[Federal Register Volume 80, Number 238 (Friday, December 11, 2015)]
[Notices]
[Pages 76957-76966]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2015-31290]
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DEPARTMENT OF EDUCATION
Application for New Awards; National Professional Development
Program
AGENCY: Office of English Language Acquisition, Department of
Education.
ACTION: Notice.
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Overview Information:
National Professional Development Program.
Notice inviting applications for new awards for fiscal year (FY)
2016.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.365Z.
DATES: Applications Available: December 11, 2015.
Deadline for Notice of Intent to Apply: December 31, 2015.
Deadline for Transmittal of Applications: February 19, 2016.
Deadline for Intergovernmental Review: April 19, 2016.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The National Professional Development (NPD)
program, authorized by section 3131 of the Elementary and Secondary
Education Act of 1965, as amended (ESEA), awards grants on a
competitive basis, for a period of not more than five years, to
institutions of higher education (IHEs), in consortia with State
educational agencies (SEAs) or local educational agencies (LEAs). The
purpose of these grants is to support professional development
activities that will improve classroom instruction for English Learners
(ELs) and assist educational personnel working with such children to
meet high professional standards, including standards for certification
and licensure for teachers who work in language instruction educational
programs to serve ELs.
Grants awarded under this program may be used for one or more of
the following--
(1) Pre-service professional development programs that will assist
schools and IHEs to upgrade the qualifications and skills of
educational personnel who are not certified or licensed, especially
educational paraprofessionals;
(2) The development of program curricula appropriate to the needs
of the consortia participants involved; and
(3) In conjunction with other Federal need-based student financial
assistance programs, for financial assistance, and costs related to
tuition, fees, and books for enrolling in courses required to complete
the degree involved, to meet certification or licensing requirements
for teachers who work in language
[[Page 76958]]
instruction educational programs or serve ELs.
Background:
Educator effectiveness is the most important in-school factor
affecting student achievement and success.\1\ The NPD program is a
Federal grant program that offers professional development specifically
for educators of ELs. Through its competitions, the NPD program intends
to improve the academic achievement of ELs by supporting pre-service
and in-service practices for teachers and other staff, including school
leaders working with ELs.
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\1\ Calder[oacute]n, M., Slavin, R., and S[aacute]nchez, M.
(2011). Effective instruction for English learners. Future of
Children, 21(1), 103-127.
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Through previous competitions, the NPD program has funded a range
of grantees that are currently implementing 115 projects across the
country. As the EL population continues to grow, it has become
increasingly important to identify and support practices implemented by
educators of ELs that effectively improve student learning outcomes.
However, there are limited studies that provide evidence about how
to best prepare and support educators of ELs in ways that will
ultimately improve student learning and outcomes. The existing studies
that the Department has identified typically do not meet the highest
standards for rigor, and largely focus on professional development for
in-service teachers; few focused on preparation for pre-service
teachers.
Nonetheless, the body of evidence on effective language, literacy,
and content instruction for ELs, including specific instructional
practices for English language acquisition, is growing steadily, as
documented by the 2014 What Works Clearinghouse (WWC) Practice Guide
for teaching ELs, available at: http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=19. To encourage the use of evidence to increase
the effectiveness of projects funded by NPD, the Department has
included a competitive preference priority for projects designed to
improve academic outcomes for ELs using strategies supported by
moderate evidence of effectiveness (as defined in this notice).
In addition, in order to grow the evidence available to inform the
future activities of IHEs, SEAs, and LEAs to support ELs, NPD-funded
projects are encouraged to use a portion of their budgets to conduct a
rigorous evaluation of their projects that meets the WWC Standards with
reservations. Such evaluations would help ensure that projects funded
under the NPD program are part of a learning agenda that expands the
knowledge base on effective EL practices to ultimately enable all ELs
to achieve postsecondary and career success.
For the FY 2016 NPD competition, the Department is particularly
interested in supporting projects that improve parental, family, and
community engagement. Literature suggests that educators who involve
families in their children's education can strengthen their
instructional effectiveness with ELs.2 3 Providing
professional development that enhances educators' abilities to build
meaningful relationships with students' families may also support
students' learning at home. Accordingly, this notice includes a
competitive preference priority related to improving parent, family,
and community engagement.
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\2\ Chen, C., Kyle, D.W., and McIntyre, M. (2008). Helping
teachers work effectively with English language learners and their
families. The School Community Journal, 18 (1), 7-20.
\3\ Waterman, R. and Harry, B. (2008). Building Collaboration
Between Schools and Parents of English Language Learners:
Transcending Barriers, Creating Opportunities. Tempe, AZ: National
Center for Culturally Responsive Educational Systems.
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The Department is also interested in supporting dual language
acquisition approaches that are effective in developing biliteracy
skills. Evidence suggests that students who are biliterate have certain
cognitive and social benefits compared to their monolingual peers.
Further, recent research \4\ suggests that despite initial lags,
students in well-implemented dual language programs eventually perform
equal to or better than their counterparts in English-only programs.
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\4\ Valentino, R.A., and Reardon, S.F. (2015). Effectiveness of
four instructional programs designed to serve English language
learners: Variation by ethnicity and initial English proficiency.
Educational Evaluation and Policy Analysis, doi: 10.3102/
0162373715573310.
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In addition, we recognize that linguistic and cultural diversity is
an asset, and that dual language approaches may also enhance the
preservation of heritage language and culture. These approaches may be
particularly impactful for diverse populations of ELs, such as
immigrant children and youth and Native American students.
Finally, we are interested in the development of the early learning
workforce. In this competition, we encourage pre-service preparation
for early learning educators so that they can successfully support ELs.
And, because the foundational knowledge of developmental learning and
language acquisition skills applies across all levels of teaching ELs,
including at the secondary level, we also encourage projects that will
include this knowledge building for educators at all levels.
Priorities: This notice includes one absolute priority, two
competitive preference priorities, and two invitational priorities. The
absolute priority is from section 3131 of ESEA (20 U.S.C. 7801).
Competitive Preference Priority 1 is from section 75.226 of EDGAR.
Competitive Preference Priority 2 is from the Department's notice of
final supplemental priorities and definitions (Supplemental
Priorities), published in the Federal Register on December 10, 2014 (79
FR 73425).
Absolute Priority: For FY 2016 and any subsequent year in which we
make awards from the list of unfunded applicants 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:
Providing Professional Development to Improve Instruction for
English Learners.
Under this priority we provide funding to projects that provide
professional development activities that will improve classroom
instruction for ELs and assist educational personnel working with ELs
to meet high professional standards, including standards for
certification and licensure as teachers who work in language
instruction educational programs or serve ELs.
Competitive Preference Priorities: For FY 2016 and any subsequent
year in which we make awards from the list of unfunded applicants from
this competition, these priorities are competitive preference
priorities. Under 34 CFR 75.105(c)(2)(i) we award five additional
points to applications that meet Competitive Preference Priority 1. We
award up to an additional five points to applications that meet
Competitive Preference Priority 2, depending on how well the
application meets this priority. Applicants may address none, one, or
both of the competitive preference priorities. An applicant must
clearly identify in the project abstract and the project narrative
section of its application the competitive preference priority or
priorities it wishes the Department to consider for purposes of earning
competitive preference priority points.
These priorities are:
Competitive Preference Priority 1--Moderate Evidence of
Effectiveness (0 or 5 points).
[[Page 76959]]
Projects that are supported by moderate evidence of effectiveness.
Competitive Preference Priority 2--Improving Parent, Family, and
Community Engagement (up to 5 points).
Projects that are designed to improve student outcomes through one
or more of the following:
(a) Developing and implementing Systemic Initiatives to improve
Parent and Family Engagement by expanding and enhancing the skills,
strategies, and knowledge (including techniques or use of technological
tools needed to effectively communicate, advocate, support, and make
informed decisions about the student's education) of parents and
families.
(b) Providing professional development that enhances the skills and
competencies of school or program leaders, principals, teachers,
practitioners, or other administrative and support staff to build
meaningful relationships with students' parents or families through
Systemic Initiatives that may also support students' learning at home.
(c) Implementing initiatives that improve Community Engagement, the
relationships between parents or families and school or program staff
by cultivating Sustained Partnerships.
Invitational Priorities: For FY 2016 and any subsequent year in
which we make awards from the list of unfunded applicants from this
competition, these priorities are invitational priorities. Under 34 CFR
75.105(c)(1) we do not give an application that meets these
invitational priorities a competitive or absolute preference over other
applications.
Invitational Priority 1--Dual Language Approaches.
We encourage applicants to propose projects to improve educator
preparation and professional learning for dual language implementation
models to support effective instruction for ELs. In particular, we
encourage such approaches to take into account the unique needs of
recently arrived limited English proficient students, immigrant
children and youth, and Native American students, who are members of
federally recognized Indian tribes.
Invitational Priority 2--Supporting the Early Learning Workforce To
Serve ELs.
We encourage applicants to propose projects that improve the
quality and effectiveness of the early learning workforce, including
administrators, so that they have the necessary knowledge, skills, and
abilities to improve ELs' cognitive, health, social-emotional, and dual
language development. Early learning programs are designed to improve
early learning and development outcomes across one or more of the
Essential Domains of School Readiness for children from birth through
third grade (or for any age group within this range). Further, we
encourage applicants to include in such projects these foundational
professional learning domains for educators at all levels of teaching
including secondary preparation.
Definitions: The following definitions are from 34 CFR 77.1, 34 CFR
200.6, the Supplemental Priorities, and sections 3301 and 9101 of the
ESEA (20 U.S.C. 7801), and apply to the priorities and selection
criteria in this notice. The source of each definition is noted in
parentheses following the text of the definition.
Ambitious means promoting continued, meaningful improvement for
program participants or for other individuals or entities affected by
the grant, or representing a significant advancement in the field of
education research, practices, or methodologies. When used to describe
a performance target, whether a performance target is ambitious depends
upon the context of the relevant performance measure and the baseline
for that measure. (34 CFR 77.1)
Baseline means the starting point from which performance is
measured and targets are set. (34 CFR 77.1)
Community engagement means the systematic inclusion of community
organizations as partners with State educational agencies, local
educational agencies, or other educational institutions, or their
school or program staff to accomplish activities that may include
developing a shared community vision, establishing a shared
accountability agreement, participating in shared data-collection and
analysis, or establishing community networks that are focused on shared
community-level outcomes. These organizations may include faith- and
community-based organizations, institutions of higher education
(including minority-serving institutions eligible to receive aid under
Title III or Title V of the Higher Education Act of 1965), businesses
and industries, labor organizations, State and local government
entities, or Federal entities other than the Department. (Supplemental
Priorities)
English learner means an individual who is limited English
proficient (LEP), which, by statute, means an individual--
(A) Who is aged 3 through 21;
(B) Who is enrolled or preparing to enroll in an elementary school
or secondary school;
(C)(i) Who was not born in the United States or whose native
language is a language other than English;
(ii)(I) Who is a Native American or Alaska Native, or a Native
resident of the outlying areas; and
(II) Who comes from an environment where a language other than
English has had a significant impact on the individual's level of
English language proficiency; or
(iii) Who is migratory, whose native language is a language other
than English, and who comes from an environment where a language other
than English is dominant; and
(D) Whose difficulties in speaking, reading, writing, or
understanding the English language may be sufficient to deny the
individual--
(i) The ability to meet the State's proficient level of achievement
on State assessments described in section 111 (b)(3);
(ii) The ability to successfully achieve in classrooms where the
language of instruction is English; or
(iii) The opportunity to participate fully in society. (Section
9101 of the ESEA)
Essential Domains of School Readiness means the domains of language
and literacy development, cognition and general knowledge (including
early mathematics and early scientific development), approaches toward
learning (including the utilization of the arts), physical well-being
and motor development (including adaptive skills), and social and
emotional development. (Supplemental Priorities)
Immigrant children and youth means individuals who
(A) Are aged 3 through 21;
(B) Were not born in any State; and
(C) Have not been attending one or more schools in any one or more
States for more than 3 full academic years. (Section 3301 of the ESEA)
Language instruction educational program means an instruction
course--
(A) In which a limited English proficient child is placed for the
purpose of developing and attaining English proficiency, while meeting
challenging State academic content and student academic achievement
standards, as required by section 1111(b)(1); and
(B) That may make instructional use of both English and a child's
native language to enable the child to develop and attain English
proficiency, and may include the participation of English proficient
children if such course is
[[Page 76960]]
designed to enable all participating children to become proficient in
English and a second language. (Section 3301 of the ESEA)
Large sample means an analytic sample of 350 or more students (or
other single analysis units), or 50 or more groups (such as classrooms
or schools) that contain 10 or more students (or other single analysis
units). (34 CFR 77.1)
Logic model (also referred to as theory of action) means a well-
specified conceptual framework that identifies key components of the
proposed process, product, strategy, or practice (i.e., the active
``ingredients'' that are hypothesized to be critical to achieving the
relevant outcomes) and describes the relationships among the key
components and outcomes, theoretically and operationally. (34 CFR
77.1.)
Moderate evidence of effectiveness means one of the following
conditions is met:
(A) There is at least one study of the effectiveness of the
process, product, strategy, or practice being proposed that meets the
What Works Clearinghouse Evidence Standards without reservations, found
a statistically significant favorable impact on a relevant outcome
(with no statistically significant and overriding unfavorable impacts
on that outcome for relevant populations in the study or in other
studies of the intervention reviewed by and reported on by the What
Works Clearinghouse), and includes a sample that overlaps with the
populations or settings proposed to receive the process, product,
strategy, or practice.
(B) There is at least one study of the effectiveness of the
process, product, strategy, or practice being proposed that meets the
What Works Clearinghouse Evidence Standards with reservations, found a
statistically significant favorable impact on a relevant outcome (with
no statistically significant and overriding unfavorable impacts on that
outcome for relevant populations in the study or in other studies of
the intervention reviewed by and reported on by the What Works
Clearinghouse), includes a sample that overlaps with the populations or
settings proposed to receive the process, product, strategy, or
practice, and includes a large sample and a multi-site sample. (34 CFR
77.1)
Multi-site sample means more than one site, where site can be
defined as an LEA, locality, or State. (34 CFR 77.1)
Parent and family engagement means the systematic inclusion of
parents and families, working in partnership with SEAs, State lead
agencies (under Part C of the Individuals with Disabilities Education
Act (IDEA) or the State's Race to the Top-Early Learning Challenge
grant), LEAs, or other educational institutions, or their staff, in
their child's education, which may include strengthening the ability of
(A) parents and families to support their child's education; and (B)
school or program staff to work with parents and families.
(Supplemental Priorities)
Recently arrived limited English proficient student is a student
with limited English proficiency who has attended schools in the United
States for less than twelve months. The phrase ``schools in the United
States'' includes only schools in the 50 States and the District of
Columbia. (34 CFR 200.6(b)(4)(iv))
Relevant outcome means the student outcome(s) (or the ultimate
outcome if not related to students) the proposed process, product,
strategy, or practice is designed to improve; consistent with the
specific goals of a program. (34 CFR 77.1)
Strong theory means a rationale for the proposed process, product,
strategy, or practice that includes a logic model (as defined in this
notice). (34 CFR 77.1)
Note: Applicants may use resources such as the Pacific Education
Laboratory's Education Logic Model Application (http://relpacific.mcrel.org/resources/elm-app) to help design their logic
models.
Student achievement means--
For grades and subjects in which assessments are required under
section 1111(b)(3) of the ESEA: (1) A student's score on such
assessments; and, as appropriate (2) other measures of student
learning, such as those described in the subsequent paragraph, provided
that they are rigorous and comparable across schools within an LEA.
For grades and subjects in which assessments are not required under
section 1111(b)(3) of the ESEA: (1) Alternative measures of student
learning and performance, such as student results on pre-tests, end-of-
course tests, and objective performance-based assessments; (2) student
learning objectives; (3) student performance on English language
proficiency assessments; and (4) other measures of student achievement
that are rigorous and comparable across schools within an LEA.
(Supplemental Priorities).
Sustained partnership means a relationship that has demonstrably
adequate resources and other support to continue beyond the funding
period and that consist of community organizations as partners with an
LEA and one or more of its schools. These organizations may include
faith- and community-based organizations, IHEs (including minority-
serving institutions eligible to receive aid under title III or title V
of the Higher Education Act of 1965), businesses and industries, labor
organizations, State and local government entities, or Federal entities
other than the Department. (Supplemental Priorities)
Systemic initiative means a policy, program, or activity that
includes Parent and Family Engagement as a core component and is
designed to meet critical educational goals, such as school readiness,
Student Achievement, and school turnaround. (Supplemental Priorities)
What Works Clearinghouse Evidence Standards means the standards set
forth in the What Works Clearinghouse Procedures and Standards Handbook
(Version 3.0, March 2014), which can be found at the following link:
http://ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19. (34 CFR 77.1)
Applicable Regulations: (a) EDGAR 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 Government-wide Debarment and Suspension
(Nonprocurement) in 2 CFR part 180, as adopted and amended as
regulations of the Department in 2 CFR part 3485. (c) The Uniform
Administrative Requirements, Cost Principles, and Audit Requirements
for Federal Awards in 2 CFR part 200, as adopted and amended in 2 CFR
part 3474. (d) The Supplemental Priorities.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $23,850,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2017 or later years
from the list of unfunded applicants from this competition.
Estimated Range of Awards: $350,000-550,000.
Estimated Average Size of Awards: $450,000.
Estimated Number of Awards: 53.
Note: The Department is not bound by any estimates in this
notice.
Project Period: 60 months.
III. Eligibility Information
1. Eligible Applicants: Entities eligible to apply for NPD grants
are IHEs in consortia with LEAs or SEAs.
[[Page 76961]]
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
IV. Application and Submission Information
1. Address to Request Application Package: You can obtain an
application package via the Internet or from the Education Publications
Center (ED Pubs). To obtain a copy via the Internet, use the following
address: www.ed.gov/fund/grant/apply/grantapps/index.html. To obtain a
copy from ED Pubs, write, fax, or call: ED Pubs, U.S. Department of
Education, P.O. Box 22207, Alexandria, VA 22304. Telephone, toll free:
1-877-433-7827. FAX: (703) 605-6794. If you use a telecommunications
device for the deaf (TDD) or a text telephone (TTY), call, toll free:
1-877-576-7734.
You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at
its email address: [email protected].
If you request an application package from ED Pubs, be sure to
identify this program or competition as follows: CFDA 84.365Z.
Individuals with disabilities can obtain a copy of the application
package in an accessible format (e.g., braille, large print, audiotape,
or compact disc) by contacting the person listed under Accessible
Format in section VIII of this notice.
2. a. Content and Form of Application Submission: Requirements
concerning the content of an application, together with the forms you
must submit, are in the application package for this competition.
Deadline for Notice of Intent to Apply: December 31, 2015.
We will be able to develop a more efficient process for reviewing
grant applications if we know the approximate number of applicants that
intend to apply for funding under this competition. Therefore, the
Secretary strongly encourages each potential applicant to notify us of
the applicant's intent to submit an application by emailing
[email protected] with the subject line ``Intent to Apply'' and include in
the content of the email the following information: (1) The applicant
organization's name and address, and (2) any competitive preference
priority or priorities and invitational priority or priorities the
applicant is addressing in the application. Applicants that do not
provide notice of their intent to apply may still submit an
application.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria that
reviewers use to evaluate your application. Applicants must limit the
application narrative to no more than 35 pages. Applicants are also
strongly encouraged not to include lengthy appendices that contain
information that they were unable to include within the page limits for
the narrative.
Applicants must 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.
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 page limit for the application does not apply to Part I, the
cover sheet; Part II, the budget section, including the narrative
budget justification; Part IV, the assurances and certifications; or
the one-page abstract, the bibliography, or the letters of support of
the application. However, the page limit does apply to all of the
application narrative section [Part III] of the application.
We will reject your application if you exceed the page limit or if
you apply other standards and exceed the equivalent of the page limit.
b. Submission of Proprietary Information:
Given the types of projects that may be proposed in applications
for the NPD 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).
Consistent with the process followed in the prior NPD competitions,
we may post the project narrative section of funded NPD applications on
the Department's Web site so you may wish to request confidentiality of
business information. Identifying proprietary information in the
submitted application will help facilitate this public disclosure
process.
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. Submission Dates and Times:
Deadline for Notice of Intent to Apply: December 31, 2015.
Informational Meetings: The NPD program intends to hold Webinars
designed to provide technical assistance to interested applicants.
Detailed information regarding these meetings will be provided on the
NPD Web site at http://www2.ed.gov/programs/nfdp/applicant.html.
Deadline for Transmittal of Applications: February 19, 2016.
Applications for grants under this competition must be submitted
electronically using the Grants.gov application site. For information
(including dates and times) about how to submit your application
electronically, or in paper format by mail or hand delivery if you
qualify for an exception to the electronic submission requirement,
please refer to Other Submission Requirements in section IV of this
notice.
We do not consider an application that does not comply with the
deadline requirements.
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under FOR FURTHER INFORMATION CONTACT in section VII
of this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice.
Deadline for Intergovernmental Review: April 19, 2016.
4. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
6. Data Universal Numbering System Number, Taxpayer Identification
Number, and System for Award Management: To do business with the
Department of Education, you must--
a. Have a Data Universal Numbering System (DUNS) number and a
Taxpayer Identification Number (TIN);
b. Register both your DUNS number and TIN with the System for Award
Management (SAM) (formerly the
[[Page 76962]]
Central Contractor Registry), the Government's primary registrant
database;
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active SAM registration with current information
while your application is under review by the Department and, if you
are awarded a grant, during the project period.
You can obtain a DUNS number from Dun and Bradstreet at the
following Web site: http://fedgov.dnb.com/webform. A DUNS number can be
created within one to two business days.
If you are a corporate entity, agency, institution, or
organization, you can obtain a TIN from the Internal Revenue Service.
If you are an individual, you can obtain a TIN from the Internal
Revenue Service or the Social Security Administration. If you need a
new TIN, please allow two to five weeks for your TIN to become active.
The SAM registration process can take approximately seven business
days, but may take upwards of several weeks, depending on the
completeness and accuracy of the data you entered into the SAM
database. Thus, if you think you might want to apply for Federal
financial assistance under a program administered by the Department,
please allow sufficient time to obtain and register your DUNS number
and TIN. We strongly recommend that you register early.
Note: Once your SAM registration is active, it may be 24 to 48
hours before you can access the information in, and submit an
application through, Grants.gov.
If you are currently registered with SAM, you may not need to make
any changes. However, please make certain that the TIN associated with
your DUNS number is correct. Also note that you will need to update
your registration annually. This may take three or more business days.
Information about SAM is available at www.SAM.gov. To further
assist you with obtaining and registering your DUNS number and TIN in
SAM or updating your existing SAM account, we have prepared a SAM.gov
Tip Sheet, which you can find at: www2.ed.gov/fund/grant/apply/sam-faqs.html.
In addition, if you are submitting your application via Grants.gov,
you must (1) be designated by your organization as an Authorized
Organization Representative (AOR); and (2) register yourself with
Grants.gov as an AOR. Details on these steps are outlined at the
following Grants.gov Web page: www.grants.gov/web/grants/register.html.
7. Other Submission Requirements:
Applications for grants for the NPD program must be submitted
electronically unless you qualify for an exception to this requirement
in accordance with the instructions in this section.
a. Electronic Submission of Applications.
Applications for grants under the NPD program, CFDA number 84.365Z,
must be submitted electronically using the Grants.gov Apply site
(Grants.gov). Through this site, you will be able to download a copy of
the application package, complete it offline, and then upload and
submit your application. You may not email an electronic copy of a
grant application to us.
We will reject your application if you submit it in paper format
unless, as described elsewhere in this section, you qualify for one of
the exceptions to the electronic submission requirement and submit, no
later than two weeks before the application deadline date, a written
statement to the Department that you qualify for one of these
exceptions. Further information regarding calculation of the date that
is two weeks before the application deadline date is provided later in
this section under Exception to Electronic Submission Requirement.
You may access the electronic grant application for the NPD program
at www.Grants.gov. You must search for the downloadable application
package for this competition by the CFDA number. Do not include the
CFDA number's alpha suffix in your search (e.g., search for 84.365, not
84.365Z).
Please note the following:
When you enter the Grants.gov site, you will find
information about submitting an application electronically through the
site, as well as the hours of operation.
Applications received by Grants.gov are date and time
stamped. Your application must be fully uploaded and submitted and must
be date and time stamped by the Grants.gov system no later than 4:30:00
p.m., Washington, DC time, on the application deadline date. Except as
otherwise noted in this section, we will not accept your application if
it is received--that is, date and time stamped by the Grants.gov
system--after 4:30:00 p.m., Washington, DC time, on the application
deadline date. We do not consider an application that does not comply
with the deadline requirements. When we retrieve your application from
Grants.gov, we will notify you if we are rejecting your application
because it was date and time stamped by the Grants.gov system after
4:30:00 p.m., Washington, DC time, on the application deadline date.
The amount of time it can take to upload an application
will vary depending on a variety of factors, including the size of the
application and the speed of your Internet connection. Therefore, we
strongly recommend that you do not wait until the application deadline
date to begin the submission process through Grants.gov.
You should review and follow the Education Submission
Procedures for submitting an application through Grants.gov that are
included in the application package for this competition to ensure that
you submit your application in a timely manner to the Grants.gov
system. You can also find the Education Submission Procedures
pertaining to Grants.gov under News and Events on the Department's G5
system home page at www.G5.gov. In addition, for specific guidance and
procedures for submitting an application through Grants.gov, please
refer to the Grants.gov Web site at: www.grants.gov/web/grants/applicants/apply-for-grants.html.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you qualify for an exception to the electronic submission
requirement, as described elsewhere in this section, and submit your
application in paper format.
You must submit all documents electronically, including
all information you typically provide on the following forms: the
Application for Federal Assistance (SF 424), the Department of
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and
certifications.
You must upload any narrative sections and all other
attachments to your application as files in a read-only, non-modifiable
Portable Document Format (PDF). Do not upload an interactive or
fillable PDF file (e.g., Word, Excel, WordPerfect, etc.). If you upload
a file type other than a read-only, non-modifiable PDF or submit a
password-protected file, we will not review that material. Please note
that this could result in your application not being considered for
funding because the material in question--for example, the project
narrative--is critical to a meaningful review of your proposal. For
that reason it is important to allow yourself adequate time to upload
all material as PDF files. The Department will not convert material
from other formats to PDF.
Your electronic application must comply with any page-
limit requirements described in this notice.
[[Page 76963]]
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. This notification indicates
receipt by Grants.gov only, not receipt by the Department. Grants.gov
will also notify you automatically by email if your application met all
the Grants.gov validation requirements or if there were any errors
(such as submission of your application by someone other than a
registered Authorized Organization Representative, or inclusion of an
attachment with a file name that contains special characters). You will
be given an opportunity to correct any errors and resubmit, but you
must still meet the deadline for submission of applications.
Once your application is successfully validated by Grants.gov, the
Department will retrieve your application from Grants.gov and send you
an email with a unique PR/Award number for your application.
These emails do not mean that your application is without any
disqualifying errors. While your application may have been successfully
validated by Grants.gov, it must also meet the Department's application
requirements as specified in this notice and in the application
instructions. Disqualifying errors could include, for instance, failure
to upload attachments in a read-only, non-modifiable PDF; failure to
submit a required part of the application; or failure to meet applicant
eligibility requirements. It is your responsibility to ensure that your
submitted application has met all of the Department's requirements.
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of Technical Issues
with the Grants.gov System: If you are experiencing problems submitting
your application through Grants.gov, please contact the Grants.gov
Support Desk, toll free, at 1-800-518-4726. You must obtain a
Grants.gov Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30:00 p.m., Washington, DC time, the following business day to
enable you to transmit your application electronically or by hand
delivery. You also may mail your application by following the mailing
instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC
time, on the application deadline date, please contact the person
listed under FOR FURTHER INFORMATION CONTACT in section VII of this
notice and provide an explanation of the technical problem you
experienced with Grants.gov, along with the Grants.gov Support Desk
Case Number. We will accept your application if we can confirm that a
technical problem occurred with the Grants.gov system and that the
problem affected your ability to submit your application by 4:30:00
p.m., Washington, DC time, on the application deadline date. We will
contact you after we determine whether your application will be
accepted.
Note: The extensions to which we refer in this section apply only
to the unavailability of, or technical problems with, the Grants.gov
system. We will not grant you an extension if you failed to fully
register to submit your application to Grants.gov before the
application deadline date and time or if the technical problem you
experienced is unrelated to the Grants.gov system.
Exception to Electronic Submission Requirement: You qualify for an
exception to the electronic submission requirement, and may submit your
application in paper format, if you are unable to submit an application
through the Grants.gov system because--
You do not have access to the Internet; or
You do not have the capacity to upload large documents to
the Grants.gov system;
and
No later than two weeks before the application deadline
date (14 calendar days or, if the fourteenth calendar day before the
application deadline date falls on a Federal holiday, the next business
day following the Federal holiday), you mail or fax a written statement
to the Department, explaining which of the two grounds for an exception
prevents you from using the Internet to submit your application.
If you mail your written statement to the Department, it must be
postmarked no later than two weeks before the application deadline
date. If you fax your written statement to the Department, we must
receive the faxed statement no later than two weeks before the
application deadline date.
Address and mail or fax your statement to: Patrice Swann, U.S.
Department of Education, 400 Maryland Avenue SW., Room 5C144,
Washington, DC 20202-6510. FAX: (202) 260-5496.
Your paper application must be submitted in accordance with the
mail or hand delivery instructions described in this notice.
b. Submission of Paper Applications by Mail.
If you qualify for an exception to the electronic submission
requirement, you may mail (through the U.S. Postal Service or a
commercial carrier) your application to the Department. You must mail
the original and two copies of your application, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.365Z) LBJ Basement Level 1, 400 Maryland Avenue SW.,
Washington, DC 20202-4260.
You must show proof of mailing consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
Note: he U.S. Postal Service does not uniformly provide a dated
postmark. Before relying on this method, you should check with your
local post office.
We will not consider applications postmarked after the application
deadline date.
c. Submission of Paper Applications by Hand Delivery.
If you qualify for an exception to the electronic submission
requirement, you (or a courier service) may deliver your paper
application to the Department by hand. You must deliver the original
and two copies of your application by hand, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.365Z) 550 12th Street SW., Room 7039, Potomac Center
Plaza, Washington, DC 20202-4260.
The Application Control Center accepts hand deliveries daily
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except
Saturdays, Sundays, and Federal holidays.
[[Page 76964]]
Note for Mail or Hand Delivery of Paper Applications: If you
mail or hand deliver your application to the Department--
(1) You must indicate on the envelope and--if not provided by
the Department--in Item 11 of the SF 424 the CFDA number, including
suffix letter, if any, of the competition under which you are
submitting your application; and
(2) The Application Control Center will mail to you a
notification of receipt of your grant application. If you do not
receive this notification within 15 business days from the
application deadline date, you should call the U.S. Department of
Education Application Control Center at (202) 245-6288.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from section 75.210 of EDGAR. The maximum score for all of these
criteria is 100 points (not including competitive preference priority
points). The maximum score for each criterion is indicated in
parentheses.
(a) Quality of the project design. (up to 45 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.
(2) The extent to which the design for implementing and evaluating
the proposed project will result in information to guide possible
replications of project activities or strategies including information
about the effectiveness of the approach or strategies employed by the
project.
(3) The extent to which the proposed project is supported by strong
theory (as defined in this notice).
(b) Quality of project personnel. (up to 10 points)
The Secretary considers the quality of the personnel who will carry
out the proposed project. In determining the quality of project
personnel, the Secretary considers the following factors:
(1) 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.
The qualifications, including relevant training and experience, of
the project director or principal investigator.
(c) Quality of the management plan. (up to 25 points)
The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan for
the proposed project, the Secretary considers the following factors:
(1) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(2) The extent to which the time commitment of the project director
and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(d) Quality of the project evaluation. (up to 20 points)
The Secretary considers the quality of the evaluation to be
conducted of the proposed project. In determining the quality of the
evaluation, the Secretary considers the following factors:
(1) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(2) The extent to which the methods of evaluation will, if well
implemented, produce evidence about the project's effectiveness that
would meet the What Works Clearinghouse Evidence Standards with
reservations.
(3) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
Note: The following are technical assistance resources on
evaluation: (1) WWC Procedures and Standards Handbook: http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1;
and (2) IES/NCEE Technical Methods papers: http://ies.ed.gov/ncee/tech_methods.
In addition, we invite applicants to view two Webinar recordings
that were hosted by the Institute of Education Sciences. The first
Webinar addresses strategies for designing and executing well-designed
quasi-experimental design studies. This Webinar is available at: http://ies.ed.gov/ncee/wwc/Multimedia.aspx?sid=23. The second Webinar focuses
on more rigorous evaluation designees, including strategies for
designing and executing randomized controlled trials. This Webinar is
available at: http://ies.ed.gov/ncee/wwc/Multimedia.aspx?sid=18.
2. Review and Selection Process: The Department will screen
applications that are submitted for NPD grants in accordance with the
requirements in this notice and determine which applications meet the
eligibility and other requirements. Peer reviewers will review all
eligible applications for NPD grants that are submitted by the
established deadline.
Applicants should note, however, that we may screen for eligibility
at multiple points during the competition process, including before and
after peer review; applicants that are determined to be ineligible will
not receive a grant award regardless of peer reviewer scores or
comments. If we determine that an NPD grant application does not meet
an NPD requirement, the application will not be considered for funding.
For NPD grant applications, the Department intends to conduct a
two-part review process to review and score all eligible applications.
Content reviewers will review and score all eligible applications on
the following three selection criteria: (a) Quality of the project
design; (b) Quality of project personnel; and (c) Quality of the
management plan. These reviewers will also review and score the second
competitive preference priority. Peer reviewers with evaluation
expertise will review and score the selection criteria under (d)
Quality of the project evaluation.
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
also 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
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Risk Assessment and Special 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 special 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.
[[Page 76965]]
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). 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. Transparency and Open Government Policy: After awards are made
under this competition, all of the submitted successful applications,
together with reviewer scores and comments, will be posted on the
Department's Web site.
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 http://www.ed.gov/fund/grant/apply/appforms.html.
(c) 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: Under the Government Performance and
Results Act (GPRA), Federal departments and agencies must clearly
describe the goals and objectives of programs, identify resources and
actions needed to accomplish goals and objectives, develop a means of
measuring progress made, and regularly report on achievement. One
important source of program information on successes and lessons
learned is the project evaluation conducted under individual grants.
(a) Measures. The Department has developed the following GPRA
performance measures for evaluating the overall effectiveness of the
NPD program:
Measure 1: The number and percentage of program participants who
complete the preservice program. Completion is defined by the applicant
in the submitted application.
Measure 2: The number and percentage of program participants who
complete the inservice program. Completion is defined by the applicant
in the submitted application.
Measure 3: The number and percentage of program completers, as
defined by the applicant under measures 1 and 2, who are State
certified, licensed, or endorsed in EL instruction.
Measure 4: The percentage of program completers who rate the
program as effective in preparing them to serve EL students.
Measure 5: The percentage of school leaders, other educators, and
employers of program completers who rated the program as effective in
preparing their teachers, or other educators, to serve ELs or improve
their abilities to serve ELs effectively.
Measure 6: For projects that received competitive preference points
for Competitive Priority 2, the percentage of program completers who
rated the program as effective, as defined by the grantees, in
increasing their knowledge and skills related to parent, family, and
community engagement.
(b) Baseline data. Applicants must provide baseline data (as
defined in this notice) for each of the project performance measures
listed in (a) and explain how each proposed baseline data is related to
program outcomes; or, if the applicant has determined that there are no
established baseline data for a particular performance measure, explain
why there is no established baseline and explain how and when, during
the project period, the applicant will establish a baseline for the
performance measure.
(c) Performance measure targets. In addition, the applicant must
propose in its application annual targets for the measures listed in
paragraph (a). Applications must also include the following information
as directed under 34 CFR 75.110(b):
(1) Why each proposed performance target is ambitious (as defined
in this notice) yet achievable compared to the baseline for the
performance measure.
(2) The data collection and reporting methods the applicant would
use and why those methods are likely to yield reliable, valid, and
meaningful performance data; and
(3) The applicant's capacity to collect and report reliable, valid,
and meaningful performance data, as evidenced by high-quality data
collection, analysis, and reporting in other projects or research.
Note: If the applicant does not have experience with collection
and reporting of performance data through other projects or
research, the applicant should provide other evidence of capacity to
successfully carry out data collection and reporting for its
proposed project.
(d) Performance Reports. All grantees must submit an annual
performance report and final performance report with information that
is responsive to these performance measures. The Department will
consider this data in making annual continuation awards.
(e) Department Evaluations. Consistent with 34 CFR 75.591, grantees
funded under this program shall comply with the requirements of any
evaluation of the program conducted by the Department or an evaluator
selected by the Department.
5. 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. Agency Contact
FOR FURTHER INFORMATION CONTACT: Samuel Lopez, U.S. Department of
Education, 400 Maryland Avenue SW., Room 5C152, Washington, DC 20202.
Telephone: (202) 401-4300. FAX: (202) 205-1229 or by email at
[email protected].
If you use a TDD or a TTY, call the Federal Relay Service, toll
free, at 1-800-877-8339.
[[Page 76966]]
VIII. Other Information
Accessible Format: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., braille, large print, audiotape, or compact disc) on request to
the program contact person listed under For Further Information Contact
in section VII of this notice.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. Free
Internet access to the official edition of the Federal Register and the
Code of Federal Regulations is available via the Federal Digital System
at: www.gpo.gov/fdsys. 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 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.
Dated: December 8, 2015.
Libia S. Gil,
Assistant Deputy Secretary and Director for the Office of English
Language Acquisition.
[FR Doc. 2015-31290 Filed 12-10-15; 8:45 am]
BILLING CODE 4000-01-P