[Federal Register Volume 88, Number 62 (Friday, March 31, 2023)]
[Notices]
[Pages 19279-19285]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-06681]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Nita M. Lowey 21st Century Community 
Learning Centers National Technical Assistance Center

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

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for fiscal year (FY) 2023 for the Nita M. Lowey 
21st Century Community Learning Centers (21st CCLC) National Technical 
Assistance Center (NTAC), Assistance Listing Number 84.287E. This 
notice relates to the approved information collection under OMB control 
number 1894-0006.

DATES: 
    Applications Available: March 31, 2023.
    Deadline for Notice of Intent to Apply: May 1, 2023.
    Deadline for Transmittal of Applications: May 30, 2023.
    Deadline for Intergovernmental Review: July 31, 2023.
    Pre-Application Webinar Information: The Department will hold a 
pre-application meeting via webinar for prospective applicants. Once 
scheduled, the date and time for the webinar will be posted at https://oese.ed.gov/21st-cclc-national-technical-assistance-center-ntac/.

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 December 7, 2022 (87 FR 75045), and available at 
https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs. Please note that these Common Instructions supersede 
the version published on December 27, 2021.

FOR FURTHER INFORMATION CONTACT: Julie Coplin, U.S. Department of 
Education, 400 Maryland Avenue SW, Washington, DC 20202. Telephone: 
(202) 987-1797. Email: [email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of this discretionary grant is to 
create the 21st CCLC NTAC, which will support State educational 
agencies (SEAs) and their subgrantees that operate 21st CCLC programs.
    Background: The 21st CCLC program provides essential out-of-school 
time learning that helps accelerate academic recovery and support 
students' social, emotional, and mental health. While out-of-school 
time opportunities are always essential, they have been especially 
critical as students continue to recover from the impacts of the COVID-
19 pandemic. The 21st CCLC NTAC will help 21st CCLC grantees and 
subgrantees provide effective out-of-school time opportunities that 
have the biggest possible positive impact in students' lives.
    Out-of-school time programming can be a key to success when 
programs are evidence-based and effective. For

[[Page 19280]]

example, available evidence \1\ suggests that tutoring is especially 
helpful when tutors are well-trained, offer high-dosage tutoring, and 
are providing instruction and enrichment that is evidence-based and 
culturally and linguistically responsive. Practices that support 
student learning in the classroom are also important in tutoring, and 
the 21st CCLC NTAC will assist SEAs and 21st CCLC subgrantees in 
identifying and using evidence-based approaches and in providing 
professional development to educators, tutors, mentors, and others who 
support students.
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    \1\ Nickow, A., Oreopoulos, P., & Quan, V. (2020, July). The 
Impressive Effects of Tutoring on PreK-12 Learning: A Systematic 
Review and Meta-Analysis of the Experimental Evidence. 
EdWorkingPaper: 20-267. Retrieved from Annenberg Institute at Brown 
University: https://doi.org/10.26300/eh0c-pc52.
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    The work the 21st CCLC NTAC will do is aligned with other key 
Department initiatives that are supporting access to urgently needed 
out-of-school time programming. For example, the Department launched 
the National Partnership for Student Success, a public-private 
partnership, to help increase the number of tutors, mentors, student 
success coaches, postsecondary transition coaches, and integrated 
student support coordinators to help students get back on track. (See 
https://sites.ed.gov/cfbnp/national-partnership-for-student-success-launched/ for additional information.) In addition, the Department 
launched the Engage Every Student initiative to help expand high-
quality out-of-school time learning opportunities, including those in 
21st CCLCs. (See https://www.ed.gov/ost for additional information.) 
The Department has also encouraged State and local leaders to partner 
with AmeriCorps, including by clarifying that Department funds may be 
used to meet AmeriCorps matching requirements. (See https://www2.ed.gov/policy/fund/guid/americorps-matching-letter.pdf?src=grants-page for additional information.) AmeriCorps members may in turn serve 
as tutors, mentors, and student success coaches; assist with additional 
administrative responsibilities resulting from the pandemic; and 
provide creative enrichment opportunities, including by collaborating 
with 21st CCLCs.
    21st CCLCs provide academic enrichment opportunities during non-
school hours for students attending high-poverty, low-performing 
schools. The Department allocates 21st CCLC funds to SEAs that, in 
turn, award competitive subgrants to various entities to provide 21st 
CCLC programs. The awardee of this grant will work collaboratively with 
the Department to: (a) identify needs of SEAs and 21st CCLC 
subgrantees, (b) provide best practices in program implementation, (c) 
develop technical assistance opportunities and tools, and (d) implement 
supports using a continuous improvement approach. The grantee will 
build the capacity of SEAs and their 21st CCLC subgrantees through 
communities of practice and the development of tools, webinars, 
resources, and courses that will be disseminated through a web portal 
in English, with a subset translated into Spanish, to support 
independent, self-paced learning. The Department also will house 
materials from the 21st CCLC Summer Symposium and annual meetings with 
SEA 21st CCLC directors on the portal. Members of the public will have 
access to the portal, although there will be a separate login for SEAs 
and 21st CCLC subgrantees. The grantee will develop and disseminate a 
monthly newsletter that will share recently developed products (e.g., 
webinars, resources, tools) and announce opportunities to participate 
in a variety of convenings.
    The 21st CCLC NTAC will initially focus on: (a) students' academic 
and mental health needs and alignment with the traditional school day 
(e.g., literacy, math, overall well-being); (b) academic recovery 
(e.g., acceleration, high-dosage tutoring); (c) science, technology, 
engineering, and mathematics (STEM) activities; (d) providing 21st CCLC 
programming in rural areas; (e) improving attendance and student 
engagement of middle and high school students; (f) re-engagement of 
disengaged youth; (g) implementation and evaluation of 21st CCLC 
programs; (h) supporting multilingual learners; (i) financial literacy; 
(j) supporting discretionary grants funded with 21st CCLC funds, 
including the Department's four current 21st CCLC Out-of-School Time 
Career Pathways grants; and (k) any other priority areas mutually 
identified by the grantee and the Department through annual service 
plans. In addition, the 21st CCLC NTAC will provide sessions and 
resources to support SEAs and their 21st CCLC subgrantees in the 
development and implementation of robust 21st CCLC programs. The 
grantee will periodically gather data from SEAs and a sample of 21st 
CCLC subgrantees, as well as the Department, to determine its 
activities and to plan its technical assistance using a multi-tiered 
system of supports and/or a multi-session series that incorporates 
principles of adult learning, resulting in improved systems and 
processes for SEAs and 21st CCLC subgrantees.
    Upon award of this grant, the grantee will enter into a cooperative 
agreement with the Department that will set forth how the 21st CCLC 
NTAC will be developed, managed, and evaluated. As part of the 
cooperative agreement, the grantee will submit a plan to the Department 
for its review and approval that, for each year of the grant, lays out 
its technical assistance plan, focusing on technical assistance to 
individual SEAs, groups of SEAs (and possibly including 21st CCLC 
subgrantees), and to the 21st CCLC field at large.
    Priorities:
    This notice contains one absolute priority and three competitive 
preference priorities. We are establishing the Absolute Priority for 
the FY 2023 grant competition and any subsequent year in which we make 
awards from the list of unfunded applications from this competition, in 
accordance with section 437(d)(1) of the General Education Provisions 
Act (GEPA), 20 U.S.C. 1232(d)(1). Competitive Preference Priorities 1, 
2, and 3 are from the Secretary's Supplemental Priorities and 
Definitions for Discretionary Grant Programs, published in the Federal 
Register on December 10, 2021 (86 FR 70612) (Supplemental Priorities).
    Absolute Priority: This priority is an absolute priority. Under 34 
CFR 75.105(c)(3) we consider only applications that meet this priority.
    This priority is:
    Building Capacity in 21st CCLC Programs.
    The 21st CCLC NTAC must provide high-quality, universal and 
targeted capacity-building services to SEAs and 21st CCLC subgrantees 
to address common implementation challenges facing SEAs and 21st CCLC 
subgrantees and emerging trends in out-of-school time settings. The 
initial set of proposed activities must focus on (a) students' academic 
and mental health needs and alignment with the traditional school day 
(e.g., literacy, math, overall well-being); (b) academic recovery 
(e.g., acceleration, high-dosage tutoring); (c) STEM activities; (d) 
providing 21st CCLC programming in rural areas; (e) improving 
attendance and student engagement of middle and high school students; 
(f) re-engagement of disengaged youth; (g) implementation and 
evaluation of 21st CCLC programs; (h) supporting multilingual learners; 
(i) financial literacy; (j) supporting discretionary grants funded with 
21st CCLC funds, including the Department's four current 21st CCLC Out-
of-School Time Career Pathways grants; and (k)

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any other priority areas mutually identified by the grantee and the 
Department through annual service plans.
    Competitive Preference Priorities: These priorities are competitive 
preference priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an 
additional 15 points total to an application, depending on how well the 
application meets these priorities. An applicant must clearly indicate 
in the abstract section of its application which competitive preference 
priority or priorities it addresses.
    Competitive Preference Priority 1: Addressing the Impact of COVID-
19 on Students, Educators, and Faculty (up to 5 points).
    Projects that are designed to address the impacts of the COVID-19 
pandemic, including impacts that extend beyond the duration of the 
pandemic itself, on the students most impacted by the pandemic, with a 
focus on underserved students and the educators who serve them, both 
priority areas:
    (a) Providing resources and supports to meet the basic, 
fundamental, health and safety needs of students and educators.
    (b) Addressing students' social, emotional, mental health, and 
academic needs through approaches that are inclusive with regard to 
race, ethnicity, culture, language, and disability status.
    Competitive Preference Priority 2: Promoting Equity in Student 
Access to Educational Resources and Opportunities (up to 5 points).--
    Projects that are designed to promote educational equity and 
adequacy in student access to educational resources and opportunities 
for underserved students:
    (a) In out-of-school-time settings; and
    (b) That examine the sources of inequity and inadequacy and 
implement responses, by increasing student racial or socioeconomic 
diversity through developing evidence related to, or providing 
technical assistance on, evidence-based policies or strategies designed 
to increase inclusivity with regard to race, ethnicity, culture, 
language, and disability status.
    Competitive Preference Priority 3: Meeting Student Social, 
Emotional, and Academic Needs (up to 5 points).
    Projects that are designed to improve students' social, emotional, 
academic, and career development, with a focus on underserved students, 
through both of the following priority areas:
    (a) Providing multi-tiered systems of supports that address 
learning barriers both in and out of the classroom, that enable healthy 
development and respond to students' needs and which may include 
evidence-based trauma-informed practices and professional development 
for educators on avoiding deficit-based approaches.
    (b) Preparing educators to implement project-based or experiential 
learning opportunities for students to strengthen their metacognitive 
skills, self-direction, self-efficacy, competency, or motivation, 
including through instruction that: Connects to students' prior 
knowledge and experience; provides rich, engaging, complex, and 
motivating tasks; and offers opportunities for collaborative learning.
    Application Requirements:
    (1) Explain how the grantee's program design will create high-
quality technical assistance for SEAs and 21st CCLC subgrantees in 
their work with targeted student populations and how the grantee will 
develop and implement a continuous improvement cycle to support the 
work.
    (2) Describe how the grantee's project services will be carried out 
using a multi-tiered system of support to provide technical assistance 
virtually and onsite.
    (3) Demonstrate expert knowledge of statutory requirements and 
regulations related to Title IV, Part B of the Elementary and Secondary 
Education Act of 1965 (ESEA) and current education issues and policy 
initiatives for supporting the implementation and scaling of evidence-
based programs, practices, and interventions related to out-of-school 
time programming.
    (4) Describe the current research on adult learning principles, 
coaching, and implementation science that will inform the applicant's 
capacity-building services.
    (5) Present a proposed 5-year service plan that considers 
commonalities identified in final Department monitoring reports for 
21st CCLC, implementation challenges faced by SEAs and 21st CCLC 
subgrantees, and emerging trends in out-of-school time settings. The 5-
year service plan must include for each year, at a minimum, the 
following elements: high-leverage problems to be addressed, capacity-
building services to be delivered both universally and through targeted 
assistance to SEAs and 21st CCLC subgrantees, key personnel 
responsible, milestones, outputs, and outcome measures.
    (6) Present a proposed evaluation plan that describes the criteria 
for whether (a) milestones are met, (b) outputs are met, (c) SEA and 
21st CCLC subgrantee outcomes (i.e., short-term, mid-term, long-term) 
are met, and (d) capacity-building services are implemented as 
intended.
    (7) A description of the applicant's demonstrated experience in 
providing training, information, and support to SEAs, local educational 
agencies (LEAs), schools, educators, parents, and organizations on 
effective out-of-school time policies and practices.
    Program Requirements:
    (1) Develop a service plan annually in consultation with the 
Department. The service plan must consider commonalities identified in 
finalized Department monitoring report findings in 21st CCLC programs, 
implementation challenges faced by SEAs and 21st CCLC subgrantees, and 
emerging trends in out-of-school time settings. The annual service plan 
must be an update to the 5-year plan submitted as part of the 21st CCLC 
NTAC's application. The annual service plan must include, at a minimum, 
the following elements: high-leverage problems to be addressed, 
capacity-building services to be delivered both universally and through 
targeted assistance to individual SEAs and 21st CCLC subgrantees, key 
personnel responsible, milestones, outputs, and outcome measures.
    (2) Create and maintain the 21st CCLC NTAC website with an easy-to-
navigate design that meets government or industry-recognized standards 
for accessibility.
    (3) Obtain and retain education practitioners, researchers, policy 
professionals, and other consultants with direct experience with out-
of-school time programs at the State and local level. Personnel must 
have a proven record of publishing in peer-reviewed journals, 
presenting at national conferences, and/or delivering quality adult 
learning experiences that meet SEA and 21st CCLC subgrantees' needs.
    (4) Disseminate information (e.g., instructional videos, tool kits, 
and briefs) including evidence-based practices to a variety of 
education stakeholders, including parents, students, and the general 
public, via multiple mechanisms such as the 21st CCLC NTAC website, 
social media, and other channels as appropriate.
    (5) Assemble a Technical Assistance Advisory Committee (TAAC) 
consisting of SEAs and 21st CCLC subgrantees to work collaboratively on 
education strategies in out-of-school settings and implementation 
practices at least twice per year.
    (6) Employ one full-time equivalent (FTE) project director who is 
capable of managing all aspects of the 21st CCLC NTAC.
    (7) Within 90 days of receiving funding, demonstrate that any 
necessary contractors to assist in carrying out the

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proposed services have been secured, to the extent contractors are 
needed.
    Definitions: For the FY 2023 grant competition and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, the definition of ``evidence-based'' is from 
section 8101(21) of the ESEA, and the definition of ``underserved 
student'' is from the Supplemental Priorities.
    Evidence-based means an activity, strategy, or intervention that--
    (i) demonstrates a statistically significant effect on improving 
student outcomes or other relevant outcomes based on--
    (I) strong evidence from at least 1 well-designed and well-
implemented experimental study;
    (II) moderate evidence from at least 1 well-designed and well-
implemented quasi-experimental study; or
    (III) promising evidence from at least 1 well-designed and well-
implemented correlational study with statistical controls for selection 
bias; or
    (ii)(I) demonstrates a rationale based on high-quality research 
findings or positive evaluation that such activity, strategy, or 
intervention is likely to improve student outcomes or other relevant 
outcomes; and
    (II) includes ongoing efforts to examine the effects of such 
activity, strategy, or intervention.
    Underserved student means a student (which may include children in 
early learning environments, students in K-12 programs, and students in 
career and technical education, as appropriate) in one or more of the 
following subgroups:
    (a) A student who is living in poverty or is served by schools with 
high concentrations of students living in poverty.
    (b) A student of color.
    (c) A student who is a member of a federally recognized Indian 
Tribe.
    (d) An English learner.
    (e) A child or student with a disability.
    (f) A disconnected youth.
    (g) A technologically unconnected youth.
    (h) A migrant student.
    (i) A student experiencing homelessness or housing insecurity.
    (j) A lesbian, gay, bisexual, transgender, queer or questioning, or 
intersex (LGBTQI+) student.
    (k) A student who is in foster care.
    (l) A student without documentation of immigration status.
    (m) A pregnant, parenting, or caregiving student.
    (n) A student impacted by the justice system, including a formerly 
incarcerated student.
    (o) A student performing significantly below grade level.
    (p) A military- or veteran-connected student.
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (5 U.S.C. 553), the Department generally offers interested parties 
the opportunity to comment on proposed priorities and application 
requirements. Section 437(d)(1) of GEPA, however, allows the Secretary 
to exempt from rulemaking requirements regulations governing the first 
grant competition under a new or substantially revised program 
authority. This is the first grant competition for this program under 
section 4202(a)(2) of the ESEA, and therefore qualifies for this 
exemption. In order to ensure timely grant awards, the Secretary has 
decided to forgo public comment on the priorities and requirements 
under section 437(d)(1) of GEPA. These priorities and requirements will 
apply to the FY 2023 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. 7172(a)(2).
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    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 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 Supplemental Priorities.

II. Award Information

    Type of Award: Cooperative Agreement.
    Estimated Available Funds: $4,600,000 in FY 2023 and $4,100,000 in 
each subsequent fiscal year.
    Maximum Award: We will not make an award exceeding $4,600,000 for a 
single 12-month budget period.
    Estimated Number of Awards: 1.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: Research organizations.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted 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.
    c. 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.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 7, 2022 (87 FR 75045) and available at https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application. Please note that these Common Instructions 
supersede the version published on December 27, 2021.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative 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 75 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.

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     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.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or 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.
    5. 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 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 competition 
are from 34 CFR 75.210. The maximum score for addressing all of these 
criteria is 100 points. The maximum score for addressing each criterion 
is indicated in parentheses.
    (a) Quality of the project design (20 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 one or more of the following factors:
    (1) 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.
    (2) The extent to which there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework.
    (3) The extent to which performance feedback and continuous 
improvement are integral to the design of the proposed project.
    (b) Quality of project services (30 points).
    The Secretary considers the quality of the services to be provided 
by the proposed project. In determining the quality of the services to 
be provided by the proposed project, the Secretary considers the 
quality and sufficiency of strategies for ensuring equal access and 
treatment for eligible project participants who are members of groups 
that have traditionally been underrepresented based on race, color, 
national origin, gender, age, or disability.
    In addition, the Secretary considers one or more of the following 
factors:
    (1) The extent to which the services to be provided by the proposed 
project are appropriate to the needs of the intended recipients or 
beneficiaries of those services.
    (2) The extent to which the services to be provided by the proposed 
project reflect up-to-date knowledge from research and effective 
practice.
    (3) 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.
    (4) The likelihood that the services to be provided by the proposed 
project will lead to improvements in the achievement of students as 
measured against rigorous academic standards.
    (c) Quality of project personnel (20 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 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.
    In addition, the Secretary considers one or more of the following 
factors:
    (1) The qualifications, including relevant training and experience, 
of the project director or principal investigator.
    (2) The qualifications, including relevant training and experience, 
of key project personnel.
    (3) The qualifications, including relevant training and experience, 
of project consultants or subcontractors.
    (d) Quality of the management plan (25 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 one or more of 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 adequacy of procedures for ensuring feedback and continuous 
improvement in the operation of the proposed project.
    (3) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (4) 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.
    (e) Quality of the project evaluation (5 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 extent to which the methods of 
evaluation provide for examining the effectiveness of project 
implementation strategies.
    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 Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this program competition the 
Department conducts a review of the risks posed by applicants. Under 2 
CFR 200.208, the Secretary may impose specific conditions and, under 2 
CFR 3474.10, in appropriate circumstances, high-risk conditions on a 
grant if the

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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. 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) 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
    (d) 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).
    6. Build America, Buy America Act: This program is not subject to 
the Build America, Buy America Act (Pub. L. 117-58) domestic sourcing 
requirements.

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 also may notify you 
informally.
    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 www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: For the purposes of Department reporting 
under 34 CFR 75.110, the Department has established the following 
performance measures for the 21st CCLC NTAC program:
    Measure 1: The percentage of 21st CCLC subgrantees reporting that 
the 21st CCLC NTAC resources were useful and applicable to their work, 
as evidenced by surveys.
    Measure 2: The percentage of SEAs reporting that they are satisfied 
with the quality, usefulness, and relevance of technical assistance 
provided by the 21st CCLC NTAC, as evidenced by surveys.
    Measure 3: The percentage of SEAs and 21st CCLC subgrantees that 
report changed policies or practices as a result of the technical 
assistance provided by the 21st CCLC NTAC, as evidenced by surveys.
    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, whether 
the grantee has made substantial progress in achieving 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).

[[Page 19285]]

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.

James F. Lane,
Senior Advisor, Office of the Secretary Delegated the Authority to 
Perform the Functions and Duties of the Assistant Secretary, Office of 
Elementary and Secondary Education.
[FR Doc. 2023-06681 Filed 3-30-23; 8:45 am]
BILLING CODE 4000-01-P