application. To do so, please email the program contact person listed
under FOR FURTHER INFORMATION CONTACT with the subject line ``Intent to
Apply,'' and include the applicant's name and a contact person's name
and email address. Applicants that do not submit a notice of intent to
apply may still apply for funding; applicants that do not submit a
notice of intent to apply are not bound to apply or bound by the
information provided.
V. Application Review Information
1. Selection Criteria: The selection criteria for this program are
from 34 CFR 75.210 or are established in accordance with section
437(d)(1) of GEPA. The source and maximum score for each criterion are
indicated in parentheses.
(a) Quality of the project design (Up to 50 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 services to be provided by the proposed
project will create and offer activities that focus on enabling
participants to obtain the skills necessary to gain employment in high-
skill, high-wage, and in-demand occupations in emerging fields or in a
specific career field. (Section 437(d)(1) of GEPA). (Up to 20 points).
(2) The extent to which the services to be provided by the proposed
project reflect up-to-date knowledge from research and effective
practice. (34 CFR 75.210). (Up to 15 points).
(3) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs. (34 CFR 75.210). (Up to 5
points).
(4) The extent to which the proposed project will integrate with or
build on similar or related efforts to improve relevant outcomes (as
defined in 34 CFR 77.1(c)), using existing funding streams from other
programs or policies supported by community, State, and Federal
resources. (34 CFR 75.210). (Up to 5 points).
(5) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services. (34 CFR 75.210). (Up to 5
points).
(b) Quality of the management plan and project personnel (Up to 25
points). The Secretary considers the quality of the management plan
for, and the quality of the personnel who will carry out, the proposed
project. In determining the quality of the management plan and the
project personnel 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. (34 CFR 75.210). (Up to 10 points).
(2) 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. (34 CFR 75.210). (Up to 5 points).
(3) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project. (34 CFR 75.210). (Up to 5 points).
(4) The qualifications, including relevant training and experience,
of the project director or principal investigator, key project
personnel, and project consultants or subcontractors. (34 CFR 75.210).
(Up to 5 points).
(c) Adequacy of resources (Up to 10 points). The Secretary
considers the adequacy of resources for the proposed project. In
determining the adequacy of resources for the proposed project, the
Secretary considers the following factors:
(1) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization. (34 CFR 75.210). (Up to 2 points).
(2) The extent to which the budget is adequate to support the
proposed project and the costs are reasonable in relation to the
objectives, design, and potential significance of the proposed project.
(34 CFR 75.210). (Up to 5 points).
[[Page 5171]]
(3) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
(34 CFR 75.210). (Up to 3 points).
(d) Quality of the project evaluation (Up to 10 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 include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible. (34 CFR 75.210). (Up to 5
points).
(2) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes. (34 CFR 75.210). (Up to 5 points).
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Risk Assessment and 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 200.206(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 (SAM).
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.
5. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
a. Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
b. Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
c. Promoting the freedom of speech and religious liberty in
alignment with Promoting Free Speech and Religious Liberty (E.O. 13798)
and Improving Free Inquiry, Transparency, and Accountability at
Colleges and Universities (E.O. 13864) (2 CFR 200.300, 200.303,
200.339, and 200.341);
d. Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
e. Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
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 Requirement: 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.
The 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
[[Page 5172]]
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.
(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: The Department has established the
following performance measures for purposes of GPRA and for Department
reporting under 34 CFR 75.110, which it will use to evaluate the
overall performance of the grantee's project, as well as NHCTEP as a
whole:
(a) At the secondary level: An increase in--
(1) The percentage of CTE concentrators who graduate high school,
as measured by--
(A) The four-year adjusted cohort graduation rate (defined in
section 8101 of ESEA); and
(B) At the grantee's discretion, the extended-year adjusted cohort
graduation rate (defined in section 8101 of ESEA);
(2) The percentage of CTE concentrators graduating from high school
having attained postsecondary credits in the relevant CTE program
earned through a dual or concurrent enrollment program or another
credit transfer agreement;
(3) The percentage of CTE concentrators graduating from high school
having participated in work-based learning;
(4) The percentage of CTE concentrators graduating from high school
having attained a recognized postsecondary credential; and
(5) The percentage of CTE concentrators who, after exiting from
secondary education, are in postsecondary education or advanced
training, military service, or a service program, or are employed.
(b) At the postsecondary level: An increase in--
(1) The percentage of CTE concentrators who remain enrolled in
postsecondary education, are in advanced training, military service, or
a service program, or are employed; and
(2) The percentage of CTE concentrators who receive a recognized
postsecondary credential.
Project-Specific Performance Measures:
In addition to these measures, applicants may propose project-
specific performance measures and performance targets consistent with
the objectives of the proposed project. Examples of such project-
specific performance measures could include student recruitment,
student participation in work-based learning at the postsecondary
level, and teacher and faculty participation in professional
development.
Note: All grantees will be expected to submit a semi-annual and
an annual performance report addressing these performance measures,
to the extent that these performance measures apply to each
grantee's NHCTEP project.
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.
Scott Stump,
Assistant Secretary for Career, Technical, and Adult Education.
[FR Doc. 2021-00809 Filed 1-15-21; 8:45 am]
BILLING CODE 4000-01-P