[Federal Register Volume 86, Number 131 (Tuesday, July 13, 2021)]
[Notices]
[Pages 36716-36722]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-14858]
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Applications for New Awards; American Rescue Plan--American
Indian Resilience in Education (ARP-AIRE)
AGENCY: Office of Elementary and Secondary Education, Department of
Education.
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications (NIA) for fiscal year (FY) 2021 for the American
Rescue Plan--American Indian Resilience in Education (ARP-AIRE)
program, Assistance Listing Number 84.299C. This notice relates to the
approved information collection under OMB control number 1894-0006.
DATES:
Applications Available: July 13, 2021.
Deadline for Notice of Intent to Apply: July 23, 2021.
Date of Pre-Application Webinar: July 28, 2021.
Individuals interested in attending this webinar for prospective
applicants are encouraged to pre-register by emailing their name,
organization, and contact information with the subject heading ``ARP-
AIRE GRANTS PRE-APPLICATION WEBINAR'' to [email protected]. There is
no registration fee to attend this meeting. Information regarding pre-
application webinar is available by accessing the website: https://oese.ed.gov/offices/office-of-indian-education/.
Deadline for Transmittal of Applications: September 13, 2021.
Deadline for Intergovernmental Review: October 12, 2021.
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 February 13, 2019 (84 FR 3768) and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.
FOR FURTHER INFORMATION CONTACT: Shahla Ortega, U.S. Department of
Education, 400 Maryland Avenue SW, Room 3W245, Washington, DC 20202.
Telephone: (202) 453-5602. Email: [email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of the ARP-AIRE program is to
support Tribal educational agencies (TEAs) in the provision of direct
services to Indian children and youth. Projects must include one or
more of the activities authorized under section 6121(c) of the
Elementary and Secondary Education Act of 1965, as amended (ESEA).
Background: ARP-AIRE is a one-time discretionary grant competition
authorized under Section 11006(1) of the American Rescue Plan Act of
2021 (ARP) to provide awards to TEAs for activities authorized under
section 6121(c) of the ESEA in order to meet the urgent needs of
students in response to the Coronavirus 2019 (COVID-19) pandemic. Those
activities include a broad range of direct services to Indian children
and youth, their teachers, and families.
In accordance with the Department's commitment to engage in regular
and meaningful consultation and collaboration with Indian Tribes, the
Office of Elementary and Secondary Education's (OESE) Office of Indian
Education (OIE) and the White House Initiative on American Indian and
Alaska Native Education (WHIAIANE) conducted a virtual Tribal
consultation session regarding the ARP-AIRE program on April 26, 2021.
Consistent with the Department's trust responsibility to Tribes and its
Tribal consultation Policy, the Department consulted with elected
officials of federally recognized Tribes to ensure that their views
inform the Department's policy decisions related to the priorities,
requirements, and definitions that govern this competition. In addition
to the virtual Tribal consultation, Tribal leaders and others had an
opportunity to submit written comments to the Department by email. We
solicited feedback on specific questions related to the design of this
grant program during this Tribal consultation opportunity. A summary of
the feedback to these questions and how we incorporated the feedback
into this NIA follows.
1. We asked whether we should adopt the definition of TEA used in
the State Tribal Education Partnership (STEP) program for the ARP-AIRE
program, which is: ``the agency, department, or instrumentality of an
Indian Tribe that is primarily responsible for supporting Tribal
students' elementary and secondary education.'' A significant number of
comments from both Tribal leaders and others expressed interest in
using the same definition from the STEP program. A commenter expressed
interest in adding postsecondary education, and another proposed adding
online students, to the definition. Because the activities in ESEA
section 6121(c) are focused on pre-kindergarten (Pre-K) to grade 12
education, we are limiting the scope of this program to students in
those grade levels. This scope covers students in a TEA's geographic
area, regardless of whether students attend school in person or online.
Thus, we are using the STEP definition of TEA in this ARP-AIRE program
competition.
[[Page 36717]]
2. We asked whether there were other considerations for how ``TEA''
should be defined for this new grant program. Some commenters expressed
interest in adding Pre-K and early childhood to the definition of TEA.
Although we are not expanding the definition of TEA, the activities in
ESEA section 6121(c) do include early childhood education, and
accordingly we are including language in the absolute priority to
provide applicants an opportunity to select project activities that
would address any grade level from Pre-K through grade 12.
3. We asked how long the grant period should be for the ARP-AIRE
program and provided examples of 3-year, 4-year, and 5-year grant
periods. A majority of Tribal leaders and other commenters suggested
that the program performance period be a 5-year period. We considered
this input, but weighed it against the fact that, given the one-time
nature of these ARP funds, we could award more 3-year awards than 5-
year awards, and the fact that the ARP funding is emergency funding
from Congress to address immediate needs caused by the pandemic. We
also believe that a grant period shorter than three years would not
give grantees adequate time to successfully implement projects. We have
decided to use a 3-year grant period in order to maximize the number of
awards available and reach the maximum number of Tribal communities
throughout the country to support effective responses to the pandemic.
4. We explained that we were considering prioritizing certain
project activities from the full list of allowable activities in ESEA
section 6121(c). All of the allowable activities are for direct
services to Indian children and youth in Pre-K through twelfth grade,
and/or their teachers and parents. We asked Tribal representatives to
select two of the listed activities that most interest their Tribal
Nation. The most popular activities selected by participants were
Native language programs; services to assist and encourage students to
enter, remain in, or reenter school; and incorporation of culturally
relevant pedagogy into local school curricula. However, the majority of
comments from Tribal leaders and others strongly recommended that TEAs
be able to choose their grant focus from among the activities listed in
section 6121(c) of the ESEA. We agree with Tribal leaders and other
commenters that allowing applicants to choose their activities better
supports Tribal sovereignty.
The Department has designed one absolute priority that we believe
meets these various goals; the absolute priority requires culturally
relevant projects designed to assist and encourage Indian children and
youth to enter, remain in, or reenter school at any grade level from
Pre-K through grade 12, that include at least one of the activities
from section 6121(c) of the ESEA. We omitted section 6121(c)(5) because
it is incorporated into the introductory language of the absolute
priority, and section 6121(c)(14) because it is only relevant to the
Demonstration Grants program. Under this absolute priority, applicants
can choose one or more of the activities, such as native language
instruction, remedial instruction, or Pre-K education, and must show
how it is culturally relevant and how it is designed to help students
enter, remain in, or reenter school.
We included in the introductory language of the absolute priority
the focus on activities that assist and encourage Indian children and
youth to enter, remain in, or reenter school, because two decades of
research literature shows that there is a clear need to identify
strategies to help keep Indian children and youth in school (Withington
A., & Shtivelband, A., 2014).\1\ We included the requirement that all
projects use culturally related activities because research has shown
that such activities improve the academic achievement of American
Indian/Alaska Native students (McCarty, 2011; \2\ Faircloth &
Tippeconic, 2000; \3\ Kim & Helphenstine, 2017; Thomas & Collier, 1997
\4\).
---------------------------------------------------------------------------
\1\ Withington A., & Shtivelband, A. (2014). Native American
student-dropout prevention strategies: Abstracts from the
literature. (A report from the West Comprehensive Center.) San
Francisco, CA: WestEd.
\2\ McCarty, T. (2011). The role of Native languages and
cultures in American Indian, Alaska Native, and Native Hawaiian
student achievement. A revised version of a policy brief prepared
for the Promising Practices and Partnerships in Indian Education
(P3IE) Program Evaluation Group, under a contract from the U.S.
Department of Education Office of Indian Education Programs in 2009.
\3\ Faircloth, S., & Tippeconnic, J.W., III. (2000). Issues in
the education of American Indian and Alaska Native students with
disabilities. ERIC Number: ED448009.
\4\ Thomas, W.P., & Collier, V. (1997). School effectiveness for
language minority students. The George Washington University,
Washington, DC: National Clearing House for Bilingual Education.
ERIC Number: ED436087.
---------------------------------------------------------------------------
5. We asked whether we should prioritize novice applicants by
including a competitive preference priority that awards additional
points to applicants that have not received a grant from the Department
within a certain time period. The majority of comments were in favor of
the Department including a competitive preference priority to encourage
novice applicants to give an advantage to TEAs that have not previously
been awarded grants from the Department. We agree and have included a
competitive preference priority for novice applicants in the
competition. For this competition, a ``novice'' applicant is one that
has not had an active discretionary grant from the Department in the
past five years. If an applicant received a grant during that period
only as a member of a consortium in which it was not the lead
applicant, the applicant will still receive the novice priority points.
For an applicant that is a consortium of TEAs, if the lead applicant
has not had an active discretionary grant from the Department in the
past five years, it will receive the novice points even if not all
consortium members meet the novice requirement.
6. We asked how we should measure the success of these projects and
included the following measures as examples: The number and percentage
of participating students who demonstrate an increase in attendance
rate; increase in graduation rate; improved academic performance; and
improved social, emotional and mental health. As a related matter, we
asked whether we should require grantees to track student-level data
and, specifically, graduation rates. The majority of comments suggested
the Department measure the success of project performance using
attendance, academic performance, and other means as defined by the
TEA. While we generally agree that each of these are important, because
we anticipate that projects will focus on many types of activities, the
Department will measure success by determining the number of grantees
that attain or exceed the targets for the outcome indicators that have
been approved by the Secretary for their projects.
As part of these questions, we also asked whether we should require
grantees to track these measures during a data collection period after
the substantive project activities have ended. A majority of the
comments from Tribal leaders and others suggested that grantees should
track measures beyond the performance period. While we generally agree,
we also had many requests during consultation to keep the program
design simple and minimize program requirements. Therefore, we will not
incorporate a program requirement relating to long-term data
collection; however, we may consider grant extensions for data
collection in the future.
7. We asked whether we should require grantees to enter into
written data-sharing agreements with the school districts attended by
students
[[Page 36718]]
participating in their projects. The purpose of such agreements would
be to ensure that grantees have the data needed to report on measures
we might require of all grantees, as well as their own project-specific
objectives. Results were mixed from Tribal leaders as to whether the
Department should impose an application requirement for a data-sharing
agreement with partner schools. Most other commenters suggested that
TEAs should be required to enter a data-sharing agreement with partner
schools prior to applying. One commenter suggested that data-sharing
agreements could be entered into at any appropriate point in the grant
process and do not necessarily need to be entered into prior to
submitting a grant application. While we generally agree that data-
sharing agreements are conducive to effective project performance, we
do not want to impose an application requirement that we understand can
be very time-consuming and that might lead to TEAs being unable to meet
the application deadline. Instead, we have created a program
requirement for a data-sharing agreement to allow grantees the
flexibility to obtain those agreements during the first six months of
their performance period.
8. We asked Tribal leaders and other participants to comment on any
other application or program requirements that we should consider.
Commenters suggested that we require family engagement and minimize
reporting burden on grantees as much as possible. We recognize the
importance of promoting family engagement and reducing reporting burden
and have taken those into consideration. While we agree that family
engagement is important, we also want to simplify the application and
be respectful of Tribal sovereignty, so we are not adding an additional
program requirement around family engagement. With regard to reporting
burdens, there are Department-wide requirements around annual reporting
in the Annual Performance Report (APR), and we believe that APR
reporting serves a valuable function in ensuring ongoing progress and
enabling us to provide assistance to grantees who may be struggling to
achieve adequate progress.
Priorities: This notice contains one absolute priority and one
competitive preference priority. We are establishing these priorities
for the FY 2021 grant competition and any subsequent year in which we
make awards from the list of unfunded applications from this
competition, in accordance with section 437(d)(1) of the General
Education Provisions Act (GEPA), 20 U.S.C. 1232(d)(1).
Absolute Priority: This priority is an absolute priority. Under 34
CFR 75.105(c)(3), we consider only applications that meet this
priority.
This priority is:
American Indian Resilience in Education.
To meet this priority, applicants must propose a culturally
relevant project designed to assist and encourage Indian children and
youth to enter, remain in, or reenter school at any grade level from
Pre-K through grade 12, that includes at least one of the following
activities from section 6121(c) of the ESEA:
(1) Innovative programs related to the educational needs of
educationally disadvantaged Indian children and youth.
(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) Bilingual and bicultural programs and projects.
(4) Special health and nutrition services, and other related
activities, that address the special health, social, and psychological
problems of Indian children and youth.
(5) Comprehensive guidance, counseling, and testing services.
(6) Early childhood education programs that are effective in
preparing young children to make sufficient academic growth by the end
of grade 3, including kindergarten and Pre-K programs, family-based
preschool programs that emphasize school readiness, screening and
referral, and the provision of services to Indian children and youth
with disabilities.
(7) Partnership projects between local educational agencies and
institutions of higher education that allow secondary school students
to enroll in courses at the postsecondary level to aid such students in
the transition from secondary to postsecondary education.
(8) Partnership projects between schools and local businesses for
career preparation programs designed to provide Indian youth with the
knowledge and skills such youth need to make an effective transition
from school to a high-skill career.
(9) Programs designed to encourage and assist Indian students to
work toward, and gain entrance into, institutions of higher education.
(10) Family literacy services.
(11) Activities that recognize and support the unique cultural and
educational needs of Indian children and youth, and incorporate
traditional leaders.
(12) High-quality professional development of teaching
professionals and paraprofessionals.
Competitive Preference Priority: This priority is a competitive
preference priority. Under 34 CFR 75.105(c)(2)(i) we award an
additional five points to an application that meets this priority.
This priority is:
Applicants that are New Potential Grantees. (0 or 5 points)
To meet this priority, the applicant has not had an active
discretionary grant from the Department in the past five years. For an
applicant that is a consortium of TEAs, if the lead applicant meets
this requirement, it will receive the novice points even if not all
consortium members meet this requirement.
Requirement: We are establishing this program requirement for the
FY 2021 grant competition and any subsequent year in which we make
awards from the list of unfunded applications from this competition, in
accordance with section 437(d)(1) of GEPA.
Program Requirement: Within six months after the date of the award,
the grantee must submit to the Department a signed, written agreement
with each LEA where participating students are enrolled. The agreement
must include provisions that allow the grantee to access data necessary
for the success of the project and for reporting on project objectives.
Agreements between Tribally-controlled schools and grantees are not
required if the school and grantee are controlled by the same Tribe.
Statutory Hiring Preference:
(a) Awards that are primarily for the benefit of Indians are
subject to the provisions of section 7(b) of the Indian Self-
Determination and Education Assistance Act (Pub. L. 93-638). That
section requires that, to the greatest extent feasible, a grantee--
(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.
(b) For purposes of this preference, an Indian is a member of any
federally recognized Indian Tribe.
Definitions: The following definitions apply to this competition.
We are establishing the definitions of ``Indian'' and ``Tribal
Educational Agency'' in this
[[Page 36719]]
notice for the FY 2021 grant competition and any subsequent year in
which we make awards from the list of unfunded applications from this
competition, in accordance with section 437(d)(1) of GEPA. The
definitions of ``demonstrates a rationale'' and ``logic model'' are
from 34 CFR 77.1.
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.
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.
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.
Tribal Educational Agency (TEA) means the agency, department, or
instrumentality of one or more federally- recognized or State-
recognized Indian Tribes, that is primarily responsible for supporting
Tribal students' elementary and secondary education.
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 11006(1) of the ARP (Pub. L. 117-2), and, therefore, qualifies
for this exemption. In order to ensure timely grant awards, the
Secretary has decided to forgo public comment on the priorities,
requirements, and definitions under section 437(d)(1) of GEPA. These
priorities, requirements, and definitions will apply to the FY 2021
competition, and any subsequent year in which we make awards from the
list of unfunded applications from this competition.
Program Authority: Section 11006 of the American Rescue Plan Act of
2021 (ARP), Public Law 117-2.
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 (Non-procurement)
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.
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.
Estimated Available Funds: $19,800,000 for three years.
Estimated Range of Awards: $300,000 to $500,000 for each 12-month
budget period.
Estimated Average Size of Awards: $400,000 for each 12-month budget
period.
Estimated Number of Awards: 16 for each 12-month budget period.
Note: The Department is not bound by any estimates in this notice.
Project Period: 36 months.
III. Eligibility Information
1. Eligible Applicants: TEAs, including a consortium of TEAs.
Note: If applying as a consortium, applicants should refer to 34
CFR 75.127-75.129 for information about group applications.
2. a. Cost Sharing or Matching: This program does not require cost
sharing or matching.
b. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
indirect costs, or to obtain a negotiated indirect cost rate, please
see www2.ed.gov/about/offices/list/ocfo/intro.html.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
the Cost Principles in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on February 13, 2019 (84 FR 3768) and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which
contain requirements and information on how to submit an application.
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for the ARP-AIRE 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, 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 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 program. Please note that,
under 34 CFR 79.8(a), we have shortened the standard 60-day
intergovernmental review period in order to make awards by the end of
FY 2021.
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
[[Page 36720]]
application. We recommend that you (1) limit the application narrative
to no more than 50 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, or the letters of support. However, the recommended
page limit does apply to all of the application narrative.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the one-page abstract, the resumes,
the bibliography, or the letters of support. However, the recommended
page limit does apply to all of the application narrative.
6. Notice of Intent to Apply: The Department will be able to review
grant applications more efficiently if we know the approximate number
of applicants that intend to apply. Therefore, we strongly encourage
each potential applicant to notify us of their intent to submit an
application. To do so, please email the program contact person listed
under FOR FURTHER INFORMATION CONTACT with the subject line ``Intent to
Apply,'' and include the applicant's name and a contact person's name
and email address. Applicants that do not submit a notice of intent to
apply may still apply for funding; applicants that do submit a notice
of intent to apply are not bound to apply or bound by the information
provided.
V. Application Review Information
1. Selection Criteria: The selection criteria for this program are
from 34 CFR 75.210. We will award up to 100 points to an application
under the selection criteria; the total possible points for each
selection criterion are noted in parentheses.
(a) Quality of the project design (up to 50 points).
(1) The Secretary considers the quality of the design of the
proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the design of the proposed project includes
a thorough, high-quality review of the relevant literature, a high-
quality plan for project implementation, and the use of appropriate
methodological tools to ensure successful achievement of project
objectives. (20 points)
(ii) The extent to which the proposed project encourages parental
involvement. (10 points)
(iii) The extent to which the proposed project demonstrates a
rationale (as defined in this notice). (10 points)
(iv) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible. (10 points)
(b) Quality of project services (up to 20 points).
(1) The Secretary considers the quality of the services to be
provided by the proposed project.
(2) 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. (1 point)
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the services to be provided by the proposed
project are appropriate to the needs of the intended recipients or
beneficiaries of those services. (4 points)
(ii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice. (10 points)
(iii) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services. (5
points)
(c) Quality of project personnel (up to 15 points).
(1) The Secretary considers the quality of the personnel who will
carry out the proposed project.
(2) 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. (3 points)
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator. (7 points)
(ii) The qualifications, including relevant training and
experience, of key project personnel. (5 points)
(d) Quality of the management plan (up to 15 points).
(1) The Secretary considers the quality of the management plan for
the proposed project.
(2) 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. (10 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. (5 points)
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Risk Assessment and 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
[[Page 36721]]
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
4. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
5. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing 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 the Government
Performance and Results Act of 1993 and for Department reporting under
34 CFR 75.110, we have established the following performance measure
for the ARP-AIRE program:
The number of grantees that attain or exceed the targets for the
outcome indicators that have been approved by the Secretary for their
projects.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: Whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, the
performance targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3 file, braille, large print,
audiotape, or compact disc, or other accessible format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the
[[Page 36722]]
Code of Federal Regulations at www.govinfo.gov. At this site you can
view this document, as well as all other documents of this Department
published in the Federal Register, in text or Portable Document Format
(PDF). To use PDF you must have Adobe Acrobat Reader, which is
available free at the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Ian Rosenblum,
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. 2021-14858 Filed 7-12-21; 8:45 am]
BILLING CODE 4000-01-P