[Federal Register Volume 88, Number 99 (Tuesday, May 23, 2023)]
[Notices]
[Pages 33098-33105]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-10901]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Demonstration Grants for Indian
Children and Youth Program--Native American Teacher Retention
Initiative
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 new awards for fiscal year (FY) 2023 for
Demonstration Grants for Indian Children and Youth Program
(Demonstration program)--Native
[[Page 33099]]
American Teacher Retention Initiative (NATRI), Assistance Listing
Number (ALN) 84.299A. This notice relates to the approved information
collection under OMB control number 1810-0722.
DATES:
Applications Available: May 23, 2023.
Deadline for Notice of Intent to Apply: June 22, 2023.
Date of Pre-Application Webinar: June 7, 2023.
Deadline for Transmittal of Applications: July 24, 2023.
Deadline for Intergovernmental Review: September 20, 2023.
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: Donna Bussell, U.S. Department of
Education, 400 Maryland Avenue SW, Room 3W239, Washington, DC 20202-
6335. Telephone: 202-453-6813. 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 the Demonstration program is to
provide financial assistance to projects that develop, test, and
demonstrate the effectiveness of services and programs to improve the
educational opportunities and achievement of Indian students attending
preschool, elementary, and secondary schools.
Background: The joint explanatory statement accompanying the
Consolidated Appropriations Act, 2023 (joint explanatory statement)
directed the Department to use at least $2,750,000 of funds available
for the Demonstration program for ``a teacher retention-initiative to
help address the shortage of Native American educators and expand their
impact on Native American students' education'' and recommended that
the initiative support ``teacher leadership models to increase the
retention of effective, experienced Native American teachers.''
This competition will fund projects that meet the purpose of the
Demonstration program as described in the absolute priority and
encourages projects that support Native American teacher retention in
keeping with the directive from the joint explanatory statement and in
recognition of the positive impact that Native American teachers have
on educational opportunities and achievement for Native American
students. Through an invitational priority, the Department encourages
projects that provide Native American teachers with leadership
responsibilities, facilitate professional learning with peers, and help
develop resources to meet students' unique academic and social-
emotional needs.
One critical means of improving educational opportunities and
achievement of Indian children and youth is addressing the need for
Native American teachers in educational settings that serve Native
American children and youth. Ninety-three percent of all Native
American students attend public schools, where they make up 1 percent
of the total student population. (NCES, 2021).\1\ Yet only .5 percent
of public school teachers identify as American Indian/Alaska Native
(NCES, 2018).\2\
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\1\ National Center for Education Statistics (NCES), Common Core
of Data, Public Elementary/Secondary School Universe Survey, 2020-21
v.1a.
\2\ NCES, National Teacher and Principal Survey, 2017-2018,
https://nces.ed.gov/surveys/ntps/tables/ntps1718_200724_t1n.asp.
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In many schools there is ``little to no exposure to Indigenous
teachers and funds of knowledge'' and Native American students ``are
burdened with various obstacles such as low teacher expectations,
inappropriate tracking into special education, and unfair disciplinary
practices'' (Anthony-Stevens, V., Mahfouz, J., & Bisbee, Y. 2020).\3\
By contrast, cultural acknowledgement and teaching has been linked with
improved outcomes for Native American students. ``[A]cademic
performance is associated with educational experiences structured
around local knowledge, culture, and language'' (Beaulieu, Figueira,
Viri, 2005).\4\
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\3\ Anthony-Stevens, V., Mahfouz, J., & Bisbee, Y. (2020).
Indigenous Teacher Education Is Nation Building: Reflections of
Capacity Building and Capacity Strengthening in Idaho. Journal of
School Leadership, 30(6), 541-564.
\4\ Beaulieu, D., Figueira, A.M., Viri, D. (2005). Indigenous
Teacher Education: Research-Based Model. Australian Association for
Research in Education.
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Research suggests that the quality of a student's teacher matters
more than any other school-related factor (Rand, 2023) \5\ and that
teachers play an important role in educating students about Native
American knowledge, culture, and language. When Native American and
Alaska Native students in the fourth and eighth grade were asked who
taught them most of what they know about Native American history,
language, and traditions, they ranked teachers second only to their
families (NCES, 2019).\6\ Yet 60 percent of those students had teachers
who reported never attending professional development programs aimed at
developing culturally specific instructional practices for American
Indian/Alaska Native students over the past two years (NCES, 2019).\7\
Because teachers play a unique role in educating Native American
students about their history, language, and traditions, thereby
increasing cultural acknowledgement and thus improving educational
outcomes, the Department supports projects that promote the recruitment
and retention of experienced, effective, and well-trained teachers who
can incorporate Native American knowledge, culture, and language into
their work.
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\5\ See RAND Education, ``Teachers Matter: Understanding
Teachers' Impact on Student Achievement,'' http://www.rand.org/education/projects/measuring-teacher-effectiveness/teachers-matter.html (last accessed April 26, 2023).
\6\ NCES, National Indian Education Study, 2019, 13-14. https://nces.ed.gov/nationsreportcard/subject/publications/studies/pdf/2021018.pdf.
\7\ Id. at 30.
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Due to the Federal Government's unique political and legal
relationship with Tribes--as set forth in the Constitution of the
United States, treaties, Federal law, and Executive orders--the
Department held a virtual Tribal consultation on January 24, 2023. This
consultation was announced through various external listservs and
social media. The Department requested input from Tribal Nations on
which of the three priority options from the Secretary's Supplemental
Priority 3 (SSP3) would best support a Native American teacher
retention initiative. The majority of Tribal leaders expressed that
teacher training and retention ought to be prioritized, starting with
option three of the SSP3, ``building educator capacity by professional
development for school leaders to improve mastery of leadership skills
and for teachers in creating safe, healthy, inclusive, and productive
classroom environments.'' Other Tribal leaders expressed the importance
of ensuring that teaching is seen as a viable profession for students
to pursue. For example, Tribal leaders supported such enticements for
teachers
[[Page 33100]]
to stay in schools serving Native American students as higher salaries
and other benefits that could keep teachers from leaving the profession
or finding better opportunities in higher-paying areas. Additionally,
Tribal leaders also expressed the need for more ``grow your own''
programs that support members of a school community in becoming
educators and can certify more Native people to become teachers. Tribal
leaders said that exposing Native American students to more Native
American teachers would allow the students to know teaching is an
option for them. To incorporate Tribal leader input, the Department is
including an invitational priority that allows applicants to propose a
teacher retention initiative to help address the shortage of Native
American educators and expand their impact on Native American students'
education.
The Department also requested input from Tribal Nations on
identifying challenges that impact Native teacher retention, what can
be done to overcome these challenges, and whether there are any known
innovative teacher leadership models to increase retention of
effective, experienced Native American teachers. The majority of Tribal
leaders expressed that programs that facilitate continuing education
and foster meaningful connections for teachers, such as mentorship
programs and group cohorts, have proven to be effective for some school
districts. There are other barriers to teacher retention, though, such
as salaries and housing availability or housing costs. The Department
is including an invitational priority that will benefit Native American
students by encouraging projects designed to retain Native American
teachers and provide important support for Native American teachers
through teacher leadership models.
If an applicant chooses to address the invitational priority, the
applicant could propose a project that is designed to retain educators,
particularly through building teacher leadership models for teachers
from traditionally underrepresented backgrounds and the communities
they serve, and provide Native American teachers the opportunity to do
one or more of the following:
(1) Carry out leadership responsibilities that come with increased
compensation while maintaining a role as a classroom instructor. For
example, leadership responsibilities could include--
(a) Collecting and analyzing data of student academic and social-
emotional outcomes or teacher professional outcomes and taking actions
to improve student outcomes, teacher outcomes, or professional
learning, informed by such data; or
(b) Evaluating and implementing strategies aimed at addressing
areas of demonstrated need in the school where the teacher is employed,
including increasing wraparound services, academic supports, family
engagement, and community-based services;
(2) Facilitate, lead, or engage in sustained professional learning
with peers that is collaborative and based in evidence, research, and
practice;
(3) Analyze socioeconomic, cultural, and historical contexts of
students and their communities, including existing pedagogy, school
policies, and school-based outreach to families and community
organizations, to create learning environments that are more inclusive
of and responsive to student and teacher needs, including cultural,
linguistic, and socioeconomic needs;
(4) Support teachers to effectively serve students with
disabilities, English learners, and students who are linguistically,
racially, and culturally diverse, economically disadvantaged, or
historically underrepresented to increase their academic achievement or
social-emotional learning; and
(5) Use, customize, or develop lesson plans, materials, and
instructional resources to meet the unique needs of students to further
students' academic achievement and social and emotional learning.
Under 34 CFR 263.23(a), this Demonstration grant award is primarily
for the benefit of Indians and is subject to the provisions of section
7(b) of the Indian Self-Determination and Education Assistance Act
(Pub. L. 93-638).
Priorities: This competition includes one absolute priority, one
competitive preference priority, and one invitational priority. In
accordance with 34 CFR 75.105(b)(2)(v), the absolute priority is from
sections 6102(3) and 6121 of the ESEA (20 U.S.C. 7402 and 7441). In
accordance with 34 CFR 75.105(b)(2)(ii), the competitive preference
priority is from 34 CFR 263.21(b)(1).
Absolute Priority: For FY 2023 and any subsequent year in which we
make awards from the list of unfunded applications from this
competition, this priority is an absolute priority. Under 34 CFR
75.105(c)(3), we consider only applications that meet this priority.
This priority is:
Demonstration Grants.
To meet this priority, an applicant must propose a project to
develop, test, and demonstrate the effectiveness of services and
programs to improve educational opportunities and achievement of Indian
children and youth. Proposed projects must be designed to ensure that--
(a) Teachers, principals, other school leaders, and other staff who
serve Indian students have the ability to provide culturally
appropriate and effective instruction and supports to such students;
and
(b) Indian students gain knowledge and understanding of Native
communities, languages, tribal histories, traditions, and cultures.
Proposed projects must focus on one or more of the following
priority areas:
(1) Activities that recognize and support the unique cultural and
educational needs of Indian children and youth, and incorporate
traditional leaders.
(2) Educational services that are not available to such children
and youth in sufficient quantity or quality, including remedial
instruction, to raise the achievement of Indian children in one or more
of the subjects of English, mathematics, science, foreign languages,
art, history, and geography.
(3) Comprehensive guidance, counseling, and testing services.
(4) High-quality professional development of teaching professionals
and paraprofessionals.
Competitive Preference Priority: For FY 2023 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 263.21(b)(1) we award an additional 5 points to
an application that meets the competitive preference priority.
This priority is:
Tribal Lead Applicants (0 or 5 points).
To meet this priority, an application must be submitted by an
Indian Tribe, Indian organization, school funded by the Bureau of
Indian Education (BIE-funded school), or Tribal college or university
(TCU) that is eligible to participate in the Demonstration Grants for
Indian Children and Youth program. A group application submitted by a
consortium that meets the requirements of 34 CFR 75.127 through 75.129
or is eligible to receive the preference only if the lead applicant for
the consortium is the Indian Tribe, Indian organization, BIE-funded
school, or TCU.
Invitational Priority: For FY 2023 and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, this priority is an invitational priority. Under 34 CFR
75.105(c)(1) an application that meets the priority receives no
competitive or absolute
[[Page 33101]]
preference over applications that do not meet the priority.
This priority is:
Native American Teacher Retention Initiative (NATRI).
To meet this priority, an applicant must propose an educator
retention initiative to help address the shortage of Native American
educators and expand their impact on Native American students'
education. The initiative must support teacher leadership models to
increase the retention of effective, experienced Native American
teachers who will assist in ensuring that Native American students gain
knowledge and understanding of Native communities, languages, Tribal
histories, traditions, and cultures as outlined in the absolute
priority for this competition.
For purposes of this priority--
``Educator'' means an individual who is an early learning educator,
teacher, principal or other school leader, specialized instructional
support personnel (e.g., school psychologist, counselor, school social
worker, early intervention service personnel), paraprofessional, or
faculty.
``Native American'' means a member of a federally recognized Indian
Tribe.
Application Requirements: For FY 2023 and any subsequent year in
which we make awards from the list of unfunded applications from this
competition, applicants must meet the following application
requirements, which are from section 6121 of the ESEA (20 U.S.C. 7441)
and 34 CFR 263.22. Each application must contain--
(a) A description of how Indian Tribes and parents and families of
Indian children and youth have been, and will be, involved in
developing and implementing the proposed activities;
(b) Assurances that the applicant will participate, at the request
of the Secretary, in any national evaluation of this program;
(c) Information demonstrating that the proposed project is
evidence-based, where applicable, or is based on an existing evidence-
based program that has been modified to be culturally appropriate for
Indian students;
(d) A description of how the applicant will continue the proposed
activities once the grant period is over; and
Statutory Hiring Preference:
Awards are subject to the provisions of section 7(b) of the Indian
Self-Determination and Education Assistance Act (Pub. L. 93-638). To
the greatest extent feasible, a grantee must--
(1) Give to Indians preferences and opportunities for training and
employment in connection with the administration of the grant; and
(2) Give to Indian organizations and to Indian-owned economic
enterprises, as defined in section 3 of the Indian Financing Act of
1974 (25 U.S.C. 1452(e)), preference in the award of contracts in
connection with the administration of the grant.
For purposes of this preference, an Indian is a member of any
federally recognized Indian Tribe. (25 U.S.C. 1452(b)).
Definitions: The following definitions apply to this competition.
The definition of ``evidence-based'' is from section 8101(21) of the
ESEA (20 U.S.C. 7801(21)). The definitions of ``Indian,'' ``Indian
organization,'' ``parent,'' ``professional development,'' and ``Tribal
college or university'' are from 34 CFR 263.20. The definitions of
``demonstrates a rationale,'' ``relevant outcome,'' ``project
component,'' and ``logic model'' are from 34 CFR 77.1. The definition
of ``traditional leaders'' is from section 103 of the Native American
Languages Act (25 U.S.C. 2902).
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.
Evidence-based, when used with respect to a State, local
educational agency, or school activity, means an activity, strategy, or
intervention that--
(1) 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
(2)(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.
Indian means an individual who is--
(1) A member of an Indian tribe or band, as membership is defined
by the Indian tribe or band, including any tribe or band terminated
since 1940, and any tribe or band recognized by the State in which the
tribe or band resides;
(2) A descendant of a parent or grandparent who meets the
requirements described in paragraph (1) of this definition;
(3) Considered by the Secretary of the Interior to be an Indian for
any purpose;
(4) An Eskimo, Aleut, or other Alaska Native; or
(5) A member of an organized Indian group that received a grant
under the Indian Education Act of 1988 as it was in effect on October
19, 1994.
Indian organization means an organization that--
(1) Is legally established--
(i) By tribal or inter-tribal charter or in accordance with State
or tribal law; and
(ii) With appropriate constitution, by-laws, or articles of
incorporation;
(2) Includes in its purposes the promotion of the education of
Indians;
(3) Is controlled by a governing board, the majority of which is
Indian;
(4) If located on an Indian reservation, operates with the sanction
of or by charter from the governing body of that reservation;
(5) Is neither an organization or subdivision of, nor under the
direct control of, any institution of higher education or TCU; and
(6) Is not an agency of State or local government.
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.
Professional development means in-service training offered to
enhance the skills and abilities of individuals that may be part of,
but not exclusively, the activities provided in a Demonstration Grants
for Indian Children and Youth program.
Project component means an activity, strategy, intervention,
process, product, practice, or policy included in a project. Evidence
may pertain to an individual project component or to a combination of
project components (e.g., training teachers on instructional practices
for English learners and follow-on coaching for these teachers).
Relevant outcome means the student outcome(s) or other outcome(s)
the key project component is designed to improve, consistent with the
specific goals of the program.
Traditional leaders includes Native Americans who have special
expertise in Native American culture and Native American languages.
Tribal College or University (TCU) means an accredited college or
[[Page 33102]]
university within the United States cited in section 532 of the Equity
in Educational Land-Grant Status Act of 1994, any other institution
that qualifies for funding under the Tribally Controlled College or
University Assistance Act of 1978, and the Navajo Community College,
authorized in the Navajo Community College Assistance Act of 1978.
Program Authority: 20 U.S.C. 7441.
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 regulations for this program in 34 CFR part 263.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian Tribes.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $2,750,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent years from
the list of unfunded applications from this competition.
Estimated Range of Awards: $400,000-$500,000.
Estimated Average Size of Awards: $450,000.
Estimated Number of Awards: 6.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
Note: Under ESEA section 6121(d)(1)(C), the Secretary awards grants
for an initial period of not more than 36 months and may renew them for
up to 24 months if the Secretary determines that the grantee has made
substantial progress in carrying out activities under the grant.
III. Eligibility Information
1. Eligible Applicants: The following entities, either alone or in
a consortium, are eligible under this program:
(a) A State educational agency.
(b) A local educational agency (LEA), including charter schools
that are considered LEAs under State law.
(c) An Indian Tribe.
(d) An Indian organization.
(e) A federally supported elementary school or secondary school for
Indian students.
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: Under ESEA section 6121(e) and
the Consolidated Appropriations Act, 2023, no more than 5 percent of
the funds awarded for a grant may be used for direct administrative
costs.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
4. Other: Projects funded under this competition should budget two
personnel for a 2-day project directors' meeting in Washington, DC,
during each year of the project period.
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. Please note that these Common Instructions supersede
the version published on December 27, 2021.
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for the Demonstration
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 by posting them on our 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 no more than 30 pages, and (2) use the
following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
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, the letter(s) of support, or the signed consortium
agreement. However, the recommended page limit does apply to all of the
application narrative. An application will not be disqualified if it
exceeds the recommended page limit.
6. Notice of Intent to Apply: The Department will be able to review
grant
[[Page 33103]]
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 263.24, 34 CFR 75.200, and 34 CFR 75.210. The maximum
score for addressing each criterion and factor within each criterion is
included in parentheses. The maximum score for these criteria is 100
points.
(a) Need for project (5 points). The Secretary considers the need
for the proposed project. In determining the need for the proposed
project, the Secretary considers the magnitude of the need for the
services to be provided or the activities to be carried out by the
proposed project. (Up to 5 points)
(b) Quality of project design (25 points).
The Secretary considers the quality of the design of the proposed
project. In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(1) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(Up to 5 points)
(2) 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. (Up to 5 points)
(3) The extent to which there is a conceptual framework underlying
the proposed research or demonstration activities and the quality of
that framework. (Up to 5 points)
(4) The extent to which the proposed project is designed to build
capacity and yield results that will extend beyond the period of
Federal financial assistance. (Up to 5 points)
(5) The extent to which the design of the proposed project reflects
up-to-date knowledge from research and effective practice. (Up to 5
points)
(c) Quality of project services (31 points).
The Secretary considers the quality of the project services. 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. (Up to 3 points)
In addition, the Secretary considers the following factors:
(1) The extent to which the training or professional development
services to be provided by the proposed project are likely to alleviate
the personnel shortages that have been identified or are the focus of
the proposed project. (Up to 13 points)
(2) 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. (Up to 15 points)
(d) Quality of project personnel (15 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. (Up to 5 points)
In addition, the Secretary considers the following factors:
(1) The qualifications, including relevant training and experience,
of the project director or principal investigator. (Up to 5 points)
(2) The qualifications, including relevant training and experience,
of key project personnel. (Up to 5 points)
(e) Adequacy of resources (8 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 extent to which the budget is adequate to support the
proposed project. (Up to 3 points)
(2) The potential for the incorporation of project purposes,
activities, or benefits into the ongoing program of the agency or
organization at the end of Federal funding. (Up to 5 points).
(f) Quality of the management plan (10 points).
The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan for
the proposed project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks. (Up to 5 points)
(ii) 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. (Up to 5 points)
(g) Quality of the project evaluation (6 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 provide for
examining the effectiveness of project implementation strategies. (Up
to 3 points)
(2) The extent to which the evaluation will provide guidance about
effective strategies suitable for replication or testing in other
settings. (Up to 3 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 Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this program, 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 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
[[Page 33104]]
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).
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.
(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: For the purposes of Department reporting
under 34 CFR 75.110, we developed the following performance measure for
measuring the overall effectiveness of NATRI:
The total number of Native American educators employed as educators
at the beginning of the grant period who are still educators at the end
of the performance period, if applicable.
The measure constitutes the Department's indicator of success for
this program. Consequently, we advise an applicant for a grant under
this program to carefully consider this measure in conceptualizing the
approach to, and evaluation for, its proposed project. Each grantee
will be required to provide, in its annual performance and final
reports, data about its progress in meeting this measure.
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).
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain
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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 Department documents 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 Department documents 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,
Principal Deputy Assistant Secretary, Delegated the Authority to
Perform the Functions and Duties of the Assistant Secretary, Office of
Elementary and Secondary Education.
[FR Doc. 2023-10901 Filed 5-22-23; 8:45 am]
BILLING CODE 4000-01-P