[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]


=======================================================================
-----------------------------------------------------------------------

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.

-----------------------------------------------------------------------

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\
---------------------------------------------------------------------------

    \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.
---------------------------------------------------------------------------

    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\
---------------------------------------------------------------------------

    \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.
---------------------------------------------------------------------------

    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.
---------------------------------------------------------------------------

    \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.
---------------------------------------------------------------------------

    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

[[Page 33105]]

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