[Federal Register Volume 89, Number 123 (Wednesday, June 26, 2024)]
[Notices]
[Pages 53407-53413]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-14000]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Stronger Connections Technical 
Assistance and Capacity Building Grant Program

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

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for fiscal year (FY) 2024 for new awards for the 
Stronger Connections Technical Assistance and Capacity Building (SCTAC) 
grant program.

DATES: Applications Available: June 26, 2024. Deadline for Transmittal 
of Applications: August 26, 2024. Deadline for Intergovernmental 
Review: October 24, 2024.

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 
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.

FOR FURTHER INFORMATION CONTACT: Hamed Negron-Perez, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 4B111, Washington, DC 20202-
6132. Telephone: (202) 219-1674. 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 SCTAC grant program is to 
advance the mental health and well-being of early learners (as defined 
in this notice), school-age children and youth, and educators and other 
school staff, by making grants to State educational agencies (SEAs) to 
provide technical assistance and capacity building to high-need local 
educational agencies (LEAs) (as defined in this notice).
    Assistance Listing Number (ALN): 84.424H.
    OMB Control Number: 1894-0006.
    Background: The Bipartisan Safer Communities Act (BSCA) allocated 
$1 billion in funding to States through the Stronger Connections Grant 
(SCG) program; SEAs, in turn, subgranted these funds competitively to 
high-need LEAs to design and enhance initiatives to promote safer, more 
inclusive, and positive school environments for all students, 
educators, and school staff including through personnel and programs to 
support student mental health.
    The SCTAC grant program is being established with BSCA funds from 
the two percent reservation for technical assistance and capacity 
building under section 4103(a)(3) of the Elementary and Secondary 
Education Act of 1965, as amended (ESEA). This funding is available to 
SEAs to provide technical assistance and capacity building services to 
high-need LEAs for evidence-based (as defined in 34 CFR 77.1) and 
culturally and linguistically inclusive programs and activities related 
to mental health and well-being for early learners, school-age children 
and youth, and educators and other school staff. We encourage SEAs 
receiving SCTAC funds to prioritize high-need LEAs that did not receive 
a Stronger Connections subgrant from the SEA for technical assistance 
and capacity building services under this program.
    ``Raise the Bar: Lead the World'' is the Department's call to 
action to transform education and unite around what works--based on 
decades of experience and research--to advance educational equity and 
excellence. As part of our Raise the Bar efforts to boldly improve 
learning conditions, the Department continues to invest in every 
student's mental health and well-being.
    Recent studies show that children who experience unaddressed mental 
health issues are more likely to face challenges in school, such as 
being more likely to repeat a grade and experience chronic absenteeism, 
and less likely to graduate high school.\1\ Amid the pandemic, data 
from the Centers for Disease Control and Prevention (CDC) showed that 1 
in 3 high school students experienced poor mental health, 1 in 6 
adolescents experienced a major depressive episode, and 20 percent of 
teens seriously considered suicide.\2\ The suicide rate among Black 
youth similarly is increasing faster than for any other race or ethnic 
group.\3\ Of teens seriously considering suicide, rates are alarmingly 
high for LGBTQ students, with 45% of LGBTQ youth surveyed indicating 
they seriously considered attempting suicide in the past year.\4\
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    \1\ Larson, S., Chapman, S., Spetz, J., & Brindis, C.D. Chronic 
childhood trauma, mental health, academic achievement, and school-
based health center mental health services. J Sch Health. 2017; 87: 
675-686. Retrieved from: https://escholarship.org/content/qt6th2r852/qt6th2r852.pdf.
    \2\ Youth Risk Behavior Survey: Data Summary and Trends Report. 
Centers for Disease Control and Prevention 2011-2021. Retrieved 
from: https://www.cdc.gov/healthyyouth/data/yrbs/pdf/YRBS_Data-Summary-Trends_Report2023_508.pdf.
    \3\ Akkas, Faranza, A. Corr. Black Adolescent Suicide Rate 
Reveals Urgent Need to Address Mental Health Care Barriers. April 
2024. Retrieved from: https://www.pewtrusts.org/en/research-and-analysis/articles/2024/04/22/black-adolescent-suicide-rate-reveals-urgent-need-to-address-mental-health-care-barriers.
    \4\ https://www.thetrevorproject.org/survey-2022/.
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    These data are consistent with research findings about the mental 
health and well-being of early learners as well. According to the CDC, 
17.4 percent of children aged 2-8 years had a diagnosed mental, 
behavior, or developmental disorder.\5\ This same report showed an 
increase to 22 percent for children living below 100 percent of the 
Federal poverty level.
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    \5\ Cree, R.A., Bitsko, R.H., Robinson, L.R., et al. Health 
Care, Family, and Community Factors Associated with Mental, 
Behavioral, and Developmental Disorders and Poverty Among Children 
Aged 2-8 Years--United States, 2016. MMWR Morb Mortal Wkly Rep 
2018;67:1377-1383. Retrieved from: http:\\dx.doi.org/10.15585/mmwr.mm6750a1.
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    Educators and other school staff are also facing mental health and 
well-being challenges. According to the Department's National Center 
for Education Statistics February 2024 School Pulse Panel, 91 percent 
of public school principals or vice principals reported some level of 
concern about the mental health of the teachers or staff at their 
school and 41 percent reported being ``moderately'' or ``extremely'' 
concerned about this issue.\6\
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    \6\ U.S. Department of Education, Institute of Education 
Sciences, National Center for Education Statistics, School Pulse 
Panel. February 2024. Retrieved from: https://nces.ed.gov/surveys/spp/results.asp.
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    Educator mental health and well-being carry implications for 
educator retention, and thus downstream effects on student educational 
opportunity and achievement, making it a critical priority for States 
and LEAs. A recent study found that 23 percent of teachers

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said they were likely to leave their job by the end of the 2022-2023 
school year and Black teachers, who are more likely to teach in under 
resourced schools without the necessary student and educator support, 
were significantly more likely to intend to leave than their peers.\7\ 
The same study found that teachers who reported poor well-being as a 
reason for likely leaving their job were more likely than their 
counterparts to say that they intended to leave their job.
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    \7\ Doan, S., Steiner, E., Pandey, R., & Woo, A. (June 2023). 
Teacher Well-Being and Intentions to Leave: Findings from the 2023 
State of the American Teacher Survey. Rand Corporation. Retrieved 
from: https://www.rand.org/content/dam/rand/pubs/research_reports/RRA1100/RRA1108-8/RAND_RRA1108-8.pdf.
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    The SCTAC program is designed to build SEA capacity to address the 
particular needs of the high-need LEAs in their State. In responding to 
the areas identified in the absolute priority, we encourage projects 
that provide technical assistance and capacity building to high-need 
LEAs to address chronic absenteeism and increase student engagement and 
school belonging, for example, by implementing strong student 
connection and engagement activities or school climate improvement 
strategies. One evidence-based example that SEAs may consider, for 
example, is mentorship programs that focus on small-group counseling 
and help youth to build skills and competencies on choosing non-violent 
behaviors and using de-escalation and violence reduction strategies.\8\ 
The Department is also interested in activities that enhance supportive 
services for youth impacted by community violence such as through 
trauma recovery, restorative practices, and community violence 
intervention and prevention strategies. For example, programs that use 
a trauma-informed approach to support social emotional wellbeing have 
been reported to decrease depression and increase self-confidence in 
participants.\9\ When considering these different programs and 
activities, we encourage applicants to propose projects that include 
strategies specific to supporting young people, with a focus on those 
most historically underserved.\10\
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    \8\ Centers for Disease Control and Prevention. Retrieved from: 
https://www.cdc.gov/youth-violence/prevention/index.html.
    \9\ https://www.youth-guidance.org/wow/.
    \10\ Center for Disease Control and Prevention. Retrieved from: 
https://www.cdc.gov/vitalsigns/aces/index.html.
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    Applicants may propose projects that also support the mental 
health, well-being, and academic development of early learners, for 
example, by providing technical assistance and capacity building 
services on how to remove barriers and increase access to social, 
emotional, and mental health supports; provide support to caregivers; 
strengthen family engagement activities; enhance home visits to 
encourage school and attendance readiness; and establish participatory 
approaches with families and community partners.\11\
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    \11\ Substance Abuse and Mental Health Services Administration. 
Retrieved from: https://www.samhsa.gov/early-childhood-mental-health-programs.
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    We also welcome applications that propose to support educator 
mental health and well-being so that they are well positioned to 
support their students. For example, SEAs may consider proposing 
projects to better understand and address experiences, particularly in 
the school building, that impact educator mental health and well-being.
    SEAs may also propose projects that provide technical assistance 
and capacity building to high-need LEAs on youth mental health programs 
that include peer-to-peer support programs, such as mental health 
``first aid'' programs (as defined in this notice). Studies of youth 
mental health first aid have shown positive results in terms of 
providing youth peers, and adults who work closely with youth, the 
ability to recognize the signs, symptoms, and risk factors of mental 
health and substance use challenges.\12\ Additionally, youth peer-to-
peer support programs, such as peer counseling, youth mental health 
peer ambassadors, student-led clubs, and restorative justice programs, 
are additional promising practices. Broader studies of peer-to-peer 
programs show a variety of positive outcomes including reduced re-
hospitalization rates, better quality of life outcomes, higher 
engagement rates, and improved whole health.\13\
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    \12\ Research and Evaluation of Youth Mental Health First Aid. 
National Council for Mental Wellbeing. Retrieved from: https://www.mentalhealthfirstaid.org/wp-content/uploads/2024/03/2024.01.05_YouthMHFA_Research-One-pager-1.pdf.
    \13\ Evidence for Peer Support (2018). Mental Health America. 
Retrieved from: https://www.mhanational.org/sites/default/files/Evidence%20for%20Peer%20Support%20May%202018.pdf.
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    These important activities can help high-need LEAs create safe, 
welcoming, and inclusive learning environments that support student 
mental health and wellbeing which is foundational to improving academic 
and other outcomes for all students.
    This notice invites applications for SCTAC grants. The Department 
developed budget ranges for each potential applicant by ranking every 
State according to the State's share of their Stronger Connections 
Grant, Title IV, Part A funds (see the ``Award Information'' section of 
this notice for more information). SEAs should develop budgets that are 
appropriate to their proposed projects and consistent with the budget 
range established for their State. Department staff will review 
applications to determine if an SEA met the absolute priority, 
addressed the application requirements, and proposed a budget 
consistent with their State's established budget range. Peer reviewers 
will review applications to determine the extent to which applicants 
met the established selection criteria.
    Priorities: This competition has one absolute priority. We are 
establishing this priority for this grant competition in accordance 
with section 437(d)(1) of the General Education Provisions Act (GEPA), 
20 U.S.C. 1232(d)(1).
    Absolute Priority: For FY 2024 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    Projects to provide technical assistance and capacity building to 
high-need LEAs to support inclusive, evidence-based programs and 
activities related to mental health and well-being for early learners, 
school-age children and youth, or educators and other school staff.
    To meet this priority, applicants must propose a project that would 
provide technical assistance and capacity building to high-need LEAs to 
help them establish or expand evidence-based, inclusive practices in 
one or more of the following areas:
    (a) Student attendance and engagement programs designed to reduce 
rates of chronic absenteeism and improve attendance, engagement, 
connectedness, and wellbeing that include, for example:
    (1) Increasing family engagement and communication, including 
through a variety of approaches to communication, such as through the 
use of texting to share real-time data on attendance, to more targeted 
engagement, such as through home visits to identify additional student 
and family supports that might be needed;
    (2) Improving school climate and implementing anti-bullying 
efforts;
    (3) Providing student mentorship programs, such as student success 
coaches and mentors, and supportive peer groups;

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    (4) Adopting early warning intervention systems and multi-tiered 
systems of support; and
    (5) Establishing school and local educational agency attendance and 
engagement teams and providing them with real time and actionable data.
    (b) Programs for early learners that support their mental health, 
well-being, and academic development through activities such as--
    (1) Increasing access for early learners to social, emotional, and 
mental health supports, and reducing barriers to access for underserved 
students; and
    (2) Building strong partnerships among parents, families, 
caregivers, social service organizations, mental health care personnel, 
personnel providing services to students served under section 619 of 
the Individuals with Disabilities Education Act (IDEA), and community-
based organizations serving pre-kindergarten, kindergarten, and early 
grade students to improve the environment, relationships, engagement, 
attendance, and experiences that impact children's early development.
    (c) Programs to improve educator and school staff mental health and 
wellbeing, so that these individuals may better support students and 
are more likely to remain in the profession, through activities such 
as--
    (1) Developing methods, measurement tools, or interventions for 
high-need LEAs to understand, and to address the factors, including 
school-related factors, that impact educator mental health and well-
being. This includes developing the methods and tools for 
disaggregating data by, for example, teacher race/ethnicity and years 
of experience), to get a complete understanding of the factors and who 
is impacted.
    (2) Strengthening social, emotional, and behavioral competencies 
among adults;
    (d) Peer-to-peer mental health or youth mental health programs 
supported by schools or qualified local organizations to reduce the 
impact of unaddressed mental health challenges such as those caused by 
exposure to community violence and to increase student belonging and 
connection, including, for example--
    (1) Implementing peer-to-peer programs that raise awareness around 
core mental health concepts and destigmatize mental health care, 
provide training for students to identify protective \14\ and risk 
factors related to mental health and well-being, and connect students 
to resources and professionals for additional support; and
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    \14\ A characteristic at the biological, psychological, family, 
or community (including peers and culture) level that is associated 
with a lower likelihood of problem outcomes or that reduces the 
negative impact of a risk factor on problem outcomes. Retrieved 
from: https://youth.gov/youth-topics/youth-mental-health/risk-and-protective-factors-youth.
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    (2) Implementing youth mental health first aid programs to train 
students on how to identify, understand, and respond to signs of common 
mental health and well-being challenges.
    (e) Improving data collection, use, and reporting as it relates to 
implementation and performance management of an SEA's SCG program.
    Definitions: The following definitions apply to the FY 2024 SCTAC 
grant program competition and any subsequent year in which we make 
awards from the list of unfunded applications for this competition.
    We are establishing definitions of ``high-need LEA,'' ``early 
learner,'' and ``mental health first aid'' in accordance with section 
437(d)(1) of GEPA, 20 U.S.C. 1232(d)(1). The definitions of ``local 
educational agency'' and ``State educational agency'' are from section 
8101 of the ESEA (20 U.S.C. 7801). The definitions ``baseline,'' 
``demonstrates a rationale,'' ``evidence-based,'' ``experimental 
study,'' ``logic model,'' ``moderate evidence,'' ``project component,'' 
``quasi-experimental design study,'' ``relevant outcome,'' and ``What 
Works Clearinghouse Handbooks (WWC Handbooks)'' are from 34 CFR 77.1. 
These definitions apply to the FY 2024 SCTAC grant program competition 
and any subsequent year in which we make awards from the list of 
unfunded applications for this competition.
    Baseline means the starting point from which performance is 
measured and targets are set.
    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.
    Early learner means any person from birth to age 8 who is eligible 
for a free public education in the State.
    Evidence-based means the proposed project component is supported by 
one or more of strong evidence, moderate evidence, promising evidence, 
or evidence that demonstrates a rationale.
    Experimental study means a study that is designed to compare 
outcomes between two groups of individuals (such as students) that are 
otherwise equivalent except for their assignment to either a treatment 
group receiving a project component or a control group that does not. 
Randomized controlled trials, regression discontinuity design studies, 
and single-case design studies are the specific types of experimental 
studies that, depending on their design and implementation (e.g., 
sample attrition in randomized controlled trials and regression 
discontinuity design studies), can meet What Works Clearinghouse (WWC) 
standards without reservations as described in the WWC Handbooks (as 
defined in this notice):
    (i) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the treatment group) or not to 
receive the project component (the control group).
    (ii) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (iii) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    High-need LEA has the meaning ascribed it by the SEA under its 
Stronger Connections Grant program.
    Local educational agency means a public board of education or other 
public authority legally constituted within a State for either 
administrative control or direction of, or to perform a service 
function for, public elementary schools or secondary schools in a city, 
county, township, school district, or other political subdivision of a 
State, or of or for a combination of school districts or counties that 
is recognized in a State as an administrative agency for its public 
elementary schools or secondary schools.
    (a) The term includes any other public institution or agency having 
administrative control and direction of a public elementary school or 
secondary school.
    (b) The term includes an elementary or secondary school funded by 
the Bureau of Indian Education (BIE) but only to the extent that 
including the school makes the school eligible for programs for which 
specific eligibility is not provided to the school in another provision 
of law and the school does not have a student population that is 
smaller than the student population of the LEA receiving assistance 
under the

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ESEA with the smallest student population, except that the school shall 
not be subject to the jurisdiction of any SEA other than the BIE.
    (c) The term includes educational service agencies and consortia of 
those agencies.
    (d) The term includes the SEA in a State in which the SEA is the 
sole educational agency for all public schools.
    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.
    Mental health first aid means the skills needed to recognize and 
respond to signs and symptoms of mental health and substance use 
challenges and know how to connect individuals to additional resources, 
including professional help.
    Moderate evidence means that there is evidence of effectiveness of 
a key project component in improving a relevant outcome for a sample 
that overlaps with the populations or settings proposed to receive that 
component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base'' 
or ``moderate evidence base'' for the corresponding practice guide 
recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect'' 
or ``potentially positive effect'' on a relevant outcome based on a 
``medium to large'' extent of evidence, with no reporting of a 
``negative effect'' or ``potentially negative effect'' on a relevant 
outcome; or
    (iii) A single experimental study (as defined in this notice) or 
quasi-experimental design study (as defined in this notice) reviewed 
and reported by the WWC using version 2.1, 3.0, 4.0, or 4.1 of the WWC 
Handbooks, or otherwise assessed by the Department using version 4.1 of 
the WWC Handbook, as appropriate, and that--
    (A) Meets WWC standards with or without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy this 
requirement.
    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).
    Promising evidence means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding from one of the following:
    (i) A practice guide prepared by WWC reporting a ``strong evidence 
base'' or ``moderate evidence base'' for the corresponding practice 
guide recommendation;
    (ii) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a relevant 
outcome with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single study assessed by the Department, as appropriate, 
that--
    (A) Is an experimental study, a quasi-experimental design study, or 
a well-designed and well-implemented correlational study with 
statistical controls for selection bias (e.g., a study using regression 
methods to account for differences between a treatment group and a 
comparison group); and
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome.
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental study by identifying a 
comparison group that is similar to the treatment group in important 
respects. This type of study, depending on design and implementation 
(e.g., establishment of baseline equivalence of the groups being 
compared), can meet WWC standards with reservations, but cannot meet 
WWC standards without reservations, as described in the WWC Handbooks.
    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.
    State educational agency (SEA) means the agency primarily 
responsible for the State supervision of public elementary schools and 
secondary schools.
    Strong evidence means that there is evidence of the effectiveness 
of a key project component in improving a relevant outcome for a sample 
that overlaps with the populations and settings proposed to receive 
that component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base'' 
for the corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect'' 
on a relevant outcome based on a ``medium to large'' extent of 
evidence, with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single experimental study reviewed and reported by the WWC 
using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks, or otherwise 
assessed by the Department using version 4.1 of the WWC Handbooks, as 
appropriate, and that--
    (A) Meets WWC standards without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy the 
requirement in this paragraph (iii)(D).
    What Works Clearinghouse Handbooks (WWC Handbooks) means the 
standards and procedures set forth in the WWC Standards Handbook, 
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1, 
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 
2.1 (all incorporated by

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reference, see Sec.  77.2). Study findings eligible for review under 
WWC standards can meet WWC standards without reservations, meet WWC 
standards with reservations, or not meet WWC standards. WWC practice 
guides and intervention reports include findings from systematic 
reviews of evidence as described in the WWC Handbooks documentation.
    Note: The What Works Clearinghouse Procedures and Standards 
Handbook (Version 4.1), as well as the more recent What Works 
Clearinghouse Handbooks released in August 2022 (Version 5.0), are 
available at https://ies.ed.gov/ncee/wwc/Handbooks.
    Application Requirements: We are establishing the following 
application requirements for the FY 2024 grant competition and any 
subsequent year in which we make awards from the list of unfunded 
applications for this competition, in accordance with section 437(d)(1) 
of GEPA, 20 U.S.C. 1232(d)(1).
    Applicants must include the following in their applications:
    (1) A description of the criteria the SEA will use to identify the 
high-need LEAs that will receive technical assistance and capacity 
building services under this program.
    (2) A plan (i.e., description of key activities, milestones, 
timeline, resources, performance measures, and partnerships) for 
providing the proposed technical assistance and capacity building 
services to high-need LEAs.
    (3) A plan for developing and disseminating the technical 
assistance and capacity building products and resources the SEA 
develops, as applicable.
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (5 U.S.C. 553), the Department generally offers interested parties 
the opportunity to comment on proposed priorities, requirements, and 
definitions. Section 437(d)(1) of GEPA, however, allows the Secretary 
to exempt from rulemaking requirements regulations governing the first 
grant competition under a new or substantially revised program 
authority. This is the first grant competition for this program under 
section 4103(a)(3) of the ESEA and therefore qualifies for this 
exemption. In order to ensure timely grant awards, the Secretary has 
decided to forgo public comment on the priority, requirements, and 
definitions under section 437(d)(1) of GEPA. These requirements and 
definitions will apply to the FY 2024 grant competition and any 
subsequent year in which we make awards from the list of unfunded 
applications from this competition.
    Program Authority: Section 4103(a)(3) of the ESEA; Public Law 117-
159 (enacted June 25, 2022), Bipartisan Safer Communities Act, Division 
B, Title II, School Improvement Programs.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 97, 
98, and 99. (b) The Office of Management and Budget (OMB) Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Guidance for Federal Financial Assistance 
in 2 CFR part 200, as adopted and amended as regulations of the 
Department in 2 CFR part 3474.
    Note: The Department will implement the provisions included in the 
OMB final rule, OMB Guidance for Federal Financial Assistance, which 
amends 2 CFR parts 25, 170, 175, 176, 180, 182, 183, 184, and 200, on 
October 1, 2024. Grant applicants that anticipate a performance period 
start date on or after October 1, 2024 should follow the provisions 
stated in the OMB Guidance for Federal Financial Assistance (89 FR 
30046) when preparing an application. For more information about these 
updated regulations please visit: https://www.cfo.gov/resources/uniform-guidance/.
    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.

II. Award Information

    Type of Award: Discretionary grants.
    Available Funds: $10,930,000.
    Project Period: Up to 36 months. Budgets should be developed for a 
single project period of up to 36 months.
    Maximum Awards: An SEA may initially request no more than the 
maximum amount (as noted below in the designated category ranges) for 
its project period. If funds remain available after funding each 
successful applicant at its requested amount, the Department may, to 
the extent appropriate, increase the awards for successful applicants. 
If available funds are insufficient to fully award each successful 
applicant at its requested amount, the Department will ratably reduce 
the awards for all successful applicants. The budget ranges are as 
follows:
    Category 1--$500,000-$1,000,000: California, Texas, New York, 
Florida.
    Category 2--$250,000-$500,000: Illinois, Pennsylvania, Georgia, 
Ohio, North Carolina, Michigan, New Jersey.
    Category 3--$120,000-250,000: Arizona, Louisiana, Tennessee, 
Virginia, Maryland, South Carolina, Alabama, Kentucky, Indiana, 
Washington, Missouri, Massachusetts, Mississippi, Wisconsin, Oklahoma.
    Category 4--$60,000-$150,000: Arkansas, Minnesota, Colorado, 
Nevada, Connecticut, Oregon, New Mexico, Kansas, Iowa, West Virginia.
    Category 5--$50,000-$100,000: Alaska, Delaware, Hawaii, Idaho, 
Maine, Montana, Nebraska, New Hampshire, North Dakota, Rhode Island, 
South Dakota, Utah, Vermont, Wyoming, Bureau of Indian Education, 
District of Columbia, Puerto Rico.
    Category 6--$25,000-$50,000: The Outlying Areas of Guam, American 
Samoa, the Northern Mariana Islands, the United States Virgin Islands.

III. Eligibility Information

    1. Eligible Applicants: SEAs, as defined in 20 U.S.C. 7801(49); and 
the Bureau of Indian Education. (Section 437(d)(1) of GEPA)
    2. a. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    b. Supplement-Not-Supplant: This competition involves supplement-
not-supplant funding requirements. Grantees must use SCTAC funds to 
supplement, and not supplant, other non-Federal funds that would 
otherwise be used to pay for activities authorized under the SCTAC 
program.
    c. Indirect Cost Rate Information: This program uses a restricted 
indirect cost rate. For more information regarding indirect costs, or 
to obtain a negotiated indirect cost rate, please see www2.ed.gov/about/offices/list/ocfo/intro.html.
    d. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.
    4. Equitable Services: (a) Grantees must ensure that equitable 
services are provided to eligible students and teachers in non-public 
schools as required under section 8501 of the ESEA, including through 
timely and meaningful consultation with representatives of non-public 
schools.
    (b) The SEA must ensure that a public agency will maintain control 
of SCTAC funds used to provide services and assistance to non-public 
school students and teachers.
    (c) The SEA must ensure that a public agency will have title to 
materials,

[[Page 53412]]

equipment, and property purchased with SCTAC funds.
    (d) The SEA must ensure that services to non-public school students 
and teachers with SCTAC funds will be provided by a public agency 
directly, or through contract with, another public or private entity.
    Note: This section (4) is not applicable to the BIE.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice. In 
addition, we remind applicants that sections 4001(a) and 4001(b) of the 
ESEA (20 U.S.C. 7101) apply to this program. Section 4001(a) requires 
entities receiving funds under this program to obtain prior, written, 
informed consent from the parent of each child who is under 18 years of 
age to participate in any mental-health assessment or service that is 
funded under this program and conducted in connection with an 
elementary or secondary school. Section 4001(b) prohibits the use of 
funds for medical services or drug treatment or rehabilitation, except 
for integrated student supports, specialized instructional support 
services, or referral to treatment for impacted students, which may 
include students who are victims of, or witnesses to, crime or who 
illegally use drugs. This prohibition does not preclude the use of 
funds to support mental health counseling and support services, 
including those provided by a mental health services provider outside 
of school, so long as such services are not medical.

IV. Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 7, 2022 (87 FR 75045) and available at https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application.
    2. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for this competition.
    3. Recommended Page Limit: The project narrative is where you, the 
applicant, address the absolute priority and application requirements. 
We recommend that you (1) limit the application narrative to the 
equivalent of no more than 10 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 applies to the project narrative.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this program are 
from 34 CFR 75.210. The maximum score for all selection criteria is 100 
points. The points assigned to each criterion are indicated in 
parentheses. Non-Federal peer reviewers will evaluate and score each 
application program narrative against the following selection criteria:
    (a) Quality of the project design (up to 60 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 30 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 30 points)
    (b) Quality of the management plan (Up to 30 points)
    The Secretary considers the quality of the management plan for the 
proposed project. In determining the quality of the management plan for 
the proposed project, the Secretary considers the 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.
    (c) Adequacy of resources (Up to 10 points)
    The Secretary considers the adequacy of the resources for the 
proposed project. In determining the adequacy of resources for the 
proposed project, the Secretary considers the potential for continued 
support of the project after Federal funding ends, including, as 
appropriate, the demonstrated commitment of appropriate entities to 
such support.
    2. Review and Selection Process: Non-Federal peer reviewers will 
review applications to determine the extent to which the applications 
address the selection criteria.
    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 
200.205, before awarding grants under this program, the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose specific conditions, and, in 
appropriate circumstances, high-risk conditions on a grant if the 
applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    4. Integrity and Performance System: If you receive an award under 
this grant program that, over the course of the project period, may 
exceed the simplified acquisition threshold (currently $250,000), under 
2 CFR 200.205(a)(2), we must make a judgment about your integrity, 
business ethics, and record of performance under Federal awards--that 
is, the risk posed by you as an applicant--before we make an award. In 
doing so, we must consider any information about you that is in the

[[Page 53413]]

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 Guidance for Federal 
Financial Assistance 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 a grant in the Applicable 
Regulations section of this notice. The Grant Award Notification (GAN) 
also incorporates your approved application as part of your binding 
commitments under the grant.
    3. 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. 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. 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.
    4. Performance Measures: For the purpose of Department reporting 
under 34 CFR 75.110, we have established the following performance 
measures for the SCTAC grant program:
    (a) The number of technical assistance and capacity-building 
services provided to assist high-need LEAs.
    (b) The number and percentage of high-need LEAs reporting that the 
technical assistance provided was high-quality, relevant, and useful.
    (c) The number and percentage of high-need LEAs reporting an 
increase in capacity as a result of technical assistance and capacity 
building services provided.
    These measures constitute the Department's indicators of success 
for this program. Consequently, we advise an applicant for a grant 
under this program to consider these measures in conceptualizing the 
approach and evaluation for its proposed project. Each grantee must 
provide, in its performance reports, data about its progress in meeting 
these measures.
    Consistent with 34 CFR 75.591, grantees funded under this program 
must comply with the requirements of any evaluation of the program 
conducted by the Department or an evaluator selected by the Department.

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, 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 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.

Adam Schott,
Principal Deputy Assistant Secretary for Policy and Programs, Delegated 
the Authority to Perform the Functions and Duties of the Assistant 
Secretary, Office of Elementary and Secondary Education.
[FR Doc. 2024-14000 Filed 6-25-24; 8:45 am]
BILLING CODE 4000-01-P